![](media/image1.png){width="0.5834645669291338in" height="0.75in"}Life
Science

*Middle School Biology*

![](media/image2.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}

Life Science

Biology Curriculum

# Characteristics of Life 2

1.  **Wiggly Jiggly Cells?** An introductory activity that allows
    students to build 3D cell models in order to have a concrete example
    of this concept. 3

2.  **What Makes You Tick?** Teaching portion of the unit focusing on
    the characteristics of plant and animal cells. 6

3.  **Here's Looking at You** The lab portion of the unit where students
    collect and observe plant and animals cells under a microscope. 12

4.  **What do You Really Look Like?** A hands on activity that enhances
    the 3D characteristics of plant and animal cells. 17

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Characteristics of Life

In order to gain a basic understanding of all living things scientists
must first understand the cellular structure of living organisms. All
living things (plants, animals, and bacteria) are made up of cells.
Living cells are divided into two basic types: prokaryotic and
eukaryotic. The cells studied in this unit are eukaryotic. The
eukaryotic cells of higher plants and animals are highly structured.
These cells have developed internal organelles that help them survive.
In addition, there is mention of on-going microbial research in
Lechuguilla Cave in the Carlsbad Caverns National Park.

This unit focuses on the similarities and differences in plant and
animal cells. In the first activity, students create 3D cell models in
order to have a concrete example of this concept. The second activity is
the teaching portion of the unit that focuses on the characteristics of
plant and animal cells. The third activity is the lab portion of the
unit where students collect and observe plant and animal cells under a
microscope. The last activity is a hands-on activity that enhances the
3D characteristics of plant and animal cells.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Wiggly, Jiggly Cells?**

***3D cells are a hard concept for students to grasp. When viewed under\
a microscope they appear 2D. We are going to create 3D cells.***

**Summary:** Students will observe the 3D models of plant and animal
cells and describe their appearance.

**Duration:** 2 class periods

**Setting:** Classroom

**Vocabulary:** cell, cell organelles, mitochondria, chloroplasts, cell
membrane, cell wall, nucleus, ribosomes

**Standards/Benchmarks Addressed:** SC1-E2, SC2-E3, SC3-E1, SC6-E2,
SC6-E6, SC6-E7, SC10-E1, SC10-E2

**Objectives**

Students will:

-   create a 3D plant and a 3D animal cell following the directions
    given.

-   describe the cell as a 3D object rather than a 2D object as observed
    under a microscope.

-   describe the appearance and location of various cell organelles
    within a cell.

-   compare and contrast the 3D plant cell and the 3D animal cell.

**Background**

A cell is the basic unit of life. All living things are made up of cells
(plants, animals, and bacteria). These organisms can be either
one-celled or multicellular. Most cells are so small that they cannot be
seen without a microscope. In multicellular organisms, cells are
specialized to carry out different functions to sustain life. In
one-celled organisms the cell carries out all the functions to sustain
life within itself.

Living cells are divided into two types: prokaryotic and eukaryotic.
This division is based on internal complexity.

The eukaryotic cells of protozoa, higher plants, and animals are highly
structured. These cells tend to be larger than cells of bacteria, and
have developed specialized packaging and transport mechanisms that may
be necessary to support their larger size.

Prokaryotic cells are simple in structure, with no recognizable
organelles. They have an outer cell wall that gives them shape. Just
under the rigid cell wall is the more fluid cell membrane. The cytoplasm
enclosed within the cell membrane does not exhibit much structure when
viewed by electron microscopy.

Animal and plant cells are eukaryotic. Every animal and plant cell has a
nucleus that contains chromosomes. The nuclear envelope surrounding the
nucleus separates the chromosomes from the cytoplasm. Chromosomes carry
genes (these are bits of DNA, the heredity material).

Animal and plant cells also contain cytoplasm. Perhaps the most
important things to be found in cytoplasm are mitochondria. A
mitochondrion contains all the enzymes to obtain energy from glucose.
They can be seen in detail with an electron microscope. Mitochondria
also contain a bit of DNA, which controls how they work. Some people
think that mitochondria look like bacteria.

Animal and plant cells also have a cell membrane around them. Cell
membranes are very thin; nevertheless they are able to control what can
get in or out of a cell.

Plant cells are surrounded by a cell wall made of cellulose. The cell
wall is not living. The only thing the cell wall does is to allow very
high pressure to build up inside the cell because of osmosis. Since
cells have semi-permeable cell membranes, water can enter or leave by
osmosis. When plant cells are put in distilled water they start to swell
up, but they do not burst. Animal cells are different; they do not have
cell walls. If one of your body cells is placed in distilled water it
will swell up and burst. That means that animals have to excrete excess
water. Some plant cells have an organelle called chloroplast that takes
energy from the sun and converts it into sugar.

**Materials**

Plastic sacks

Twist ties

Lemon Jell-o

Boiling water

Large mixing bowls

Spoons

Square plastic food container

Plums

Mandarin oranges

Grapes

Refrigerator

**Procedure**

***Warm up:*** Ask, "What is a cell and what do you think it looks
like?" Make a list of the students' answers and discuss. Discuss with
students that cells are 3D objects but when we study them under
microscopes we only see them as 2D objects. Before beginning our study
of cells we will be creating 3D cells.

# *Activity*

1.  Students, in groups or individually, will select 2 plastic sacks.
    They will put one plastic sack in a small square plastic container
    so that the plastic sack completely lines the container. The other
    plastic sack should be open on the desk.

2.  Each student or group should put the same amount of warm lemon
    Jell-o into the two plastic sacks so that they are nearly full. Then
    the required cell organelles should be put into the Jell-o: 1 plum
    representing the nucleus, 2-4 mandarin oranges representing the
    mitochondria, 2-4 grapes to represent chloroplasts (to be put only
    in the square plastic container). The plastic sacks represent cell
    membranes while the plastic container represents a cell wall. The
    cells should then be closed with a twist tie and refrigerated until
    the next day.

3.  The completed cells should be discussed in depth and compared for
    structure and appearance. Students should be able to differentiate
    between the plant cell (in the square container) and the animal
    cell. Be sure that the students understand that cell walls and
    chloroplasts are only found in plant cells.

***Wrap Up:*** Student can draw a picture of both the cells being sure
to draw everything that they see and labeling each part. Eat your cells
and enjoy!

**Assessment**

Draw a picture of both the cells and label the parts of the cells
accurately.

**Extension**

This lesson lends itself to discussions of tissue and how cells are
grouped together to make tissue. You may want to stack the cells
together and show how tissue is formed.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**What Makes You Tick?**

***Cells are full of organelles. This lesson describes the location\
and function of the organelles in plant and animal cells.***

**Summary:** This lesson is designed to teach the students about cell
organelles and their functions within plant and animal cells.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** cell membrane, centrosome, cytoplasm, Golgi body,
lysosome, mitochondrion, nuclear membrane, nucleolus, nucleus, ribosome,
rough endoplasmic reticulum (rough ER), smooth endoplasmic reticulum
(smooth ER), vacuole, chloroplast, cell wall, prokaryotic, eukaryotic

**Standards/Benchmarks Addressed:** SC1-E2, SC3-E1, SC5-E2, SC5-E3,
SC6-E2, SC6-E3, SC6-E5, SC6-E6, SC10-E1, SC10-E2

**Objectives**

Students will:

-   define vocabulary associated with cell structure.

-   label the parts of plant and animal cells correctly.

**Background**

A cell is the basic unit of life. All living things are made up of cells
(plants, animals, and bacteria). These organisms can be either
one-celled or multicellular. Most cells are so small that they cannot be
seen without a microscope. In multicellular organisms, cells are
specialized to carry out different functions to sustain life. In
one-celled organisms the cell carries out all the functions to sustain
life within itself.

Living cells are divided into two types: prokaryotic and eukaryotic.
This division is based on internal complexity.

The eukaryotic cells of protozoa, higher plants, and animals are highly
structured. These cells tend to be larger than cells of bacteria, and
have developed specialized packaging and transport mechanisms that may
be necessary to support their larger size.

Prokaryotic cells are simple in structure, with no recognizable
organelles. They have an outer cell wall that gives them shape. Just
under the rigid cell wall is the more fluid cell membrane. The cytoplasm
enclosed within the cell membrane does not exhibit much structure when
viewed by electron microscopy.

Animal and plant cells are eukaryotic. Every animal and plant cell has a
nucleus that contains chromosomes. The nuclear envelope surrounding the
nucleus separates the chromosomes from the cytoplasm. Chromosomes carry
genes (these are bits of DNA, the heredity material).

Animal and plant cells also contain cytoplasm. Perhaps the most
important things to be found in cytoplasm are mitochondria. A
mitochondrion contains all the enzymes to obtain energy from glucose.
They can be seen in detail with an electron microscope. Mitochondria
also contain a bit of DNA, which controls how they work. Some people
think that mitochondria look like bacteria.

Animal and plant cells also have a cell membrane around them. Cell
membranes are very thin; nevertheless they are able to control what can
get in or out of a cell.

Plant cells are surrounded by a cell wall made of cellulose. The cell
wall is not living. The only thing the cell wall does is to allow very
high pressure to build up inside the cell because of osmosis. Since
cells have semi-permeable cell membranes, water can enter or leave by
osmosis. When plant cells are put in distilled water they start to swell
up, but they do not burst. Animal cells are different; they do not have
cell walls. If one of your body cells is placed in distilled water it
will swell up and burst. That means that animals have to excrete excess
water. Some plant cells have an organelle called chloroplast that takes
energy from the sun and converts it into sugar.

**Materials**

Science textbook

Student handouts of plant and animal cells

**Procedure**

***Warm up:*** Ask students to recall what they already know about cells
and cell structure. Write the students' responses on the board.

# Activity

1.  Students will be given the vocabulary words to look up in their
    science textbook or other resource (dictionary, Internet, or
    encyclopedia). Students must write the definition of each word.

2.  Students will then work in pairs to complete the worksheets for
    plant and animal cells. Students should be allowed to use any
    resources needed to correctly label the worksheets.

3.  Discuss the cell organelles. Describe their location and function
    within the cell.

***Wrap Up*:** Discuss the similarities and differences in plant and
animal cells.

**Assessment**

Participation, completed worksheets and vocabulary words.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**What Makes You Tick?\
Plant Cell Worksheet**

![](media/image4.wmf)

**What Makes You Tick?\
Plant Cell Answer Key**

![](media/image5.png){width="5.659027777777778in"
height="7.883333333333334in"}

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**What Makes You Tick?\
Animal Cell Worksheet**

![](media/image6.wmf)

**What Makes You Tick?\
Animal Cell Answer Key**

![](media/image7.png){width="6.66875in" height="7.98125in"}

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Here's Looking At You!**

> ***Under the microscope you will be able to see the basic organelles
> in plant\
> and animal cells. However, these cells appear 2D but are actually
> 3D.***

**Summary:** This lab is designed so that students can observe a real
plant and animal cell under the microscope.

**Duration:** 1 class period

**Setting:** Lab

**Vocabulary:** bacteria, fungi, chemolithotrophs, biothems

**Standards/Benchmarks Addressed:** SC1-E2, SC3-E1, SC4-E3, SC5-E1,
SC5-E2, SC5-E3, SC6-E1, SC6-E2, SC6-E3, SC6-E5, SC6-E6, SC6-E7, SC6-E8,
SC10-E1, SC10-E2

**Objectives**

Students will:

-   use a microscope to observe plant and animal cells.

-   describe in writing what they observed about plant and animal cells.

**Background**

In April of 1989, an expedition went down to the deepest known cave pool
in Lechuguilla Cave in the Carlsbad Caverns National Park. The team was
going to check the hydrogen sulfide level of the cave pool. Cavers had
reported smelling a rotten egg odor in the cave. The scientists thought
this could mean they were nearing the water table, a first for a
Guadalupe cave. A geologist, Kiym Cunningham, was on the expedition.
When Cunningham submerged his hands into the cave pool he felt a loose
piece of rock. He brought the rock out and took it to his lab to see
what the areas of unusual staining were.

After looking at the stains for several hours, under the microscope, he
noticed some fungi, which feed on bacteria. He questioned how something
could be living so deep in the Earth with no organic food. When he went
back to the cave for more research he started to think about rock-eating
bacteria, called chemolithotrophs. These organisms are only found in
deep aquifers where they form rich microbial ecosystems. Scientists have
discovered a strong connection between geology and biology. Nowhere is
it more noticeable than in limestone.

These bacteria live throughout Lechuguilla Cave in various cave pools.
The bacteria that live in the cave today are direct descendants of the
sulfur-loving ones in the oil fields when the cave was formed. That
means that the bacteria in Lechuguilla are living relics of an ancient
underground ecosystem. With further research scientists have discovered
hundreds of types of bacteria in Lechuguilla's cave pools. Many of these
bacteria are still being studied.

The bacterial cells found in Lechuguilla's cave pools have been
extensively studied. Some of these organisms seemed to show the ability
to kill cells associated with a particular type of breast cancer without
harming healthy cells. How can these cave bugs be capable of this? It
has been suggested that in order for these bacteria to protect its
underground food source from invading fungi, the organisms have
developed powerful toxins to attack an enzyme associated with a
particular fungal growth phase. Like humans, fungi are highly evolved
eukaryotes. It seems quite possible for some unicellular cave fungi to
employ a growth mechanism similar to the ones that cause malignancies to
blossom.

Cave bacteria have become adept at sticking tightly to surfaces in
places where food will come to them. It turns out that sticking tightly
to surfaces is an attribute that researchers look for in anti-cancer
drugs. A few of the Lechuguilla samples are very proficient at killing
any type of adjoining cell\-- animal, plant, fungal, diseased, or
healthy. Research has shown that three of the bacteria found in
Lechuguilla cave target breast cancer cells.

There is continuing research on the bacteria and microbes found in cave
pools. Scientists study microbes using a similar but more complex
process than we are using in our lab today.

**Materials**

Iodine solution

Dropper bottles

Microscope slides

Cover slips

Onion

Tweezers

Microscope

Dropper

Pond water

Student lab worksheets

**Prep**

1.  Collect or order pond water for use in this lab.

2.  Make a diluted iodine solution mixing just enough iodine to color
    the water gold; put this solution into the dropper bottles.

3.  Cut the onion into squares.

4.  Have all lab supplies out and ready before the class starts.

**Procedure**

***Warm up:*** Review with students the parts of the cells. What is the
major difference between plant and animal cells? Today we are going to
look at real plant and animal cells under the microscope.

# Activity

1.  Detail all safety reminders: Iodine is toxic so do not drink it.
    Wear safety goggles at all times. Clean up any spills immediately.
    Wash your hands when you are finished.

2.  Show students how to make a wet mount: show them how to add a cover
    slip to the microscope slide by holding it over the specimen at an
    angle to the slide (Be sure the bottom is touching the slide) and
    gently drop the cover slip on top of the specimen.

3.  Students will be paired up and given the lab worksheets that detail
    the steps for the lab.

***Wrap Up:*** Students will answer questions and do a lab write-up
discussing what they did, why they did it, and how it connects to the
unit of study.

**Assessment**

Completed worksheets and lab write-up.

### Extension

You may want to collect water from other outdoor sources such as river
water, rain water, and puddle water to compare with the pond water. You
may also want to bring in a variety of other vegetable peelings such as
potato and carrot peelings to be compared with the onion peeling.

Have students view materials from other living things under the
microscope. Some suggestions include a strand of hair, a flower petal,
and a piece of a leaf.

\*For: pond water:

> Carolina Biological Supply Co.
>
> 2700 York Road
>
> Burlington, NC 27215
>
> 1-800-334-5551

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Here's Looking at You\
Lab Procedure**

**Materials:**

Iodine solution in dropper bottle, 2 microscope slides, piece of onion,
tweezers, 2 cover slips, microscope, dropper, pond water

**Procedure:**

1.  Use a dropper to put a drop of iodine solution in the middle of a
    microscope slide. *Caution:* Iodine will stain and can be harmful if
    swallowed.

2.  Bend a piece of onion back so that it breaks in two. Slowly pull the
    two halves apart. A thin layer of onion will peel off. Use tweezers
    to remove a piece of this layer.

3.  Float the layer of onion in the drop of iodine. Place a cover slip
    over the onion on the slide.

4.  Observe the onionskin under the low power of the microscope. Draw
    several of the cells you observe.

5.  Observe the onionskin under high power. Focus on one cell. Make a
    drawing of the cell and label the cell parts you can identify.

6.  Place a drop of pond water on another microscope slide. Place a
    cover slip over the drop.

7.  Observe the pond water under low power. Make drawings of any
    one-celled organisms you can see.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Here's Looking at You Lab Results

Onion cells under low power Onion cell under high power

One-celled organisms in pond water

Write the answers to these questions using what you learned from the
lab.

1.  What do onion cells look like?

2.  List the cell parts you observed. You may refer to your book for
    help.

3.  Did you observe any one-celled organisms in the pond water?

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**What Do You Really Look Like?**

***Cells may appear as 2D objects when viewed under the microscope;\
however, they are actually 3D objects. We are going to be making 3D
cells\
that include the major components of cell structure.***

**Summary:** This lesson is designed to extend the students' knowledge
of cellular structure, organelles, and their functions within plant and
animal cells.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** cell membrane, cytoplasm, lysosome, mitochondrion,
nuclear membrane, nucleus, ribosome, rough endoplasmic reticulum (rough
ER), smooth endoplasmic reticulum (smooth ER), vacuole, chloroplast,
cell wall, chromosomes

**Standards/Benchmarks Addressed:** SC1-E2, SC2-E2, SC2-E3, SC3-E1,
SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC10-E1, SC10-E2

**Objectives**

Students will:

-   create 3D plant and animal cells.

-   compare and contrast plant and animal cell structure.

-   demonstrate and understand the 3 dimensional aspect of cell
    structure.

-   identify the various parts of plant and animal cells.

**Background**

A cell is the basic unit of life. All living things are made up of cells
(plants, animals, and bacteria). These organisms can be either
one-celled or multicellular. Most cells are so small that they cannot be
seen without a microscope. In multicellular organisms, cells are
specialized to carry out different functions to sustain life. In
one-celled organisms the cell carries out all the functions to sustain
life within itself.

Living cells are divided into two types: prokaryotic and eukaryotic.
This division is based on internal complexity.

The eukaryotic cells of protozoa, higher plants, and animals are highly
structured. These cells tend to be larger than cells of bacteria, and
have developed specialized packaging and transport mechanisms that may
be necessary to support their larger size.

Prokaryotic cells are simple in structure, with no recognizable
organelles. They have an outer cell wall that gives them shape. Just
under the rigid cell wall is the more fluid cell membrane. The cytoplasm
enclosed within the cell membrane does not exhibit much structure when
viewed by electron microscopy.

Animal and plant cells are eukaryotic. Every animal and plant cell has a
nucleus that contains chromosomes. The nuclear envelope surrounding the
nucleus separates the chromosomes from the cytoplasm. Chromosomes carry
genes (these are bits of DNA, the heredity material).

Animal and plant cells also contain cytoplasm. Perhaps the most
important things to be found in cytoplasm are mitochondria. A
mitochondrion contains all the enzymes to obtain energy from glucose.
They can be seen in detail with an electron microscope. Mitochondria
also contain a bit of DNA, which controls how they work. Some people
think that mitochondria look like bacteria.

Animal and plant cells also have a cell membrane around them. Cell
membranes are very thin; nevertheless they are able to control what can
get in or out of a cell.

Plant cells are surrounded by a cell wall made of cellulose. The cell
wall is not living. The only thing the cell wall does is to allow very
high pressure to build up inside the cell because of osmosis. Since
cells have semi-permeable cell membranes, water can enter or leave by
osmosis. When plant cells are put in distilled water they start to swell
up, but they do not burst. Animal cells are different; they do not have
cell walls. If one of your body cells is placed in distilled water it
will swell up and burst. That means that animals have to excrete excess
water. Some plant cells have an organelle called chloroplast that takes
energy from the sun and converts it into sugar.

**Materials**

Play-doh

Food coloring or tempura paint (red, purple, green, blue)

Disposable gloves

Yarn

Peppercorns

Plastic bubble packing

Aluminum foil

Plastic wrap

Pencil shavings

Scissors

Large knife

Glue

**Prep**

Make or buy play-doh in these colors---red, purple, green, blue

Recipe: makes enough for 3 groups

> 1 cup of baking soda
>
> 1 cup flour
>
> 1 cup corn starch
>
> 4 teaspoons cream of tartar
>
> 2 tablespoons oil
>
> 1 3/4 cup water
>
> A few drops of food coloring (red, purple, green, blue)

*Stovetop method:* Mix and cook until dough leaves the sides of the pan.
Cool on a plate with a wet cloth on top.

*Oven method:* Bake at 150^0^F overnight.

\*\*\* To color play-doh use either food coloring or tempura paint. This
is where the disposable gloves would be handy.

**Procedure**

***Warm up:*** Have students quickly write the major differences in
plant and animal cells.

# Activity

1.  Divide class into groups of 2-4 students.

2.  Have materials gathered and laid out according to the number of
    students. Hand out the materials and lists of cell structures to
    each group.

3.  Tell students they will be making two cells (one plant and one
    animal). The first portion of the lab will focus on creating the
    cell structures. Students are to fold, cut, and paste until the cell
    structure is simulated. The students should look at pictures and
    lists of the cell structures in order to make them as accurate as
    possible. Tell the students not to put the cells together until you
    give them directions to do so.

4.  Students are to cut the large piece of plastic in half and place
    each half on the table.

5.  Roll the plain play-doh into 2 equal balls. Lay 1 ball on each piece
    of plastic wrap and press each into a pancake about 6 inches around.

6.  Have the students designate one pancake "animal cell" and the other
    "plant cell."

7.  Have the students place their finished cell structures (except the
    cell wall) in a pile on the center of the appropriate pancake.

8.  When all cell parts are in place gather up the pancake, carefully
    cupping it around its toppings, and seal all the edges together
    forming a ball of "cytoplasm." Now wrap the plastic wrap around the
    cytoplasm of both cells to form the cell membrane. Then wrap the
    aluminum foil around the plant cell to form the cell wall.

9.  Cells may then be set aside for the next class period or each may be
    cut in half for observation right away.

***Wrap Up:*** Ask the students:

1.  What did you do?

2.  What did you learn from this?

3.  How can you use this information again?

**Assessment**

Teacher observation, cell quiz.

List of Cell Structures\
(What Do You Really Look Like? Activity)

Use the following chart to identify the material needed to create each
cell structure. Refer to your book for cell appearance.

  ----------------------------------- -----------------------------------
  ***Cell Structure***                ***Material needed***

  Cytoplasm                           Plain play-doh about 260g

  Endoplasmic reticulum               Yarn

  Ribosomes                           Whole Peppercorns

  Mitochondria                        Purple play-doh about 7g

  Vacuole                             Small piece of plastic bubble
                                      packing

  Lysosome                            Red play-doh about 5g

  Chloroplasts                        Green play-doh about 10g

  Cell Wall                           Aluminum foil 12"x7"

  Cell Membrane                       Plastic Wrap 12"x16"

  Nucleus                             Blue play-doh about 20g

  Nuclear Membrane                    Plastic Wrap 3"x6"

  Chromosomes                         Pencil shavings
  ----------------------------------- -----------------------------------

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# Plant and Animal Cell Quiz (What Do You Really Look Like Activity)

**Matching:** use the words in the box below and write them next to the
correct definition.

cell membrane, centrosome, cytoplasm, Golgi body, lysosome,
mitochondrion, nuclear membrane, nucleolus, nucleus, ribosome, rough
endoplasmic reticulum (rough ER), smooth endoplasmic reticulum (smooth
ER), vacuole, chloroplast, cell wall

1.  This is a fluid-filled, membrane-surrounded cavity located inside a
    cell. It fills with food being digested and waste material that is
    on its way out of the cell. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  This is a flattened, layered, sac-like organelle that looks like a
    stack of pancakes and is located near the nucleus. It produces the
    membranes that surround the lysosomes. It packages proteins and
    carbohydrates for "export" from the cell.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  This is an elongated or disc-shaped organelle containing
    chlorophyll. Photosynthesis takes place here.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  These are small organelles composed of RNA rich cytoplasmic granules
    that are sites of protein synthesis.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  This is an organelle within the nucleus. It is where ribosomal RNA
    is produced. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.  This is the thin layer of protein and fat that surrounds the cell.
    It is semipermeable, allowing some substances to pass into the cell
    and blocking others. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7.  These are spherical organelles surrounded by a membrane; they
    contain digestive enzymes. This is where the digestion of cell
    nutrients takes place. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8.  This is a vast system of interconnected, membranous, infolded, and
    convoluted tubes that are located in the cell's cytoplasm. It
    transports materials throughout the cell. It contains enzymes and
    produces and digests lipids (fats) and membrane proteins. It buds
    off the rough ER, moving the newly made proteins and lipids to the
    Golgi body, lysosomes, and membranes.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9.  This is a thick, rigid membrane that surrounds a plant cell. This
    layer of cellulose fiber gives the cell most of its support and
    structure. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10. This is the membrane that surrounds the nucleus.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11. This is a jelly-like material outside the cell nucleus in which the
    organelles are located. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

12. This is a vast system of interconnected, membranous, infolded, and
    convoluted sacks that are located in the cell's cytoplasm. It is
    covered with ribosomes that give it a rough appearance. It
    transports materials through the cell and produces proteins in sacks
    called cisternae. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

13. This is a small body located near the nucleus. It has a dense center
    and radiating tubules. It is where microtubules are made.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

14. This is a spherical body containing many organelles, including the
    nucleolus. It controls many of the functions of the cell.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

15. This is a spherical to rod-shaped organelle with a double membrane.
    The inner membrane is infolded many times, forming a series of
    projections. It converts the energy stored in glucose into ATP
    (adenosine triphosphate) for the cell. It is often referred to as
    the powerhouse of the cell.
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Essay:** Please answer the following question in a paragraph using
complete sentences. Compare and contrast a plant and animal cell. How
are they alike and how are they different?

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**Key for Matching:** (5 points each)

1.  Vacuole

2.  Golgi body

3.  Chloroplast

4.  Ribosome

5.  Nucleolus

6.  Cell membrane

7.  Lysosome

8.  Smooth endoplasmic reticulum (smooth ER)

9.  Cell wall

10. Nuclear membrane

11. Cytoplasm

12. Rough endoplasmic reticulum (rough ER)

13. Centrosome

14. Nucleus

15. Mitochondrion

**Essay:** (25 points)

Answers will vary. Be sure that the students mention that plant cells
are different from animal cells because plant cells have chloroplasts
and cell walls.