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Tech Lesson

This document outlines a lesson plan on cellular organelles. The objectives are for students to match organelles to their functions and create a flyer about an organelle. The lesson introduces organelles through definitions, examples and online quizzes. Students then individually research and create a flyer on an organelle. Feedback is provided during practice and on completed flyers. The lesson concludes with group presentations and a summary. Assessment is through a rubric evaluating the organelle flyers.

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jfeur001
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© Attribution Non-Commercial (BY-NC)
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Download as RTF, PDF, TXT or read online on Scribd
62 views

Tech Lesson

This document outlines a lesson plan on cellular organelles. The objectives are for students to match organelles to their functions and create a flyer about an organelle. The lesson introduces organelles through definitions, examples and online quizzes. Students then individually research and create a flyer on an organelle. Feedback is provided during practice and on completed flyers. The lesson concludes with group presentations and a summary. Assessment is through a rubric evaluating the organelle flyers.

Uploaded by

jfeur001
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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Name: Jackie Feurer

Date: April 25, 2011

Standards:

Living Environment Standards:


STANDARD 4
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science.
Performance Indicator 1.2
Describe and explain the structures and functions of the human
body at different organizational levels (e.g., systems, tissues,
cells, organelles).
1.2f Cells have particular structures that perform specific
jobs. These structures per- form the actual work of the cell.
Just as systems are coordinated and work together, cell parts
must also be coordinated and work together.
1.2g Each cell is covered by a membrane that performs a
number of important functions for the cell. These include:
separation from its outside environment, controlling which
molecules enter and leave the cell, and recognition of
chemical signals. The processes of diffusion and active
transport are important in the movement of materials in and
out of cells.
1.2i Inside the cell a variety of specialized structures, formed
from many different molecules, carry out the transport of
materials (cytoplasm), extraction of energy from nutrients
(mitochondria), protein building (ribosomes), waste disposal
(cell membrane), storage (vacuole), and information storage
(nucleus).

ISTE NETS:
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using
technology. Students:

Students demonstrate creative thinking, construct knowledge,


and develop innovative products and processes using
technology. Students:

a apply existing knowledge to generate new ideas, products, or processes.


.
b
create original works as a means of personal or group expression.
.
Lesson Objective(s):
Students will be able to match cellular organelles to their
function.
Students will be able to construct a flyer that advertises the
specialized job of an individual cell organelle.

Introduce the Learning Activity:

A.Describe how you will communicate the lesson objective


to the students. How will you tell them what they will learn
in this lesson?
Bell ringer will be written on the board. This will get students
thinking about the topic and settled down. The teacher will give
students about 2 minutes to think about it and then they will
begin discussing thoughts on the subject. The teacher will then
list the objectives of the lesson.

B.Describe how you will provide a motivator. How will you


get students interested in this lesson?
The Bell Ringer will act as a motivator. It will spark student
attention and interest in the topic. They will be given the
opportunity to share with a partner then with the whole class
what they have come up with.

Provide Information:

A.Describe how you will provide any definitions,


explanations, descriptions, procedures, examples, and/or
samples needed for this lesson.

Bell Ringer:
 Name the two structures found in Plant cells and NOT in Animal
cells.
HINT1: What process do plants carry out that animal’s do
not?
T1: Go over the bell ringer!
Students would have been studying differences between
cells, classification of living things etc. Today would be the second day
studying organelles. The previous day students would have had guided
notes explaining in detail a description and function of organelles.
*sheet handed out will serve as a guide for us so that we don’t have to
go through all the notes. It is just a reference.
Go through the different organelles- Teacher draws them on the
board as students call them out.
Cell Membrane/Plasma Membrane: two layers thick of
phospholipids.
Only lets some specific things in.
Channels made of proteins.
Cytoplasm: thick substance inside the cells.
Salts and other substances are dissolved in the cytoplasm.
Organelles are found in this substance.
Nucleus: round organelle that contains genetic material.
“Control center of the cell”
Endoplasmic Reticulum: ER- membrane bound canals in the
cell
carry materials through cell.
Smooth-no ribosomes
Rough- has ribosomes
Ribosomes: small organelles found free in cytoplasm and in
rough ER
MAKE protein
Golgi body/apparatus: stacks of membrane sacks
Changes proteins and packages them
Lysosomes/ Peroxisomes: small structures in cytoplasm
Break down old organelles, poisons and cells waste
products
Cellular recycling
Mitochondria: Powerhouse of the cell!
Breaks down glucose into ATP
ATP is cellular food
Cellular Respiration!!
Muscle cells in our bodies have a lot of mitochondria
Thought to have come from bacteria living inside cells.
Vacuoles: stores food, water minerals for cell.
Aminals have very small vacuoles while plant vacuoles are
Large
Cilia Flagella- movement for animal cells.
Made of microtubules.
Cell Wall: rigid structure surrounding the plant cell.
Made of cellulose
Protect the cell
Contains pores which allow materials in
Chloroplasts: organelle that contain Chlorophyl
Allows plants to undergo photosynthesis.
Uses light from the sun to make glucose and release
oxygen

Have students go to website, click on the resource page, find


http://www.sheppardsoftware.com/health/anatomy/cell/cell_
quiz.htm
and(if enough time)/or
http://www.sheppardsoftware.com/health/anatomy/cell/plan
t_cell_game.htm

After the quiz, pick an organelle.


Organelle Flyer assignment:
Pick your favorite Organelle. Do some research on that organelle.
Type it into google to find:
1) What type of cell it is located in.
2) Where it is located.
3) What it looks like(Include a picture)
4) Why does the cell need this organelle?
a. What is its function?
5) How does it carry out its function?
With the answers to those questions please create a flyer or
brochure promoting your organelle. Be sure to include the
answers to the above questions and where you found the
information.

~Closing: students will finish for homework, and do an activity


with it the following class period.

Provide Practice:

A.Describe how you will give students an opportunity to


practice the exact task stated in the objective.
The first objective will be met by going to
http://www.sheppardsoftware.com/health/anatomy/cell/cell_quiz.
htm to take the animal cell quiz. This allows the students to
match the organelle with its primary function. They may take one
quiz or both however many times they want until they feel
comfortable with the information. There is also a plant cell quiz at
http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell
_game.htm . It’s a basic assessment, not getting to deep in the
content just serving as an overview and a check for students to
see whether they need to go back to the tutorials and review
more.
The second objective will be met by the creation of a Word
Document Flyer. They will be able to play around and put
information in different places on the template.

B.Describe how you will give students an opportunity to


practice the exact task stated in the objective individually,
as well as in groups. (You may have only individual
practice, but not solely group practice.)
The quiz will be taken individually to assess their knowledge of
cell organelles. They can take it as many times as they would
like.

Provide Knowledge of Results:

A.Describe how you will provide verbal feedback to the


students on their practice efforts.
I will walk around the room, asking students how they are doing,
what they found interesting and what organelle they think they
might pick for the assignment. If a student has a question they
will be asked to raise their hand and ask it. I will be walking
around the room as they practice labeling and matching the cell
organelles.
The same checks will during the creation of their flyers. I will walk
through how I created mine and let them ask questions about
how they may decide to organize theirs. I will provide an outline
that shows the information they are expected to provide on the
Flyer.

B.Describe how you will provide written feedback to the


students on their practice efforts.
After printing out their flyers they will be given written feedback
on how they completed the outlined list of requirements for the
Cell organelle flyer.

Review the Activity:

A.Describe how you will, or how you will have students,


summarize the important points in this lesson.
When they are finished with their flyers- they may have to finish
in the next class I would have them get into groups based on
what organelle they picked and then present their information to
the class. In a shortened period, the teacher would probably have
to summarize the information quickly at the end.

Method of Assessment:

A.Describe how you will assess whether or not the students


have learned the skills outlined in the learning objective.
I will use a rubric to score and assess their Organelle flyers. This
rubric will include assessment of the layout/design of the flyer,
the content, how accurate the information provided was and if it
included the needed information. They must list their sources for
information.

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