Pamela Phelan, Geraldine Shikora & Erin Sornberger

SEYS 753 - Computer Applications in Science Education

Professor Murfin Assignment 6
Title of lesson: A Busy School

Topic: Cell organelles and their functions.

Grade level/s: Grades 7& 8/Intermediate Level Science

Time needed: One 45 minute single period.

Science background material for the teacher:

Cells-The Units of Life: On the most basic level of organization, all living things are composed of
microscopic units called cells. Cells carry out important processes for organisms, such as releasing
energy and producing important chemicals such as hormones.

Cell Theory: Prior to the discovery of cells and the introduction of the cell theory, people believed in the
idea of spontaneous generation; that is, the idea that living things could spontaneously originate from
nonliving material.

Outside the Cell: One of the functions of the cell membrane is to control what substances pass into and
out of the cell. Substances can move across the cell membrane by diffusion (from areas of high
concentration to low concentration) and active transport (energy is inputted to actively move materials
against the concentration gradient).

Instructional Objectives:

 Students will be able to compare their concrete knowledge of the functioning parts of a school
building with the abstract concept of cell organelle function.
 Students will be able to define the scientific terms of the various structures found in a cell.

 Students will be able to explain the function of each cell organelle and its role in overall cell
function and maintenance.

 Students will be able to utilize visual, tactile and auditory modalities to reinforce their
understanding of cell organelle function.

Homework: Write a paragraph describing your favorite cell organelle. Explain what function it has in
the cell. Tell why it is your favorite. Sketch a picture if you would like to. Your paragraph must have at
least six sentences.

National Science Standards met by this lesson plan: Content standards 5-8

Content Standards: 5-8

Science as Inquiry/Content Standard A

 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6

As a result of activities in grades 5-8, all students should develop

1. Abilities necessary to do scientific inquiry

2. Understandings about scientific inquiry

UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY

1. Different kinds of questions suggest different kinds of scientific investigations. Some

investigations involve observing and describing objects, organisms, or events; some involve
collecting specimens; some involve experiments; some involve seeking more information; some
involve discovery of new objects and phenomena; and some involve making models.

Life Science/Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of

1. Structure and function in living systems

Guide to the Content Standard/Fundamental concepts and principles that underlie this standard include

Fundamental concepts and principles that underlie this standard include

STRUCTURE AND FUNCTION IN LIVING SYSTEMS

3. Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing
more cells. This requires that they take in nutrients, which they use to provide energy for the
work that cells do and to make the materials that a cell or an organism needs.

New York State And New York City Science Education Standards met by this lesson:

STANDARD 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to
pose questions, seek answers, and develop solutions.

SCIENTIFIC INQUIRY:

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in
a continuing, creative process.
S1.2b propose a model of a natural phenomenon
S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they
can be understood and assessed by others.
S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by
 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6
others, including peers, teachers, authors, and scientists.
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed
explanations involving the use of conventional techniques and procedures and usually requiring
considerable ingenuity.
S2.1 Use conventional techniques and those of their own design to make further observations and refine
their explanations, guided by a need for more information.
Key Idea 3:
The observations made while testing proposed explanations, when analyzed using conventional and
invented methods, provide new insights into phenomena.
S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show
relationships.

Intermediate Level Science Core Curriculum Grades 5-8

STANDARD 4: The Living Environment: 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.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Introduction: Living things are similar to each other yet different from nonliving things. The cell is a
basic unit of structure and function of living things (cell theory). For all living things, life activities are
accomplished at the cellular level. Human beings are an interactive organization of cells, tissues, organs,
and systems. Viruses lack cellular organization.

Performance Indicator 1.1 Compare and contrast the parts of plants, animals, and one-celled
organisms.
Major Understandings:
1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain
life. Cells are usually microscopic in size.
1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing
more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to
make the materials that a cell or an organism needs.
1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or
chloroplasts. Many cells have a nucleus.
 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6

Materials: Smartboard or computer projector to show “Cellen-berg” video, A Busy School, Cell
Organelle and Cell diagram worksheets (class set). **Video can be found on
http://www.youtube.com/watch?v=lC_B4PH-S4U

Introduction to Lesson: The teacher will have students relate their prior knowledge of the parts of a
school and the way a school functions, to the abstract concept of the cell and its organelles. A busy
school will serve as a model to compare cell organelle function. Students should understand the
importance of how the many different parts of the school, each with its unique function must work as one
unit for the school to be successful. With this understanding the students can draw their own conclusions
that a cell and its organelles must function in the same manner.

Procedure:

Teacher will instruct class to take out previous night’s homework assignment, check that it was done for
credit and take attendance. The previous night’s assignment was to define the functions of the organelles
in a cell. Thus, students will have an introduction to the topic and a working vocabulary list. Class will
begin motivational exercise independently as teacher checks homework.

1. Motivation: (5minutes) Teacher will write on board;

Do Now: List the Parts of a school and their function

Teacher will use questions to elicit discussion from class.

 Can anyone name the different parts of a school and the people who work in it?

Anticipated Answers: Front door, main office, cafeteria, hallways, the principle, the custodian,
etc.

Students must list as many locations or people that they encounter at their school everyday.
Teacher will write them on the board as students raise their hands to name them. Teacher will
elicit from students the jobs or functions of the various parts of the school and their role in
helping the school operate as one complete unit.

 Why is it important for the school to have so many different people and places in it?

Answer: There are many different jobs that need to get done during the day and one person or
place does not do them all.

 Do you think any one place or person is more important than another? Why?

Answer: No each person and place is important in their own way. When each part of the school
does its one job then the whole school works properly.
 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6
 What will happen if one part of the school is not working properly?

Answer: If even one part of the school does not work properly the whole school is affected by it.
It creates an imbalance and the school does not work properly.

Transition to cell discussion: (15 minutes) During last night’s homework you were asked to
define the functions of the organelles in a cell. Please use your definitions and as a guide for
today’s lesson. Just like the school has various parts to it, each with a job, so does the cell. The
cell has “little organs” which we call organelles. Together lets see if we can correctly label the
following diagram of a cell. We will use the homework from last night to help us.

 Teacher will distribute handout for the parts of an animal cell.

 Teacher will display the diagram of the cell on the Smart Board (overhead) and begin
labeling.
 Teacher will point to each organelle and tell its function.
 Students will use their completed homework assignment as a guide to label the organelles.
 Students who have not completed their homework assignment are encouraged to work with a
partner, in a small group setting to collaborate on answers.

2. Once the diagram has been completely labeled the teacher will show the Video to the class
called “ Cellen-Berg” (6 minutes)
3. Teacher will distribute A busy School and Cell Organelles handouts.
4. The class will work in small collaborative groups of two to four students to complete the
worksheets.(10 minutes)
5. Closure: (9 minutes) The Teacher will review the answers to the worksheet by moving from
group to group for each response. To summarize the lesson teacher will review the concept that
each organelle in the cell has a very unique job to do and without all of its parts functioning
properly the cell will die. Just like a busy school like “Cell-enberg” could not function if any one
part of it was missing.

Sample questions and expected answers to be used during summary.

So just like a busy school, which has a front door that guards the students and allows only certain people
into the building a cell has a cell membrane.

 Please tell me the role of the cell membrane in a cell.

Answer: The cell membrane protects the cell giving it shape and structure. It is also selective about
which substances may enter the cell. It keeps toxins and other chemicals out and allows food and
nutrients to enter.

The main office is the control center of the school.

 Can anyone tell me the Organelle in a cell which serves as the control center?
 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6

Answer: The nucleus of the cell functions as the control center, just like the main office of a school.

The hallways give the school structure and everything in the school must pass through them.

 What is cytoplasm and what is its function?

Cytoplasm is the part of the cell that contains all of the organelles.

Teacher will end lesson by stating; Now that you all understand how similar a busy school and a cell are
so similar.

 Tell me what would happen if part of the school or the cell does not function properly?

Answer: The whole school or cell would be affected by it and it would not run properly.

Adaptations for students with disabilities: All handouts should be enlarged for the visually impaired
students in the class. Students can have an individual copy of the video e-mailed to them, if they desire,
so that they may watch it multiple times. This may be beneficial to slower learners. In addition the
volume can be raised and adjusted on the video for students with auditory disabilities.

Multicultural Connections: This lesson can be used to teach students of many cultures, because it
requires students to analyze the function of the school which they are attending.

Technology: Smart Board and the Video “Cell-enberg”.

Assessment:

The students’ responses to the questions asked during the lesson and summary will serve as a formative
assessment of students’ comprehension and achievement of the lesson objectives. In addition class
participation would serve as a second formative measure. Students who have an interest and
understanding of a topic usually participate more. Lack of participation or incorrect answers are an
indication that the lesson may need to be reviewed or re-taught.

To conduct a summative evaluation, to see if students have met the lesson’s objectives, the teacher can
collect the student’s handouts and grade them. A review of them can take place on the following day. In
another form of summative assessment, the teacher can conduct an unscheduled quiz at the end of the
lesson, or a scheduled quiz for the following day.

Extension activities:

 Students can create a poster comparing the parts of a home, factory or amusement park to the
organelles of a cell.
 Pamela Phelan, Geraldine Shikora & Erin Sornberger
SEYS 753 - Computer Applications in Science Education
Professor Murfin Assignment 6

 Students can create a poster of their favorite cell organelle. It should contain a diagram, definition
of the function and explanation of why it is their favorite organelle.

 Students can create their own video about the cell and its parts.

 Students can make a photo album about the organelles of a cell using photos or diagrams from the
internet.

Bibliography/References:

The National Academies Press. National Science Education Standards. Content standards 5-8, 1996:
143. http://books.nap.edu/openbook.php?record_id=4962&page=143

The University of the State of New York, The State Education Department, Intermediate Level Science,
Core Curriculum Grades 5-8. 6 December 2008. http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf