'Xplodable': Plant Cell

# Age Range The primary target age range for this experience is ages 11 to 14; however, the model is easily adaptable for the 14 to 16 age group (see *Framework Adaptations*). # Curriculum Summary* ## Science: Plants – Ages 11 to 14 Students should be taught to: - Understand that cells are the fundamental units of all living organisms. - Explore how the structure of plant cells relates to their role in supporting plant life. - Recognize that plant cells carry out key processes that support growth and survival. # Learning Objectives - Identify the main parts of a plant cell. - Describe the functions of the main parts of a plant cell. - Explain how the different parts of a plant cell work together as a system. # Key Vocabulary - **Cell wall:** A strong outer layer that gives the plant cell shape and support. - **Cell membrane:** A thin layer that controls what goes in and out of the cell. - **Cytoplasm:** A jellylike substance inside the cell that holds the cell parts and where many important chemical reactions take place. - **Nucleus:** The cell’s control center that stores genetic information and directs all the cell’s activities. - **Large permanent vacuole:** A storage area inside the cell that holds water and keeps the cell firm. - **Chloroplasts:** Parts of the cell that use sunlight to make food for the plant. - **Mitochondria:** Small structures inside the cell that produce energy by breaking down food, giving the cell power to work. # Equipment - **VR headsets:** Enough for planned group sizes (minimum four recommended). Ensure the Plant Cell Xplodable is loaded and ready for use. - **Plant cell diagram:** A suitable diagram of a Plant Cell for display on the interactive white board. - **Whiteboards or books (optional):** For note-taking, drawing, labeling, or reflection activities. - **Worksheet (optional):** Printout of a Plant Cell for the labeling exercise (see *Extended Learning*). **Note: If a full class set of headsets is unavailable, use the Optional Activities in the During the Experience section to create a class rotation, with students taking turns in the VR experience.** **Our Curriculum Summary offers a simplified and progressive best-fit framework derived from a thorough analysis of multiple curricula worldwide, including those from the US, UK, and the rest of the world. By identifying key common strands, we create curriculum statements that align and map smoothly across all territories, ensuring relevance and consistency in diverse educational contexts. Further territory-specific curriculum libraries can be found on the ClassVR portal.* # Teaching Framework{.objective .objective} ## Prior Learning The Teaching Framework assumes students have no embedded prior knowledge of the key vocabulary introduced in the Xplodable. Before beginning, check students understand that: - Living things are made up of smaller parts called cells. - Cells are the building blocks of life and that plants and animals have different kinds of cells. - Plants have features such as leaves, stems, and roots. ## Before the Experience Begin the lesson by allowing students to spend five minutes exploring the unlabeled Plant Cell Xplodable by selecting “Explore” on the menu. Students should observe the different parts of the interactive model and think carefully about what these structures might be. Encourage them to consider if they recognize any parts or remember their names and possible functions. Students can work individually or in small groups and take notes on a whiteboard, allowing them to share their ideas. ## During the Experience Find a suitable diagram of a Plant Cell and using the *Key Vocabulary* describe each individual part using simple, age-appropriate definitions (or use ClassView on the ClassVR portal to show the Xplodable and its labels on the class board). Explain how the different parts a Plant Cell work together to make up its whole structure. This opportunity enables students to ask questions and clarify their understanding before proceeding. Optionally, show a video about a plant cell or direct students to a reliable website for further research. Students can make notes on a whiteboard or in their books to support their learning. Allow students to ask any questions and clarify their understanding before proceeding. ## Key Questions Why is the cell wall important for plants? {.task} **Example answer:** It gives the plant cell strength and support, helping the plant keep its shape. {.info} How do the mitochondria and chloroplasts work together to provide energy for the plant cell? {.task} **Example answer:** Chloroplasts make food using sunlight, and mitochondria turn that food into energy the cell can use. {.info} Next, return students to their devices or headsets and ask them to select "Labels On". This allows them to check and reinforce their memory of the names and locations of each cell part as they explore further. Ask students to select "Explode" and the parts will separate and become individual components. Challenge students to drag and drop the exploded parts back into their original positions to rebuild the Xplodable. Discuss any misconceptions, encouraging students to think more deeply about the functions of each part of the model and how they work together to keep the plant cell alive. Following this, students can take the *Beginner* quiz within the Xplodable, testing their knowledge of plant cell parts by attempting to label the model correctly again. For an additional challenge, students can take the *Challenge* quiz, where they match each piece of key vocabulary to its correct definition. The quizzes provide opportunities for both formative assessment during learning or summative assessment to evaluate understanding after the lesson. ## Optional Activities These activities provide rotation options and flexible ways to revisit key vocabulary and concepts, helping students strengthen recall through repetition, discussion, and creative application. Students connect terms and definitions in different contexts, which supports long-term memory and deeper understanding. ## Research - Show a video about a Plant Cell or direct students to a reliable website for further research. Students can make notes on a whiteboard or in their books to support their learning. ## Quick-fire: - *Partner Quiz:* Students choose a part of the model and describe its function to a partner without saying its name. The partner must identify the correct term. - *Vocabulary Bingo*: Students write down a selection of the labels (less than the overall amount) in their books or on whiteboards. The teacher reads out the definitions in random order, and students cross off the matching word. The first to complete their list calls “Bingo,” before reviewing the answers together. ## Creative: - *Sketch and Label*: Students draw a quick outline of the model in their books or on mini whiteboards. From memory, they label and write definitions for as many parts as possible, then check against the Xplodable and correct any errors. ## Active learning: - *Vocabulary Exchange*: Each student writes one cell part and its definition on A4 paper, in their book, or on a whiteboard. Students then move around the classroom, adding one different term and definition to other students’ pages (avoiding repeats). Continue until every page includes all the key terms and definitions. ## After the Experience Ask students to consider how interacting with the plant cell Xplodable helped them in their learning. Prompt discussion on how being able to see and manipulate the 3D model made it easier to understand the location, shape, and role of each cell part compared to just reading about it or looking at 2D images. ## Key Question How did exploring the cell in Xplodable help you remember the parts and their functions better? {.task} **Example answer:** Answers may include: Exploring the plant cell in VR helps because the parts can be separated and rebuilt, which shows how they fit together; the 3D view allows the model to be turned and explored from different angles, making each part clearer than in 2D pictures; the labels place the names right next to the structures, helping connect the words to their functions. {.info} ## Structured Reflection: Optionally, ask students to write a short reflection in their books to connect key vocabulary with the wider concepts shown in the model. Sentence starters could include: - *The labels and definitions helped me understand…* - *One connection I made between the parts was…* - *Seeing the model in 3D showed me that…* - *I now think the most important part is… because…* # Adaptive Teaching See our further recommendations for adapting ClassVR content and introducing the VR headsets successfully for students who may require additional support at [ClassVR Support.](https://support.classvr.com/adaptive-teaching-guidelines/) ## Some students may benefit from: - Extra support with new vocabulary such as *chloroplast, vacuole,* or *mitochondria* by breaking the words into smaller parts, using simple analogies, and reinforcing them with visuals or gestures. - Clarifying the difference between plant and animal cells, as students often think all cells are identical or forget that only plant cells have walls and chloroplasts. - Breaking down the function of each part into short, memorable steps (e.g., “chloroplasts make food, mitochondria release energy”) to support students who struggle with longer explanations. # Extended Learning{.objective .objective} - Pupils can research one organelle in greater depth (e.g., mitochondria and energy release) and present findings back to the class in a short “mini-teach.” - Pose “what if” questions so pupils can consider cause and effect scenarios: *What would happen if a plant cell had no vacuole?* Or *how would a plant survive without chloroplasts?* Students can explain how removing a structure might affect the cell and the whole plant. - Explore other ClassVR models or resources that focus on different types of cells, such as [Inside an Animal Cell](track#715355). This allows learners to compare and contrast structures and functions across cell types. # Framework Adaptations **Ages 14 to 16:** For older or more advanced students, the lesson can be adapted as a revision or assessment activity. Pupils can be challenged to explain the roles of these complex organelles and consider how plant cells interact within tissues and organs at a more detailed level. Scaffolding can be reduced for this age group, encouraging students to lead their own exploration and apply their prior knowledge. Teachers might incorporate more open-ended questions and higher-order thinking tasks, such as comparing and contrasting plant and animal cells or analyzing the significance of cellular structures in plant health and growth.