cell theory assignment pdf

It's All About Cell Theory

Engage: what do you think.

Print a copy of the "What Do You Think? Anticipation Guide" handout found in Related Items .  Read each statement. If you agree with the statement, circle  A     in the Before Learning column on your handout. If you disagree with the statement, circle D   in the Before Learning column. 

Be sure to keep this anticipation guide. You will complete the last column in Elaborate 2.

In this lesson, you will learn

• how cells were first discovered,
• how the cell theory was developed, and
• the main components of the cell theory.

Explore: Cells—Necessary for Life?

  Listen for the answers to the following questions.

• What are some functions of, or jobs performed  by, organelles found in cells?
• What tools are used to study cells?
• What are the parts of the cell theory?
• Which scientists were involved in the development of the cell theory?

The "Cells—Necessary for Life?" handout is provided to record your answers.   The handout is located in Related Items . 

Explain 1: Development of the Cell Theory

Watch the video about the cell theory.

Watch the video a second time and complete the "Cell Theory" handout located in  Related Items.

Explain 2: Who Would Have Said. . .

Many times in science, the work of one scientist leads to a new development or discovery by another scientist. The development of the   cell theory would not have been possible without the invention of the microscope and the use of the microscope to look at the structure of   living things.

In the following activity, match the scientist with the best description of that scientist’s contribution. Refer to your Explore "Cells—Necessary for Life?" and Explain "Cell Theory" handouts if needed.

Elaborate 1: Understanding the Cell Theory

Life on Earth is very diverse. Organisms are diverse; each has a specific role in its ecosystem. From the frozen tundra to the tropical rainforests to the arid deserts, every species is different and uniquely adapted to survive in a specific environment.

While living things can be very different, they are alike in one fundamental way. All living things are made of cells. Cells are the building blocks of life on Earth.

In the following sorting activity, determine the best placement for each descriptor as it relates to the cell theory.

To retake the quiz, reload the page and then select No when the Resume Quiz dialog box appears.

Elaborate 2: What Did You Learn?

Revisit your "What Do You Think? Anticipation Guide" handout from Engage. 

Reread each statement. In the After Learning column of your handout, circle A  if you agree with the statement or D if you disagree with the statement.

Compare your answers with those in the Before Learning column. Then, check your answers with the answer key located in Related Items .

What did you learn about the cell theory?

Evaluate: Assess Your Learning!

Follow the directions to complete the assessment. To retake the quiz, reload the page and then select No when the Resume Quiz dialog box appears.

Teacher Notes

In this lesson, students recognize the components of the cell theory, TEKS (7)(12)(F). The contributions of scientists, TEKS (7)(3)(D), as they relate to the cell theory are embedded throughout the lesson.

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ENCYCLOPEDIC ENTRY

Cell theory.

Scientists once thought that life spontaneously arose from nonliving things. Thanks to experimentation and the invention of the microscope, it is now known that life comes from preexisting life and that cells come from preexisting cells.

Micrographia Cover

English scientist Robert Hooke published Micrographia in 1665. In it, he illustrated the smallest complete parts of an organism, which he called cells.

Photograph by Universal History Archive/Universal Images Group via Getty Images

In 1665, Robert Hooke published Micrographia , a book filled with drawings and descriptions of the organisms he viewed under the recently invented microscope . The invention of the microscope led to the discovery of the cell by Hooke. While looking at cork, Hooke observed box-shaped structures, which he called “cells” as they reminded him of the cells, or rooms, in monasteries. This discovery led to the development of the classical cell theory . The classical cell theory was proposed by Theodor Schwann in 1839. There are three parts to this theory. The first part states that all organisms are made of cells. The second part states that cells are the basic units of life. These parts were based on a conclusion made by Schwann and Matthias Schleiden in 1838, after comparing their observations of plant and animal cells. The third part, which asserts that cells come from preexisting cells that have multiplied, was described by Rudolf Virchow in 1858, when he stated omnis cellula e cellula (all cells come from cells) . Since the formation of classical cell theory , technology has improved, allowing for more detailed observations that have led to new discoveries about cells. These findings led to the formation of the modern cell theory , which has three main additions: first, that DNA is passed between cells during cell division; second, that the cells of all organisms within a similar species are mostly the same, both structurally and chemically; and finally, that energy flow occurs within cells.

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Related Resources

Lesson Plan: Robert Hooke’s Contributions to Cells and the Cell Theory

Interactive Notebooks , Lesson Plans

We are fascinated by cells! But, “cells” might be one of the most difficult life science topics for middle school students. Even though most students learn about cells in elementary school, many middle schoolers don’t remember much about them. The idea of a cell, and all of its vital roles, is just so amazingly abstract it is difficult for many students to conceptualize. For that reason, we like to spend some time exploring “What is a Cell?”  We love to paint a picture to help students understand the excitement scientists felt upon seeing the first cells under a microscope or discovering that life doesn’t just “POOF!” and spontaneously generate out of thin air. By the end of this lesson students should be able to explain Robert Hooke’s contribution to cell studies and explain the cell theory.

Here’s what we’d typically do:

Sponge or bell work: Our lesson always starts with a bell-work question or activity that gets kids thinking about the topic at hand. For example:

• Ask the students: What is a cell, and how do you see it? What do cells do? Where did the word cell come from anyway?
• Begin the KWL template from our  Cells Interactive Notebook activities
• One thing we love about teaching Science is making it fun for kids and this video , ‘The Wacky History of the Cell Theory,’ (TedEd) is a great way to engage your students with lighthearted humor and solid scientific background knowledge.

Let’s Explore: Set-up stations to allow students to explore background information about Robert Hooke. You can provide laptops with suggested websites, printed articles, and even class textbooks. Students can use their own devices at BYOD schools.  Or we have a great set of Cell Theory STEAM based lab stations  in which students will learn about the discovery of the cell, cell theory, the scientists that developed it, microscope discovery, and usage. Have students complete the “Robert Hooke’s Contribution to Cell Studies” template from the Cells Interactive Notebook .