Grade 6 Science Flashcards: Cell Parts and Functions

About This Resource

7 double-sided flashcards (picture + name on the front, job on the back) covering the nucleus, cell membrane, cytoplasm, mitochondria, cell wall, chloroplast, and vacuole.

Resource Details

Subject: Science
Topic: Cell Parts and Functions
Category: Life Science
File Type: PDF
File Size: 110.3 KB
Published: 24 Sep 2026
Downloads: 10

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How to Present

Print double-sided (flip on the short edge) and cut along the dashed lines. Use for vocabulary drilling, a matching game, or as a quick-reference aid during the Worksheet or Quiz. Also doubles as a whole-class review chant tool, as suggested in the companion Lesson Plan.

Games & Speaking Activities

Hold up the picture side and have students call out the name and job as a class.
Deal cards to pairs and have students test each other, picture-side up, saying the job from memory.

Teacher Tips

The word "cell" can confuse EFL/ESL learners because in many languages a similar-sounding word means a prison cell or a mobile phone. Before starting, quickly clarify that today's "cell" is a science word for a living building block — not a room or a device. This one clarification prevents confusion for the rest of the lesson.

Learning Objectives

State that all living things are made of cells, and that the cell is the smallest unit of life (cell theory).
Name the main parts of a cell — cell membrane, cytoplasm, nucleus, mitochondria and vacuole — and describe what each part does.
Compare a plant cell and an animal cell, and identify the three parts found only in plant cells (cell wall, chloroplast, large central vacuole).
Classify a living thing as unicellular (one cell) or multicellular (many cells), with an example of each.

Differentiation

Support: Use the blank (unlabeled) diagram versions with a shortened word bank of 3–4 terms instead of all 5–7; let students work in pairs; provide the Flashcards as a matching aid; accept short-phrase answers on open-ended questions.

Extension: Ask students to explain why red blood cells (which lose their nucleus as they mature) can still be called cells; have students research one unicellular organism not covered in class; challenge students to label a cell diagram from memory with no word bank at all.