Date: 20/05

Class: 12Bio

Time: Pd2

Length of class: 1 hour

N/-students: 24

Achievement Objectives: (2-3 from NoS strand and learning area)

Nature of science strand – Level 7: Communicating in Science – Use accepted science knowledge, vocabulary, symbols and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed. Living world strand – Level 7: Life processes – Explore the diverse ways in which animals and plants carry out life processes.

Key Competencies: TRUMP

Science Background Information: Refer to notes at back

Specific Learning Outcomes: (what science do I want the students to learn?) By the end of the lesson, students will be able to:

1. Identify key differences between plant and animal cells

2. Describe the functions of key organelles in both plant and animal cells

Achievement Criteria: (how will I

know the student has learnt the science I want them to learn?) By the end of the lesson, students can:

1. Identify that plant cells have a cell wall (for support/like a human skeleton) and chloroplasts (to produce food), animal cells have centrioles (to product spindle fibres) and sometimes some cilia/flagella.

2. Correctly answer questions about plant and animal cells.

Assessment Methods (your data gathering methods): e.g. Appraising

the way students complete the prescribed tasks; listening to their discussions and evaluating their discussion outcomes; listening to their verbal descriptions and their class/group participation and comparing this data with the achievement criteria

Informally assessing homework completed by students Listening to class discussion/questions Quiz shows which students have a grasp on the content

Lesson Number: 8

Lesson Topic: Cell organelles (3)

LEARNING ACTIVITIES (in sequence)

Time line Introduction

Teacher moves Student moves

Learning intentions on the board: Today we are going to:

1. Compare and contrast plant and animal cells

2. Review cell organelle definitions and functions

Do now task: wordfind – takes 5 mins (then can finish in their own time)

Hand out notes to students who weren’t here on Wednesday/Friday to get the notes on cells.

Then go around and check homework (write down names of students who haven’t done it that don’t have the book).

Go over homework with the class, should take 10 mins.

Students are given this after the second bell. Will start completing wordfind Students who don’t have notes on all the cell organelles will be given notes Students have homework out to show teacher Students go over homework together

Time line Main activities Teacher moves Student moves

Teacher numbers students off to form groups of 3-4, or they get into their own groups. In their groups, students are instructed to number themselves off as a, b, c, d as well as come up with a group name. Rules go up on the board Quiz activity: (refer to attached page for questions)

Give students 3-4 organelles, some info about them (more in depth than previously) and give them 4-5 minutes to read it and make notes etc.

Teacher will either call out a letter or get the whole group to answer a question about a particular organelle they have just read about. Individuals earn points for their team.

After a few questions have been asked, students get new lot of information about different organelles. Again, they will have to read and process this information before being asked about it individually or as a group.

Team with the most points at the end earn the prize!!

Bonus question at the end – teams have to write down an answer together about 1. What do plant cells have that animal cells don’t. 2. Why don’t animal cells have these? And give to me to read and see who wrote the best answer.

Students get into their groups Students read information and *hopefully* process some/most of it through motivation to get team points

Time line Closing activity

Teacher moves Student moves To end, students have to fill out a ticket to leave, where they write any suggestions for me about the lessons so far & what they want to do more of/don’t want to do.

Students fill out their tickets

BACKUP PLAN If lesson finished early: If lesson took too long: Do a Chinese whisper (have this

prepared) for team points!! Cut out a few questions of the quiz and get the students to fill out the form early

Materials/resources/equipment required: Whiteboard markers Powerpoint with quiz questions Quiz answers!!! Notes for students who have been away Treats for the winning teams Safety considerations:

References: ESA study guide (Level 2 bio) Biozone ESA homework workbook

REFLECTION:

Evaluation of student learning: (how well the students met the AC with

examples/data/evidence to support and justify your judgements) Students were engaged the entire lesson. Even going through the homework. This could be due to the fact that Kathy was assessing my teaching and they didn’t want to play up. In her notes Kathy did say that she liked my questioning technique as I went through the questions with the students, and through my depth of knowledge was able to explain answers to the students. The students learned what I wanted through a collaborative activity that was fun but educational at the same time. All up, they completed their word finds, got into groups, came up with names, read the notes quietly, worked together to generate answers, and left the class with a smile! That’s all I need.

Strengths and weaknesses of lesson plan: (comment on aspects of the lesson plan

such as the appropriateness of the level, usefulness of the AC, any modifications required, etc.)

I felt the plan did not take into account the time it would really take to answer all the questions. This caused the end of my lesson to be rushed and I did not get through all the content I wanted. Next time, I would make less questions for each group and thus less reading material. Other than that I felt the lesson ran quite smoothly. I had planned the lesson well, which was noted by my observing lecturer as part of a strong trend when looking at my planning this far.

Evaluation of your teaching: (comment on: your ability to scaffold student learning in

terms of your science knowledge, the effectiveness of your various teaching skills and strategies (e.g. questioning, formative assessment etc.), your behaviour management skills; and areas you need to improve and how you will achieve this)

The lesson ran quite smoothly, I knew what I was talking about and when some students answered a bit vaguely, I would probe their answers to get them thinking more about what and why things were the way they were (e.g. why more Golgi bodies are needed in secretory cells). Students who I thought would have to have some behaviour management strategies directed towards them, actually behaved surprisingly well which was great to see. I need to improve on being more firm with the students, and not getting too excited. As the teacher, I am the calm one and although the quiz activity was very exciting I have to remember for the future not to get overwhelmed as this excites the class as well. This was a comment given to me by my visiting lecturer and looking back now I see where she is coming from. I aim to get better at waiting for complete silence before talking (which is hard when I want to get going with the lesson!) and slow down my talking as well as lowering my pitch.

Quiz Questions:

Mitochondria:

[a,b,c,d] Animal cells generally have more mitochondria in them compared to plant cells, because

the energy demands of animals are higher than plants. What is an example of a cell that contains

lots of mitochondria?

[a,b,c,d] What is the function of mitochondria?

[group] What is the difference between aerobic and anaerobic respiration?

[a,b,c,d] First person to draw a mitochondria on the board gets a point. Go!

Cilia/flagella:

[group] Name one type of cell that has a flagella and explain why it needs one?

[a,b,c,d] Cilia/flagella are found in all animal cells, true or false.

Ribosomes:

[a,b,c,d] How many subunits are ribosomes made up of?

[a,b,c,d] Where are the two places ribosomes can be found in a cell?

[group] What do we need proteins for?

Golgi body:

[a,b,c,d] Where are the two places that the transport vesicle takes the protein molecules?

[group] Why are golgi bodies commonly found in cells that secrete lots of enzymes/proteins?

Plasma membrane:

[a,b,c,d] The plasma membrane is made up of glycerol-phosphate heads and fatty acid tails. These

are hydrophobic and hydrophilic. What do these terms mean?

[group] What’s the point of microvilli?

[a,b,c,d] In what type cells are microvilli typically found?

Endo ret:

[a,b,c,d] is the difference between rough and smooth endoplasmic reticulum?

[a,b,c,d] Ovary cells produce lots of hormones, what type of endo reticulum would they have lots of?

[a,b,c,d] Besides making proteins and lipids, what else does the endo ret do?

Vacuole

[a,b,c,d] Name two things the vacuole stores.

[group] Why do plant cells a large vacuole but animal cells don’t? (glucose storage / skeleton)

Lysosome

[a,b,c,d] What do lysosomes contain?

[a,b,c,d] What do the enzymes from inside the lysosome break down?

[a,b,c,d] Why would sperm contain lysosomes?

Centriole

Name this organelle (picture)

[a,b,c,d] True or false: centrioles are found in both plant and animal cells – fix it?

[a,b,c,d] What do the spindle fibres do during cell division?

Chloroplasts

[a,b,c,d] Why are the leaves of plants green but their stems not so green?

[group] When photosynthesis occurs, what is the plant making?

Cell wall

[a,b,c,d] True or false: The cell wall is found only in animal cells.

[group] What could happen to a plant cell if it didn’t have a cell wall?

BONUS QUESTION

1. What do plant cells have that animal cells don’t. 2. Why don’t animal cells have these? Need a

written answer

Information given to students:

Mitochondria:

Mitochondria are organelles bounded by a double membrane. The inner-

most membrane is made up of cristae (the folds) which increase the

surface area for aerobic respiration to occur though.

They are the cell’s energy transformers and convert glucose into carbon

dioxide, water and ATP (adenosine triphosphate) – the ‘energy molecule’

Many cells have a single mitochondrion whereas others contains

thousands.

Mitochondria have their own DNA.

Aerobic respiration can only occur in the presence of oxygen.

Mitochondria are more common in animal than in plant cells, because

the demands of animal cells are typically higher, and are especially

common in cells with high energy demands (e.g. sperm, muscle, liver).

The higher the energy demands of the cell, the greater the number of

mitochondria.

Cilia/flagella:

Found in SOME animal cells but never in plant cells.

On the outside of the cell, always.

The cilia that line the cells of our respiratory

tract beat upward, propelling a current of mucus

that sweeps particles of dust, soot, pollen, and

so on to the throat, from where they can be

removed by swallowing.

Sperm cells of mammals move by a single

flagellum.

Ribosomes:

Ribosomes are the site of protein synthesis, where DNA is used to code for proteins.

Ribosomes can be free in the cytoplasm or attach

themselves to the endoplasmic reticulum (=rough er).

Ribosomes are made of 2 subunits that come together to

synthesise proteins.

We need proteins in order to make all the reactions happen

in our body, our muscles contract, food be digested,

infections fought, genes turned on and off etc.

First page

Golgi body:

Most animal cells only have one golgi body. It looks

similar to the ER but consists of a stack of membrane

sacs called cisternae (sister-nay).

After being made, most molecules get transported by a

TRANSPORT VESICLE to the cisternae.

They fuse together and the molecule is modified by

enzymes in the cicternae.

The TRANSPORT VESICLE then takes the molecules to

the cell membrane where it is released to the outside of the cell.

Golgi bodies are common in secretory cells, such as gland cells that produce hormones, or pancreatic

cells that produce enzymes. In such places, lots of protein molecules are made and therefore there

are lots to modify, so golgi = in demand.

Plasma membrane:

Made of a phospholipid (fos-fo-lipid) bi-layer. This

is made up of glycerol-phosphate ‘heads’ and

fatty-acid ‘tails’. The heads are hydrophilic (water-

loving) and the tails are hydrophobic (water-

hating)

Membranes are semi-permeable, meaning that

they only allow certain substances into the cell.

The membrane may be thrown up in many folds, known as microvilli, which greatly increase the

surface area of the plasma membrane. Microvilli are found in cells that are very active in secretion

(e.g. pancreatic cells) and absorption (e.g. small intestine).

Endoplasmic reticulum:

A network of membranes running through the cytoplasm, taking up

most of its space. ER with ribosomes attached = rough ER. I is involved

in protein production. Rough ER is therefore common in cells that

make and secrete proteins (e.g. digestive cells that produce enzymes,

white blood cells that produce antibodies). ER that does not have

ribosomes = smooth ER. It is associated with the production of lipids,

common in cells that produce hormones (e.g. oestrogen, progesterone,

testosterone). Ovary cells have lots of smooth ER.

Second pge

Vacuole

The vacuole stores organic compounds (sugars etc.), toxic wastes from metabolism, and water, as

well as toxic substances (in plants) to deter herbivores.

In plant cells, there is one large vacuole. It is like a fluid skeleton – water entering the cell by osmosis

collects in the vacuole, which swells and exerts pressure outwards on the cell membrane and cell

wall. This makes the cell rigid/turgid and acts as support to keep the plants with non-woody stems

upright. It also stores glucose, the food that plants make as well as toxic substances that deter

herbivores from eating the leaves.

Animals have a much smaller vacuole compared to plants, as they don’t need a ‘fluid skeleton’, and

although smaller, there are more vacuoles in an animal cell.

Lysosome

Lysosomes are vacuoles that contain enzymes and are formed from vesicles made by the golgi body.

They are used to break down work-out organelles (e.g. mitochondria), the chemicals released are

used to make new organelles or other needed products.

They are also used in the breakdown of cells of tissues during metamorphosis in insects and

amphibians (e.g. tails of tadpoles), as well as the membrane surrounding the ovum (egg) so sperm

can fertilise it.

Centriole

Found only in animal cells

Made of microtubules that form the spindle fibres needed for chromosomes to separate during

mitosis and meiosis.

Chloroplast

Large organelles found in leaf cells and cells in the outer layers of green stems (cells exposed to

light). They are the site of photosynthesis, where carbon dioxide and water are joined together to

become glucose. Mitochondria use this to produce energy in the cells.

Third page

Nucleus:

The nucleus is often called the control centre of the cell because it contains DNA, the genetic

material that organises ALL cell processes. DNA is scattered throughout the nucleus as chromatin

(looks like spaghetti), becoming chromosomes (chromatin condenses) just before the cell goes

through mitosis or meiosis.

Nucleolus:

Found inside the nucleus, where it produces ribosomal RNA (rRNA).

Cytoplasm:

Holds the organelles

Provides a medium for reactions in the cell to occur.

It is where many of the chemical reactions of the cell occur.

Cell wall:

Found in plant cells only, to provide structure for the cell. It also limits the cell volume, so it doesn’t

burst from having too much water in the cell etc. It is found outside the cell membrane. It is made of

cellulose which is a type of sugar.

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