Class: Grade 9 Science
Unit: Reproduction
Lesson Topic: Cell Organelles
Time: 55 Minutes (Lesson 1 of 3)
Curriculum Expectations:
Teacher: Ms. Grandy, Ms. Lentz
(305-1) Recognize that the nucleus of a cell contains genetic information and
determines cellular processes
(109-14) Explain the importance of using the terms gene and chromosomes
properly
Learning Targets:
1) Students will re-familiarize themselves with cell parts and organelles
2) Students will be able to make real world comparisons to cell parts
Prior to Class: Make 28 copies of “How well do you know your cells?” worksheet
Background Information: Students are expected to have some prior
background knowledge of the cell organelles, and know that animal/plant cells
are different from Grade 8 Science.
A. Class Discussion (10 minutes): As a pre-assessment, first ask students what
they know about cells, ask students if they can think of any comparisons of cells
to real world examples.
1. Compare Bike Parts to Cell Parts: Using a bike as an example, discuss
how parts of a bike work together to make the entire system work.
Students should be able to make comparisons of bike parts to cell
organelles, and make the connection that all parts are important to the
functioning of the bike, just as they would be to a cell.
2. Think-Pair-Share: ask students to discuss the analogy with their partner,
and come up with other real world systems as comparisons.
Planning:
☐ Formative assessment
sheet (Fill-in-Chill) to be
copied before class. (Original
copy found on desktop of
computer)
☐Introduction to cell
organelles Power Point
which is found on desktop of
computer
☐Journals (Students already
have)
Groupings:
X Individual
X Pairs
☐Small Groups (4)
X Whole Class
Teaching Strategies:
X Think-Pair-Share
X Lecture
Assessment Strategies:
X Formative Check
X Participation
X Exit-Slip (Journal)
X Observation
B. Mini-Lesson (20 minutes)
1. Fill-in-Chill: Pass out “How well do you know your cells” prior to minilesson. Students can work on filling in the sheet as the lesson progresses.
2. Mini-Lesson on cell parts: in a lecture style, go through “Introduction of
cell organelles” power point. This includes: nucleus, cytoplasm, cell
membrane, cell wall, ribosomes, mitochondria, ER, Golgi, chromosomes
etc. Discuss the structure, function, and roles these organelles play in the
cell.
C. Formative Assessment (15 minutes)
1. Fill-in-Chill: Students will have been given “How well do you know your
cells?” worksheet at beginning of mini-lesson to try to fill in throughout
lecture.
2. Think-pair-share: Have students share with their neighbor what they
filled in, and work together to complete the remainder of worksheet.
D. Science Journal Entry (10 minutes)
1. Have students express what they did or did not understand in their science
journals at the end of formative assessment.
*Teacher is to observe
students during think-pairshare to assess knowledge of
organelles, participation, and
how they work with their
neighbor
2. Give students the following topics to write about:
a. Name 1-2 things I learned during todays class
b. Name anything you did not understand, or need extra help with
c. Name one thing you want to learn more about during this unit
Student Assessment: Students will have a completed worksheet of organelle definitions and functions.
Teacher can assess students on the following scale:
o Excellent: I understand that organelles have different roles and functions within the cell, and I can
relate cell parts to a real world example.
o Good: I understand what the cell is, and can relate it to real world examples, but I still need
practice differentiating the cell parts.
o Basic: I need more practice differentiating the cell parts, and what they do.
Modifications: Fill-in-Chill can have 2 answers to choose from for each question rather than using one
big word bank.
References:
Grade 9 Science Nelson Textbook
Are you happy with your current cell provider meme: http://dawnkelly.com.au/are-you-happy-withyour-current-cell-provider/
How Well Do You Know Your Cells?
Complete each sentence below using the word bank:
Cytoplasm
Rough ER
Cells
Organelles
Mitochondria
Cell membrane
Ribosomes
Nucleus
Vacuoles
Endoplasmic
Chloroplasts
Lysosomes
Reticulum
1. All living things are made up of one or more ___________________.
2. The structures that make up a cell are called _______________________.
3. The large, rounded “brain” near the center of the cell is the ______________________.
4. The “jelly” like substance inside the cell but outside the nucleus is the _______________.
5. The cell’s “powerhouse” that releases energy from food are the ____________________.
6. Protein is made in the _______________________, which are found on the
____________________________.
7. ______________________________ act like storage areas within the cell.
8. Only plant cells have a ____________________________________ and
______________________________________.
9. _______________________ “clean up” the cell by getting rid of unwanted or unused material
in the cell.
10. The _____________________ look like tubes, and act as a transporter of materials within
the cell.
ANSWER KEY
How Well Do You Know Your Cells?
Complete each sentence below using the word bank:
Cytoplasm
Rough ER
Cells
Organelles
Mitochondria
Cell membrane
Ribosomes
Nucleus
Vacuoles
Endoplasmic
Chloroplasts
Lysosomes
Reticulum
1. All living things are made up of one or more CELLS.
2. The structures that make up a cell are called ORGANELLES.
3. The large, rounded “brain” near the center of the cell is the NUCLEUS.
4. The “jelly” like substance inside the cell but outside the nucleus is the CYTOPLASM.
5. The cell’s “powerhouse” that releases energy from food are the MITOCHONDRIA.
6. Protein is made in the RIBOSOMES, which are found on the ROUGH ER.
7. VACUOLES act like storage areas within the cell.
8. Only plant cells have a CELL MEMBRANE and CHLOROPLASTS
9. LYSOSOMES “clean up” the cell by getting rid of unwanted or unused material in the
cell.
10. The ENDOPLASMIC RETICULUM look like tubes, and act as a transporter of
materials within the cell.