Lesson Plan Template

PRE-PLANNING

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do?
I can create analogies to show my understanding
of cell organelles and their functions.
B.1.b: Describe the functions of all major cell
organelles, including nucleus, ER, RER, Golgi structures to functions through analogies, this is
apparatus, ribosome, mitochondria,
microtubules, microfilaments, lysosomes,
centrioles, and cell membrane
How does the objective connect to your
achievement goal?
My big goal is for my students to solve real-
world problems and think critically as scientists
in every day life inside and outside of the
classroom. If students can connect cell
a skill they can use with any content or concept.
This will be its own section on the unit test
where students will need to identify which part of
a city each organelle of a cell represents.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master the How will you assess students mastery of these
grade-level objective? foundational skills?
I will grade the students examples as an exit
Students will need to know the function of ticket and then make a section of analogies on
organelles within plant and animal cells. We will the unit exam.
have done a lot of practice and have created out
cell models earlier in the week, so we are using
knowledge needed for the standard and engaging
with it at a deeper level.

END OF LESSON ASSESSMENT

How will you know whether your students have made progress toward the objective?

Students will create three of their own analogies in partners to turn in. Before turning in, we will do a
share out where pairs will read their analogy, and other groups will guess what it is. This will give me
an opportunity to see whole class how we are doing mastering the objective, and then I will look closer
at their examples they will turn in at the end of the period as their exit ticket.

KEY POINTS
What three to five key points will you emphasize?

John Hopkins University School of Education

Lesson Plan Template 1
 All cell organelles play a crucial role in the bigger picture of whole a WHOLE cell functions just
like each part of a system does: body, city, school, etc.
If we know the function of the cell organelle, we can connect it to part of one of these systems
Each example needs to be written in a complete sentence using proper capitalization,
punctuation, and spelling.
Example: The _____________________ is like ____________________ because it does
_______________________.
LESSON CYCLE

OPENING (10 min.) MATERIALS

(Consider: How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?)
Post it notes
Students will answer review question from yesterday as todays Do Now. A venn Smart board
diagram will be projected on the Smart Board comparing eukaryotic and prokaryotic
cells (previous lesson) Students will be handed 2-3 characteristics of these cells and
must look back to notes to decide where to post it on the board. Will briefly go over as
a class and discuss if we agree/disagree with the placements.

Will then tell students that we know the functions of the organelles and the
characteristics of prokaryotic and eukaryotic cells, but we need to understand how
these individual parts of the cell help a prokaryotic or eukaryotic function in its entirety.

INTRODUCTION OF NEW MATERIAL (15min.) Pencil/pen

(Consider: What key points will you emphasize and reiterate? reading
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate? Why will students be
engaged/interested?)

John Hopkins University School of Education

Lesson Plan Template 2
 Whole group:
We can think of the parts of the cell as components of our school- TLC! We are going
to read about the connections between the cell organelles and parts of our school that
allow TLC to function smoothly and keep you safe.

Students will take turns reading aloud.

After reading, students will work with a partner to fill in the chart on the next page
where they will write in the organelle, what it represents at TLC, and its function.

Cellular TLC!
Weve been learning how all organelles play a specific role within the cell,
and all of their efforts combined allow everything to run smoothly! This is
essential for your survival! Just like the cell organelles work together to help
a cell carry out necessary functions and processes, this is very similar to
how everyone works together in a school! Today we are going to do more
practice with cell organelle functions by comparing them to parts of a school
and other systems that happen in real life

In a cell, the cell membrane regulates what enters and leaves the cell;
where cell makes contact with the external environment.This is the role Ms.
Hilf plays at TLC, because she decides who is allowed to enter and leave at
our front door.

Next, we have the nucleus which controls all cell activity. This is very much
similar to how our front office functions, because it is the brain of the
school! Its the main hub where student files are kept and holds the
administration who make key decisions in how our school will run.

Then comes the cytoplasm, or the hallways of our school. Without them, we
wouldnt have a way to get to other classes, just like proteins and signals
would not be able to be transported within the cell. This is where student
and cellular activity occurs.

Ms. Bird in the cafeteria represents the ribosomes, because she makes
lunches that get transported to the students. The cafeteria represents the
endoplasmic reticulum, because this is where protein transport takes
place.This is where ribosomes do their work to make sure our kids are fueled
with food for the rest of the day so they can do their work! All the food used
to make lunches is kept in storage and the milk is kept in the cooler. This is
similar to the vacuole in the cell, a storage place of the cell. The Golgi
apparatus is the bagged lunches, because this is what packages proteins in
order to help the cell function. It would be rather messy if food was just
placed into the hands of our students!

The custodial staff at TLC represent our lysosomes, because they are
responsible for breaking down and absorbing mateials taken in by the cell. If
a student throws up in the classroom, or a mess is made in the hallway, our
custodial staff cleans it up to make sure waste is not affecting how our
school runs. This is one of the most valuable parts of the cell and our school
that we often take for granted!

Our school isnt just made to run smoothly by people, but also the
John Hopkins University School of Education
Lesson Plan Template 3
 Students will be given a worksheet of analogies related to different things like a city,
santas workshop, a mall, etc. Students will work in pairs to decide which organelle
best fits the description. Will go over one example as class first:

The ____________________ is like the bouncer of a club because it allows things to

move in and out of the cell.

Students should be able to say it is the cell membrane. I will set the timer for 10
minutes and the team pair/group that gets the most correct will win some candy.

Will go over as class and go over instructions of creating own examples as exit ticket.
Students will need to use the worksheet to help them create their OWN three
examples.

Organelle Occupations
Directions: Fill in the blanks below with the proper organelle name. Use the clues of the analogies to help you.
(2 points each)

1. The __________________________________________ is like a bouncer at a club,

because it controls what comes in or goes out of the cell.

2. The _______________________________________ is like the post office, because it

packages and ships out proteins from the cell.

3. The _______________________________________ are like Santas elves, because they

makes all of the cells proteins like the elves make the toys.

4. The ____________________________________ is like President Barack Obama,

because it controls all of the cells functions like he controls the country.

5. The ______________________________________ is like the gel in an ice pack,

because it fills up the cell and has the same consistency.

6. The _______________________________________ is like Lebron James, because it is

the powerhouse of the cell just like he was the powerhouse of the Cavs.

7. The ___________________________________ are like little vacuum cleaners, because

they break down waste and clean up the cell.

8. The _____________________________________ is like a

closet, because it stores food and water for the cell.
9.

Formative Assessment for this portion of the lesson:

John Hopkins University School of Education

Lesson Plan Template 4
 INDEPENDENT PRACTICE 10min.)
(Consider: How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective? How will you provide opportunities for extension? Why will students be
engaged/interested?)
Students will have ten minutes to create their own three examples in pairs/small groups
depending on attendance. I will circulate to make sure students are following
expectations for this activity and helping students brainstorm some systems they can
pull from.

Students will need to write these in complete sentences and sentence starters will be
on board. They can also look at worksheet as an example, and have their functions
chart in case they forget

Formative Assessment for this portion of the lesson:

CLOSING (7min.) Notebook
(Consider: How will students summarize what they learned? paper
How will students be asked to state the significance of what they learned? Pen/pencil
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?)

Students will share out some examples and other groups will guess. If examples are
not written correctly, will provide feedback or ask other groups how this group could
edit their example. I will also ask if the analogy could fit for any other organelle or if
students did the same organelle but used a different analogy to describe it.

Students will put names on papers and turn in as exit ticket credit. Will look over after
school and provide feedback The Do Now tomorrow will be applying knowledge to
analogies or creating own.

Notes, Handouts & Materials:

John Hopkins University School of Education

Lesson Plan Template 5