Summary
In this lesson, students explore cell organelles, their functions, and cell theory. Students begin by watching two videos and identifying analogies between them. They then research and identify the functions of cell organelles through a Concept Speed Dating activity. Next, students investigate the principles of cell theory and apply their understanding by creating a model that represents a cell through analogy. Finally, students review and reinforce their knowledge by participating in a Kick Me game about organelles and their functions. {Don't forget to delete this note!!!!!} Note to SME: Need Duration of each section.
Essential Question(s)
Why are organelles important to cells? Why are cells called “the building blocks of life”?
Snapshot
Engage
Students watch two short videos and discuss analogies between them.
Explore
Students watch a video to synthesize the cell theory and then research a specific structure of a cell.
Explain
Students gather information about the other structures of the cell from their peers.
Extend
Students create a model analogy of an animal or plant cell. Students create a model analogy of an animal or plant cell, or students watch an ICAP video of Terese LaRose, a histotechnologist.
Evaluate
Students will play Kick Me about organelles and their functions.
Materials
Lesson Slides (attached)
Cell Organelles Note Catcher (attached; one per student)
Cell Organelles Speed Dating Profile (attached; one per student)
Cellular Systems (attached; one per student)
Kick Me Stickers (attached; one per 30 students)
Avery™ 5160/8160 address labels (or similar adhesive labels; one sheet per 30 students)
3-2-1 handout (optional; one per student)
Notebook paper (one per student)
Bell or buzzer
Butcher paper or poster board (one per group of 3–4 students)
Markers (one set per group of 3–4 students)
Optional Activity Materials
Transparency paper or page protectors (10 per student)
Index cards (10 per student)
Multi-colored Sharpies or other permanent markers
Stapler (two or three per class)
Scissors
Sticky notes (optional)
Scratch paper (optional)
Laptops (optional)
Preparation
Use the attached Kick Me Stickers to print sticky labels for the Kick Me activity. These labels are formatted for Avery 5160/8160 address labels. Alternatively, you can write terms and definitions on sticky notes. If neither option is available, paper and tape will work in a pinch.
Engage
15 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slide 2 to introduce the lesson. Display slides 3 and 4 to share the essential questions and learning objectives with the class.
Display slide 5 and show the video, Introduction to Cells. Move to slide 6 and show the video How It’s Made Frozen, Pizzas. Lead the class in a brief discussion on what was happening in the second video and the significance of each step in the pizza making process. Save the discussion of the intro to cells video until slide 7.
Display slide 7 and ask the students the following questions:
What did you notice as the ingredients went from pizza dough to the finished pizza?
Can you think of examples of everyday things that also have ordered steps?
Challenge: Why do you think I showed both the video about cells and the video about making pizza?
Explore
30 Minute(s)
Display slide 8 and pass out the attached Cell Organelles Note Catcher and a piece of scratch paper. Have students watch the Introduction to Cells video again. This time, use the I Notice, I Wonder instructional strategy to have students write what they notice and what they wonder on their scratch paper or sticky notes as they watch.
Share with students that there are three parts to the cell theory that we are going to discover. Have students share their notices and wonders to see if they address the three parts of the cell theory based on the video for them to add to their Cell Organelles Note Catcher.
Display slide 9 and review the parts of the cell theory to make sure they got all three.
Cell Theory:
All living organisms are made up of cells.
A cell is the basic unit of life.
Every cell comes from a pre-existing cell.
Inform students they are going to explore the different types of cell organelles that exist in a cell.
Move to slide 10 and organize students into groups of twelve. Within each group, have each student choose one of the following 12 cell organelles:
Nucleus
Mitochondria
Cell membrane
Endoplasmic Reticulum(Rough & Smooth)
Ribosome
Lysosome
Golgi body
Cytoplasm
Vacuole
Cell Wall
Chloroplast
Centrioles
Pass out the attached Cell Organelles Speed Dating Profile handout to each student. Have each student fill out their handout by researching information about their chosen cell organelle. Students can search online or use their textbooks. Be sure to tell them to identify if it is in a plant, animal, or both cells.
Explain
20 Minute(s)
Display slide 11 and ask students to refer to their Cell Organelles Note Catcher. Inform students they are going to learn about the other specialized cells through a Concept Speed Dating activity using the Cell Organelles Speed Dating Profiles they created.
Explain that each student will have one minute with each partner:
30 seconds to explain their assigned organelle.
30 seconds to listen and record information about their partner’s organelle.
Have students record what they learn on their Cell Organelles Note Catcher.
Display slide 12 and use the 30-second timer to help students know when to switch with their partner. Start the activity.
After each round, ring the bell or signal students to rotate to the next partner. Continue until all students have interacted with each member of their group.
Display slide 13 and play the Amoeba Sisters’ Introduction to Cells: The Grand Cell Tour video. Encourage students to fill in any remaining gaps in their Cell Organelles Note Catcher during the video.
Extend
40 Minute(s)
Display slide 14. Organize students into groups of three or four. Provide each group with butcher paper or a poster board, markers, and the attached Cellular Systems handout.
Explain to students that they will create an analogous model of a cell by representing the structures and functions of a cell through a different system. Encourage students to think of familiar systems, such as a school, factory, or city—anything with parts that work together to complete a task.
Instruct each group to:
Choose a system that functions similarly to a cell.
Draw and label the components of their system on their butcher paper or poster board.
Complete the Cellular Systems handout by explaining how each part of their system corresponds to the function of each cell organelle.
Display slide 15 to provide an example analogy:
The principal represents the nucleus because they direct the school's activities.
The walls represent the cell wall because they provide structure and protection.
Lockers represent the Golgi apparatus because they serve as storage.
The custodian represents the lysosomes because they clean and remove waste.
Encourage groups to be creative, but ensure their analogies accurately reflect cell organelle functions.
Evaluate
15 Minute(s)
Display slide 18 and introduce the Kick Me instructional strategy.
Pass out the attached Kick Me Stickers or use the prepared labels from the Preparation section. Each sticker or label should contain either the name of a cell organelle or a brief description of its function. Attach one sticker to each student’s back, ensuring that students cannot see their own.
Explain the rules of the Kick Me activity:
Students will move around the room and ask their classmates yes/no questions to gather clues about the term or definition on their back.
Students may not ask directly if they are a specific organelle (e.g., “Am I the nucleus?” is not allowed).
The goal is for students to infer their term based on the answers they receive.
Set a timer for 5 minutes and allow students to mingle and ask questions. You may choose to extend the time if necessary.
After the timer ends, bring students together as a class. Go around the room and have each student guess the term on their back based on the information they gathered.
Resources
Amoeba Sisters. (2016, November 2). Introduction to Cells: The Grand Cell Tour [Video]. YouTube. https://www.youtube.com/watch?v=8IlzKri08kk
Frank Gregorio. (2012, January 31). Introduction to cells [Video]. YouTube. https://www.youtube.com/watch?v=gFuEo2ccTPA
K20 Center. (n.d.). I notice, I wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
K20 Center. (n.d.). Concept Speed Dating. Strategies.https://learn.k20center.ou.edu/strategy/3330
K20 Center. (2020, July 14). Histotechnologist - Terese LaRose - Zoom into your career [Video]. YouTube. https://www.youtube.com/watch?v=elYoLs8XM6U
K20 Center. (2021, September 21). K20 Center 5 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=EVS_yYQoLJg
K20 Center. (2021, September 21). K20 Center 30 second timer [Video]. YouTube. https://www.youtube.com/watch?v=o9ViOMe_Wnk
K20 Center. (n.d.). Kick me. Strategies. https://learn.k20center.ou.edu/strategy/121
Moe Sal. (2011, November 14). How it’s made frozen, pizzas. [Video]. YouTube. https://www.youtube.com/watch?v=EW6UCWDQfj0
Yglesias, D., Schoen, D., & Bonner, M. (n.d.). The function of cell organelles [Teaching idea]. Vernon Middle School, Washington County School District. CPALMS. https://www.cpalms.com/teaching-resources/resource/38327
Tranquility. (2017, January 6). Ovarian teratoma [Video]. YouTube. https://www.youtube.com/watch?v=pMua1d5BE4g