Lesson Reflection INDT 501
Name/section: Sarah Stanfar / INDT-501-02
Subject Area/target audience: Secondary Biology / High School Sophomores
Topic/Title of Lesson: A Trip Inside a Eukaryotic Cell
Primary Technology Focus: Media-Enhanced Document (Create online flashcards, lists in a word
processor, and a digital story using VoiceThread)
Objectives:
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Identify the structures and functions of organelles in
eukaryotic cells
Compare plant and animal cells
Design a trip through a eukaryotic cell
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Course textbook
Online flashcard creator
Word processor
VoiceThread
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Online flashcards
Word processor
Digital story using VoiceThread
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Work individually on creating online flashcards
Share your flashcards with a partner for review to quiz
each other
List structures in animal and plant cells with a partner
Create a digital story with a partner
Materials:
Technology:
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Instructional Strategies:
Activity:
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Read the chapter in the textbook that discusses Cell
Structure and Function of Eukaryotic Cells.
Create online flashcards that define the following in
your own words: prokaryote, eukaryote, organelle,
cytoplasm, nuclear envelope, chromatin, chromosome,
nucleolus, ribosome, endoplasmic reticulum, Golgi
apparatus, lysosome, vacuole, mitochondrion,
chloroplast, cytoskeleton, and centriole.
Distinguish the differences and similarities between an
animal cell and a plant cell in a word processed
columned chart.
o List the structures that are in a plant cell.
o List the structures that are in an animal cell.
Create a digital story using VoiceThread that allows a
person to travel through a eukaryotic cell (plant or
animal cell), and observe the functions of all the
organelles.
Email link of the VoiceThread to the teacher.
Assessment:
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Created flash cards with required definitions
Lists of structures in a plant cell
Lists of structures in an animal cell
Describes all organelles and their functions through the
digital story. Student must incorporate pictures, voice
audio, text , and appropriate citations.
S.O.L.s (optional)
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Individual learning styles are accommodated by having students read, type, and create a digital story
that is visible and audible with the same material. The lesson can be ramped down by the teacher
guiding the students through an example of how one might travel through a eukaryotic cell. The
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Reflection:
Students are allowed to work individually and with partners in this lesson, which allows for collaboration
and discussion. Multiple technologies are used that allow students to comprehend and interpret for
themselves the functionality of eukaryotic cells. Students are assigned to make flashcards online, which
helps them learn and remember key terms. Creating the flashcards and quizzing each other promotes
positive studying habits. Listing structures in a word document helps students remember the
differences and similarities between plant and animal cells. Creating a digital story allows students to
choose which type of eukaryotic cell they wish to travel though, and then be creative and describe the
cell in ways that make sense to them.
organelles can also be compared to the common world, such as the example that the mitochondria is
like a power plant, meaning that it provides the energy for the cell. Students could also work in larger
groups to create the digital story. To ramp the lesson up, students could work individually. Students
could also have additional requirements, such as creating a digital movie or comic strip that tells the
story of the trip through the cell instead of only incorporating pictures. Students could also post their
digital story to a blog.
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The lesson addresses Bloom’s knowledge, comprehension, analysis, and synthesis levels of learning. It
addresses the knowledge level because the students are reading, defining and listing information. They
are comprehending information by discussing the material with their partners. They are analyzing the
material by distinguishing the difference between plant and animal cells. Students are also synthesizing
because they are designing a trip through a cell.