Standard SB1

Lesson plan for SB1a and SB1b

Cell Structure and Function

SB1. Students will analyze the nature of the relationships between

structures and functions in living cells.

SB1a The student will be able to list and explain, in writing, the role of cell
organelles and structures (nucleus, cell wall, mitochondria, ribosomes, vesicles,
vacuoles, chromosomes, microtubules, flagella, endoplasmic reticulum, lysosomes,
Golgi apparatus) in eukaryotic cells with 80% accuracy.

SB1b The student will be able to list and explain, in writing, the role of cell
organelles and structures (plasmids, ribosomes, vesicles) in prokaryotic cells with
80% accuracy.

Performance objectives:

Students will be encouraged and expected to know the content of cell theory

Students will understand the difference between plant and animal cells and
the types of organelles that are present in which type of cell.

Students will learn the organelles of the cell, their role in the cell, and how
they function in the cell. Students will show what theyve learned by a paired
research project.

Students will be able to tell how the different organelles in the cell are
connected. Students will do this by using the information they collected in the
research activity to the Journey into the Cell activity.

Concept Introduction:

Have a Power point review of cell theory, the history of cell theory.

Students will recall what unicellular and multi-cellular organisms are and give
examples of each.

Ask students to name the major cell structures of both organisms

Ask them what the difference between plant and animal cells is about
organelles.
Show class YouTube video that demonstrates the difference between plant an
animal cells. Pause video from time to time and allow them to express to you which
organelles they believe belong in the animal and plant cell.

Concept Exploration:

Cell Organelles and City Analogies - individual activity

Each student will receive an organelle. Two students will receive the
same organelle.
Each student will create a comparison between an organelle and a city.
Draw the organelle and the thing or place within the city it is being
compared
Explain the analogy on the paper
Share the analogy with the class

Research pair activity

Students with the same organelles from the individual activity will pair
together to research their organelle
Students will use creditable sources for information.
-.edu, .gov, reference books, text book, etc.
Students will research answers on the questions
a) Year discovered
b) Country
c) Scientist
d) Number present in cells
e) Relative size in the cell
f) What kind of cell the organelle is found in
g) Role
h) Function
i) One interesting fact
Research of each organelle will be compiled and made available as reference
material for the next activity

Concept application

Drawing a Cell- Group activity (3-4persons)

Each team will assemble information on cells, then Draw a creative city.
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
city.
 Drawing a Cell City: Planning Page

Worksheet to be completed as a team

Members of this team:

______________, ______________, ________________, ________________

In this activity your team will assemble scientific information on
cells, then write a draw a creative city.

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.
4. Begin researching. 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 draw a
creative city. Completing the worksheets will ensure a quality drawing.
(Dont forget to cite your source.)

City Name:
_________________________________________________________________

Each team member is responsible for Drawing 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

Drawn By:
Section 1
What kind of city did you draw?
What places are around the city?
 Drawn By:

Section 2
What it looks like to be inside
of the city?

P: cell wall, cell membrane,

cytoplasm
A: lysosomes, cell membrane,
cytoplasm

P/A:nucleus, chromosomes,
nucleolus

Drawn by: Drawn by:

Section 3 Section 4 (Conclusion)
How do things travel around the How will people or things leave
city? How are the different cell the city if they do)?
parts reacting?

P: ribosomes, ER (rough and P/A: mitochondria, vacuole,

smooth), chloroplasts Golgi bodies
A: ribosomes, ER (rough and
smooth), centrioles

Drawing a cell city: 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.. (Each team member is
responsible for 3-4 cell organelles and/or parts)

What parts/organelles What do these cell

are you responsible for? parts/organelles look like?
Where are they located

Facts about_________
(type of cell A or P)
And __________,_________,
__________ organelles.

What are the functions How does each of the cell

of each cell part? parts/organelles work with
other parts of the cell?

Review and Evaluation

Each student will be evaluated throughout the lesson plan.

 Students 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
drawing 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, correctness, and relevance of their drawings