ICT LESSON PLAN - Cell Organelle Function

Class: Year 8 Date: Tue WK 8 Time: 50 minutes

Lesson Topic: Eukaryotic Cell Organelle Function Communication and Reflection

Lesson Purpose: To reflect on prior learning, and apply scientific knowledge in a creative and
entertaining way. This lesson aims to foster long term skills of effective communication,
collaboration, and creative thinking, and allows students to reframe their learning in a collaborative
piece that has real world significance. The role of ICT in solidifying learning and as a tool for
learning, assessment, peer teaching and collaborative is demonstrated.
Australian Curriculum Links: Prior Learning:
Communicate ideas, findings Cells: basic unit of life
and evidence based solutions to problems Living things are made up of cells
using scientific language, and Eukaryotic vs Prokaryotic (with examples)
representations, using digital Cells have organelles and cell components
technologies as appropriate (ACSIS148) with specific functions required for the
Cells are the basic units of living things; survival of a cell and thus organism
they have specialised structures and Plant vs Animal vs Fungi cells
functions (ACSSU149) Names of specific organelles and cell
Digital Implementation: Create and components
communicate interactive ideas Organelle functions
collaboratively online, taking into account General labelling of an animal and plant cell
social contexts (ACTDIP032)
Creating Solutions by: Evaluate and apply a
given brief
Cross Curricular Priorities: Resources/Materials:
Sustainability paper free lesson! Individual desks with computers and internet
access
General Capabilities: Projector, screen and connected computer
Literacy Cell Weebly website, used for entire lesson:
ICT capability www.ICTCells.weebly.com
Critical and creative thinking Cell Organelle Rap video:
Personal and social capability https://youtu.be/JuOLY7b646w
Ethical understanding Kahoot!, Padlet, Google Docs
Post-it-notes
Lesson Outcomes/Objectives: By the end of this lesson students will be able to:
Revise and reframe scientific knowledge about organelle function through Were Hiring
activity
Communicate scientific knowledge in a creative and professional manner
Consider science communication efficacy (how, why, who) and ICT as a medium for
communication and collaboration in learning and presentation
Design a simple quiz or short answer game, applying prior learning in the creation and
answering of quiz questions
Lesson Steps
Time: Procedure
10 mins Introduction
Go through lesson outcomes and planned activities
Ensure all students are able to access the Cell Weebly website, Padlet, have access to
a personal or school email account and that students create a log in with Kahoot
Individuals who are ready earlier than others can search Kahoot!for quizzes on cell
biology and try a few out, or watch 1 of the 3 short videos (4 to choose from) on the

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 Cell Weebly site and start thinking whether it is an effective science communication
example, for what audience, and why.

10 mins Part 1 Motivation and setting the scene

Activity 1: Padlet brainstorm Individual (anonymous) responses to the following
questions. Afterwards, teacher discusses responses and discusses with class the
reason for certain answers, and the role of communication in science.
o Q: Why communicate science concepts or information?
o Q: How can you communicate scientific knowledge to others?
o Q: What is effective communication?
o Q: How can we effectively communicate science ideas or make scientific
knowledge more palatable/interesting?
Watch Cell Organelle Rap video ( https://youtu.be/JuOLY7b646w )
Activity 2: Think, Pair, Share on Cell Organelle Rap video complete on Google
Doc in groups of 3
o Q: Did the video an example of effective communication? Why/Why not?
o Q : Was it interesting/engaging? Why/Why not?
o Q: Was it informative/scientifically accurate? Why/Why not?
o Q: Any creative criticism on the video?

15 mins Part 2 Communication in practice

Activity 2: Were Hiring on Cell Weebly website
Explain activity requirements to students, assign groups and organelles (ribosome,
nucleus, golgi complex, cell membrane, mitochondria) to student groups
Q. Has anyone used Google Docs before? Show of hands.
Point out how to use Google Docs for collaboration (edit, comment, track changes)
and indicate the personal and professional uses and sharing/safety considerations
In groups (3-5) students create an advertisement for a particular organelle using
Google Docs
One student from each group reads out the advertisement their group created, and the
other students then try to guess the organelle vacancy using Kahoot!
Extension should the activity finish early: interview carousel: applying for the job
students at tables, change partners every minute in a pair, one student is the
interviewer, the other the interviewee for a particular organelle vacancy after 1
minute the interviewer moves along one pair and becomes the interviewee, then
moves along again to become the interviewer the entire class does the same
organelle at the same time as dictated by teacher

10 mins Part 3 Apply learning to formulate and answer questions

Activity 3: Create a Quiz test your knowledge understanding and questioning skills
Students first complete the teacher created quiz on Kahoot!
Teacher works through how to create your own quiz on Kahoot!
Individually students start to create a quiz on cell organelle function
Quiz to be finished for homework so they can be shared with peers in the future
During activity, teacher questions: Does this quiz count as science communication?
What ways is this form of communication effective or not effective? What is the
audience and possible purposes of a quiz? Could you use Kahoot! for anything else?

5 mins Conclusion
Padlet brainstorm of communication forms, mediums and qualities of effectiveness
Discuss how ICT and science communication can be used in a variety of ways, for a
variety of purposes and audiences (education, study, interest, professionally,

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 government, public, colleagues, even forming quiz questions for peers)
Inform students they should try to create a quiz with at least 5 questions for next
lesson
Suggest students review one of the other cell communication videos on Cell Weebly
website at home and think about which one they might prefer and why?
(communication style, content, audience, tone, length?)
Differentiation:
Stragglers
o Think, pair, share activity small groups mean students can benefit from the ideas
and opinions of others with less chance of being overpowered. Cozy group
atmosphere may increase the comfort level of some students, allowing for increased
participation and confidence in idea sharing, where in larger groups they might
otherwise feel overwhelmed or unwilling to engage
o Padlet brainstorm anonymity and no wrong answers, engage critical and creative
thinking without peer judgement
o Post-it-notes students can place a post-it-note on their desk or computer, to subtly
signal the teacher that they have a question or require extra help on an activity
o Teacher will circulate the room to ensure those needing extra guidance or scaffolding
will receive it subtly during the lesson
o Creating a quiz will consolidate learning opportunity to complete the quizzes of
fellow students will provide practice questions to aid students in determining what
they might need additional help with or time learning
Strivers
o Due to the creative and relatively open and independent nature of this lesson,
students have the opportunity to show initiative, use higher order thinking skills and
put as much or as little thought and effort into the lesson as they are capable/willing
o Opportunity to take a leadership role in the Were Hiring activity and think, pair,
share activity
o Create a Quiz activity certain students will be encouraged to create a survey
requiring short answers rather than the multi-choice answer quiz
Hearing Impairment
o Student sits closer to the teacher and is provided with a written copy of any
instructions not already available in writing
o The Cell Weebly website is structured in such a way that most instructions are
already available in written form
o Students can communicate in small groups which reduces the stress of not being able
to hear distant peers
o The Cell Organelle Rap video has captions on screen
Assessment
Formative: Participation in Were Hiring and think, pair, share activities, Kahoot! quiz
results and student quiz creations
Summative: Organelle communication assessment (pick an organelle and communicate
information about it creatively, includes short reflection on why the chosen communication
method was used, how effective it was and whether it was suited for the target audience )
ideas from todays lesson will aid in this assessment
Evaluation of Student Learning:
Students were able to successfully complete the formative cell quiz on Kahoot!
Students actively participated, appeared engaged, and were able to communicate ideas and
reasoning behind ideas when required
Students were able to apply knowledge of cell organelles to complete Were Hiring and
Create a Quiz activity
Students were able to critically assess the Cell Organelle Rap video and provide ideas about

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 what they felt constituted effective science communication
Self-Evaluation/Reflection:
Did the lesson go as planned?
How did I go for time?
Did the students seem to enjoy and learn from the activities?
Was there anything that should be changed if I were to conduct this lesson again?
Were the students able to understand how ICT can be used in science communication and
that science communication includes simply discussing ideas in class or creating quiz for
peers?
Were students able to work independently and collaboratively with ease or did they require
more guidance and scaffolding?

Samantha Allsopp 21311118