PLANT AND ANIMAL CELLS LESSON PLAN – A

COMPLETE SCIENCE LESSON USING THE 5E

METHOD OF INSTRUCTION
413
SHARES
ShareTweetPinMail
At the end of this plant and animal cell lesson plan, students will be able to differentiate between structure and
function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole. Each lesson is designed using the 5E method of instruction to ensure
maximum comprehension by the students.

The following post will walk you through each of the steps and activities from the plant and animal cell lesson
plan.
 FREE Download ($10 Value)
Join nearly 40,000 middle school science teachers and gain access to the complete plate tectonics
5E lesson.
  
DOWNLOAD NOW
ENGAGEMENT
OBJECTIVE INTRODUCTION
At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.

CLASS ACTIVITY
1. Show students the PP slide with the microscopic image of both an animal and plant cell. Give them no
further information than they are images of cells.

STUDENT ACTIVITY
1. Ask students to observe the PP slide of the microscopic image of cells.
2. Hopefully, they remember learning what cells are in their Cell Theory Unit.
3. Ask the students to list any differences they see between the two images.
4. Have the students hypothesize about what image might be.
5. Explain to them that the image on the right is an animal cell and the image on the left is a plant cell.
6. Ask if they see anything inside each cell and hypothesize what they might be.
7. Explain that today they will be learning what the difference is between an animal cell and a plant cell.
They will also be learning about the organelles inside each cell and what its function is.
The teacher will help to clear any misconceptions about animal and plant cells. Some may be that all cells are
the same size and shape, plants are not made of cells, and that some living parts of organisms are not made of
cells.
Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION
This student-centered station lab is set up so students can begin to explore animal and plant cells. Four of the
stations are considered input stations where students are learning new information about animal and plant cells
and four of the stations are output stations where students will be demonstrating their mastery of the input
stations.  Each of the stations is differentiated to challenge students using a different learning style.  You can
read more about how I set up the station labs here.

EXPLORE IT!
Students will be working in pairs to better understand plant and animal cells. Students will be comparing two
diagrams of plant and animal cells and will try to identify the differences and similarities. Students will follow
the steps and record their observations on their lab sheet.

WATCH IT!
At this station, students will be watching a short video explaining plant and animal cells. Students will then
answer questions related to the video and record their answers on their lab station sheet. For example: What is
the function of the cell wall in plant cells? What is the function of chloroplasts in plant cells? How are the
vacuoles different in plant and animal cells?

RESEARCH IT!
The research station will allow students to explore an interactive web page that allows students to click to obtain
information about the organelles that are in plant and animal cells. Students will be instructed to complete a few
tasks and record answers on their lab sheets.

READ IT!
This station will provide students with a one page reading about Plant and animal cells. In the reading, students
will understand how they are both similar and different. There are 4 follow-up questions that the students will
answer to show reading comprehension of the subject.

 ASSESS IT!
The assess it station is where students will go to prove mastery over the concepts they learned in the lab.  The
questions are set up in a standardized format with multiple choice answers.  Some questions include: Which
organelle is only found in plant cells? What is the function of the nucleus in plant and animal cells? Which
structure allows gases and nutrients in and out of cells? What is the function of the vacuole in plant cells?
WRITE IT!
Students who can answer open-ended questions about the lab truly understand the concepts that are being
taught.  At this station, the students will be answering three task cards: Which two organelles can be found in
plant cells that aren’t found in animal cells? Describe what each of them does. How do you know that plant and
animal cells are eukaryotic? What is the function of the mitochondria in cells?

ILLUSTRATE IT!
Your visual students will love this station. Students will label and describe the 3 main differences between a
plant cell compared to the animal cell.

ORGANIZE IT!
The organize it station allows your students to lock in the organelles found in cells and match them up with their
correct functions. Students will then identify if the organelle belongs to animals, plants, or both. Once students
have completed their organization, the teacher will come and check their understanding.

Estimated Class Time for the Exploration: 1-2, 45 minute class periods
EXPLANATION
The explanation activities will become much more engaging for the class once they have completed the
exploration station lab.  During the explanation piece, the teacher will be clearing up any misconceptions about
animal and plant cells with an interactive PowerPoint, anchor charts, and notes. The animal and plant cells
lesson includes a PowerPoint with activities scattered throughout to keep the students engaged.

The students will also be interacting with their journals while taking notes from the PowerPoint. If you have
students that need modified notes, the 5E lessons come equipped to help give every student access to the lesson.
Estimated Class Time for the Exploration: 2-3, 45 minute class periods

ELABORATION
The elaboration section of the 5E method of instruction is intended to give students choice on how they can
prove mastery of the concept.  When students are given choice the ‘buy-in’ is much greater than when the
teacher tells them the project they will have to create.  The elaboration project will allow students to create a
number of different project ideas ranging from bulletin board creation to designing a model.
Estimated Class Time for the Elaboration: 2-3, 45 minute class periods (can also be used as an at-home
project)

EVALUATION
The final piece of the 5E model is to evaluate student comprehension.  Included in every 5E lesson is a
homework assignment, assessment, and modified assessment.  Research has shown that homework needs to be
meaningful and applicable to real-world activities in order to be effective.  When possible, I like to give open-
ended assessments to truly gauge the student’s comprehension.

Estimated Class Time for the Elaboration: 1, 45 minute class period

DOWNLOAD THE FULL

LESSON NOW
The full lesson is available for download from my TpT store.  Save yourself a ton of time and grab it now.
Tags:biology, cells lesson plan, plant and animal cells, plant and animal cells lesson plan, types of cells

PLANT AND ANIMAL CELLS LESSON PLAN – A

COMPLETE SCIENCE LESSON USING THE 5E
METHOD OF INSTRUCTION
413
SHARES
ShareTweetPinMail
At the end of this plant and animal cell lesson plan, students will be able to differentiate between structure and
function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole. Each lesson is designed using the 5E method of instruction to ensure
maximum comprehension by the students.

The following post will walk you through each of the steps and activities from the plant and animal cell lesson
plan.
 FREE Download ($10 Value)
Join nearly 40,000 middle school science teachers and gain access to the complete plate tectonics
5E lesson.
  
DOWNLOAD NOW
ENGAGEMENT
OBJECTIVE INTRODUCTION
At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.

CLASS ACTIVITY
1. Show students the PP slide with the microscopic image of both an animal and plant cell. Give them no
further information than they are images of cells.

STUDENT ACTIVITY
1. Ask students to observe the PP slide of the microscopic image of cells.
2. Hopefully, they remember learning what cells are in their Cell Theory Unit.
3. Ask the students to list any differences they see between the two images.
4. Have the students hypothesize about what image might be.
5. Explain to them that the image on the right is an animal cell and the image on the left is a plant cell.
6. Ask if they see anything inside each cell and hypothesize what they might be.
7. Explain that today they will be learning what the difference is between an animal cell and a plant cell.
They will also be learning about the organelles inside each cell and what its function is.
The teacher will help to clear any misconceptions about animal and plant cells. Some may be that all cells are
the same size and shape, plants are not made of cells, and that some living parts of organisms are not made of
cells.
Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION
This student-centered station lab is set up so students can begin to explore animal and plant cells. Four of the
stations are considered input stations where students are learning new information about animal and plant cells
and four of the stations are output stations where students will be demonstrating their mastery of the input
stations.  Each of the stations is differentiated to challenge students using a different learning style.  You can
read more about how I set up the station labs here.

EXPLORE IT!
Students will be working in pairs to better understand plant and animal cells. Students will be comparing two
diagrams of plant and animal cells and will try to identify the differences and similarities. Students will follow
the steps and record their observations on their lab sheet.

WATCH IT!
At this station, students will be watching a short video explaining plant and animal cells. Students will then
answer questions related to the video and record their answers on their lab station sheet. For example: What is
the function of the cell wall in plant cells? What is the function of chloroplasts in plant cells? How are the
vacuoles different in plant and animal cells?

RESEARCH IT!
The research station will allow students to explore an interactive web page that allows students to click to obtain
information about the organelles that are in plant and animal cells. Students will be instructed to complete a few
tasks and record answers on their lab sheets.

READ IT!
This station will provide students with a one page reading about Plant and animal cells. In the reading, students
will understand how they are both similar and different. There are 4 follow-up questions that the students will
answer to show reading comprehension of the subject.

 ASSESS IT!
The assess it station is where students will go to prove mastery over the concepts they learned in the lab.  The
questions are set up in a standardized format with multiple choice answers.  Some questions include: Which
organelle is only found in plant cells? What is the function of the nucleus in plant and animal cells? Which
structure allows gases and nutrients in and out of cells? What is the function of the vacuole in plant cells?
WRITE IT!
Students who can answer open-ended questions about the lab truly understand the concepts that are being
taught.  At this station, the students will be answering three task cards: Which two organelles can be found in
plant cells that aren’t found in animal cells? Describe what each of them does. How do you know that plant and
animal cells are eukaryotic? What is the function of the mitochondria in cells?

ILLUSTRATE IT!
Your visual students will love this station. Students will label and describe the 3 main differences between a
plant cell compared to the animal cell.

ORGANIZE IT!
The organize it station allows your students to lock in the organelles found in cells and match them up with their
correct functions. Students will then identify if the organelle belongs to animals, plants, or both. Once students
have completed their organization, the teacher will come and check their understanding.

Estimated Class Time for the Exploration: 1-2, 45 minute class periods
EXPLANATION
The explanation activities will become much more engaging for the class once they have completed the
exploration station lab.  During the explanation piece, the teacher will be clearing up any misconceptions about
animal and plant cells with an interactive PowerPoint, anchor charts, and notes. The animal and plant cells
lesson includes a PowerPoint with activities scattered throughout to keep the students engaged.

The students will also be interacting with their journals while taking notes from the PowerPoint. If you have
students that need modified notes, the 5E lessons come equipped to help give every student access to the lesson.
Estimated Class Time for the Exploration: 2-3, 45 minute class periods

ELABORATION
The elaboration section of the 5E method of instruction is intended to give students choice on how they can
prove mastery of the concept.  When students are given choice the ‘buy-in’ is much greater than when the
teacher tells them the project they will have to create.  The elaboration project will allow students to create a
number of different project ideas ranging from bulletin board creation to designing a model.
Estimated Class Time for the Elaboration: 2-3, 45 minute class periods (can also be used as an at-home project)

EVALUATION
The final piece of the 5E model is to evaluate student comprehension.  Included in every 5E lesson is a homework assignment,
assessment, and modified assessment.  Research has shown that homework needs to be meaningful and applicable to real-world
activities in order to be effective.  When possible, I like to give open-ended assessments to truly gauge the student’s comprehension.

Estimated Class Time for the Elaboration:  1, 45 minute class period

DOWNLOAD THE FULL LESSON NOW
The full lesson is available for download from my TpT store.  Save yourself a ton of time and grab it now.
Tags:biology, cells lesson plan, plant and animal cells, plant and animal cells lesson plan, types of cells

Detailed Lesson Plan in BiolodyI.

 
ObjectivesAt the end of a 60-min period, at least 75% of the students will be able to:
A.
 
Differentiate the animal and Plant CellB.
 
Determine the parts of a plant and animal cellC.
 
Understand the functions of each part of the cell
II.
 
Subject MatterAnimal and Plant Cell
Reference: Genetics and Molecular BiologySchleif, Robert (2001)- 2
nd
 edition, page 2-5Materials: Charts, Book, Manila Paper, Pen, activity sheetValues: Creativity, Patience,
Following Instructions
III.
 
ProcedureA.
 
Learning Activities
Teacher’s Activity
 
a.(Prayer, Greetings)
“Good Morning Class...”
 
“Let us pray first...”
 

 
The teacher will select who willlead the prayer.b. (Checking of Attendance)...say present...

 
The teacher will call the names ofevery student.
“Please
keep all unnecessary things onyour table
”
 
Student’s Activity
 
“Good Morning Ma’am/Sir!”
 (One Student will lead the Prayer)(Students will raise their hand and saypresent as the teacher calls their
name)(Students will keep their things thatnothing to do with the lesson)

Trusted by over 1 million members

 Try Scribd FREE for 30 days to access over 125 million titles without ads or interruptions!

Start Free Trial

Cancel Anytime.
 
 
“So how’s your
weekend?
“That’s good to hear! Did you enjoy
 it
?”
 c. (Review)
“Last time we discussed about
microscope,
Right?”
 
“So befor
e we proceed to our nextlesson, Who can give the different typesof microscope?d.(Lesson Proper)

 
The teacher will give first theintroduction about the topic thendiscuss all necessary things tothat have
something to do withthe lesson.
“
Plant and animal cells have a greatdeal of similarities between them. Thesmaller components inside the
cells,called organelles, perform the samefunctions in each kind of cell.
”
 e. (Generalization)
“So what have you learned about
cell
?”
 
“
It was great mam!”
 
“
Of course mam
! It was a lot of fun!”
 
“Yes Mam!”
 (At least one or two students will give hisor her answer about the question.)(The students will listen carefully
to thediscussion and will interact with theteacher by sharing their knowledgeabout the topic.)The students
will look at the side by sidediagrams of plant and animal cells.(At last 25% of the students will givetheir
understanding about the lesson.)

V.Evaluation
In 1 whole sheet of manila paper the students will find their respective groups and makea Venn diagram in
order to determine the differences and similarities of the animal andplant cell.

 
After the activity the students will answer the activity sheet wherein they need to labelthe parts of the cell and
states its function.
V. Assignment
“
Make a cell model using
improvise materials”.
 Ex.
Plant vs animal cells review
Google ClassroomFacebookTwitter
Email

How do plant and animal cells differ?

Both plant and animal cells are eukaryotic, so they contain membrane-bound organelles
like the nucleus and mitochondria.

However, plant cells and animal cells do not look exactly the same or have all of the
same organelles, since they each have different needs. For example, plant cells contain
chloroplasts since they need to perform photosynthesis, but animal cells do not.

Diagram of a typical animal cell:

Diagram of an animal cell with components lettered.

Image modified from OpenStax Biology.

Diagram of a typical plant cell:

 Diagram of a plant cell with components labeled.
Image modified from OpenStax Biology.

 Both animal and plant cells have mitochondria, but only plant cells have
chloroplasts. Plants don’t get their sugar from eating food, so they need to make sugar
from sunlight. This process (photosynthesis) takes place in the chloroplast. Once the
sugar is made, it is then broken down by the mitochondria to make energy for the cell.
Because animals get sugar from the food they eat, they do not need chloroplasts: just
mitochondria.
 Both plant and animal cells have vacuoles. A plant cell contains a large, singular
vacuole that is used for storage and maintaining the shape of the cell. In contrast, animal
cells have many, smaller vacuoles.

 Plant cells have a cell wall, as well as a cell membrane. In plants, the cell wall
surrounds the cell membrane. This gives the plant cell its unique rectangular shape.
Animal cells simply have a cell membrane, but no cell wall.

What are the differences between animal and

plant cells?
Part of
Biology
Living organisms
Add to My Bitesize

 All living things are made up of cells. Cells are the basic unit of a living organism and where all life processes are carried out.
 Animal cells and plant cells share the common components of a nucleus, cytoplasm, mitochondria and a cell membrane.
 Plant cells have three extra components, a vacuole, chloroplast and a cell wall.

Find out from a green grocer and a butcher how the structure of a particular cell affects their produce
 Animal cells
Animals are made up of millions of cells. Animal cells have an irregular structure and are made up of four key parts:

 Nucleus – This contains genetic material (DNA), and controls the cell's activity.
 Cell membrane – A flexible layer that surrounds the cell and controls the substances that enter and exit.
 Cytoplasm – A jelly-like substance where the chemical reactions happen.
 Mitochondria – This is where energy is released from the food molecules.

Plant cells
Plants are also made up of millions of cells. Plant cells have a nucleus, cell membrane, cytoplasm and mitochondria too, but they also contain the following
structures:

 Cell wall – A hard layer outside the cell membrane, containing cellulose to provide strength to the plant.
 Vacuole – A space inside the cell that is used to store substances and help the cell keep its shape.
 Chloroplasts – Structures that contain the green pigment chlorophyll, which are a key part of photosynthesis.

Activity - plant and animal cells

Start activity

Plant and animal cells quiz

Test your knowledge on the difference between plant and animal cells with this quick quiz.

From all sense, we have sense of sight, which is the most important. From the moment you came out in your
mother’s womb to the very first time you see the face of your parents, our eyes are acting like a video camera that
sends several of signals to our brain for processing.

Just take a moment and observe the things around you, would be believe that what you are actually seeing are the
beams of light bouncing off the object and into your eyes? You may find it hard to believe, but it’s true. Our human
eye is our only organ of vision that detects light. The simplest eyes can do nothing but detect the dark and light color
of surroundings, while the more complex eyes can do more than that, it can even differentiate the shapes and colors
of things around it.

The discovery of microscope is another pursuit of man to see things beyond the capabilities of our eyes, a
remarkable device that enables the human eye by means of a lens or combination of lenses to observe enlarged
images of tiny objects. It’s like seeing the world in different perspective.
Majority of microscopes are what we call and what is known as light microscopes since they rely entirely on light to
observe the magnified image of an object.

It’s probably the most well known research tool in biology and other field of science.

And within this category, there are two main types of light microscopes, the compound or high power microscopes
and the stereo microscopes or what known as the low power microscopes.

These two main categories have its specific capabilities and employs different magnification and illumination level.

Different Types of Microscope

1. Simple Microscope

Simple microscope is the one which only uses a lens. The most classic example is a magnifying glass, therefore, it is
the most basic microscope. The standard optical microscope uses a systems of two aligned lenses. The object to be
observed is placed between the lens and the surface of the lens, which determines the formation of a virtual
image; The greater the dipterous power of the lens and the farther away from the next point of view, the clearer the
image will be of the object.

The Dutch Anthony van Leeuwenhoek (1632-1723), built a simple and very effective microscope based on a single
lens. The microscope lacked aberrations that limited so much the effectiveness of the first compound microscopes, as
the one used by Robert Hooke that produced an amplification of up to 300X, due to this, Leeuwenhoek was able to
describe bacteria for the first time in history.

2. Compound Microscope
A microscope using more than one lens can be defined as a composite microscope to allow a sample to be viewed in
an enlarged manner. The term is used in contrast to the concept of a simple microscope , in which only one lens is
used and which is also known as a magnifying glass .

A compound microscope for instance is the most common type of microscopes, used basically for research and also
referred to as biological microscope. It is called the high power microscope mainly because it’s magnification power
can range up to 1000 times and some can even go up to 1500 times to 2000 times.

Parts of the compound microscope

Img Src:
https://www.sciencecompany.com/Celestron-Labs-Compound-Microscope-CM1000C-P17299.aspx
Base
The part that comes to support the entire microscope.

Foot and support

It is the same base of the microscope, where it reaches to each of the parts of the compound microscope.

Column

It is also known as an arm or handle. It is located in the rear area of the device.

Ocular

It is the lens that is close to the eye of the observer, that is, the part of the microscope composed of where the
observer looks at the sample. Through this, it is possible to increase the image of the objective. These usually have
two eyepieces, called binoculars. However, there are models that only have one, which is named as monocular.
Arm
It is presented as a piece with a curved shape that can be easily rotated, which has the optical tube at its upper end
and various pieces on the lower side.
Fine adjustment buttons
These are small buttons that are located on the two sides of the base of the arm, which help with the refinement of
the focus.

Objective
It is the lens located near the preparation. This manages to increase the image of the sample to be observed.

Clamps

It refers to the mechanical part of the microscope with which the observer manages to hold the preparation to see.
These are usually attached to a car with screws, in that modern equipment, with which the sample can be moved
transversally or longitudinally.

Stir

It is in this part where the objective lens systems are found. Through it you can change and rotate the objectives.
This usually contains eye lens systems.

Focus screws

It is a macro metric screw with which the approach can be approached, and at the same time, it is micrometric, used
to obtain the correct focus.

Tube

The part that allows the observer to move the sample closer or closer, where it must move a micrometric screw that
performs the rapid movement either up or down.
Lighting system
It is the part of the composite microscope that generates the light that impinges on the sample. Mobile car It is a
device composed of two screws that are on top of the stage, which manages to move the sample to be observed
creating an orthogonal movement from right to left, and from front to back.

Zipper

This part is what makes it possible for both micro and macrometric screws to be smaller or larger.

You can get some info about best pocket microscopes here.

3. Stereo Microscope
The stereoscopic microscope is a type of optical microscope that allows observing the sample generating an image in
three dimensions. This is its main characteristic that distinguishes it from other microscopes where the sample is
always observed in two dimensions.

While on the other hand, the stereo or dissecting microscope has a magnification power that range from 10 times to
80 times which is used for examining large specimens such as rocks and fossils, coins, stamps, hair follicles, plant
and flower parts and other interesting objects.

Other types of microscope that we have today are the upgraded version of these two main types. These microscopes
are usually comes with advanced technology and often times very expensive which is made specifically for medical
and research purposes. So browse all those informative pages that we have and learn all types of microscopes and
other related topics.

4. Optical Coherence Microscope

The optical coherence microscope or OPM project by the Harvey

Mudd College is an exceedingly interdisciplinary method to explore the developmental biology. It was the 1996 NSF
award that predominantly financed the OCM project. It has drawn in undergraduate students from every key
academic plan at the college, and five faculty members from three academic departments. More than fifty students
and faculty from Harvey Mudd College only, have partaken in partnership with others at the Beckman Laser Institute
Medical, Center California Institute of Technology, and University of Colorado State from the time when the project
has started in 1995. The OCM research knowledge has encourages scientific inquisitiveness and eagerness in
numerous students at the same time as the intensification of the research devices offered to faculty further than their
conventional customary corrective boundaries.

Optical coherence microscopy has the capability for use in the developmental biology in its capacity to image tissue
areas that are unobtainable to standard microscopes. The high light dispersion characteristics of biological tissue
make such methods as two-photon and confocal microscopy worthless for imaging a lot underneath the surface
covering of tissue. Optical coherence microscopy prevails over this constraint letting three-dimensional imaging of
cells or clusters of cells at depths of equal to one millimeter underneath the surface. The concept of the equipment
facilitates imaging of biological samples safely and insidiously permitting the procedures to be observed in vivo. The
method of the researchers to optical coherence microscopy offers a technique for creating three-dimensional time-
lapse movies of tissue formation, an apparent benefit for developmental biologists with the help of contemporary
visualization software.

5. Fluorescence Microscope

A fluorescence microscope is a light microscope used to study properties of organic or inorganic substances using
the phenomena of fluorescence and phosphorescence instead of, or in addition to, reflection and absorption.In most
cases, a component of interest in the specimen is specifically labeled with a fluorescent molecule called a
fluorophore such as Green fluorescent protein, fluorescein or DyLight 488. The specimen is illuminated with light of
a specific wavelength or wavelengths which is absorbed by the fluorophores, causing them to emit longer
wavelengths of light of a different color than the absorbed light. The illumination light is separated from the much
weaker emitted fluorescence through the use of an emission filter. Typical components of a fluorescence microscope
are the light source, Xenon or Mercury arc-discharge lamp, the excitation filter, the dichroic mirror or dichromatic
beamsplitter, and the emission filter.

The filters and the dichroic are chosen to match the spectral excitation and emission characteristics of the
fluorophore used to label the specimen. Most fluorescence microscopes in use are epi-fluorescence microscopes.
These microscopes have become an important part in the field of biology, opening the doors for more advanced
microscope designs, such as the confocal laser scanning microscope and the total internal reflection fluorescence
microscope (TIRF). Fluorophores lose their ability to fluoresce as they are illuminated in a process called
photobleaching. Special care must be taken to prevent photobleaching through the use of more robust fluorophores
or by minimizing illumination.

6. Scanning Probe Microscope

In scanning probe microscopy or SPM, a physical probe is used either in close contact to the sample or nearly
touching it. By rastering the probe across the sample, and by measuring the interactions between the sharp tip of the
probe and the sample, a micrograph is generated. The exact nature of the interactions between the probe and the
sample determines exactly what kind of SPM is being used. Because this kind of microscopy relies on the
interactions between the tip and the sample, it generally only measures information about the surface of the sample.
Some kinds of SPMs are:
• Atomic force microscope
• Scanning tunneling microscope
• Electric force microscope
• Magnetic force microscope (MFM)
• Near-field scanning optical microscope

7. Point Projection Microscopes

The field emission microscope, field ion microscope, and the Atom Probe are examples of point-projection
microscopes where ions are excited from a needle-shaped specimen and hit a detector. The Atom-Probe Tomograph
(APT) is the most modern incarnation and allows a three-dimensional atom-by-atom (with chemical elements
identified) reconstruction with sub-nanometer resolution.

8. Acoustic Microscopes

Acoustic microscopes use sound waves to measure variations in acoustic impedance. Similar to SONAR in principle,
they are used for such jobs as detecting defects in the subsurfaces of materials including those found in integrated
circuits.

10 Best Students Microscope Brands Reviews

1. Nikon

Nikon is a Japanese brand founded in 1917. It is especially known for building some of the best cameras in the
world. Since the beginning of the company Nikon has also been dedicated to making microscopes.

Today Nikon is considered one of the best manufacturers of microscopes in terms of quality. Nikon builds high
quality microscopes for both the field of biology and industrial applications. In its catalog you can find a wide
variety of models ranging from binocular composite microscopes to stereoscopic microscopes or inverted
microscopes.

Nikon Eclipse E200 Microscope

Nikon microscopes are designed to satisfy users in professional fields with very demanding requirements. Its
products are authentic cutting-edge technology . This means that its price range is generally out of the reach of an
amateur user. For beginners or amateurs of microscopy, the price of these microscopes may be excessive. Even so, it
is always possible to get lucky in the second-hand market.

Among the Nikon microscopes that have marked an era among users of microscopes are the Nikon Eclipse E100 and
the Nikon Eclipse E200 . These microscopes were designed to be used in laboratories and for educational purposes.

2. Zeiss

Zeiss is one of the emblematic brands in the history of microscopes. The company was founded by Carl Zeiss in
1846 and was responsible during the nineteenth century for major innovations in the construction of microscopes.
Thanks to Ernst Abbe’s theory of optics and Otto Schott’s manufacture of high-quality lenses, Carl Zeiss managed to
make a qualitative leap in the quality of microscopes.
Zeiss Primo Star microscope
Zeiss Primo Star (Source: Zeiss Microscopy )
After the death of its founder and until today, Zeiss has remained one of the leading manufacturers of microscopes.
Besides dedicating itself to the manufacture of microscopes, Zeiss is one of the largest manufacturers of optical
equipment in the world.

Zeiss stands out and is recognized for its capacity for innovation . Zeiss manufactures all kinds of microscopes,
including electron microscopes. Your surgical microscopes are recognized in their field as the best that exist.

One of the best-known Zeiss microscopes is the Primo Star . This microscope has been designed to be used in an
educational environment and stands out for its versatility and ease of use. As in the case of Nikon and as it happens
with the big brands, these microscopes of such high quality can be out of reach of a beginner user with a limited
budget.

3. Leica

Leica is the other flagship microscope manufacturer of German origin . The company was founded by Ernst Leitz in
1864. It is well known for its line of cameras and for manufacturing the optical lenses of many SLR cameras .
Thanks to his knowledge in the manufacture of lenses, it is not surprising that he is also a great manufacturer of
microscopes.

Leica DM300 microscope

Leica is known for its innovative spirit . At the beginning of the 20th century, it was the first manufacturer to
introduce a fully functional binocular microscope . In recent years he has led, together with the University of
Columbia, the development of SCAPE technology, a type of 3D microscopy that allows the observation of living
organisms in real time.

In the Leica catalog you can find basic microscope models , confocal, stereoscopic, digital microscopes and for
industrial and medical applications . Leica products stand out for their high quality and ergonomics . His
stereoscopic microscopes are especially known in the educational field, among them the Leica EZ4 microscope
stands out . Among its optical microscopes for students and fans of microscopy one of the most popular is the Leica
DM300 .

4. Olympus

Olympus is, together with Nikon, one of the best-known Japanese microscope manufacturers. It has gained part of its
good reputation thanks to the quality of its cameras . Olympus does not have the antiquity of other manufacturers
such as Zeiss or Leica. It was founded in 1919 by Takeshi Yamashita . Even so it has demonstrated during the last
century that it plays in the first league of manufacturers in the field of microscopy.

Olympus was one of the first manufacturers to dispute the European hegemony of the microscope market. The
company has always distinguished itself by trying to develop instruments that are easy to use . For this reason
Olympus microscopes stand out especially for their ergonomics and configuration versatility .
The Olympus models follow different lines to cover the different needs of the users. Among all series of
microscopes, the BX , CX and SZ series stand out for stereoscopic microscopes.

5. Meiji Techno

Meiji Techno is perhaps not as well known as the previous brands. Even so, it is the third largest Japanese
microscope manufacturer behind only Nikon and Olympus. Meiji is a particularly strong manufacturer in the field of
microscopes for educational and industrial fields .The fact that Meiji Techno is not as well known as the other brands
makes the price-quality ratio of its products more advantageous. Meiji Techno is undoubtedly a rising value in the
field of microscopy increasingly valued by users. In recent years Meiji Techno has begun to expand into other
sectors of microscopy with advanced models of microscopes. Even so, their models for students continue to be the
most popular.

6. Motic

Motic BA210 microscope

Motic is the best known brand of microscopes founded and established in China . The company is located in Hong
Kong specifically and is less than 30 years old. The models of microscopes that it sells are aimed at superior students
and applications for researchers . His specialization is in compound and stereoscopic microscopes as well as in
digital microscopes and digital cameras for microscopes.

The quality of its microscopes has been increasing as the company has gained experience and maturity. If we
consider that Nikon, Leica, Zeiss and Olympus are the upper class in the world of microscopes, it could be said that
Motic is the middle class . Their prices are especially competitive compared to the brands mentioned above.

Among its models of stereoscopic microscope stand out for its low price those of the SFC-11 series . Motic also has
in its catalog many models oriented to students and educational environments. Among them, the BA210 is
particularly popular and can be found in binocular or trinocular versions.

7. Bresser

Bresser Biolux NV Microscope

Bresser is a German company founded in 1957 by Josef Bresser . Initially the company was dedicated exclusively to
the manufacture of binoculars. Little by little it was expanding its offer also building other optical instruments such
as telescopes or microscopes.

Currently the main supplier of Bresser is the Chinese manufacturer Jinghua Optical & Electronics . The instruments
built by Bresser are marketed under the name of Bresser and also as National Geographic . Bresser is especially
known for its series of microscopes ” Bresser Junior ” aimed at young students and beginners of microscopy.

Even so, it also offers professional material for laboratories, such as trinocular microscopes and inverted
microscopes.
8. AmScope

AmScope is an American microscope manufacturer founded in 1996. The goal of AmScope is to offer microscopes
for all types of applications at the lowest possible price . Currently offers more than 500 models to meet the different
needs of users, whether students with little experience as research professionals.

One of the strengths of AmScope’s microscopes is that they also offer a wide variety of accessories for the
microscope. This allows you to buy microscopes with very basic configurations that can be expanded with the
purchase of accessories as needed.

AmScope has in its catalog many microscopes aimed at students who are beginning in the world of microscopy.
Many of these come with starter packs that contain sample preparations and the necessary tools to use the
microscope.

9. Celestron

Celestron is a company well known for being one of the most important telescope manufacturers . Its headquarters is
located in California and was founded in 1964.

Celestron is also dedicated to the manufacture of other optical instruments , including cameras, binoculars and
microscopes. One of the main advantages of Celestron microscopes is their low price . Celestron does not offer
microscopes for professional equipment, its microscopes are simple and designed to meet the needs of beginner
users and young students. In its catalog we can find monocular, binocular, digital and stereoscopic microscopes.

Among your Celestron microscopes, your USB microscopes are very popular . These microscopes transmit a digital
image to the computer and are very useful for assembling circuits, watchmaking, etc.

10. Euromex

Euromex MicroBlue Microscope

Euromex is a manufacturer of microscopes founded in 1966 and located in Arnhem , in the Netherlands. Despite
being a relatively new company compared to other European manufacturers, Euromex offers a wide range of
microscopes.

For educational environments and young students, its MicroBlue monocular microscope and its EduBlue
stereomicroscope are especially popular . Euromex also produces more advanced microscopes for industrial
applications and research.

  Different Kinds of Microscopes & Their Uses

•••
Updated April 27, 2018
By Melissa Harr

While most people picture the compound model from lab class when they think of microscopes,
many types of microscopes are actually available. These useful devices are employed by
researchers, medical technicians and students on a daily basis; the type they select depends on
their resources and needs. Some microscopes provide greater resolution with lower magnification
and vice versa, and they range in cost from tens to thousands of dollars.

Simple Microscope
The simple microscope is generally considered to be the first microscope. It was created in the 17th
century by Antony van Leeuwenhoek, who combined a convex lens with a holder for specimens.
Magnifying between 200 and 300 times, it was essentially a magnifying glass. While this
microscope was simple, it was still powerful enough to provide van Leeuwenhoek information about
biological specimens, including the difference in shapes between red blood cells. Today, simple
microscopes are not used often because the introduction of a second lens led to the more powerful
compound microscope.

Compound Microscope
With two lenses, the compound microscope offers better magnification than a simple microscope;
the second lens magnifies the image of the first. Compound microscopes are bright field
microscopes, meaning that the specimen is lit from underneath, and they can be binocular or
monocular. These devices provide a magnification of 1,000 times, which is considered to be high,
although the resolution is low. This high magnification, however, allows users to take a close look at
objects too small to be seen with the naked eye, including individual cells. Specimens are usually
small and have some degree of transparency. Because compound microscopes are relatively
inexpensive yet useful, they are used everywhere from research labs to high school biology
classrooms.

VIDEO OF THE DAY

Stereo Microscope
The stereo microscope, also called a dissecting microscope, provides magnification of up to 300
times. These binocular microscopes are used to look at opaque objects or objects that are too large
to be viewed with a compound microscope, since they do not require a slide preparation. Although
their magnification is relatively low, they are still useful. They provide a close-up, 3-D view of
objects’ surface textures, and they allow the operator to manipulate the object during viewing.
Stereo microscopes are used in biological and medical science applications as well as in the
electronics industry, such as by those who make circuit boards or watches.

Confocal Microscope
Unlike stereo and compound microscopes, which use regular light for image formation, the confocal
microscope uses a laser light to scan samples that have been dyed. These samples are prepared
on slides and inserted; then, with the aid of a dichromatic mirror, the device produces a magnified
image on a computer screen. Operators can create 3-D images, as well, by assembling multiple
scans. Like the compound microscope, these microscopes offer a high degree of magnification, but
their resolution is much better. They are commonly used in cell biology and medical applications.

Scanning Electron Microscope (SEM)

The scanning electron microscope, or SEM, uses electrons rather than light for image formation.
Samples are scanned in vacuum or near-vacuum conditions, so they must be specially prepared by
first undergoing dehydration and then being coated with a thin layer of a conducive material, such
as gold. After the item is prepared and placed in the chamber, the SEM produces a 3-D, black-and-
white image on a computer screen. Offering ample control over the amount of magnification, SEMs
are used by researchers in the physical, medical and biological sciences to examine a range of
specimens from insects to bones.

Transmission Electron Microscope (TEM)

 Like the scanning electron microscope, the transmission electron microscope (TEM) uses electrons
in creating a magnified image, and samples are scanned in a vacuum so they must be specially
prepared. Unlike the SEM, however, the TEM uses a slide preparation to obtain a 2-D view of
specimens, so it's more suited for viewing objects with some degree of transparency. A TEM offers
a high degree of both magnification and resolution, making it useful in the physical and biological
sciences, metallurgy, nanotechnology and forensic analysis.

 Q. Which of the following structure can be found in a plant cell but NOT an animal cell?
answer choices

vacuole
nucleus
chloroplast
mitochondria
 Question 2
 900 seconds
Q. Which of the following is a correct list of structures found in both plant AND animal cells?
answer choices

mitochondria, vacuole, nucleus, cell membrane, cytoplasm

mitochondria, vacuole, nucleus, cell membrane, cytoplasm, cell wall, chloroplasts
mitochondria, vacuole, nucleus, cell membrane, cell wall, chloroplasts
mitochondria, vacuole, nucleus, cell membrane, cell wall
 Question 3
 900 seconds
Q. Under a microscope, a student observes a specimen containing a cell wall, nucleus, and
chloroplasts. Which of the following could the specimen being observed belong to?
answer choices

oak tree leaf

human
bacteria
cat hair
 Question 4
 900 seconds
Q. Which of the following does a bacteria cell NOT have in common with a plant cell?
answer choices

cytoplasm
cell membrane
genetic material (DNA)
nucleus
 Question 5
 30 seconds
Q. What organelle stores waste and water in both plant and animal cells?
answer choices

Lysosomes
Golgi Complex
Vacuoles
Endoplasmic Reticulum
 Question 6
 30 seconds
Q. what's the difference between prokaryotes vs. eukaryotes?
 answer choices

Prokaryotes have nucleus

Eukaryotes do not have a nucleus
Prokaryotes have a cell wall
Eukaryotes do have a nucleus
 Question 7
 30 seconds
Q. In what organelle is the genetic material found inside? 
 
answer choices

Endoplasmic Reticulum
Golgi Complex
Nucleolus
Nucleus
 Question 8
 30 seconds
Q. a single celled organism is called
answer choices

multicellular
bicellular
bicellular
polycellular
unicellular
 Question 9
 30 seconds
Q. In what organelle does the food making process in plants take place? 
answer choices

Endoplasmic Reticulum
Vacuole
Chloroplasts
Mitochondria
 Question 10
 20 seconds
Q. What organelle surrounds and supports plant cells?
answer choices

Cell Membrane
Cell Wall
Nucleus
Golgi Complex
 Question 11
 30 seconds

Q. What cell part is NOT found in all cells?

answer choices

Cell Wall
Cell Membrane
Cytoplasm
 Genetic Material
 Question 12
 30 seconds

Q. Which 2 organelles are in plants and animals?

answer choices

cell wall and cytoplasm

nucleaus and plastids
cell membrane and cytoplasm
cell membrane and chlorophast
 Question 13
 30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant 
Animal
Neither
 Question 14
 30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant
Animal 
Neither
 Question 15
 30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant
Animal
Neither
 Question 16
 30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant
Animal 
Neither
 Question 17
 30 seconds

Q. Is this made of plant cells or 

animal cells?
 answer choices

Plant 
Animal 
Neither
 Question 18
 30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant
Animal
Neither

 30 seconds
Q. "Storage tanks" Can hold food, water or waste for the cell
answer choices

Ribosomes
Vacuole
Chloroplast
Nucleolus
 Question 2
 30 seconds
Q. "Gatekeeper" Separates the cell from the rest of the environment and helps control what passes in
and out of the cell.  Semi-permeable: allows some materials to pass through but not all
answer choices

Cell Wall
Cytoplasm
Mitochondria
Cell Membrane
 Question 3
 30 seconds

Q. What cell part is NOT found in all cells?

answer choices

Cell Wall
Cell Membrane
Cytoplasm
Genetic Material
 Question 4
 30 seconds

Q. What is a Cell Wall?

answer choices

Made up of a liquid structure

A rigid structure that surrounds the cell/ gives it protection
 Question 5
 30 seconds
Q. Plants and animal cells both have a nucleus.
 answer choices

True
False
 Question 6
 30 seconds
Q. I am the brain of the cell and control all cell functions.
answer choices

nucleus
nucleolus
ribosomes
chloroplast
 Question 7
 30 seconds

Q. Plant cells and animal cells...

answer choices

have nothing in common.

are exactly the same.
are a little bit alike and a little bit different.
are both big.
 Question 8
 30 seconds
Q. plants don't have chloroplasts
answer choices

true
false
 Question 9
 30 seconds
Q. animals have chloroplasts
answer choices

false
true
 Question 10
 30 seconds

Q. What is Cytoplasm?
answer choices

Gel like fluid that holds together all the organelles

System of folded membranes
 Question 11
 30 seconds
Q. Chloroplasts help a plant...
answer choices

make its own food.

move in the wind.
loose its leaves.
turn into different colors
 Question 12
  30 seconds

Q. Is this made of plant cells or 

animal cells?
answer choices

Plant 
Animal 
Neither
 Question 13
 30 seconds
Q. I am non-living, made of cellulose and provide structure and support for plant cells.
answer choices

cell membrane
cell wall
cytoplasm
ribosomes
 Question 14
 30 seconds
Q. In a plant cell, a stiff wall surrounds the membrane, giving the cell a rigid, boxlike shape.
answer choices

cell membrane
cell
ribosome
cell wall
 Question 15
 30 seconds
Q. These organelles capture energy from sunlight and use it to produce food for the cell.
answer choices

cell membrane
chloroplasts
cell wall
ribosomes
 Question 16
 30 seconds
Q. A gel-like fluid in which many different organelles are found.
answer choices

cell membrane
nucleus
organelle
cytoplasm
 Question 17
 30 seconds
Q. Most of the cell's energy is produced within these rod-shaped organelles. This organelle is
considered the "powerhouse" of the cell.
answer choices

ribosomes
mitochondria
vacuole
 endoplasmic reticulum
 Question 18
 30 seconds
Q. Directs all the cell's activities.
answer choices

mitochondria
chloroplasts
vacuole
nucleus
 Question 19
 30 seconds
Q. A tiny cell structure that carries out a specific function within a cell.
answer choices

organelle
cell
nucleus
ribosomes
 Question 20
 30 seconds

Q. Name structure #1.

answer choices

nucleus
golgi body
ribosome
cytoplasm
 Question 21
 30 seconds

Q. Name structure #9.

answer choices

rough ER
mitochondria
smooth ER
cell wall
 Question 22
 30 seconds
Q. Breaks down sugar (glucose) to release energy "Powerhouse"
answer choices

Mitochondria
Cell Membrane
Cytoplasm
Vacuole
 Question 23
 30 seconds
Q. The basic unit that makes up living things
answer choices

Cell
 Cytoplasm
Nucleus
Organelle
 Question 24
 30 seconds
Q. Which of the following statements is true about cells?
answer choices

All living things are made up of one or more cells.

The cell is the basic unit of a living organism.
Cells come from other cells.
All the above.
 Question 25
 30 seconds
Q. Multicellular means?  
answer choices

they contain huge number of cells

one cell only
cytoplasm
cheese
 Question 26
 30 seconds
Q. ________ directs the activities of the cell and stores DNA.
answer choices

Nucleus
Cytoplasm
Plant Cell
Cell Membrane
 Question 27
 30 seconds
Q. A thin, flexible covering that surrounds all types of cells.
answer choices

Cell Membrane
Cytoplasm
Nucleus
Cheese
 Question 28
 30 seconds
Q. In plant cells, it is the rigid outer layer that surrounds the cell membrane. It protect the cell and
helps plants stay upright.
answer choices

Cell Wall
Lysosome
Endoplasmic Reticulum
Chloroplast
 Question 29
 180 seconds
Q. Plants perform photosynthesis through this organelle.  It captures energy from the sun and uses it
to produce food for the cell.
 answer choices

Chlorophyll
Chloroplasts
Mitochondria
Golgi Apparatus
 Question 30
 30 seconds
Q. This structure is a storage area for the cell. Plants usually have one large one.
answer choices

Lysosome
Vacuole
Ribosome
Golgi Body
 Question 31
 30 seconds
Q. What tool do you use to view cells?
answer choices

metric ruler
magnifying glass
microscope
petri dish
 Question 32
 30 seconds
Q. Long strands of chromosomes that contain deoxyribonucleic acid (DNA) are located in the
__________ of the cell.  
answer choices

nucleus
cell membrane
cytoplasm
 Question 33
 30 seconds
Q. A typical plant cell is rectangular in shape.
answer choices

True
False
 Question 34
 30 seconds
Q. Controls what passes in and out of the nucleus
answer choices

Nuclear Membrane
Vacuole
Ribosome
Lysosome
 Question 35
 30 seconds
Q. "powerhouse of the cell" breaks down sugar molecules to release energy, site of cellular
respiration, double membrane, self-replicating, contains own DNA, cristae
answer choices
 Mitochondria
Chloroplast
Cell Wall
Vesicle
 Question 36
 30 seconds
Q. gives support and shape to the cell, made of proteins
answer choices

Cell Wall
Cytoskeleton
Cell Membrane
Nuclear Membrane
 Question 37
 30 seconds
Q. This thin layer protects the cell and regulates what substances enter and leave the cell.
answer choices

cell membrane
cell
cell wall
golgi body
 Question 38
 30 seconds
Q. This structure is a storage area for the cell. Plants usually have one large one.
answer choices

Lysosome
Vacuole
Ribosome
Golgi Body
 Question 39
 30 seconds
Q. stores food nutrients and waste 
answer choices

Organelle
Ribosomes
Vacuoles
Chloroplast
 Question 40
 30 seconds
Q. This type of cell needs a cell wall and chloroplasts
answer choices

Plant cell
Animal Cell
Bacteria
 Question 41
 30 seconds

Q. All living things are made up of...

answer choices
cells
cell tissues
organ
organ systems
Report Quiz

Year 7 Test - Plant And Animal Cells

10 Questions  |  By Cripstwick | Last updated: Mar 1, 2018

All questions

  

Settings

Are you in your year seven (as in England, Australia, Wales, New Zealand, and Northern Ireland) or Sixth grade (as in the

United States and Canada)? Take this assessment test to assess your knowledge of plant and animal cells.

Questions and Answers

 1. 

Which of the following is referred to as the electrically neutral group of two or more atoms
held together by chemical bonds?

o A. 

Atom

o B. 

Cells

o C. 
 Molecules

o D. 

Ions
 

 2. 

Structures in a cell are called...

o A. 

Organelles

o B. 

Cytoplasm

o C. 

Cell wall

o D. 

Membrane
 

 3. 

All cells arise from...

o A. 

Atoms

o B. 

Molecules

o C. 

Pre-existing cells

o D. 

Ammonia
 

 4. 

Plant cells contain _____ which helps the process of photosynthesis.

o A. 

Vacuole

o B. 

Chlorophyll

o C. 

Cell wall
 o D. 

Mitochondrial
 

 5. 

Cells were first discovered by...

o A. 

Charles Darwin

o B. 

Isaac Newton

o C. 

Robert Hooke

o D. 

John Darton
 

 6. 

Which of the following cell structures is peculiar to plant cells?

o A. 

Cell membrane

o B. 

Cytoplasm

o C. 

Cell wall

o D. 

Vacuoles
 

 7. 

The living portion of the cell is called...

o A. 

Cytoplasm

o B. 

Protoplasm

o C. 

Cyst

o D. 
 Nucleus
 

 8. 

Somatic cells undergo...

o A. 

Mitosis

o B. 

Moisis

o C. 

Change

o D. 

None of the above

 

 9. 

Which cell structure is regarded as the power house of the cell?

o A. 

Endoplasmic reticulum

o B. 

Ribosome

o C. 

Nucleus

o D. 

Mitochondria
 

 10. 

All parts of the cell surrounded by plasma lemma except except the nucleus is called...

o A. 

Protoplasm

o B. 

Cytoplasm

o C. 

Nucleus membrane

o D. 

Chromosomes