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This lesson provided by:
Author: Desaree Jackson
System:Shelby County
School:Thompson High School
Lesson Plan ID: 23925
Title:

Organelle Matching Game

Overview/Annotation:

The student must first have an understanding of the cell, the cellular organelles, and their functions. Afterwards, they will create an organelle matching game using index cards. This will be a reinforcement activity to complete a unit on cells.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.

Content Standard(s):
SC(9-12) Biology4. Describe similarities and differences of cell organelles, using diagrams and tables.
Local/National Standards:

N.S. 9-12.3 As a result of their activities in grades 9-12, all students should develop understanding of: The cell, Molecular basis of heredity, Biological evolution, Interdependence of organisms, Matter, Energy, Organization in living systems, and Behavior of organisms. (taken from National Academies of Science)

Primary Learning Objective(s):

The student will identify the structure and function of the parts of the typical eukaryotic cell.

Additional Learning Objective(s):

The student will play the "Matching Game" to reinforce the cell unit in preparation for unit test.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Markers, 4x6 index cards

Technology Resources Needed:

Computer lab to do webquest activities, computers with Internet access and search engines.

Background/Preparation:

This is an enrichment activity that should be used after the cells unit has been covered. All objectives should have been taught before playing the game.

Procedures/Activities:
1.)Review previously taught cell lesson highlighting cellular organelles and their functions.

2.)The class will be divided into cooperative learning groups.

3.)Allow each group to make their own set of organelle matching cards. On one set of cards write the names of organelles. On a second set of cards write the functions of the organelles. Ex- Card 1= Mitochondria, Card 2= Makes useable energy. Have students use the internet to find names and functions of organelles. Assign a minimum number of organelles depending upon time constraints(15 recommended). Teacher might want to allow the students to use the "Cells Alive" website for information.
(CELLS ALIVE)

4.)After each group makes their cards, they will exchange cards with another group to see which group can find the most matches in the shortest amount of time.

5.)At the end of class, conduct a quick review of the organelles and their functions using the Cells Alive website. These organelle cards can be used by students as a study tool for the test.
(Cells Alive)
This is an animated website that allows you to look at different cellular organelles and their function.

6.)Students will evaluate one another. Using the attached rubric. The teacher will also evaluate using the rubric. Average the two grades for the final grade.

Attachments:**Some files will display in a new window. Others will prompt you to download. matching game rubric.xls
Organelleopener.doc
Cells Alive Webquest.doc
plantcell.doc
Assessment Strategies:

Teacher should observe for correct matches and student participation. The competing groups will assess one another, groups will self assess and the teacher will assess. The three scores will be averaged to achieve their grade. Please see attached rubric for scoring.

Extension:

If students finish early, allow them to go to the computer lab to complete the cells alive webquest.

Remediation:

Students needing extra practice can do the cell webquest using the Cells Alive

website.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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