Acting Out Like a Professional Organelle
Lesson Plan
Grade 8
Drama /Science Class
By: Ayah Klaibi, Kayven Beemer and Nic Brown
Overall
expectations:
Grade 8 Drama Curriculum
B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and
the development of drama works, using the elements and conventions of drama to communicate
feelings, ideas, and multiple perspectives;
B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28)
to communicate feelings, ideas, and understandings in response to a variety of drama works and
experiences;
Grade 8 Science Curriculum
2. investigate functions and processes of plant and animal cells;
3. demonstrate an understanding of the basic structure and function of plant and animal cells and
cell processes.
Specific
Expectation
(Learning Goals)
Related Achievement Chart Categories
UNDERSTANDING
BASIC CONCEPTS
Students will:
1. demonstrate
knowledge of cell
functions by performing
multiple actions (simple
plays) in which they act
out parts of the cell
organelles.
2. Perform simple actions
based on several
commands which will
enhance their listening
skills and spatial
awareness.
DEVELOPING INVESTIGATION
AND COMMUNICATION SKILLS
B1.2 demonstrate an understanding of
the elements of drama by selecting and
manipulating multiple elements and
conventions to create and enhance a
variety of drama works and shared
drama experiences
B1.3 plan and shape the direction of the
drama by negotiating ideas and
perspectives with others, both in and out
of role
B3.2 identify and describe a wide
variety of ways in which drama and
theatre make or have made
contributions to social, cultural, and
economic life in a variety of times and
places
5 use appropriate science and
technology vocabulary, including
organelle, diffusion, osmosis, cell
theory, selective permeability,
membrane, stage, and eyepiece, in oral
and written communication
Relating Science and
Technology to Society
and the Environment
B1.1 engage actively in
drama exploration and
role play, with a focus on
examining multiple
perspectives and possible
outcomes related to
complex issues, themes,
and relationships from a
wide variety of sources
and diverse communities
B1.4 communicate
feelings, thoughts, and
abstract ideas through
drama works, using
audio, visual, and/or
technological aids for
specific purposes and
audiences
Prior Knowledge
required:
Students have basic knowledge o the different cell organelles and their associated functions.
Students have done multiple plays accompanying with different subjects such as history and
literature. Yet, they are able to complete several creative actions without the help from the
teacher.
Assessment Tasks:
Group work, oral presentation,
participation, reflection
Teaching/ Learning
Strategies and
Planning Notes:
Planning Notes: Make sure to assign the groups. DO NOT ALLOW THEM TO CHOOSE THEIR OWN GROUPS.
This activity should be preformed in bigger space to give the students an opportunity to act out a full
scene. However, make sure to walk around the class to answer any questions that may arise by any
student regarding the drama or the science portion.
TIME:
MATERIALS:
Assessment
Tools/Instrument:
Students will perform an oral presentation
individually which is going to be part of the
hook. Also, they will perform another oral
presentation through a simple play which
they going to act out as a group. Additionally,
there will be a peer review and assessment
where students have to figure out the name
of the organelle that was acted by one of
their peers’ group
Time: 20-30 mins
Materials:
 The transcript to be read during the hook activity.
 The functions of the different organelles written in small papers for the groups to choose by
draw.
Step by Step
Instructions:
Motivational Hook/engagement /introduction (5-10 min) Minds on
 Ask students to stand beside each other on a circle.
 The teacher first explains that we are going to be cell organelles and as crew (all going to be one
organelle at a time) there are lots of jobs that we need to do.
 There will be a set of commands that will be shouted by the teacher which will represent the DNA of
the cell.
 These commands have to be followed by the organelles.
 The transcript and the commands are attached to this lesson plan (Appendix A)
During /working on it/action (Hands on) What the students are doing (15 min)
 Divide the students into 4 groups (each group should have at least 3 students)
 Each group will draw a paper out of the plastic bag. Each paper contains the name of one
organelle and its associated function(s).
 Each group is going to act out function of the organelle they got. The other three groups
have to listen and watch to figure out the name of the organelle that was acted out by the
first group and the type of the cell (if it animal or plant cell)
 Then, will move on to the next group and so on.
 If time permit. Go for another round to give students the opportunity to be more creative
and to review their knowledge regarding the different types of organelles in a cell.
 The functions are attached to this lesson plan (Appendix B)
After: Consolidation: Reflect and Connect (5-10 min)
 Give Students the opportunity to reflect on their performance and on their peers as well.
 There is a self and peer evaluation attached to this lesson plan (appendix C) which should
be handed in to students by the end activity and to be collected back before the class ends.
Modifications/
Adaptations
In case if there are any IEP students, give them more time to discuses about their organelle before
calling out groups to perform their play. Additionally, try to help them if they need help with
organizing their ideas or creating any set of actions.
Resources:
Texts:
Internet:
http://www.dramatoolkit.co.uk/drama-games/item/mime/ship-ahoy
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
Reflection:
Were students engaged?
Did the class activities and assigned homework reflect students’ understanding of the lesson?
What would I change?
What worked well?
What didn’t work for this lesson plan?
Other:
Appendix A: The transcript for the hook activity
Hello, I am the DNA of an animal cell. You are a set of organelles floating on the plasma of my cell. However,
you are not able to perform any action without a command given by me. So, you need to listen carefully to my
set of commands since you need to follow them without any mistake. Any simple mistake by any of you may
brake down the whole system of the cell. Let’s start:
 Dear cell membrane, we need some oxygen, please open your gates to allow oxygen to enter the cell.
Thanks,
 Dear Mitochondria, I got you some oxygen please twist around to make some energy for us. Thanks
 Dear Ribosomes, we are shortened with proteins here, please sit down and clap your hands to make
some proteins for us. Thanks.
 Hello Golgi apparatus. Nice to see you here, we made some proteins through our ribosomes, yet we need
to store them, can you please go north two steps, west three steps and package some proteins.
 I am getting some food here, I have to talk to my vacuoles to store them. Hello Hello!, How are you?
 I got you some food to store. Rotate 360 degree, jump two times on your two feet and once on
your right leg only and walk to the door to through the bacteria away. Thanks
 OMG, bacteria is invading my cell, where is my lysosome? Rise your hand please for me to see you.
 Hi there, please use your enzymes to get rid of these bacteria. Can you please swing your hands
three times, kick with your right-hand ones followed by another two kicks with your left hand
saying the word “CELL” out loud. Thanks. OH! so much happy now, thanks my dear, you are
our hero at all times.
 Back to other side of my cell membrane, can you please open your gates to allow some CO2 to leave the
cell, we do not need them. Thank you!
 OK, I need some rest now, I am going to sleep for a millisecond. How are you doing nucleus membrane,
can I ask you to close and lock all the door and windows. You may have some rest by siting on the
ground, crisscross your legs and show an angry look on your face to scare any unwanted invasive
species. Than you my friend.
Appendix B: Organelles with their associated functions
Nucleus
The “brains” of the cell, the nucleus directs cell activities and contains genetic material called
chromosomes made of DNA.
Mitochondria
Make energy out of food
Ribosomes
Make proteins
Golgi Apparatus
Make, process and package proteins
Lysosome
Contains digestive enzymes to help break food down
Endoplasmic Reticulum
Transport all sorts of items around the cell.
Vacuole
Used for storage. Contain water or food
Chloroplasts
Use sunlight to create food by photosynthesis
Cell wall
Supporting and protect the plant cell.
Cytoplasm
A jelly like structure that help the organelles to float around within the cell
Appendix C: Self and peer assessment
Please assess the work of you and your colleagues by using the following criteria. We will consider your
feedback in assigning the grade for the project. Please try to be as honest and fair as possible in your
assessment.
5 = Excellent work; was crucial component to group’s success
4 = Very strong work; contributed significantly to group
3 = Sufficient effort; contributed adequately to group
2 = Insufficient effort; met minimal standards of group
1 = Little or weak effort; was detrimental to group
SELF Evaluation (Name: ____________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 1: ____________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 2: ____________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 3: ____________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
Self-Reflection
What did you learn from the experience?
What do you think went well?
What would you have done differently, given the opportunity?
Do you have any other comments or suggestions about the project?