James Scannell
EDU 521
9th Grade Cell Organelles
Prof. Moorney
11/30/11
Biology
Instructional Objectives
After participating in the lesson about cell organelles the students will identify all the main
organelles
Mathematics, Science and Technology Standard
#1: Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
#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.
#6: Plants and animals depend on each other and their physical environment.
English Language Arts Standard
#1: Students will listen, speak, read and write for information and understanding. As listeners
and readers students will collect data, facts, and ideas: discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written; and electronically produced
texts. As speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit information.
Indicator
This will be evident when students can identify all the main organelles from pictures and name
their function.
NETS for Students
 Critical Thinking, Problem Solving, and Decision Making
 Creativity and Innovation
 Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
 Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Motivation
Students will watch a short video about cell organelles.
Materials
 Organelle Video
 PowerPoint
 Worksheets

Cell Model
Strategies
 Do-now
 Ticket out
 Group Work
Adaptation
The student who has a learning disability in writing will be provided with a buddy “note-taker”
Differentiation of Instruction
There will also be additional worksheets made available for these students with extra
information to help arrive at the correct answer. They will also recive a word bank for the
picture worksheet. The modifications made will help the students better understand the
material and finish the lesson with the rest f the class.
Developmental Procedures
1. The students complete the Do-Now which to write down three organs in the body and
their function.
2. The teacher collects the Do-Nows as the students watch a video about cell organelles.
3. The class will then take guided notes from the teacher’s PowerPoint presentation.
a. Essential Questions: What organ does the nucleus remind you off? Brain.
b. What organelle makes energy for the cell? Mitochondria.
c. Why do plant cells have cell walls and animals don’t? Support.
4. Students will complete the worksheet “Cell City” with their lab partner.
a. It compares the cell organelles to components of a city i.e. Mayor, Post Office
5. Students will then complete a worksheet identifying the cell organelles based on
microscope pictures.
6. As a class the topics will be briefly reviewed and time allowed for students questions.
7. The students will have to complete a ticket out question naming three cell organelles
and hand it in before leaving.
Assessment
The teacher will informally assess the students during the lesson. The teacher will evaluate the
children’s responses to the questions and monitor them as they complete the “Cell City”
activity. Their answers to their do-nows and ticket outs will also be evaluated.
Independent Practice
Following the lesson students will make a food chain with 4 trophic levels and a food web with
15 organisms (all from biomes not used in class)
Follow-up
Student will read the section in the supplemental textbook entitled “Cells Organelles”
Students will use clay to construct their own animal cells.
Students can complete a webquest at http://mrscienceut.net/CellWebquest.htm
References
Lynch, P., K., (2010). Effective Classroom Strategies. Boston, MA: Pearson Learning Solutions
Molles, M. C., (2005). Ecology: Concepts and Applications. New York, NY: Mc-Graw Hill
Name: _________________________________
Date: __________________
DO NOW
Write down three organs in your body and what they do and why we need them.
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
Name: _________________________________
Date: __________________
TICKET OUT
Write down three organelles in a cell (either plant or animal) and why it is needed.
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
Name: _________________________________
Date: __________________
Cell City Analogy
In a far away city called Grant City, the main export and production
product is the steel widget. Everyone in the town has something to do
with steel widget making and the entire town is designed to build and
export widgets. The town hall has the instructions for widget making,
widgets come in all shapes and sizes and any citizen of Grant can get the
instructions and begin making their own widgets. Widgets are generally
produced in small shops around the city, these small shops can be built by the carpenter's union
(whose headquarters are in town hall).
After the widget is constructed, they are placed on special carts which can deliver the widget
anywhere in the city. In order for a widget to be exported, the carts take the widget to the postal
office, where the widgets are packaged and labeled for export. Sometimes widgets don't turn out
right, and the "rejects" are sent to the scrap yard where they are broken down for parts or
destroyed altogether. The town powers the widget shops and carts from a hydraulic dam that is in
the city. The entire city is enclosed by a large wooden fence, only the postal trucks (and citizens
with proper passports) are allowed outside the city.
Match the parts of the city (underlined) with the parts of the cell.
1. Mitochondria
_____________________________________________
2. Ribosomes
_____________________________________________
3. Nucleus
_____________________________________________
4. Endoplasmic Reticulum
_____________________________________________
5. Golgi Apparatus
_____________________________________________
6. Protein
_____________________________________________
7. Cell Membrane
_____________________________________________
8. Lysosomes
_____________________________________________
9. Nucleolus
_____________________________________________
Name: _________________________________
ANSWER KEY
Date: __________________