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Cell Organelles 2
Aim: What are the parts of a cell & their function?
The parts of a cell is called organelle, which means little organ in a cell.
Do Now: Analyze the diagram between an animal cell & plant cell.
Make two columns, one for animal cell parts & the other for plant cell parts; write down a list of the different parts for the two types of cells. Use a T-chart.

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1.
Nucleus - control center of the cell; where chromosomes are located.
2.
Nucleolus - small circular structure(s) within the nucleus; manufactures ribosomes.
3.
Chromosomes – contains genes which are hereditary genetic material (DNA) found in the nucleus.
4.
Mitochondria - where cellular respiration occurs by using glucose (carbohydrate) to produce a chemical energy called ATP.
5.
Ribosomes - use for peptide molecule synthesis (are made); ribosomes are either free or attached to endoplasmic reticulum.
6.
Rough Endoplasmic Reticulum – Is where ribosomes are attached to the endoplasmic reticulum to assemble or synthesize peptide molecules from using amino acids. These peptide molecules are transported in vast canals or tunnels by the endoplasmic reticulum to Golgi complex to assemble protein in the cell.
7.
Smooth Endoplasmic Reticulum - synthesis (to make) of fatty acids and steroids.
8.
Golgi complex or apparatus - sorting and “packaging center” for peptide molecules to form proteins in vesicles to be exported from cell or use within cell.
9.
Lysosome - vesicle filled with digestive enzymes to break things down or destroy things.
10.
Centrosome & centriole – gives mitotic (= cell division) spindle fibers for attachment to chromatin (=DNA) during nucleus cell division.
11. Plasma membrane or cell membrane is the covering of the cell. It also plays a vital role in getting nutrients into the cell and sending waste products out.
12. Chloroplast contains chlorophyll (= green pigment) to capture sun light energy to be used in photosynthesis. 6CO
2
+ 6H
2
O - C
6
H
12
O
6
+ 6O
2
13. Cell wall covers the cell membrane and offers rigidity to the cell. The cell wall is made of cellulose, the same thing that paper is made of.
14. Vacuoles - are enclosed membrane compartments which are filled with water in plant cells.

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15. Vesicles – are enclosed membrane compartments which can be filled with water, protein, and nutrients.
16. Cytoplasm is the cell fluid that surrounds all the other organelles of the cell, and cell particulars (minerals, vitamins, peptide molecule, and proteins float in the cell.

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Cells have particular structures that perform specific jobs called organelles. These structures perform the actual work of the cell. Just as systems are coordinated and work together, the cells making up those systems must also be coordinated and organized in a cooperative manner.
A) Endoplasmic Reticulum (ER) 1)Contain chlorophyll to help cell
B) Nucleus trap light to make food.
C) Nuclear membrane 2)Tube network in cytoplasm where
D) Ribosomes cell substances are made.
E) Cytoplasm
F) Chromosomes
G) Cell membrane
3)Controls movement of materials in
and out of the nucleus.
4)Controls cell activities.
H) Mitochondria
I) Golgi Complex or bodies
J) Vacuole
5)Contains cell materials.
6)Surrounds plant cell, gives shape
and support to the cell.
K) Chloroplast
L) Cell wall
7)Protein are made in these.
8)Rod-shaped bodies that release
Energy for cell use.
9)Bodies that store and release
chemicals for cell use.
10)Controls movement of materials
in and out of the cell.
11)Holds the code that controls cell.
12)Stores water and dissolved material in plant cells.

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What services a town or city would need to function efficiently, and compare it to the cell organelles as part of the town or city
1) Plasma membrane
2) Cytoplasm
3) Nucleus
4) Endoplasmic Reticulum
5) Ribosome
6) Mitochondria
7) Golgi Complex or Bodies
8) Lysosome
9) Nuclear Membrane
10) Vacuoles
1) – Street, canal, roads, or highways.
2) – Power plant or Energy Co.
3) – Sanitation Department.
4) – City limit or boundary.
5) – Mayor.
6) – City Hall.
7) – Mail Center or post office, or Packaging Center.
8) – Mail man or Delivery man or person.
9) – City atmosphere.
10) - Factories or manufacture Co.

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Prokaryotic & eukaryotic cell
Prokaryotic cells do not have a nuclear membrane. The nuclear material consists of a single chromosome and lies in the cytoplasm. The nuclear region in the cytoplasm is called nucleoid .
Membrane-bound organelles are absent. Prokaryotic cells are found in bacteria and cynobacteria
(blue-green algae).
Eukaryotic cells are much larger and much more complex than prokaryotic cells. Eukaryotic cells are animal and plant cells that have more than one or single chromosome. More chromosomes in a nucleus of the eukaryotic cell contain more hereditary genetic information to do specialized functions. Example to function as muscle cells, bone cells, nerve cells, skin cells and etc.
Compare and contrast prokaryotic and eukaryotic cell by using a “Venn” diagram.

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Read the passage below. Then answer the questions that follow.
The first cells to appear on Earth were prokaryotic cells. A prokaryote is an organism made of a single prokaryotic cell. The earliest prokaryotes may have arisen more than 2.5 billion years ago. Bacteria are prokaryotes. They are very small cells with a simple structure.
Prokaryotes do not have a nucleus.
This means that their DNA is not enclosed in a membrane inside the cell. Instead, prokaryotes have a single loop of DNA that floats in the cell’s cytoplasm.
Protein-making bodies called ribosomes also form part of the cytoplasm. Like all cells, prokaryotes have a cell membrane.
All prokaryotes also have a cell wall surrounding the cell membrane. The cell wall helps provide support and protection for the cell. Some prokaryotes are enclosed by an additional layer. This layer is called the capsule. The capsule has a sticky surface area, so it allows prokaryotes to cling to surfaces, such as your skin and your teeth.
Eukaryotic cells are more complex than prokaryotic cells. They all have a cell membrane, ribosomes, and DNA as prokaryotic cells do. However, the DNA of eukaryotic cells does not float freely in the cytoplasm. Instead, it is found in the nucleus, an internal compartment bound by a cell membrane. The nucleus is one kind of organelle found in eukaryotic cells.
Organelles are structures that perform specific functions. Most organelles are surrounded by a membrane. Some organelles have membranes that form channels which help transport substances from one part of the cell to another part of the cell.
Eukaryotes are organisms made of one or more eukaryotic cells. The earliest eukaryotes, like the first prokaryotes, were single-celled organisms. They arose about 1 billion years later than the earliest prokaryotes. Later, multicellular eukaryotes arose. Every type of multicellular organism that exists is made up of eukaryotic cells.
SKILL: READING EFFECTIVELY
Read each question, and write your answer in the space provided.
1.
What is a prokaryote, and when did prokaryotes arise?
2. Describe three main features inside a prokaryotic cell.
3. Describe the structures that form the outside of a prokaryotic cell. Tell whether each structure is common to all prokaryotes.
4. What is a eukaryote, and when did eukaryotes first arise?
5. From which type of cells did multicellular organisms arise?
a. prokaryotic cells
b. prokaryotic cells with a capsule
c. eukaryotic cells
d. both prokaryotic and eukaryotic cells

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Lesson Plan for cell organelles
Aim: What are different organelles and their function in a cell?
Standard 4
Common Core Learning Standards for Literacy in History/Social Studies, Science, and Technical Subjects.
RST.11-12.4, RST.11-12.7, WHST.11-12.2a, WHST.11-12d, WHST.11-12.4.
INSTRUCTIONAL MODIFICATIONS FOR ELL/SP, ED, STUDENTS (IF APPLICABLE)
1-Provide dictionaries/glossaries
2-Provide alternate reading/writing material to differentiate task
3-Provide extra scaffolding for vocabulary attainment
4-Provide extra wait time for oral response to questions
5-Use of graphic organizers
6-Use more visuals through technology
- Instructional objectives: In addition to being provided with the opportunity to read, write, and speak in order to increase literacy….SWBAT
Objectives:
-List the different parts of an animal & plant cell.
-Explain the function of (1)nucleus, (2)nucleolus, (3)chromosome, (4)mitochondria, (5)ribosome, (6)Rough endoplasmic reticulum, (7)smooth endoplasmic reticulum, (8)golgi complex or apparatus, (9)lysosome, (10)centrosome & centriole,
(11)plasma membrane or cell membrane, (12)chloroplast, (13)cell wall, (14)vacuole, (15)vesicle, (16)cytoplasm.

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Key questions:
1-Explain how animal & plant cells are different.
2-Explain why the nucleus is the command center of animal & plant cells.
3-What is the major function of the mitochondria?
4-Explain why some cells have more mitochondria than others.
5-Where are ribosomes manufactory & what are they used for?
6-Explain what is the major function of the “rough endoplasmic reticulum”.
7-Explain the difference between “rough endoplasmic reticulum” to that of the “smooth endoplasmic reticulum”.
8-What is the main function of the golgi complex?
9-How does the cell get rid of worn-out parts?
10-What is the main function of the lysosome?
11-How does the cell regulated things coming in and out of it?
12-What is the main function of the organelle chloroplast? Or why does is the chloroplast green?
13-Explain why plant cells have a cell wall.
14-Explain why animal cells don’t have vacuoles.
15-What is the cytoplasm of a cell?
Assessing students’ prior knowledge, understanding, and misconceptions:
Do Now: List the different parts of an animal & plant cell by analyzing the diagram on page 1 & using a T-Chart to distinguish the parts. Pronounce the words to the class & have the students pronounce the words out-loud. (8-10 min)
Motivation/Context
Show class a short video of the different function of the cell organelles.( 5 min)
Parts of an animal cell: http://www.youtube.com/watch?v=Fzj6TRnXmps&feature=related
Introduction of understanding (associate the new understanding with prior knowledge) (10 min)
Give student worksheet with vocabulary development with the function of each organelle.
Explain the function of each organelle and have the students pronounce the words out-loud again.
Development of understanding: Pair share-thinking or group work (10-15 min). Student will talk & turn:
A member of the group will explain the function of the organelle that is identified & the other members will listen. After the listener will explain back to the group or main speaker their understanding of the organelle. Students will take turns of being the main speaker for each new organelle that is identified.
-Use page 3 to identify & list function of the parts of an animal & plant cell.
Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key questions during the check point. (10-15min)
Homework: Have students rewrite vocabulary development with the function of each organelle on page 2 & 3 to development memorization of it.

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(Next day lesson on the parts & function of the organelles of an animal & plant cell)
Further development:
Assessing students’ prior knowledge, understanding, and misconceptions: (5 min)
Do Now: Write a sentence or more explaining what is the main function of the organelle mitochondrion. Also, explain why different cells have more or less mitochondria.
Motivation/Context:
Show short video of the different function of the cell organelles of a plant cell. (5 min)
Introduction of understanding (associate the new understanding with prior knowledge) (10 min)
Use page 4 or Venn diagram to compare & contrast plant & animal cell. (Pair share-thinking) Also, use diagram on pg 1 to aid the group. A member of the group will explain the function of the organelle that is different, but not common to animal & plant cell to the other member & listener will try to explain back to main speaker his/her understanding of the organelle. Members take turns of being the main speaker for the next organelle.
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during the check point, & allow students to ask questions to class too or develop a question to the class to answer. (5 to 8 min)
Development of the lesson: Pair share-thinking or group work.
Use page 5 to match the correct function to its proper organelle.
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during the check point & allow students to ask questions to the entire class too or develop a question to be answer by the class. (5 to 8 min)
Further development of understanding: Use page 6. (Pair share-thinking or group work) Students will design or match different organelles to represent the different functions of a town or city agency. (10 min)
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during the check point & allow students to ask question to the entire class too & develop a question to be answer by the class. (5 to 8 min)
Use exit slip towards the end of class or introduce the rubric scale to grade written answer to question.
Homework: Read page 175 on the nucleus, answer check point question on page 175 too. Also, read page 177 & 178 on the endoplasm reticulum, answer check point question on page 178 too. Write the down the checkpoint question on your homework paper and answer it, & not just the answer. Write down the question too.
Or
Have students develop a display folder page: Instruction- (1) Take a blank page fold in half, (2) Exposed half page with an illustration (drawn picture, internet picture, magazine picture, etc.) of an organelle. Example: Mitochondrion can be illustrated as a power plant, Chloroplast can be illustrated as a solar panel, vacuole as a water bottle, etc. Top inside page will illustrated the normal organelle picture. Bottom half of inside page will explain the main function of the organelle. Student should do more than one illustration, can continue as extended homework to do more.

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Further development:
Aim: What are different organelles and their function in a cell?
Assessing students’ prior knowledge, understanding, and misconceptions ( 5 min)
Do Now: Write a sentence of more explaining what is the main function of the chloroplast organelle. Also, explain why most of the planet’s animals would die with the destruction of the chloroplast.
Motivation/Context:
Show short video of the “Tour of an animal cell” and/or “Tour of a plant cell”. (5 min)
Introduction of understanding (associate the new understanding with prior knowledge) (8-10min)
Pair share-thinking or group work.
Use page 5 to match the correct function to its proper organelle.
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during check point & allow students to ask questions to entire class too or develop a question to be answer by the class (5-8min)
Development of the lesson: Pair share-thinking or group work.
Use page 6: Students will design or match different organelles to represent the different functions of a town or city agency. (8-10 min)
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during check point & allow students to ask questions to entire class too or develop a question to be answer by the class (5-8min)
Further development of understanding: (10 min)
Introduction of prokaryotic & eukaryotic cell verbally, Short reading section on page 7, then show short video of
Prokaryotic & eukaryotic cell. Have students use Venn diagram to compare & contrast prokaryotic & eukaryotic cell.
Check Point(s) Have students report to each other and/or to entire class what they have learned as a check on the progress of the teaching by writing on the smart-board. Ask key question during the check point & allow students to as question to entire class too & develop a question to by answer by class. (5 to 8 min)
Homework:
Have students develop a display folder page: Instruction- (1) Take a blank page fold in half, (2) Exposed half page with an illustration (drawn picture, internet picture, magazine picture, etc.) of an organelle. Example: Mitochondrion can be illustrated as a power plant, Chloroplast can be illustrated as a solar panel, vacuole as a water bottle, etc. Top inside page will illustrated the normal organelle picture. Bottom half of inside page will explain the main function of the organelle. Student should do more than one illustration, can continue as extended homework to do more than one organelle.