|Lesson Plan ID:
Inside the Cell
This lesson is intended to familiarize students with different categories of cells. Emphasis will be placed on the comparison and contrast of plant and animals cells and the structures within them.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|SC(9-12) Biology||4. Describe similarities and differences of cell organelles, using diagrams and tables. |
|AED(7-12) Visual Arts: Level I||5. Demonstrate the use of traditional, digital, and multimedia techniques to create works of art. |
Source: National Academy of Sciences NS.9-12.3 Life Science
|Primary Learning Objective(s):
Students will be able to differentiate between prokaryotic and eukaryotic cells and animal and plant cells. Students will be able to identify the organelles in eukaryotic cells and their functions.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Construction paper, colored pencils/markers, tape/glue, hot glue gun, bulletin board paper/poster, scissors, handouts, textbook
optional-buttons, pipecleaners, beans, pasta
|Technology Resources Needed:
Teacher should prepare materials for the poster cells project. Reserve computer lab (if necessary).
1.)Introduce Cells- Have students to review the characteristics of living things. Students should be reminded that cells are the basic unit of living things.
Students need to define the vocabulary words associated with the cell-organelle, cell theory, prokaryote, eukaryote.
2.)Show students a picture of prokaryotic and eukaryotic cells. Have them to note the differences. Give students examples of each type of cell. (prokaryote-bacteria; eukaryote-plant and animal)
Show students a picture of animal and plant cells. Have them to note the differences.
3.)Students will be given notes on the different categories of cells and the organelles within a eukaryotic cells. The teacher should discuss the differences between prokaryotic and eukaryotic cells, plant and animal cells, and the role each organelle has inside the cell. Students can share the differences they observed.
(The Cell Overview
)Biology Corner provides a brief overview of cell structure and function.
4.)Give students time with a partner to compare the cell organelles to the functions of school personnel. Give students a time limit of no more than ten minutes. Allow students to share and explain their analogies with the class.
5.)Students use Cells Alive
to complete the Internet lesson.
6.)If available, show video "Inside the Cell" from Teacher's Video
Company. Allow students to individually view plant and animal cells (transparency or virtual cell) and identify the organelles and their functions. http://darwin.nmsu.edu/~molbio/cellgame/pin.html
(Virtual Pinning: Animal and Cell Biology
)Learn cell biology and anatomy interactively .
7.)Students construct poster cells in groups of three to four. Students should use the materials given to represent cell organelles. Display cells in the classroom.
8.)Play Biology Millionaire or Cell Jeopardy as a review. The review games can be modified to your instructional content.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Inside the Cell Notes.ppt
Biology Millionaire Cell Structure and Function.ppt
Cells Alive worksheet.doc
Student Self-check Quiz Cell Quiz-Give students pictures of plant and animal cells (attached) and have them to identify the numbered parts. Students will identify cell organelles. Cell Millionaire or Jeopardy-Students will associate functions with cell organelles.
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: