California Career and Technical Education Standards

• ANR.C.C5.1 Understand the purpose and anatomy of cells.
• ANR.C.C5.2 Know how cell parts function.
• ANR.C.C5.4 Understand how plant and animal cells are alike and different.
• ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• ELA.9-10.W.2.3b Write expository compositions, including analytical essays and research reports ...
• ELA.9-10.W.2.3f Write expository compositions, including analytical essays and research reports ...
• S.9-12.LS.1.a Students know cells are enclosed within semipermeable membranes that regulate th...1
• S.9-12.LS.1.c Students know how prokaryotic cells, eukaryotic cells (including those from plan...1
• S.9-12.LS.1.g Students know the role of the mitochondria in making stored chemical bond energy...1

• What's the Difference? - Hooks / Set

  (Day 1, Activity 1) Clear your front desk/table off prior to class and place several sport balls in a row (basketball, football, golf ball, tennis ball, softball etc.) On the board write the words, "What's the difference? Quietly record similarities and differences between each of these items." While the students are doing so, take roll. After 2-3 minutes discuss the similarities of each. Ultimately, each ball has similar features, however used for different functions depending on the game being played. This is the perfect segue into cell organelles. Each organelle has similar features, however serves a different function depending on the cell.
• Cell Structures & Functions - Lecture

  (Day 1&2) The following PowerPoint is an excellent tool to discover the structures and functions of cells with students. The PowerPoint begins with introductory information about cells, the different types, then focusing on key functions of each organelle. Students should follow along with their Cell Organelle Tables. To be most effective, break the PowerPoint note taking into two days. When their eyes start to glaze over on day one, quickly proceed to the "Password" activity and then pick up where you left off to finish the material the following day. Unfortunately, the most efficient way to get this mass of information across to students is via note taking; however, if they know they will proceed to the Password and Cell Superhero Activity next, it gives them motivation to take notes. Remind students that they may have the opportunity to use their Cell Organelle Table on a future quiz! This is also a motivational tool to get through the thick of this curriculum. (Day 2) When you begin class, the board should read, "If you were a cell organelle, which one would you be and why? Record and justify your answer." This will get students back in the mode of thinking about the organelles they learned yesterday. (Example: Bryer said, "The mitochondria because it has so much to do with energy." Larry said, "The cytoplasm because it what all the other cell organelles like to hang out around."

  • Cell Structures & Functions [ Download ] This PPT is designed to cover the structure and function of each organelle while students record information into their table below.
  • Cell Organelle Table [ Download ] Students should follow along with the PPT in order to fill in the information in this table.
  • Plant & Animal Cell Diagram [ Download ] To accompany Cell Structures and Functions PPT & Organelle Table.
• Password (Interactive Class Activity) - Group Work

  (Day 1&2) Choose one volunteer from the class to come stand at the whiteboard, facing the class. Hint: Pick a confident volunteer who seems to be grasping the curriculum, for this will set the tone for the game. Write a cell organelle term above the student's head. (Example: Nucleus) The student should not turn around and look at the word. The rest of the class should then raise their hands and give hints as to what the word is. (Example: Control Center) This is a great way for the students to access information from the notes they just took. It also tests the understanding of the volunteer at the front of the class. When the volunteer guesses the word, they then get to pick the next person. You can control the level of difficulty for the student by choosing specific words that coordinate with the student's level of ability. Want to spice it up? Every few turns, choose a word unrelated to Agriculture Biology. (Example: Ronald McDonald)
• Cell Superheroes - Mighty Mitochondria - Demo / Modeling

  (Day 3) Warm up activity on the board: "If you could be a superhero, which one would you be and why?" Take roll while students are recording their answers. Have a few students share their answers with the class. This will stimulate a conversation that can easily transfer into the Cell Superhero Assignment. Review the directions for the Cell Superhero Assignment with the class. Then reveal your Cell Superhero, the Mighty Mitochondria!!! Demonstrate how you have followed the directions step by step. This provides students at least one exhibit of proficient modeling the depicts knowledge of cell structure and function. Hint: If you do this for more than one year, keep examples to share with new classes. Example: The Nerdy Nucleus Superhero may have braces shaped like a double helix and tape on his glasses shaped like a chromosome! Note: (Optional) To ensure variety of superheroes write the names of different organelles on small pieces of paper so students can draw the organelle they base their superhero on.

  • Mighty Mitochondria [ View Image ] [ Download Original ] This is an example to accompany the demonstration above and the handout below.
  • Cell Superhero Assignment [ Download ] Assignment to be completed before building a cell superhero. Rubric included.
• Cell Superhero Project - Projects

  (Day 3) The following is a handout to be completed prior to building a cell superhero.  This allows students to brainstorm their cell organelle and its structure and function. 

  • Freddy the Fearless Flagella [ View Image ] [ Download Original ] Student Example: Freddy the Fearless Flagella propels cells through their environment, moving materials over the cell surface with his "lightning speed" whip like reflexes.
  • Lynette the Lysosome [ View Image ] [ Download Original ] Student Example: Digests molecules, old organelles and foreign substances with her mean pistol packing self!
• Name that Cell Superhero - Presentations - Demo / Modeling

  (Day 4) Have students bring their superhero to the front of the class, one at a time to share. The student will then begin to describe their superhero in detail without identifying what cell organelle they based it on. The class will enjoy guessing the organelle in which the superhero was based on, simply by cluing into information about the superhero. The students will have identified with their own superhero at this point, however when students listen to presentations it will open up the class to reinforce information about new organelles.
• Independent Practice, Cell Activities - Assessment

  (Day 5) For the last several days students have been engaged in a multitude of differentiated activities that focus on the structure and function of cells. Now is the time to assess their retention via independent practice. The following handouts are designed to recall information from lessons in past days and expand critical thinking skills. Allow students to use their notes and book, but no neighbors. See what they can accomplish on their own.