Course

Science

Grade Level

Subject

Cells and Systems

Time Frame

57 min

Title

Part of a Cell II

Developed by

N. Mueller

Stage 1 Desired Results
Content Standard(s): Students will understand that each part of a cell has a function that promotes like and works
towards a factor of life.
Enduring Understandings/Big Ideas: (from
Essential Questions: (Lesson specific)
Harden: Lesson specific)
Is it possible for a cell to function without on of its organelles?
Students will understand that

Cells structure different between plant and animal Prior Knowledge:
cells
What do students already know . . .

5 factors of life
Related misconceptions . . .
Organization of organisms
Plant and animal cells are the same
Organelles in a cell
Organelles are living things on their own


Lesson Emphasis: Nature of Science

Knowledge objectives (specific outcomes):
Skill objectives (specific outcomes):
Students will know . . .
Students will be able to . . .
2A, 2B, 2C, 2E
PR 1
Stage 2 Assessment Evidence (Lesson specific)
Performance Task(s): Cells diagram, plant vs animal cell Venn diagram, complete cell function worksheet
Introduce cell model (materials sheet)


Student Self-Assessments
Other Evidence (assessments)
Group discussion and collaboration to complete
Cell model
cell worksheets
Venn Diagram

Cell label

Organelles worksheet
Stage 3 Learning Plan
Learning Activity:
Learnin
g Cycle

N/A

En

What the Student does . . .

(Include differentiation instruction)

What the Teacher does . . .

House keeping: Labs are due hand

in the one to be marked on top
Collect labs with group members and hand
in
Hand out cell diagram and venn
diagram worksheet due WITH the
organelle worksheet on Wednesday

Review notes and see if you can identify

the organelles in the comic

Tim
e

Materials

Worksheets

Comic review a few of the parts

and what they are saying can tell you
about which organelle they are.
5
Transition to knowing what the
organelles look like in an actual cell

Comic

Cell parts and their location reveal

a few (Golgi, lysosomes, ribosomes,
ER, ) of the organelles and recall
their function as you go through the
parts. When doing the plant cell see
if students can use what they just
learned to identify the same parts in
the cell. The remaining uncovered
Identifying the parts of a cell on your
parts can be found in your textbook
worksheet. Taking notes of the structure
Ex
and you must use what you know
15

as your worksheet is not identical to the
and the information in the text to
diagrams being shown
properly label the cell.
Three organelles on your worksheet
that we have not talked about
Centrosome used in cell division
Amyloplast storage in plants for
starch
Nuclear membrane like cell
membrane but for the nucleolus
Cell model introduction next week
Step 1 find group (2-3 max)
to you will be building a model cell
Step 2 Get assigned a cell and grab the
(plant or animal chosen at
appropriate material sheet
random) in groups of 2 (no more
Step 3 Fill out material sheet with group
than 3). Now you will have ~10
and note what YOU are responsible for

minutes to think about your
bringing next week.
10

En
materials and what you will be
Step 4 Hand in a copy of the materials
responsible for bringing. You will
sheet to me
hand in a copy of what you are

assigning yourself to so we know
*You may start bringing in materials now
what you are responsible for
so you are ready to go next week
bringing.
Float around the class. Students
Finish 3 worksheets due Wednesday
should have at least half of the
(organelles, diagram, and venn diagram).
organelles worksheet already
Exl
These worksheets will act as your study
completed.
20


guide to the cell and should be done well
This is students only work period to
so when the time comes to study, it will be
complete these tasks. (Unless prior
easy to recall this information
tasks take longer than anticipated.)
Stage 4 Reflection
Considerations
Comments
How has learner differentiation been
Students may use the classroom laptops to assist them with the
addressed?
worksheets if they would prefer over the textbook

How does the unit design include a
Students are encouraged to think creatively when designing their
variety of teaching experiences that
cell and completing their worksheets as stated last week there were
includes: FNMI, multicultural, and
options for how they wished to complete it.
interdisciplinary activities.
Sources consulted (APA format)
Alberta PoS