Jennifer Tripp

Dr. Schindel
Lesson 3 Organelles: Structure and Function

Age/Grade Level: 6th grade

Time: 2 days (45 minutes each day for a total of 90 minutes)
Instructional Objectives/Goals:

Students will identify organelles from diagrams and animations and explain their functions, as
determined from verbal and written responses (organelle graphic organizer and cell diagrams).
Students will make model cells in groups to showcase their understanding of cell structure, and
they will explain why they chose certain items for certain organelles.
Students will perform a skit that demonstrates an organelles function.

Essential Question:

How are cells structured to ensure efficiency and survival?

How is the cell or parts of it like a school/factory/other real world model?

Next Generation Science Standards:

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells
contribute to the function.
NY State Standards:
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Introduction: Living things are similar to each other yet different from nonliving things. The cell is a basic
unit of structure and function of living things (cell theory). For all living things, life activities are
accomplished at the cellular level.
Major Understandings:
1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain
life. Cells are usually microscopic in size.
1.1b. The way in which cells function is similar in all living things. Cells grow and divide, producing more
cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the
materials that a cell or an organism needs.
1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or
chloroplasts. Many cells have a nucleus.

Materials:

model diagrams of plant and animal cells venn diagram handouts (digital copies, too)
plant and animal cell review terms/pictures, pre-cut and in cups
animal and plant cell blank diagram handouts
cell organelle graphic organizer Google document
edible cell models PPT
computers (in computer lab)
Internet
projector
whiteboard
marker
Elmo document camera
organelle skit rubric handouts
names of organelles on pieces of paper, in cups for cell skit
peer evaluation forms, taken from:
http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

Learning Activities:
Day 1 45 minutes total
1. Quick review of previous days lesson: (5 minutes)
Give each group plant and animal cell model diagram handouts and cup of terms and pictures.
Direct students to work in groups (determined by their group seating) to place terms and
pictures in corresponding portion of the Venn diagram. Explain that each student in the group
takes a turn choosing a term/picture from the cup, placing it on the Venn diagram, and justifying
his/her response. State that group members should then give feedback.
While students are working, circulate around the room and observe student discussion and term
placement.
After most groups are done, reconvene as a whole class and call on students to help complete
the digital Venn diagram (type in responses). Ask questions, such as, Why did you place
_________ under animal cell? etc.
2. Organelle Web Exploration: (15 minutes)
Show students Google document organelle chart and explain, based on completed cell wall
example. Show students the website.
Have students count off by 5s, to split students into groups.
o Explain that 1s, work on cell membrane and nucleus; 2s work on cytoplasm and
mitochondrion; 3s work on ER and Golgi body/apparatus; 4s work on chloroplast and
ribosome; and 5s work on lysosome and vacuole.
Discusses and assigns group roles, as written on the board:
o scribe (person who types on Google doc.)
o reader (person who reads the organelle descriptions)
o summarizer (person summarizes what was read)

presenter (person who will present group findings to the class, based on chart about
1-2 minutes/organelle)
o all students contribute to group chart ideas
Ask students if they have any questions.
Students work in groups, exploring the website tutorial, and completing the Google document
with their groups. Students have access to this document from the class website. Circulate the
room and observe students discussion and Google document responses.
3. Organelle Presentations: (20 minutes)
Give students cell diagram handouts. Explain that after a group has presented their organelles,
students will fill in their handouts.
Students present their organelles to the class; they refer to the Google document, which is
projected onto the computer screen.
Give students time to ask questions to presenting group.
Give students time to fill in their handouts.
Ask students what they filled in. Write on the cell diagram, underneath Elmo document camera.
Repeat for the rest of the groups.
4. Students review cell organelle and functions, with flashcards: https://quizlet.com/4458354/cellorganelles-middle-school-flash-cards/ . Students state organelle/function, depending on what card
shows. (4 minutes)
5. Ask students to bring in something that represents something of themselves (their interests, cultures,
etc.) for the organelles they studied in class (2 items for the 2 organelles they focused on in groups). Tell
students that they need these items for the next class. For example, if a students group studied the
mitochondria, the student may choose a certain type of bean that he/she eats, which looks like a
mitochondrion. The bean is also where he/she gets energy, etc. (1 minutes)
Day 2 45 minutes total
1. Show students cell wrap video, to summarize the cell organelles:
https://www.youtube.com/watch?v=-zafJKbMPA8&feature=share (4 minutes)
2. Cell Modeling: 10 minutes (6 minutes creation, 2 minute gallery walk, 2 minute discussion)
Show students pictures of edible cell examples.
Tell students that they will now work together to make a model of a cell based on what each
person brought from home.
Split students into 5 new groups so that each group has members with different organelles. That
way, each group will have all of the organelles that they need for the cell model.
Students work in groups and label their cell organelles with mini bookmark post-it notes, which
teacher passes out. Circulate and comment on student work. Ask questions like:
o Why did you choose __________as a cell membrane?
o Is your cell a plant cell or an animal cell? Why? What organelles does it have/not
have?
Have students take a gallery walk to see others creations.
Conduct brief discussion about what students saw and why they chose what they chose.
3. Cell Organelle Skits (focusing on function):
Present students with organelle skit task handout (rubric) and peer evaluation forms. 16
minutes (2 minutes explanation, 14 minutes brainstorming and practice)
o Tell students task and discusses rubric. Students ask any questions.

Tell students that they will rate each other according to a peer evaluation forms,
anonymously. That way, individual students are held accountable for their contributions
to the group.
Creating groups and deciding on organelles:
o Students work in the same groups they did to make their model cells.
o Have each group choose organelle from a cup (written on pieces of paper).
o Advise students to keep this organelle secret from other groups because they will try to
guess the organelle later.
o Note: There are still 5 groups, so only 5 organelles will be chosen, which are from the
cell organelle graphic organizer Google document.
Students work in groups to create skit. Circulate the room and observe students discussions.
Check in from time to time and ask students how well they are doing, what questions they have,
and offers suggestions/advice depending on students responses. Give time limit warning for
students to help them manage their time.
Students present their skits; at the end, the rest of the class guesses the organelle in a choral
response. Note: The list of organelles will be on the board for some students who would benefit
from a reminder. (14 minutes)
o Choose a student to explain his/her response.
o Ask the rest of the class if they agree with the organelle and justification, before the
group confirms if the organelle was correct.
o Fill in rubric for student groups and ask students for any clarification.
o Students also ask any questions they may have.
5. Quickly summarize for students what they did that day: We made models of cells and then had some
awesome skit presentations! Please complete the peer evaluation sheet, you received earlier, for
homework. (1 minute)
6. As students exit class, they must state one thing they learned from another groups organelle skit.
Assessments:
Formative:
animal and plant cell Venn diagram completion in groups
observation of student notes/graphic organizers
observation of student cell models/cell skit discussions
students responses to questions
participation in online flashcard review
small group and whole group discussion
Record notable observations in journal.
Summative:
Students will complete a cell organelle skit, as outlined in the rubric, below. Students will receive a copy
of this rubric as well and should receive at least 10 out of 12 points on the organelle skit for mastery
(83%).
Students are asked to complete a peer evaluation form as well, to ensure that all students participated
in this group effort. If there are poor reviews, the teacher will speak with the student individually.

Group: ___________________
Your Task: Create and perform a skit that demonstrates the function of your groups cell
organelle.

Performance
Indicator
Teamwork &
Participation

(5 points)

Scientific Accuracy

(5 points)

Time/Presentation

(2 points)

++

Team worked well

together. Each
member had a clear
role in the skit.

Team members had

some difficulties.
Some members did
not participate as
much in the skit.

Team did not work

together. Very little
participation among
members.

4-5
Actions clearly and
accurately portray
the function of the
organelle. Provides
convincing argument
as to why the
organelle is
important to the cell
(persuasive like an
advertisement).

2-3
Actions are
somewhat clear and
somewhat
accurately portray
the function of the
organelle. Hints at
why the organelle is
important to the
cell.

0-1
Actions are unclear
and/or do not
portray the function
of the organelle. No
mention as to why
the organelle is
important to the
cell.

4-5
Skit is presented
within acceptable
time frame (around
1-2 minutes).

2-3
Skit is presented
close to acceptable
time frame (under
or over 1-2 minutes,
by no more than 1
minute).

0-1
Skit is presented far
from acceptable
time frame (under
or over 1-2 minutes
by several minutes).

Total Points: ______/12

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