Hogan 1
Lesson Plan
Lesson Plan
Subject: Biology – Cells
Grade Level: 10
Instructor: Patrick Hogan
Date: 21 October 2013
Ohio Academic Content Standards
1. Grade 10, Life Sciences, indicator 2
a. Compare the structure, function and interrelatedness of cell organelles in
eukaryotic cells (e.g. nucleus, chromosome, mitochondria, cell membrane, cell
wall, chloroplasts, cilia, flagella) and prokaryotic cells.
2. Grade 10, Life Sciences, indicator 3
a. Explain the characteristics of life as indicated by cellular processes including
i. Homeostasis
ii. Energy transfers and transformation
iii. Transportation of molecules
iv. Disposal of wastes
v. Synthesis of new molecules
Learning Objectives:
At the conclusion of this lesson, students will be able to:
Identify the organelles found in Eukaryotic cells
Explain and Describe the functions of those organelles.
Be able to recognize the functions and apply that knowledge to real world ‘city’ idea.
Anticipatory Set:
The students have completed note cards covering the various parts of the cell the previous lesson
giving them a basic understanding of the parts of the cell. To make sure that the information has
been retained the students will be given a short 5 question entrance quiz covering some of the
organelles and functions. (What is selective permeability, what do plant cells have that animals
do not, etc.) The anticipatory set will assess where the students’ base knowledge is on the
subject and allow the educator to clear up any misconceptions before building off their prior
knowledge.
Instructional Strategies & Learning Tasks:
1. As students enter the room, the anticipatory set will be projected on the board. Students
will have the first 3-5 minutes to complete the short quiz (to gauge how well they have
retained the knowledge in the previous lessons, covering cell theory and cell organelles).
Hogan 2
Lesson Plan
2. While collecting the anticipatory sets, look for any common misconceptions the students
demonstrate. Before moving on address any of those common mistakes.
3. Pass out the cell city analogy worksheet and quickly describe how a cell, itself, can be
considered a city (how there are many working parts that need to be efficient and in sync
in order for the cell to be productive).
4. Read the passage out loud to the students that describes the ‘cell city.’ Once the reading
is complete go over the first example (mitochondria) with the students. Allow them to go
back over the passage and find which part of the city matches the functions of the
mitochondria (energy producing).
5. Students should try to think of responses on own at first, then allow for them to use their
completed note cards to check their answers. Once the whole class has completed the
front page of the worksheet (matching the city to their respective organelles) go over the
answers with the class (this should be a student led discussion).
6. After the front page has been completed and checked explain the project. Students are
given two choices for the project: work by themselves and replicate the city described on
the front or work in pairs and come up with their own analogy for the cell (kingdom,
school, basketball arena etc).
a. Students must be able to describe what each organelle does, then come up with an
analogous feature for their idea, then explain how their feature represents that
organelle.
7. Allow students brainstorm for rest of period to come up with ideas for their project.
Resources and Materials:
1. Smartboard
2. Cell as a City Analogy Template
3. Coloring utensils
4. Anticipatory Set
5. Cell note cards (completed by students previous week)
Accommodations for Special Learners:
1. Special attention to guide them to come up with own analogies for cell parts.
2. Reading the cell as a city out loud.
Informal and Formal Assessment:
1. Informal Assessment: Classroom discussion about different parts of the cell and the
students’ ability to use their knowledge and apply it to an analogous structure. The
educator wants the students to know the material but also see that students are able to
apply it to something new. Listening to peer-peer conversations as the students work on
their own analogies.
2. Formal Assessment: Pre-assessment quiz to make sure knowledge is being retained.
Completed front page of cell as a city worksheet.