Cell Analogy Project

1. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 8th Grade (Science - Biology)
Designed by
Kristina Carroll
[email protected]
Based on a template from The WebQuest Page
Cell Analogy Project

2. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You are an engineer who has been given the extremely important task of redesigning the city
of Fort Collins after a major flood destroyed the entire city. You have to make sure that you
rebuild all of the essential parts of the city. In order to do this you will be comparing the city
to a cell, incorporating all of the cell organelles as essential parts of the city. In order to do
this you will research the given cell organelles and you will also research the city of Fort
Collins. Afterwards, you will create a visually appealing PowerPoint presentation comparing
and contrasting the parts of a cell to the city of Fort Collins. Good luck and have fun!!
Introduction

3. Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
I know you are eager to rebuild the city, but much research and planning must be done
before we begin:
Determine the difference between an animal and a plant cell.
Determine the functions of the following cell organelles: Nucleus, Nucleolus, Cell
Membrane, Cell Wall, Cytoplasm, Ribosome, Lysosome, Endoplasmic Reticulum,
Mitochondria, Vacuoles, Golgi Body, and Chloroplast.
Research the city of Fort Collins.
Determine the parts of a city that relate to each cell organelle.
Explain why that part of a city would relate to the corresponding organelle.
Organize your thoughts into a visually appealing PowerPoint.
Compare and contrast a cell and the city within your slides.
Use diagrams and pictures to help explain your ideas.
Provide introductory and conclusive to summarize your points.
Title
The Task

4. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
I know that you are eager to begin, so here are the steps that you will need to follow (make
sure to read all step before you begin):
2.To begin, collect information about cell organelles, making sure that you know the functions
of these cells very well and can identify them in a picture or diagram. To help you, please use
the following links, and gather information from all of them collectively: Cell Parts 1,
Cell Parts 2, Cell Parts 3, Cell Parts 4, Cell Parts 5, Cell Parts 6
3.Now that you feel you fully understand the cell, use the internet to find out more
information about the city of Fort Collins using these links: City of Fort Collins,
Fort Collins Utilities, Fort Collins, and Fort Collins Flood History
4.You are done researching! Now it is time to start to construct your project. Begin by
thinking of different essential parts of Fort Collins that you can relate to the cell organelles. (A
good example of this would be streets relate to the endoplasmic reticulum because the E.R. is
the passageways in a cell and streets act as the passageways in a city).
5.Think of one part of the city for each cell organelle. It would be a good idea to line up a two-
column chart with the organelle on one side and the city part on the other. This will help
organize your ideas.
6.It is now time to organize your thoughts into a VISUALLY APPEALING PowerPoint. To begin,
provide an Introduction Page, with a creative title, your name, class section number, and
date.
7.Follow this page by a single page for each cell organelle and its corresponding city part.
Please include an explanation of why you chose to relate these two items and why. Also,
include diagrams and pictures, you will be graded on those!
8.Summarize your thoughts into an organized Conclusion Page, explaining your project and
summarizing your main ideas. Also on this page, include a summary of how this cell analogy
project helped better your understanding of cells. 
You may look at a sample PowerPoint to aid you through this process and gain ideas. (Note
that they were not comparing the cell to a city, so your project will have to be different than
this one – SORRY!)
The Process

5. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Data
Collection
Data was collected only
once and adult assistance
was needed to clearly
summarize what was
discovered.
Data was collected more
than one time. Adult
assistance was needed to
clearly summarize what
was discovered
Data was collected more
than one time. It was
summarized,
independently, in a way
that clearly describes
what was discovered.
Data was collected
several times. It was
summarized,
independently, in a way
that clearly describes
what was discovered.
Idea

Identified a question that
could not be
tested/investigated or one
that did not merit
investigation.
Identified, with adult help,
a question which could be
investigated.
Identified, with adult help,
a question which was
interesting to the student
and which could be
investigated.
Independently identified
a question which was
interesting to the
student and which could
be investigated.
Organization Did not provide a diagram
OR the diagram was quite
incomplete.
Provided an easy-to-
follow diagram with labels
to illustrate the procedure
or process, but one key
step was left out.
Provided an accurate
diagram with labels to
illustrate the procedure or
the process being studied.
Provided an accurate,
easy-to-follow diagram
with labels to illustrate
the procedure or the
process being studied.
Diagrams Did not include many or
any diagrams, did not
relate diagrams to topic,
no credit given.
Included few diagrams,
somewhat relating to
topic, and minor credit
given.
Included numerous
diagrams, mostly relating
to topic, some credit given
Included numerous
diagrams, all pertaining
to the topic,
appropriate, and credit
given.
Conclusion/Su
mmary
No conclusion was
apparent OR important
details were overlooked.
Student provided a
conclusion with some
reference to the data and
the hypothesis
statement(s).
Student provided a
somewhat detailed
conclusion clearly based
on the data and related to
the hypothesis
statement(s).
Student provided a
detailed conclusion
clearly based on the
data and related to
previous research
findings and the
hypothesis statement(s).
Evaluation:

6. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations! You have completed your Cell Analogy Project! You have learned everything
about cells, their organelles, and the functions of each organelle. Also, you researched Fort
Collins, providing you with key information about the city you live in. Next, you were able to
compare and contrast a cell with something you may be more familiar with, like a city, to help
better your understanding. Making a PowerPoint is another difficult task that you have
completed! I can guarantee that you will use PowerPoint Presentations in future academic
situations and careers, possibly engineering now that you have also learned more about
that!!!
Conclusion

7. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Thank you so much to all websites and picture displays! Explanation of pictures and links can
be found here:
Picture on Title Page - http://www.animalport.com/img/Animal-Cell.jpg
Picture on Introduction Page - http://www.mcgchina.com/images/HomePage/engineer.gif
Picture on Task Page -
http://pro.corbis.com/images/42-17463401.jpg?size=572&uid=%7B10B2093A-F382-4C04-B461-5D87DC2FE417%7D

Picture on Conclusion Page - http://www.ouesd.k12.ca.us/Images/student-services.jpg
Cell Parts 1 - http://www.biologycorner.com/bio1/cell.html
Cell Parts 2 - http://www.cellsalive.com/cells/cell_model.htm
Cell Parts 3 - http://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm
Cell Parts 4 -
http://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm
Cell Parts 5 - http://www.biology4kids.com/files/cell_main.html
Cell Parts 6 - http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403
City of Fort Collins - http://www.ci.fort-collins.co.us/
Fort Collins Utilities - http://www.fcgov.com/utilities/
Fort Collins - http://www.ftcollins.com/
Fort Collins Flood History - http://www.colostate.edu/features/flood97-main.aspx
Sample Powerpoint - www.sd393.k12.id.us/wjshs/science/biology%20one/cell%20analogy
%20PPT/Katie%20Georgia%20Brayden%20Jami%20FINAL.ppt
Based on template from The WebQuest Page
Credits & References

8. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
A WebQuest for 8th Grade (Science - Biology)
Designed by
Kristina Carroll
[email protected]
Based on a template from The WebQuest Page
Cell Analogy Project

9. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Introduction
This lesson was designed for an education technology class, but also one that was
implemented in a 9
th
grade Biology classroom at Lesher Junior High. The purpose of this
project is to help students learn about cell organelles, while also applying it to their own lives.
Giving the students the opportunity to apply a cell to something they are familiar with helps
them realize what the functions of the cell organelles are and why they are each necessary
for the cell to survive.
They are asked to be an engineer who has been given the extremely important task of
redesigning the city of Fort Collins after a major flood destroyed the entire city. They will
have to make sure that you rebuild all of the essential parts of the city. In order to do this
they will be comparing the city to a cell, incorporating all of the cell organelles as essential
parts of the city. In order to do this they will research the given cell organelles and you will
also research the city of Fort Collins. Afterwards, they will create a visually appealing
PowerPoint presentation comparing and contrasting the parts of a cell to the city of Fort
Collins.

10. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is anchored in eighth grade science (especially Biology) and involves science,
technology, and critical thinking skills. If there is not technology available at a given school,
the PowerPoint presentation could be turned into another process such as building a model
or drawing a detailed picture. This activity can also be used in other grade levels, if there is a
seventh grade advanced science course, or a struggling ninth grade science course this project
can also be done here.
The students will need to know basic knowledge about a cell and why cells are essential to
life. They should also know that every living organism is made up of cells and that each cell
has many organelles. They will learn everything else about the cell later on. Also, the students
should be proficient in PowerPoint production and should know how to actively search the
internet.
Evaluation
Teacher Script
Conclusion
Learners

11. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The students will cover some of the science standards listed on the
K-12 Academic Standards Website:
Science Standard 3: Life Science: Students know and understand the characteristics and
structure of living things, the processes of life, and how living thing interact with each other
and their environment.
Specifically:
Grades 6-8:
3.3. There is a differentiation among levels of organization (cells, tissues, and
organs) and their roles within the whole organism.
3.4. Multicellular organisms have a variety of ways to get food and other
matter to their cells.

Also, although not listed on the standards website, the students will also be demonstrating
several technology standards. They will be proving proficiency in Microsoft PowerPoint and
they will also show that they can effectively use the internet to search for information. Also,
the students are required to come up with all of the parts of a city that relate to cell
organelles on their own. This shows that the students will use critical thinking, creative
production, organization, and comparison skills to complete this assignment.
Evaluation
Teacher Script
Conclusion
Curriculum Standards

12. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
This lesson should take approximately two 90 minute class periods to complete. The first class period will be
research and planning for the project (they should have all of their city parts identified with a cell organelle by
this point), and the second class will be production of the PowerPoint. If the class periods are 45-50 minutes it
should take 3-4 class periods.
2.To begin, collect information about cell organelles, making sure that you know the functions of these cells very
well and can identify them in a picture or diagram. To help you, please use the following links, and gather
information from all of them collectively: Cell Parts 1, Cell Parts 2, Cell Parts 3, Cell Parts 4, Cell Parts 5,
Cell Parts 6 Here you would need to make sure all links work on website-locked computers, if not, provide your
own links or the classroom textbook.
3.Now that you feel you fully understand the cell, use the internet to find out more information about the city of
Fort Collins using these links: City of Fort Collins, Fort Collins Utilities, Fort Collins, and Fort Collins Flood History
You will need to know some background information about cities, and examples of parts that are correlated with
cell organelles.
4.You are done researching! Now it is time to start to construct your project. Begin by thinking of different
essential parts of Fort Collins that you can relate to the cell organelles. (A good example of this would be streets
relate to the endoplasmic reticulum because the E.R. is the passageways in a cell and streets act as the
passageways in a city).
5.Think of one part of the city for each cell organelle. It would be a good idea to line up a two-column chart with
the organelle on one side and the city part on the other. This will help organize your ideas. You may want to pre-
approve the students ideas before they begin to create their PowerPoint.
6.It is now time to organize your thoughts into a VISUALLY APPEALING PowerPoint. To begin, provide an
Introduction Page, with a creative title, your name, class section number, and date. You will have to know
background knowledge and experience in PowerPoint, knowing how to create a visually appealing one yourself.
Make sure you address with the students what exactly they will be asked to do and how much detail needs to be
in the PowerPoint.
7.Follow this page by a single page for each cell organelle and its corresponding city part. Please include an
explanation of why you chose to relate these two items and why. Also, include diagrams and pictures, you will be
graded on those!
8.Summarize your thoughts into an organized Conclusion Page, explaining your project and summarizing your
main ideas. Also on this page, include a summary of how this cell analogy project helped better your
understanding of cells. 
You may look at a sample PowerPoint to aid you through this process and gain ideas. (Note that they were not
comparing the cell to a city, so your project will have to be different than this one – SORRY!)
The Process

13. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
In order to complete this project the students will need several resources, many of which are
not inside the classroom (so plan ahead by reserving computer laboratory space for both class
periods):
•Class sets of books (only if some of the websites are restricted)
•A computer for each individual student
•Microsoft PowerPoint on each computer
•Access to the internet
•Paper/Pencils
•The following websites will be used:
•http://www.biologycorner.com/bio1/cell.html
•http://www.cellsalive.com/cells/cell_model.htm
•http://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm
•http
://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm
•http://www.biology4kids.com/files/cell_main.html
•http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403
•http://www.ci.fort-collins.co.us/
•http://www.fcgov.com/utilities/
•http://www.ftcollins.com/
•http://www.colostate.edu/features/flood97-main.aspx
One teacher should be able to control and regulate the classroom by themselves. However, if
additional personnel offer to help then it would be appreciated. However, these helpers
would need to have knowledge in cell organelles. You should go over some examples of good
comparisons with each helper. You will need to coordinate with the librarian or a person who
controls the computer lab space to make sure you have all of your classroom time in the labs.
(This person could also be there on the PowerPoint production day to aid in helping kids with
questions about PowerPoint).
Evaluation
Teacher Script
Conclusion
Resources

14. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation:
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Data
Collection
Data was collected only
once and adult assistance
was needed to clearly
summarize what was
discovered.
Data was collected more
than one time. Adult
assistance was needed to
clearly summarize what
was discovered
Data was collected more
than one time. It was
summarized,
independently, in a way
that clearly describes
what was discovered.
Data was collected
several times. It was
summarized,
independently, in a way
that clearly describes
what was discovered.
Idea

Identified a question that
could not be
tested/investigated or one
that did not merit
investigation.
Identified, with adult help,
a question which could be
investigated.
Identified, with adult help,
a question which was
interesting to the student
and which could be
investigated.
Independently identified
a question which was
interesting to the
student and which could
be investigated.
Organization Did not provide a diagram
OR the diagram was quite
incomplete.
Provided an easy-to-
follow diagram with labels
to illustrate the procedure
or process, but one key
step was left out.
Provided an accurate
diagram with labels to
illustrate the procedure or
the process being studied.
Provided an accurate,
easy-to-follow diagram
with labels to illustrate
the procedure or the
process being studied.
Diagrams Did not include many or
any diagrams, did not
relate diagrams to topic,
no credit given.
Included few diagrams,
somewhat relating to
topic, and minor credit
given.
Included numerous
diagrams, mostly relating
to topic, some credit given
Included numerous
diagrams, all pertaining
to the topic,
appropriate, and credit
given.
Conclusion/Su
mmary
No conclusion was
apparent OR important
details were overlooked.
Student provided a
conclusion with some
reference to the data and
the hypothesis
statement(s).
Student provided a
somewhat detailed
conclusion clearly based
on the data and related to
the hypothesis
statement(s).
Student provided a
detailed conclusion
clearly based on the
data and related to
previous research
findings and the
hypothesis statement(s).

15. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Here is provided a script, which you may follow along with if you have never done this type of
experiment before or may be confused:
2. To begin, give the students an overview of what they will be doing. Now would be a good
time to go over the rubric to let them know what exactly they will be graded on and what to
pay the most attention to.
3.Then, lead the students to the computer lab (if not already done so). Tell the students to
open up the WebQuest in which the instructions are given for them to complete the
assignment (the good thing about this project is that it is computer guided so not much
explanation is needed).
4.Show the students how the links work, if they are not familiar with how to use them.
5.Before they begin researching, show them an example of a cell analogy (this should be
something other than a city in order for them to avoid copying the example). If you are having
trouble, a good example is the human body. You can relate the nucleus to the human brain,
so on and so forth.
6.When the students are researching, walk around the room, making sure the students are
staying on task, and answering any questions they might have.
7.Before beginning the PowerPoints, give a brief introduction on how PowerPoint works,
making sure that the students know how to design a PowerPoint, and how to use the tools
needed to complete the project.
8.Once the class period is over, have the students publish their PowerPoints on the class
website, save them to a class file, or print them (however you feel is the easiest to view
them).
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script

16. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Congratulations! You have completed your Cell Analogy Project! You have learned everything
about cells, their organelles, and the functions of each organelle. Also, you researched Fort
Collins, providing you with key information about the city you live in. Next, you were able to
compare and contrast a cell with something you may be more familiar with, like a city, to help
better your understanding. Making a PowerPoint is another difficult task that you have
completed! I can guarantee that you will use PowerPoint Presentations in future academic
situations and careers, possibly engineering now that you have also learned more about
that!!!
This project has assessed Standard Three: Life Science and has also given the students the
opportunity to work with technology, which we know is a continually growing field, and
something that they will continue to use in the future.
Conclusion

17. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References
Thank you so much to all websites and picture displays! Explanation of pictures and links
can be found here:
Picture on Title Page - http://www.animalport.com/img/Animal-Cell.jpg
Picture on Introduction Page -
http://www.mcgchina.com/images/HomePage/engineer.gif
Picture on Task Page -
http://pro.corbis.com/images/42-17463401.jpg?size=572&uid=%7B10B2093A-F382-4C04-B461-5D87DC2FE417%7D

Picture on Conclusion Page - http://www.ouesd.k12.ca.us/Images/student-services.jpg
Cell Parts 1 - http://www.biologycorner.com/bio1/cell.html
Cell Parts 2 - http://www.cellsalive.com/cells/cell_model.htm
Cell Parts 3 - http://www.tvdsb.on.ca/WESTMIN/science/sbi3a1/Cells/cells.htm
Cell Parts 4 -
http://www.fortbend.k12.tx.us/mastersonline/ft_bend_isd/6306/qvms/johnson/cell_part.htm
Cell Parts 5 - http://www.biology4kids.com/files/cell_main.html
Cell Parts 6 - http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403
City of Fort Collins - http://www.ci.fort-collins.co.us/
Fort Collins Utilities - http://www.fcgov.com/utilities/
Fort Collins - http://www.ftcollins.com/
Fort Collins Flood History - http://www.colostate.edu/features/flood97-main.aspx
Sample PowerPoint - www.sd393.k12.id.us/wjshs/science/biology%20one/cell%20
analogy%20PPT/Katie%20Georgia%20Brayden%20Jami%20FINAL.ppt
Based on template from The WebQuest Page