Lisa Shaffren

Biology I

Period 1

June 14, 2007

 

 

Approximate Time: 50 minutes.

 

 

Objective: The student will describe the structure and basic functions of the major eukaryotic organelles. (3c)

 

 

Materials:

 

Notes copies, markers and white board.

 

 

Warm-up:

 

Quiz

 

1) Describe a prokaryotic cell, using as many details as you can remember.

2) Describe a eukaryotic cell, using as many details as you can remember.

3) List as many similarities as you can between prokaryotic and eukaryotic cells.

4) List as many differences as you can between eukaryotic and prokaryotic cells.

 

 

Set: Give students two minutes to get up and walk around the classroom, looking around them and noticing the different objects in the rook. Next, give students five minutes to describe five different objects that they saw in the room, paying special attention to structure (form) and function (purpose).

 

There are two important parts to understanding an object, especially in biology. They are structure and function. Structure and function fit each other. A chair is carefully structured to allow someone to sit in it comfortably. A television has a careful collection of wires that cause the picture to show. Objects in biology also have very specific structures and functions, and it would be just as silly to use an endoplasmic reticulum to do what a Golgi apparatus should as to use a chair to do what a television should.

 

In a couple of days it will sound just as crazy to you to think of using the lysosome to make proteins as it would to expect a tv show to appear on the back of a chair. The objects in the room are objects were are familiar with. Today we will looking at objects in biology in a room that is a little less familiar.

 

 

Procedure:

 

1) Hand out notes to students, and work through notes at a pace that’s good for students, drawing a picture of a giant cell on the board while explaining and having the students take turns drawing in the structures. Explain that cells are really small, but we have the luxury of making ours as big as we want it to be, so we’ll make ours really big so it’s easier to see. Compare the cell to a factory whose job it is to be maintain itself. This may have to be explained.

Indicate that we will first be looking at all of the organelles students will be responsible for, and later dividing into plant and animal cells.

 

Have students do the “wave” to imitate cilia.

 

2) Give students time (depending on how much is remaining) to work through organelle summer sheet.

3) Go through the organelle summary sheet together.

4) Closure & assignment of homework if organelle sheet was not finished in class.

 

 

Closure:

 

Ask students questions about organelles. Play the “what am I” game. Describe the function of an organelle and have students answer. Put a gem in the jar for each correct answer that students come up with. Restate the objective- to describe the structure and function of eukaryotic organelles. Indicate that tomorrow they will be applying what they learned today to create their own cells.

 

 

Assessment:

 

Informal:

The teacher will observe (M) student participation in class and willingness to draw pictures in the giant cell on the board (C).

 

Formal:

 

The student will take a graded (D) quiz (M) on the structure and function of eukaryotic organelles (C).

Homework will also be graded if it is not completed by the class together.