Meredith Penland
Standard B-2
Lesson plan for B-2.1 and B-2.2
Cell Structure and Function
Standard B-2.1: Recall the three major tenets of cell theory
Standard B-2.2 : Summarize the structures and functions of organelles found in a eukaryotic cell
(including nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribososmes, endoplasmic reticulum
[ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, cytoplasm).
Performance objectives:
1. Students will be reminded and be expected to know the content of the cell theory
2. Students will understand the difference between plant and animal cells and which organelles are
present in which type of cell.
3. Students will create a memorable way to think of each organelle in the analogy activity.
4. Students will learn the organelles of the cell, what their role is within the cell, and how they function
within the cell. Students will express their knowledge by a paired research project.
5. Students will be able to explain how the different organelles in the cell are connected. Students will
do this by applying information gathered in the research activity to the Journey into the Cell activity.
Concept Introduction:
Power point review of cell theory, the history of cell theory, and the scientists that discovered the cell
and those who are credited with the cell theory.
Involve students by:
~Have students recall what unicellular and multi-cellular organisms are and give examples of
each kind.
~Ask students to name the major cell structures of both of these organisms…should be reviewed
from seventh grade.
~Ask them what the difference between plant and animal cells is in reference to organelles.
Show class the interactive web site CELLS alive! to demonstrate the difference between plant an animal
cells. Allow them to lead you through picking which organelles they believe belong in the animal and
plant cell. Website also shows the shape and size of the organelles in the cell.
Cells alive! does not have diagrams of flagella and cilia use power point to show how cilia and flagella
move the cell and explain their importance. Show movie from Rowland Institute at Harvard for flagella
movement and movie of cilia from U Mass Med.
Concept Exploration:
Analogies and organelles- individual activity
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An organelle will be given to each student. Two students should have the same
organelle.
Each student will create a comparison between an organelle and something in everyday
life.
Draw the organelle and the item being compared
Explain the analogy on the paper
Share the analogy with the class
Research activity- pair exercise
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Pair the students with the same organelles together to research their organelle
Use creditable sources for information.
-.edu, .gov, reference books, text book, etc.
Focus research on answering the questions
o Year discovered
o Country
o Scientist
o Number present in cells
o Relative size in the cell
o What kind of cell the organelle is found in
o Role
o Function
o One interesting fact
Research for each organelle will be compiled and made available as reference material for the
next activity
Concept application
Journey into a Cell- Team activity (3-4)
Lesson plan adapted from Heidi Haugen www.accessexcellence.org
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Each team will assemble and edit scientific information on cells, then write a creative story.
The team will decide which kind of cell they want to work with (plant or animal).
Organelles and sections will be assigned to individual team members.
The team will use the organizer sheet and planning page to help create the story.
Journey into a Cell: Planning Page
Worksheet to be completed as a team
Members of this team:
______________, ______________, ________________, ________________
In this activity your team will assemble and edit scientific information on cells, then write a
creative story.
1. Decide what type of cell to write about within your group. (plant or animal) record on
organizer sheet
2. Assign a section of the story to each member of your group. Sections are listed below
3. Discuss and outline your story (intro, body, conclusion) with your team. Remember to
use the same character names and tenses in each section.
4. Begin researching and writing your story. Some materials you may want or choose to
use are: Encyclopedia, text book, notes, research activity, Internet. (Remember the
acceptable places to gather information from the Internet.) Record individual research
on the organizer sheet.
5. After gathering information your team will come together to complete the planning
page. The planning page will help you prepare to write and illustrate a creative story.
Completing the worksheets will ensure a quality story. Use the planning page to create
an outline and the organizer sheet to help you add facts to your story. (Don’t forget to
cite your source.)
Title of Story: _________________________________________________________________
Each team member is responsible for WRITING about and ILLUSTRATING the 3 organelles listed
under their SECTION. The organelles do not necessarily have to be discussed in that section. For
example, your team may wish to discuss ribosomes, ER, and chloroplasts in sections 2 and/or 3.
P=plant cell organelle
A= animal cell organelle
Written By:
Section 1 (introduction)
Describe the setting of your story. How
did you get into the cell? What kind of
cell are you in? What do you see around
you?
Written By:
P: cell wall, cell membrane, cytoplasm
A: lysosomes, cell membrane, cytoplasm
P/A:nucleus, chromosomes, nucleolus
Written by:
Section 3
Continue the adventure. How are you
traveling around the cell? How are you
reacting to what is happening inside the
cell? How are the different cell parts
reacting with you?
Written by:
Section 4 (Conclusion)
Resolve the adventure. How will your
story end? How will you leave the cell
(if you do)? “Wrap up your story”
P: ribosomes, ER (rough and smooth),
chloroplasts
A: ribosomes, ER (rough and smooth),
centrioles
P/A: mitochondria, vacuole, Golgi
bodies
Section 2
What is happening to you? Begin to
develop the plot. What is it like to be
inside of a cell? What is the focus of
this story? Will you be trying to get out
of the cell, or will something happen to
you?
Journey into a cell: Organizer sheet
Name: _______________________
Date: ________________________
Use this page to help you organize what you know about an animal or plant cell. Be specific
when recording your facts. You can elaborate on them when writing your story. (Each team
member is responsible for 3-4 cell organelles and/or parts)
What parts/organelles are you
responsible for?
Where are they located
What do these cell
parts/organelles look like?
Facts about_________
(type of cell A or P)
And __________,_________,
__________ organelles.
What are the functions of
each cell part?
How does each of the cell
parts/organelles work with other
parts of the cell?
Review and Evaluation
Each student will be evaluated throughout the lesson plan.
 They will be evaluated on their understanding of the organelles in the analogy activity, their
ability to conduct an information search and the relevance of information gathered during
their search.
 Students will be evaluated on their ability to apply gathered knowledge and their
understanding of the structure and function of cells in the story activity.
o This activity provides individual and team grades. Students will be graded
individually on correctness of the information on the organelles they were
responsible for and on the section of cell interaction they were responsible for.
Students will be graded as a team for the content, flow, correctness, and relevance
of their story.