Lesson Plan : What is Inside a Cell?
Teacher Name: | Laura Palmer |
Grade: | Grade 7-8 |
Subject: | Science |
Topic: | The Cell |
Content: | Nucleus: the control center of the cell. This organelle directs all the cell's activities and holds the DNA. Endoplasmic reticulum: a system of tubes and channels that transports materials from organelle to organelle. It holds the ribosomes. Mitochondrion: the powerhouse of the cell. It produces ATP, the energy for the cell. Cell membrane: the "skin" of the cell; it protects the cell and stops unwanted molecules from entering , allows waste to go out, and lets wanted food in. Ribosomes: small spherical organelles that produce protein. Golgi apparatus: a system of flattened sacs in which molecules are prepared and put in vacuoles in order to be moved out of the cell or to other organelles. Cytoplasm: jelly-like fluid that fills most of the cell. Vacuoles: organelle that transports and stores things for the cell. Cilia: hair-like structures that enable a cell to move. Some cells use flagella and pseudopodia rather than cilia for this purpose. Centrioles: tube-like organelles that help the cell reproduce. |
Goals: | In this lesson, students will gain an understanding of the components of a cell. They will match definitions of organelles with the organelle name, research the organelle's form and function, and contribute to a class drawing of a cell by depicting a specific organelle within the composite cell. Through this lesson, students will explore answers to the essential question: How are "form" and "function" related in biology? |
Objectives: | Students will: 1. Match definitions of organelles with the organelle name. 2. Research the properties and functions of the organelle in a cell. 3. Draw the organelle to scale based on the size of the contour animal cell passed out in class. 4. Position their drawn organelle in its appropriate place on a class diagram of an animal cell. |
Materials: | For this lesson plan, you will need: Biology Textbook Internet access or handout of the cell and its organelles from http://www.cellsalive.com/cells/animcell.htm Vocabulary hand-out 20 cards including 10 organelles and 10 definitions Construction paper Color pencils/ Markers A large diagram of the cell |
Introduction: | Explain to the students that they will work in pairs or small groups to define, research, and draw an organelle. Allow students to review the resources available in the classroom. Introduce the topic of the cell to students. Introduce the essential question, �How are form and function related in biology?� and elicit answers from the students. Discuss the sizes of cells (microscopic) and their roles in the human body. Discuss and question the students on the role of organs in our bodies. Use human organs as an analogy for cellular organelles. Discuss the idea that the cell is a system, consisting of interdependent parts with specific roles and functions. Using the vocabulary handout, introduce the concept of the organelle and highlight the vocabulary words and their meanings. |
Development: | Direct students attention to the outline of the class cell hanging on the wall. Discuss the concept of scale. Explain to students that they will be asked to fit their organelles within the outline of the cell. Model this by using one of the organelles on the list (the Golgi apparatus or mitochondria work well). Draw three sizes of the organelle, only one of which is to scale. Have the students pick the most appropriate version. (Eyeballing or estimating the correct scale is sufficient.) Distribute all of the cards (ten names of organelles and ten definitions). Have students find their partners by matching their definition to the vocabulary card. Once matched, have the paired student�s research, analyze, sketch to scale, color, and cut out their organelle. (Please note that a different approach is required for the cilia. The students responsible for the depiction of the cilia should brainstorm on how best to make it. One idea is to fringe-cut the edges of the composite cell and folding back every other strip. |
Practice: | Students should use the available resources to extend their understanding of the cell�s form and function beyond the definition given on the card. The students will take notes on their organelle and rewrite a description of its form and function in their own words. The text will be used as an aid in the group�s oral presentation to the class. To depict the cell, students will select colors to effectively communicate their organelle and to ensure the organelle contrasts well with the background cell. Students should reflect upon the effectiveness of their choices. Encourage the students to use vivid, complementary colors. Fill out the Our Composite Cell Assessment Rubric as the students work. |
Accommodations: | If there is no internet access in the classroom provide printouts from the web-sites that are of interest. |
Checking For Understanding: | Critique the composite cell as a class. For individual assessment, refer to the Composite Cell Assessment Rubric completed during the student presentations. |
Closure: | Close with a discussion on what the students learned from the lesson. Refer back to the lesson�s essential question. Include a discussion on the use of color of both the individual organelles as well as the composite cell. |
Evaluation: | |
Teacher Reflections: |
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