SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Cell Nucleus and Mitochondria

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A1
-Describe the common characteristics of life.
-Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic
organisms.
-Explain that some structures in eukaryotic cells developed from early prokaryotic cells (e.g., mitochondria,
chloroplasts)

BIG IDEAS/ESSENTIAL QUESTIONS:

-How can the cell be the basic unit of life?

-What is the cell?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

1.) After completing the lesson students will be able to explain the functions of the nucleus, nucleolus,
ribosomes, centrioles, and mitochondria with 80% accuracy.
2.) After completing the lesson, the students will be able to trace the path of a ribosome without error,
3.) After completing the class students will be able to identify whether a muscle cell would have more or
less mitochondria than other cells, without error.

MATERIALS:
- Guided Note Packet
- Pencil
- Projector
- White Board
- PowerPoint

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Show students there ager plates from the day before to see what bacteria were growing in their
masks
-Explain to the students that the bacteria was nonpathogenic and that it just meant that the masks
were doing their job
-Collect the plates back and put them back into the refrigerator
-This will take the place of the bellringer for todays lesson, so have the students put an x for the
day
-Ask students if they know what organelle controls the cell and is like the cell’s brain?
-Call on a volunteer or tell them that it’s the nucleus

BODY (Bulleted step by step/differentiation must be included)

-Begin the notes where you left off

-The first slide is the nucleus.
-Read through each slide and have students fill in each word that is a blank.
-Along with the notes say the following things for each slide:
-Slide 23: emphasize the nuclear pores and explain that they are holes that ribosomes
pass through
 -Slide 24: emphasize that the nucleolus does not control the cell, and the only reason that
it resides in the nucleus is because it needs to be around a lot of RNA
-Slide 25: it’s a picture, so highlight the course of the ribosome (made in the nucleolus,
move through the nuclear envelope through the pores, and land on the RER)
-Slide 26: Mention how centrioles are one of the biggest mysterious in science
-Slide 27: Explain that mitochondria are more numerous in muscle cells and why.
-Slide 28: Explain the christae and why they increase the amount of reactions with sa.
-Slide 29: Point out the folds and how they increase the surface area.
-Slide 30: Give the percentages of the RNA to protein ratio in the ribosome (60:40)

CLOSURE (Wrap up and brief summary):

-With 5 minutes left make sure to stop and pass out an exit ticket.
-Exit ticket will be turned in as the students walk out.
-Questions on exit ticket will be:
-What is the function of the nucleus and the nucleolus?
-Explain the path of the ribosome.
-How well do you feel you understand the lesson? (scale of 1-10)
-Dismiss students and collect exit slip.

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The exit ticket will access how well the students met the objectives and the lesson in general. It will be
graded for completion with the rest of the exit tickets and bell-ringers for a 5 point grade at the end of the week.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a