ICE
Inquiry-based Curriculum Enhancement
Lesson Plan: Organelle Want Ads
General Description
Students review the components of the cell in this activity. By creating advertisements for
organelles, students differentiate functions and structure of cellular organelles. This activity
is a good review of cell contents.
Objectives
1. Students will identify distinguishing features of organelles.
2. Students will apply knowledge of cellular components to a novel situation.
3. Students will design an advertisement that would attract specific organelles.
Concepts
cell structure and organelle structure and function
Time
30-40 minutes
Prerequisite Skills
Basic knowledge of organelles
Materials
Student handouts
ICE
Inquiry-based Curriculum Enhancement
UTI Instructions: Organelle Want Ads
Introduction:
Students review the components of the cell in this activity. By creating advertisements for
organelles, students differentiate functions and structure of cellular organelles. This activity
is a good review of cell contents.
Procedure:
1. Tell students that they will be reviewing the structure of the cell today. Briefly describe
the activity as “if cells advertised in the want ads.” Students are to identify the
organelle/cell component being advertised for in the ad. Instruct students to work in
teams of two. Allow 8-10 minutes for students to analyze the information and make
their decisions.
2. Have pairs of students form teams of 4. Allow 2-3 min for students to check their
answers across teams.
3. Gather the class and review each ad. Ask students what “distinguishing feature”
clarified the organelle being solicited. Did students think an alternative organelle could
address the needs of the ad?
4. Students should return to teams of 4. Teams should choose from the remaining
organelles/cell components and design 4 ads that would attract those organelles.
Encourage students to identify the distinguishing feature/function of the organelles they
choose. In this case, good ads allow the reader to identify the organelle without directly
telling the reader what is needed. Allow students 15 min to design these ads. Remind
students that they will be asked to share their ads with the class.
5. When students are ready, have teams exchange Want Ads and see if the correct
organelle can be identified. Among the groups of eight, have students select the “best”
ad to share with the entire class.
ICE
Inquiry-based Curriculum Enhancement
Pre-Activity Worksheet: Organelle Want Ads
General Description
In the activity you will do this week during your learning/discussion group, you will be
examining the roles of components of cells. In order to be prepared for this activity,
complete this worksheet.
Reading
Browse the “A Tour of the Cell” chapter in your text. Pay particular attention to figures 7.7,
7.8, and 7.16. Carefully read the text, from pg. 112 to pg. 132.
Definitions
Write a definition of the following words. Use your text, textbook glossary, and your
previous knowledge to create the best definition possible. Remember to connect your
definitions to cellular components.
1) endomembrane system
2) cytosol or cytoplasm
3) cytoskeleton
4) compartments/compartmentalize
5) organelle
Questions
Answer the following questions. You will explore your answers to these questions in-depth
during learning/discussion group.
1) What is the most important organelle in a eukaryotic cell? Why do you think this?
2) List three organelles that perform similar functions in a cell. What is the common
function?
3) Besides size, what features or properties differentiate the components of the
cytoskeleton?
ICE
Inquiry-based Curriculum Enhancement
ICE
Inquiry-based Curriculum Enhancement
Individual Accountability: Organelle Want Ads
Demonstrate your new understanding of organelles by answering the following question:
Which organelle has the most specialized function? In this context, you might consider
which organelles were the easiest to identify from the ads, or which organelles were the
easiest for which to write ads. Defend your answer in four or five sentences.