Teachers: Subject:

Karissa Sarsam Biology

Common Core State Standards:

L1: Organisms are organized on a cellular basis and have a finite life span. Cells &
Organisms

Objective (Explicit):
Develop and use models to explain the interdependence and interactions between
cellular organelles.
Evidence of Mastery (Measurable):

Students will be given an exam that contains different photos and diagrams of a cell and its
organelles, by the end of this lesson they should be able to fill in the name and functions on these
diagrams.
Sub-Objectives, SWBAT Formative Assessments:
(Sequenced from basic to
complex)

Understanding basic organelles:

Students are creating their own physical model of the cell with its organelles, they must visually look correct and
be in the correct spot to receive full credit. This work can be done in pairs or groups.
Understanding Individual Functions:
Students will be creating a media of sorts and will use this media to describe the functions of the assigned
organelle. This will also be presented to the class.

Key vocabulary: Materials:

ATP, cell, cell membrane, cell Model: styrofoam spheres cut in half, pipe cleaners,
wall, cellular respiration, beads, paper, felt, scissors, glue, pom poms, ribbon,
chromosome, cytoplasm, staples
diffusion, DNA, nucleus,
organelle, osmosis, permeable, Media: (for non digital) posters, sharpies, paper, printer,
ribosome, RNA, vacuole colored paper, glue, colored pencils
Opening (state objectives, connect to previous learning, and make relevant to real life)

The objective of this lesson is to show the complete understanding of a cell and its organelles and
their specific functions through the production of a complete cell model as well as a piece of media
describing a specific function assigned. Previous learning about organisms and their dependency on
energy will help you to understand the need for these functions. Organelles are an important part of
everyday activities such as the production of energy, but they also play a role in the very
construction of our body through DNA. How does understanding life functions on the lowest level
such as cells help us understand the much larger aspects?
Introduction (Teacher Actions) (Student Actions)
 Teacher Will: Student Will:

Introduce the topic to the class Listen to the teacher's introduction and take any notes
and go over the physical necessary to aid in the rest of the project. The students
construction of a cell and its will get into their assigned groups and discuss
importance. The objective for the distribution of work amongst each other.
lesson will be discussed and the
activities explained. The teacher
will assign groups or pairs to start
and inform students they will be
working on the rest of this
assignment as a group.

Co-Teaching Strategy

The introduction to the lesson plan will be printed out for the students to follow along on
their own and keep for later without having to take notes. If a co-teacher is in the
classroom, they will explain lessons and answer individual questions.

Differentiation Strategy
The placement of groups will be made with skill and knowledge of individual students taken into
consideration in order to make sure that each group has an equal advantage and is equally well
balanced.

Guided Practice (Teacher Student Actions

Actions)

Teacher Will: Student Will:

Introduce the materials as well Choose the materials they wish to use in their group to
as show examples of how the create their model. They will use the vocab as reference
models should look. A throughout the creation and will begin constructing as
vocabulary list will be given prompted.
out and the definitions will be
gone over together. As
students start to create
models, the teacher will walk
around and provide help in
construction.
Co-Teaching Strategy
Co teacher will assist students with extra help in a separate group and monitor progress on
the model throughout its construction up until completion.

Differentiation Strategy
This activity will be hands-on and the students have control over which of the materials to use
as well as distribution of work among group members.

Independent Practice (Teacher Student Actions

Actions)

Teacher Will: Student Will:

Explain again the process of In groups decide on and create a piece of media about
creating the media and the their specific organelle. they will use their knowledge on
options available to students.
Assign individual organelles to its function to describe how it assists on the well being of
groups with brief description of the rest of the cell as well as the body. Upon completion,
 functions. This will be students will present their media to the class.
independently created by the
students but the teacher can
answer questions along the way.

Co-Teaching Strategy
While the rest of the class is completing this activity independently, the co-teacher will
continue to assist, critique, and help create with the students under their guidance. They will
also help in the presentation if needed.
Differentiation Strategy
This activity incorporates digital learning by having students utilize online media and the
creation of their own media to better demonstrate their knowledge as well as help teach the
rest of the class.

Closing/Student Reflection/Real-life connections:

In closing the students will present their media to the class and explain their choices as well as how the
functions they decided to explain are important to life functions overall. As groups present, other groups
will take notes on what they are learning about the specific organelle. These notes are crucial as they will be
able to use them on the exam that requires organelles and functions to be labeled.
 I decided on the types of materials to use in this lesson based on what I feel will be most useful to the
students and what will mimic the real life shapes and structures of organelles. The materials I will be
providing are also easy to use and most functional in the classroom.

The types of questions I will ask during the lesson plan will be geared towards helping the students
progress through the activity in the right direction. Asking questions about how they are choosing to
construct their models and the materials they decide to use will help them explain their own critical
thinking and help them to keep on track. All students and groups will be approached and asked to
answer questions to make sure everyone is reached.

Individual needs will be accommodated through the use of co- teaching strategies as well as flexible
options for the project. By letting the individual groups of students and groups choose from a wide
range of options for their activity, they can apply their own interests as wanted.

I believe it is very important to provide opportunities for interaction between students during this
activity. I will be putting them in groups to make sure there is plenty of collaboration, and groups can
interact amongst each other to find inspiration as well as answer questions.