Cell Systems in Action

Overview

Central focus: Parts of the Cell and the Function of Each Part.

Students investigate how the cell membrane, cytoplasm, nucleus, mitochondria, ribosomes, cell wall, chloroplasts, and vacuole work together to keep organisms alive. They interpret a scientific diagram, compare plant and animal cells, and use evidence from a technical text and visual model to explain each part's function.

Plant- and Animal-Cell Reference Table

Cell part	Plant cells	Animal cells	Main function
Cell membrane	Yes	Yes	Controls what enters and leaves the cell
Cytoplasm	Yes	Yes	Where many cell activities occur
Nucleus	Yes	Yes	Contains genetic material and directs cell activities
Mitochondria	Yes	Yes	Release usable energy from food
Ribosomes	Yes	Yes	Make proteins
Cell wall	Yes	No	Provides support and shape
Chloroplasts	Yes	No	Capture light energy for photosynthesis
Vacuole	Yes, usually large	Yes, usually smaller	Stores water and other materials

Learning intentions

Students will be able to:

• Explain that cells are the basic units of life.
• Identify the cell membrane, cytoplasm, nucleus, mitochondria, ribosomes, cell wall, chloroplasts, and vacuole.
• State the function of each cell part and explain how the parts work together.
• Compare plant and animal cells using a labeled diagram and technical vocabulary.
• Use evidence from a technical text and visual model to explain cell structure and function.

Success criteria

• I can identify the cell membrane, cytoplasm, nucleus, mitochondria, ribosomes, cell wall, chloroplasts, and vacuole on a diagram.
• I can state the main function of each of the eight cell parts using accurate science vocabulary.
• I can compare plant and animal cells, including which parts they share and which parts differ.
• I can explain how a cell part helps a cell survive and support my explanation with evidence from a diagram or text.

Curriculum links

• North Carolina Grade 6 Science: Students understand that cells are the basic units of life and relate cell structures to their functions.
• Students develop scientific literacy by interpreting technical vocabulary and integrating information from written descriptions and scientific diagrams.
• Reading science and technical texts: determine central ideas, cite specific evidence, interpret visual information, and follow multistep directions.
• Science and engineering practice: develop and use models; obtain, evaluate, and communicate information.

Lesson structure (50 minutes)

1. 0–5 min · Hook: “What is inside?” Teacher displays an enlarged image of a plant cell and an animal cell using the opening cell mystery slide and asks, “How can something too small to see clearly keep an organism alive?” Students make a quick prediction and share one observation with a partner.

2. 5–13 min · Brief instruction: parts and functions. Teacher states the central focus, “Parts of the Cell and the Function of Each Part,” and uses the cell structures teaching slides to explain that cells are the basic units of life. Explicitly teach these parts and functions: the cell membrane controls what enters and leaves; cytoplasm is where many cell activities occur; the nucleus contains genetic material and directs activities; mitochondria release usable energy from food; ribosomes make proteins; the cell wall provides support; chloroplasts capture light energy for photosynthesis; and the vacuole stores water and other materials. Students record each part and its function on the cell structure and function worksheet.

3. 13–25 min · Model and diagram activity. Teacher models how to read a diagram by tracing each label to the correct structure, checking scale and location, and matching visual information with a written description. Students work in pairs to label the plant and animal cell diagrams and record the function of each of the eight parts. They use arrows carefully and mark structures found in both cells, only in plant cells, or only in animal cells. Teacher circulates and asks, “What evidence from the diagram supports your choice, and what does this part do?”

4. 25–36 min · Collaborative practice: organelle experts. Teacher places students in groups of four and gives each group a set of the cell organelle function cards. Students match each of the eight part cards to its function, then select two matches to justify using complete sentences. Groups must check their matches against the diagrams and revise any answer that does not fit the visual or written evidence. One spokesperson from each group shares a match, the function, and an explanation of how that part supports the cell.

5. 36–43 min · Compare and explain. Teacher displays the plant-and-animal-cell comparison prompt and asks groups to identify shared parts, plant-only parts, one similarity, one difference, and one structure-function relationship. Students complete the comparison section of the cell structure and function worksheet, using the frames: “Both cells have ___, which ___”; “Plant cells also have ___ because ___”; and “The ___ helps the cell by ___.”

6. 43–47 min · Formative check and correction. Teacher displays unlabeled cell diagrams on the quick-check slides and asks students to hold up fingers for selected answers or point to the structure on their worksheet. Students identify selected parts, state their functions to a partner, and correct inaccurate labels or functions in a different color. Teacher notes students who confuse the cell wall with the cell membrane or chloroplasts with mitochondria.

7. 47–50 min · Exit ticket. Teacher directs students to complete the final three questions on the cell structure and function worksheet: identify one shared cell part and explain its function; identify one plant-only part and explain its function; and use evidence from the diagram to explain one difference between plant and animal cells. Students submit the worksheet before leaving.

Resources

• Computer and projector
• the cell structure and function slide deck
• the cell structure and function worksheet
• the cell organelle function cards
• Pencils and colored pencils
• Document camera or interactive board
• Timer
• Board space for key vocabulary
• Optional hand lenses for examining printed diagrams

Safety notes: This lesson uses printed models rather than live specimens or chemicals. Keep scissors, if used to separate cards, under teacher direction; maintain clear walkways and remind students not to place classroom materials in their mouths.

Assessment

• During instruction, check whether students can identify the cell membrane, cytoplasm, nucleus, mitochondria, ribosomes, cell wall, chloroplasts, and vacuole and connect each part to its function.
• During pair and group work, listen for accurate use of the eight cell-part terms, correct plant-animal comparisons, and evidence-based explanations of structure and function.
• Use the exit ticket to assess identification and function of a shared part, identification and function of a plant-only part, plant-animal comparison, and evidence-based explanation. Reteach structures missed by several students in the next class.

Differentiation

• Support: Provide a word bank, color-coded labels, partially completed diagrams, and sentence starters. Read technical descriptions aloud and pair students strategically.
• EAL support: Preview terms with simple definitions and gestures or images; allow students to rehearse explanations with a partner before writing.
• SEN support: Reduce the number of initial labels, provide enlarged diagrams, offer frequent checks for understanding, and accept oral responses before written responses.
• Extension: Students explain why a plant cell needs both chloroplasts and mitochondria, using evidence from the diagram and technical descriptions. They may also design a simple “cell city” analogy, clearly matching each analogy to an organelle’s actual function.