| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Biology |
| What topic | Cell organelles |
| What length (min) | 70 |
| What age group | Year or Grade 8 |
| Class size | 26 |
| What curriculum | Australian version 9 |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Cell Organelles
Year 8
Biology
26 students
70 minutes
Aligned with the Australian Curriculum Year 8 Science framework.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 10 mins | Introduce the topic of cell organelles; discuss what students already know about cells. Use a short video. |
| 2 | Direct Instruction | 15 mins | Present information on major organelles (nucleus, mitochondria, chloroplasts, etc.) using slides. |
| 3 | Group Activity | 20 mins | Divide students into small groups; provide prepared slides for microscopic examination and worksheet for labeling. |
| 4 | Class Discussion | 10 mins | Bring students back together to discuss their findings; compare plant vs animal cells. |
| 5 | Individual Practice | 10 mins | Provide a worksheet for individual practice on organelles, where students label diagrams and answer questions. |
| 6 | Review and Questions | 5 mins | Answer any lingering questions; recap key points of the lesson. |
| 7 | Homework Assignment | 5 mins | Distribute handouts for homework; ask students to research one cell organelle and prepare a short paragraph about it. |
"Good morning, everyone! Today, we’re going to explore a fascinating topic in biology: cell organelles. Before we dive in, I’d like to start with a question: What do you already know about cells? Take a moment to think about it.
Now, let's watch a short video that introduces us to cell organelles.”
[Play the short video on cell organelles.]
“Great! That gives us a good overview of what we’ll be discussing today. Can anyone share something interesting they learned from the video?”
“Now that we have a general idea, let’s get into the details. I will present some key organelles found in both plant and animal cells.
[Click on the presentation slides.]
First, we have the nucleus. It is often referred to as the control center of the cell. Can anyone tell me what function the nucleus serves?
[Wait for responses, then continue.]
Exactly! The nucleus houses our DNA and coordinates the cell’s activities, like growth and reproduction.
Next, let’s talk about mitochondria, the powerhouse of the cell. Do you know what energy conversion takes place here?
[Encourage responses.]
Correct! Mitochondria convert glucose into adenosine triphosphate (ATP), which cells use for energy.
Now on to chloroplasts! These organelles are responsible for photosynthesis in plant cells. What do we think chloroplasts require to perform their function?
[Wait for answers.]
Yes, they need sunlight!
I’ll quickly summarize: we’ve covered the nucleus, mitochondria, and chloroplasts. There are more organelles, but we will explore these in our group activity.
Let’s move on!”
“Now it’s time for our group activity! I will divide you into small groups of 4 to 5 students. Each group will receive prepared slides of plant and animal cells, as well as a worksheet for labeling the organelles you see under the microscope.
[Distribute prepared slides and worksheets.]
As you examine the slides, I want you to focus on identifying the key organelles we just discussed. Make sure to record your observations on the worksheet!
You'll have 20 minutes for this activity. I’ll be walking around to assist if you have questions. Ready? Let’s start!”
“Okay, everyone! Let’s bring it back together and discuss what you found. Each group, please share one organelle you identified and any unique characteristics that differentiate plant from animal cells.
[Encourage student participation.]
Excellent observations! I love how some of you noticed the presence of chloroplasts only in plant cells.
Can someone tell me why that’s important for plants?”
[Encourage discussion about photosynthesis and energy conversion.]
“Great insights! This differentiation between plant and animal cells is crucial for understanding how living organisms function.”
“Now, it’s your turn for some individual practice. I’m handing out a worksheet that contains diagrams of various cell organelles. On this worksheet, you'll label the organelles and answer some questions.
[Distribute worksheets.]
Take 10 minutes to complete this. If you have any questions or need help, don’t hesitate to ask!”
“Let’s wrap up! I’d like to take the last 5 minutes to answer any lingering questions. What parts of today’s lesson were most helpful to you?
[Encourage a few questions and summarize the key points discussed.]
To conclude, we’ve covered the structure and functions of important organelles and highlighted the differences between plant and animal cells.
Remember these key points for our next lesson!”
“Finally, I have a homework assignment for you. I will distribute handouts with instructions. Please choose one cell organelle to research and prepare a short paragraph about its structure and function.
This will be collected at the beginning of our next lesson.
[Distribute handouts.]
Make sure to really dive into the details because your findings will enrich our discussions.
Thank you for your participation today! I’m looking forward to seeing what you come up with for homework!”
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students sitting} | - Introduction to cell organelles |
| - What do you know about cells? | ||
| - Watch a video on cell organelles | ||
| 2 | {Image: A screenshot of the cell organelles video} | - Overview of cell organelles presented in the video |
| - Share something interesting learned from the video | ||
| 3 | {Image: Diagram of a nucleus} | - Key organelle: Nucleus |
| - Control center of the cell | ||
| - Contains DNA, coordinates cell activities | ||
| 4 | {Image: Diagram of mitochondria} | - Key organelle: Mitochondria |
| - Powerhouse of the cell | ||
| - Converts glucose to ATP for energy | ||
| 5 | {Image: Diagram of chloroplasts} | - Key organelle: Chloroplasts |
| - Responsible for photosynthesis in plants | ||
| - Requires sunlight to function | ||
| 6 | {Image: Prepared slides of cells} | - Group activity setup |
| - Small groups of 4-5 students | ||
| - Examine slides and identify organelles | ||
| 7 | {Image: Students working in groups} | - Focus on identifying key organelles |
| - Record observations on worksheets | ||
| - 20 minutes for the activity | ||
| 8 | {Image: A group discussion in class} | - Class discussion recap |
| - Share one identified organelle | ||
| - Discuss unique characteristics of plant vs. animal cells | ||
| 9 | {Image: A student pointing to a chloroplast} | - Importance of chloroplasts in plants |
| - Discussion on photosynthesis and energy conversion | ||
| 10 | {Image: A worksheet with cell diagrams} | - Individual practice setup |
| - Label organelles on the worksheet | ||
| - Answer related questions | ||
| 11 | {Image: Students working on worksheets} | - 10 minutes for individual practice |
| - Reminder to ask for help if needed | ||
| 12 | {Image: A student raising their hand} | - Review and questions |
| - Recap of key points discussed | ||
| - Importance of organelles in understanding cellular function | ||
| 13 | {Image: A homework assignment sheet} | - Homework assignment overview |
| - Research one cell organelle | ||
| - Prepare a short paragraph on its structure and function | ||
| 14 | {Image: A student studying} | - Emphasis on detailed research |
| - Contributions to future class discussions | ||
| 15 | {Image: A thank you card} | - Thank you for participation |
| - Looking forward to homework results |