Meredith Penland

Standard B-2
Lesson plan for B-2.1 and B-2.2
Cell Structure and Function

Standard B-2.1: Recall the three major tenets of cell theory

Standard B-2.2 : Summarize the structures and functions of organelles found in a
eukaryotic cell (including nucleus, mitochondria, chloroplasts, lysosomes, vacuoles,
ribososmes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell
membrane, nuclear membrane, cell wall, cytoplasm).
Performance objectives:
1. Students will be reminded and be expected to know the content of the cell theory
2. Students will understand the difference between plant and animal cells and which
organelles are present in which type of cell.
3. Students will create a memorable way to think of each organelle in the analogy
activity.
4. Students will learn the organelles of the cell, what their role is within the cell, and
how they function within the cell. Students will express their knowledge by a paired
research project.
5. Students will be able to explain how the different organelles in the cell are
connected. Students will do this by applying information gathered in the research
activity to the Journey into the Cell activity.

Concept Introduction:
Power point review of cell theory, the history of cell theory, and the scientists that
discovered the cell and those who are credited with the cell theory.
Involve students by:
~Have students recall what unicellular and multi-cellular organisms are and
give examples of
each kind.
~Ask students to name the major cell structures of both of these organisms
should be reviewed
from seventh grade.

~Ask them what the difference between plant and animal cells is in reference
to organelles.
Show class the interactive web site CELLS alive! to demonstrate the difference
between plant an animal cells. Allow them to lead you through picking which
organelles they believe belong in the animal and plant cell. Website also shows the
shape and size of the organelles in the cell.
Cells alive! does not have diagrams of flagella and cilia use power point to show
how cilia and flagella move the cell and explain their importance. Show movie from
Rowland Institute at Harvard for flagella movement and movie of cilia from U Mass
Med.
Concept Exploration:
Analogies and organelles- individual activity

An organelle will be given to each student. Two students should have

the same organelle.
Each student will create a comparison between an organelle and
something in everyday life.
Draw the organelle and the item being compared
Explain the analogy on the paper
Share the analogy with the class

Research activity- pair exercise

Pair the students with the same organelles together to research their
organelle
Use creditable sources for information.
-.edu, .gov, reference books, text book, etc.
Focus research on answering the questions
o Year discovered
o Country
o Scientist
o Number present in cells
o Relative size in the cell
o What kind of cell the organelle is found in
o Role
o Function
o One interesting fact
Research for each organelle will be compiled and made available as
reference material for the next activity

Concept application
Journey into a Cell- Team activity (3-4)

Lesson plan adapted from Heidi Haugen www.accessexcellence.org

Each team will assemble and edit scientific information on cells, then write a
creative story.
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
story.

Journey into a Cell: Planning Page

Worksheet to be completed as a team
Members of this team:

______________, ______________, ________________, ________________

In this activity your team will assemble and edit scientific
information on cells, then write a creative story.
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.
Remember to use the same character names and tenses in each
section.
4. Begin researching and writing your story. 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 write
and illustrate a creative story. Completing the worksheets will ensure a
quality story. Use the planning page to create an outline and the
organizer sheet to help you add facts to your story. (Dont forget to cite
your source.)
Title of Story:
_________________________________________________________________

Each team member is responsible for WRITING about and ILLUSTRATING 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
Written By:
Section 1 (introduction)
Describe the setting of your story.
How did you get into the cell?
What kind of cell are you in?
What do you see around you?

P: cell wall, cell membrane,

cytoplasm
A: lysosomes, cell membrane,
cytoplasm

Written by:
Section 3
Continue the adventure. How are
you traveling around the cell?
How are you reacting to what is
happening inside the cell? How
are the different cell parts
reacting with you?

Written By:
Section 2
What is happening to you?
Begin to develop the plot. What
is it like to be inside of a cell?
What is the focus of this story?
Will you be trying to get out of
the cell, or will something
happen to you?

P/A:nucleus, chromosomes,
nucleolus

Written by:
Section 4 (Conclusion)
Resolve the adventure. How will
your story end? How will you
leave the cell (if you do)? Wrap
up your story

P: ribosomes, ER (rough and

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

P/A: mitochondria, vacuole,

Golgi bodies

Journey into a cell: 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. You can elaborate on them when
writing your story. (Each team member is responsible for 3-4 cell organelles
and/or parts)
What parts/organelles
are you responsible for?
Where are they located

What do these cell

parts/organelles look like?
Facts about_________
(type of cell A or P)
And __________,_________,
__________ organelles.

What are the functions

of each cell part?

How does each of the cell

parts/organelles work with
other parts of the cell?

Review and Evaluation

Each student will be evaluated throughout the lesson plan.
They 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 story
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, flow, correctness, and relevance of their story.