Name: Leslie R. Ten Eyck
Subject Area(s): Biology, Life Science
Lesson Title: Importance of the Individual
Age/Grade Level: High School
Unit Title: Exploring the Cell
Estimated Time: 1 Ninety-minute period
Purpose/Rationale for lesson:
To become familiar with the significance of a single organelle or important protein in a
Eukaryotic cell system.
Curriculum Framing Questions:
Essential Question: How does the individual function within a system?
Unit Question: What individuals are involved in the cell system?
Lesson Questions: Why are the individuals important?
Goal:
Comprehend the importance of an individual organelle or protein in a Eukaryotic cell system.
Learning Objective(s):
Work in teams to prepare and deliver an oral presentation on the importance of one organelle or
protein in the eukaryotic cell.
Curriculum Standard(s):
H.1 Structure and Function: A system’s characteristics, form, and function are attributed to the
quantity, type, and nature of its components.
Materials Needed:
Lab notebooks, 1 per student
“Notes on organelles” worksheet, 1 per student, provided
Background knowledge or skills students need prior to lesson:
Students will have been introduced to the parts of the cell. Students will have a basic knowledge
of the make up of organic macromolecules involved in the Eukaryotic cell. Students will have
completed the previous lesson involving familiarizing themselves with one organelle or protein.
Hook or Introduction:
Students will be asked to do a Think-Pair-Share with a neighbor on the topic of whom they
depend on and who depends on them. This will get them thinking about themselves as part of a
system. Go over the written agenda for the day with the students. This agenda should be posted
so that students can refer to it throughout the lesson. (~10 min,)
Procedures:
Organelle debate: Students will work in teams, consisting of classmates assigned the same
organelle or protein in the previous lesson, to develop an oral presentation defending the
importance of that organelle/protein in the proper function of the cell. Students will be given the
following prompt:
The Big Cell Corporation has recently had to make some budget cuts and needs to lay off
some of its staff. Prepare a defense for your organelle or protein to present to the review board
for the Big Cell Corporation. Work with your team mates to come up with three main points
defending the importance of your organelle or protein in the cell’s function. Each team will be
required to create a presentation of their argument; for this portion each student must present one
of the main points your team decided on. In other words: EVERYONE MUST TALK!
Specifications:
- Each team will have 3 minutes to present and 1 minute for questions
- Each team member needs to present a different point
- All three of your group’s main points need to be recorded in your personal lab
notebooks.
- After all groups have presented we will vote on which organelle had the most
convincing argument.
To increase participation in this activity, each student will draw an organelle at random
and be asked to write one question in their lab notebook that they will ask the team defending
that organelle’s importance. The instructor should keep a record of which organelle each student
drew in order to ensure that all students ask their questions at appropriate times and that all
students are participating.
Students will also be asked to complete a “Notes on organelles” worksheet in order to
encourage engagement and as a resource for the next activity. (~ 20 min. to prepare, ~50 min. to
present, H.1.)
Differentiation/Accommodation:
These activities provide opportunities for writing, group collaboration, individual work, and
public speaking. This allows the students to communicate comprehension in several manners. To
ensure greatest level of comprehension and cooperation the instructor should assign the
organelles/proteins carefully based on cognitive ability, familiarity with the material, relations
between the students, and literacy levels. A posted agenda will also be helpful for students
requiring accommodation. Students diagnosed with ADHD or other learning disorders should be
paired with students that are familiar with the material and have shown the ability to be patient.
Also, students should always have the option to have an exit conversation as opposed to an exit
slip. This allows students that are not as comfortable with writing to communicate their
comprehension and maintain a valued opinion.
Attention to Literacy:
By requiring that students record their arguments and questions in their lab notebook and that
they fill out a notes sheet, the lesson will provide opportunities for the students to practice their
writing skills without making the writing too laborious. Students with low literacy levels should
be paired with students with high literacy levels to ensure that the students have the guidance
required for the writing activities.
Closure:
To close this activity students will be asked to submit exit slips on which organelle they thought
had the most convincing argument and one thing they learned from that presentation. Some
students may be more comfortable simply telling you who they thought had the best argument.
This is a perfect opportunity for differentiation for students with a low-literacy level. (~10 min.)
Assessment and Evaluation of Student Learning:
Students will be evaluated on completion of assigned writings including 3 defenses for their
organelle and one question for an organelle they did not research. Students will also be evaluated
on their presentation of the importance of their organelle and the strength of their arguments.
This will allow the students to demonstrate that they comprehend the function and
importance of the organelle they researched.
Assessment Page: “Big Cell Corporation”
Name:_______________________
3 points defending the importance of your organelle, recorded in lab notebook:
Points possible: 9
Points earned: ________
1 question about an organelle you didn’t research, recorded in lab notebook:
Point possible: 5
Points earned: _______
Completion of “Notes on Organelles” worksheet:
Points possible: 5
Points earned: ________
Grading Rubric for Organelle Presentation
1
2
3
4
Adequately
explains the
function of the
organelle/protein.
Shows no
comprehension
of the function of
the organelle
Shows some
comprehension
of the function of
the organelle
Shows adequate
comprehension
of the function of
the organelle
Clearly defines
the function of
the organelles
Provides strong
support for the
importance of the
organelle in the cell
system.
Shows no
comprehension
of the
importance of
the organelle
Shows some
comprehension
of the
importance of
the organelle
Shows adequate
comprehension
of the
importance of
the organelle
Clearly defines
the importance
of the
organelle
Demonstrates the
relationship
between the
organelle and other
organelles.
Shows no
comprehension
of the
relationship
between
organelles
Shows some
comprehension
of the
relationship
between
organelles
Shows adequate
comprehension
of the
relationship
between
organelles
Clearly defines
the
relationship
between
organelles in
focus
Presentation is
well organized and
delivered
confidently with
clear voice.
Little to no
organization,
delivery is
unclear or
unconfident
Some
organization and
some clarity and
confidence
Adequate
organization,
clarity and
confidence in
delivery
Well
organized,
demonstrates
confident
delivery and
clear voice
Total Points Possible: 30
Total Points Earned: _________
Points
Earned
Notes on Organelles!!
Organelle Name:
What does this organelle do?
Nucleus & Nucleolus
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
Endoplasmic Reticulum (ER) &
Ribosomes
What does this organelle do?
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Chloroplast
Organelle Name:
What does this organelle do?
Motor Proteins
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Cytoskeleton & Centrosome
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Cell Wall
Organelle Name:
What does this organelle do?
Golgi Apparatus
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Vesicles
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Lysosome & Peroxisome
Organelle Name:
What does this organelle do?
Plasma Membrane
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Cell Wall
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Organelle Name:
What does this organelle do?
Does your organelle depend on this
organelle?
Does this organelle depend on your
organelle?
One thing you didn’t know about this
organelle:
Notes:
Membrane-bound Proteins