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PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
REVIEW :
In this meeting, the teacher will teach about cells, especially about its structures, function of each
part of cells’ organelles, and also the differences about animal’s and plant’s cells. From this learning
activity, it is expected that:
a) Students will be able to describe the characteristics of the cells in general.
b) Students will be able to mention the organelles which are contained in cells.
c) Students will be able to explain each function of organelles.
d) Students will be able to distinguish the differences between animal’s and plant’s cells.
To explore the concept, the teacher will use several teaching tools to visualize some concepts in
order to facilitate the students in learning process. The tools that will be used are:
1) Question-cards :
to guide the students to achieve learning outcomes in structured.
For example, in first outcome it is known that “students should be able to describe the
characteristics of the cells in general”. To guide the students to achieve that learning
outcome, the question card will be provided with question:
“WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS
CELL?”
(other questions related to the students’ learning outcomes will be provided in the question
cards and will be opened in structured).
2) Clue-cards:
To give students some hints in order to guide them to get to know the concept.
For example, from question-card that asks:
“WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS
CELL?” , the clue-cards will give hints to students to find out the right answers such as:
-Unicellular
- Multicellular
-Microscope
-Cellula (Latin) : the smallest room
-Robert Hooke
-etc
(Those clue-cards have purpose to guide the students to find out the right answer by
themselves. So that teacher will not tell the students directly, but only gives those hints to
build students’ thinking skill)
3) Models of animal’s and plant’s cells from Styrofoam and its labelling
As a media for the students to observe and visualize the animal’s and plant’s cells in 3D
shape. This media will also facilitate the students to find out the differences between
animal’s and plant’s cells (toothpick-labelling)
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
4) Supporting Tools such as:
- Ball :
to support learning activity in giving opportunity to the students to answer question cards
randomly
- Organelles function raffle box:
To guide the students to find out the function of each organelles in cells.
- Video:
Short duration video will be provided as an introduction to the topic.
- Poster
To support learning activity and give some hints to the students to visualize and imagine
some concepts
Hopefully, those teaching tools will facilitate the students and help the students to learn about the
concepts in an interesting way. So, that the students will eventually master the concept well.
In this topic, mixed method will be used by the teacher. The phases of teaching-learning activity are:
1) Introduction : using video
2) Teaching the characteristics of cells: using question-cards, hint-cards, and poster
3) Teaching the composition of cells: using question-cards, hint cards
4) Teaching the function of cells: using organelles function raffle box and organelles’ functions
worksheet in envelope
5) Teaching animal’s and plant’s cells: using models of animal’s and plant’s cells from
Styrofoam and animal’s and plant’s cells’ diagram & students’ presentation
In the last session, ones of the students will be asked to give a conclusion as a review of the
learning concepts about cells (especially some important concepts that are necessary for the
students).
MEDIA :
Models of animal’s and plant’s cells from Styrofoam and its toothpick-labelling
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
Clue-Cards
Question-Cards
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
RESOURCES & REFERENCES :
 Student academic book:
 Trusted education web site (not blog)
 Youtube
 Pinterest
Educational Video
Organelles Function
Raffle Box
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
MATERIALS :
which
which which
and contains
consistsof
CELL
Unicelullar
Multicelullar
Bacteria, Amoeba, Paramecium, and Euglena
Human, animal, and Plant
The term of cell was developed by Robert Hooke in 1665
The size of cell is very small so that it can only be visible if it’s
observed using a microscope (light and electron microscope)
Cell  Cellula(Latin)  Small room The smallestfunctional unit
whichformthe body of livingorganism
Tissues Organs Organ systems
Organism
Nucleus Cytoplasm Cell Surface Membrane
Controls cell
activities
Chromatin
Surround the nucleus and is
where almostmost cell activities
Mitochondria (sites of energy release)
Golgi apparatus (stores and modifies
substance
Endoplasmic reticulum (Rough RE &
Smooth RE)
Ribosomes (involved
in protein synthesis)
Vacuoles (contain
water&food substance)
Choloroplasts (in
plant cells)
Centrioles (in animal
cells)
Is the partially permeable, outer
covering enclosing the cytoplasm.
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
Animal’s and Plant’s Cells
The Differences between Animal’s and Plant’s Cells
Cell wall absent Cell wall present
Chloroplasts absent Chloroplasts present
Centrioles present Centrioles absent
Vacuoles are small and many A large vacuole
OBJECTIVES :
 Students should be able to describe the characteristics of cell
 Students should be able to describe the structure of the cells and its functions
 Students are able to distinguish the differences between plant's and animal’s cells
TEACHING PROCESS:
Program and Activities Time Method
1. Opening
.
5
Minutes
-First of all, the teacher greets the
students. (Good morning students,
how are you today? Before we begin
the class today, let’s start it with a
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
pray together.)
-Then, the teacher asks, “Do you
know what we are going to learn
today?”, when the students answer,
then the teacher says, “I have
something interesting for you to learn
as our topic today.”
-After that, the teacher shows a short
duration video (2 minutes) as an
introduction to the topic. And the
video is finished, then the teacher
asks again, “Now, can you guess the
topic we are going to learn today?”.
After the students answer, “We are
going to learn cells today, aren’t
we?”, then the teacher answers,
“Yes”.
-Then the teacher both writes and
mentions student’s learning outcomes
in green-board, and also spreads the
question-cards and clue-cards to the
students randomly, afterwards.
2. The Main Activities 50
Minutes
When it comes to the main activity, it
will be divided into three activities, to
reach those three students’ learning
outcomes.
1st learning outcome:
Students should be able to describe
the characteristics of cell
-Firstly, the student who owns the
question-card with code “1” will be
asked to open the envelope, see, and
read the question that is written in the
card. The question in envelope with
code “1” is:
“WHAT DO YOU KNOW
ABOUT CELLS? CAN YOU
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
PLEASE TELL US WHAT IS
CELL?”
-After the question has been read by a
student, then the teacher tell the rule
the students to answer the question.
The rule is:
The teacher will throw a ball to one
student (randomly), then that student
should answer the question based on
her/his prior knowledge. After
answering the question, she/he has to
throw the ball to another student, the
student who gets the ball, should also
answer the question based on her/his
prior knowledge about cell. That ball
will be thrown to five students, and
those five students must answer the
question from question-card code
“1”.
-After that, the teacher asks the
students who own clue-cards with
code “1A, 1B, 1C, 1D, 1E” to open
the envelopes and read the hint-
words. Those clue-cards consist of
hint-words of:
1A: Unicellular
1B: Multicellular
1C: Cellula (Latin)  The smallest
room
1D: Microscope
1E: Robert Hooke
(Those hint-words will be written by
the teacher in green-board as the
students mention them).
-Then the rule of the ball is repeated,
the ball will be thrown to one student,
and those students should build
her/his prior knowledge about cells
based on the hints given. They should
build her/his prior knowledge and
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
connect it to the hints-word. Those
hint-words are given to build
students’ thinking. Hopefully the
students will get the answer right by
themselves, without the teacher tells
them directly.
-To give a picture to students’ view,
then the teacher strengthen students’
knowledge by showing them posters
which consists of buildings. And
teacher will ask: “What are these
buildings built from?”
The students might answer, “Bricks,
sands, woods, cements, metals,
stones, and etc”. Then the teacher
gives them an analogy compared to
cells. The teacher can give an
analogy and tell the students that
buildings are similar with the body of
living organism. The teacher can
explain that the body of living
organism is also composed of some
elements, and the smallest unit of an
organism is a cell, and cells group
together will form tissues; tissues
then form organs; organs will form
organ systems, and finally organ
systems will form an organism.
(Those explanation can be written
also in green-board by the teacher).
Also the teacher can add the concept
related to the hint-words, if there’s
any misconception occur (known
from students’ answer) or just
strengthen the prior knowledge that is
had by the student.
Move to the second learning
outcome, students will find different
activity, with the same question-cards
and clue-cards method.
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
2nd learning outcome:
Students should be able to describe
the structure of the cells and its
functions
- Firstly, the student who owns the
question-card with code “2” will be
asked to open the envelope, see, and
read the question that is written in the
card. The question in envelope with
code “2” is:
“Do you know? What does a
cell consist of? What are their
functions?”
-Then, the teacher will draw a chart
in green-board. And explain the rules,
that the words that will come out
from clue-cards should be put in the
chart sequentially.
-For next, the students who own the
clue-card with code “2A, 2B, and
2C” will be asked to open the
envelope, see, and put them in the
chart sequentially.
-Then, the students who own the
clue-card with code “2A-1; 2B-1; 2B-
2; 2B-3; 2B-3.1; 2B-3.2; 2B-4; 2B-5;
2B-6; 2B-7” will be asked to open the
envelope, see, and put them in the
chart sequentially. The hints words in
clue-cards with codes above
(sequentially) are:
2A: N_cl_us (Refers to neucleus)
2B: C_t_plas_ (Refers to
cytoplasm)
2C: Cell S_rface M_mbr_ne
(Refers to cell surface membrane)
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
2A-1: Chr_m_tin (Refers to
chromatin)
2B-1: Mito_h_nd_ia (refers to
Mitochondria)
2B-2: G_lgi Ap_ar_t_s (refers to
golgi apparatus)
2B-3: E_dopl_sm_c R_t_cul_m
(Refers to Endoplasmic Reticulum)
2B-3.1: Ro_gh RE (Refers to
Rough RE)
2B-3.2: Sm_oth_RE (Refers to
Smooth RE)
2B-4: R_b_s_m_s (Refers to
ribosomes)
2B-5: V_c_ol_s (Refers to
Vacuoles)
2B-6: Cholor_pl_sts (Refers to
Chloroplasts)
2B-7: C_nt_ioles (Refers to
Centrioles)
The students who get those hint-
words also must fill those “missed-
alphabets” to build the right
word/answer. For example, if a
student gets the hint-word of:
C_nt_ioles
They must fill the“missed-aphabet”
with “e” and “r” to build the right
answer.
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
-After they have answered all the
hint-words activity above, then they
have to open another clue-card, with
“2D” code.
In 2D clue-card, there is a hint
written such as follow:
“Find out those organelles’
functions now! Each student has to
grab a card in “the raffle box”, find
the function of the organelle that is
written in your card from your text
book!”
-Each student will get one organelle,
they have to fill the blank sheet on
the card with the information about
its function in 3 minutes.
-After it has been finished, then the
teacher will give Organelles’
functions worksheet in envelope.
That worksheet has a role as one of
individual’s assessment for each
student. This worksheet will ask the
students to find out ALL organelles’
functions which are found in
“Organelles’ functions raffle box”.
To fill this worksheet, students
should communicate to their peers, to
find out all of the answers.
(This can be asked as home-work
since it takes much time to conduct
the activity and there will be another
activity while the time provided is
limited. The assignment will be
assessed next meeting).
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
Move to the third learning outcome,
students will find another different
activity, with the same question-cards
and clue-cards method.
3rd learning outcome:
Students are able to distinguish the
differences between plant's and
animal’s cells
- In this session, student who owns
the question-card with code “3” will
be asked to open the envelope, see,
and read the question that is written
in the card. The question in envelope
with code “3” is:
“Do you know the differences
between animal’s and plant’s
cells? Can you please
distinguish the differences
between them?”
-To answer the question, all of the
students will be divided into two big
groups. The models of animal’s and
plant’s cells from Styrofoam will be
given to each group to be observed.
The will also have to label each
organelles with the tools that have
been provided by the teacher
(toothpick-labelling). In this activity
the teacher will also make the table
that should be filled by each group,
related to the characteristics in
animal’s and plant’s cells and the
differences between them. And in the
end, each group has to present their
work in front of the class, in order to
give information to another group
who has different kind of cell.
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
-For evaluation, the teacher will
spread the animal’s and plant’s cell
diagram for each student, and they
have to fill it.
3. Closing 5
Minutes
In the last session, ones of the
students will be asked to give a
conclusion about the cell concept that
has been learnt today. The teacher
will ask the student with a question:
“Students, what have we learnt
today?”
One or two of the students must
review about the concept what they
think they get today. And the teacher
will end the session by concluding
the important concept that is
necessary for the students. Also the
teacher will remind the students to do
the assignment for next week
(Organelles’ functions worksheet in
envelope).
The class will be ended by praying
together as how it began.
EVALUATION :
Teacher will give some worksheets to recognize students’ understanding. The worksheets that will
be used are:
- Organelles’ functions worksheet in envelope:
As one of individual’s assessment for each student. This worksheet will ask the students
to find out all organelles’ functions which are found in “Organelles’ functions raffle
box”. To fill this worksheet, students should communicate to their peers, to find out all of
the answers. (This can be asked as home-work since it takes much time to conduct the
activity and will be assessed next meeting).
- Animal’s and Plant’s diagram:
This worksheet will ask the students to distinguish the differences between animal’s and
plant’s cells in diagram. This can determine students’ understanding from learning
activity which has been done.
PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS
LESSON PLAN
TOPIC ORGANIZATION OF LIFE DATE Oct 15th
2014
SUBTOPIC CELLS (STRUCTUREAND FUNCTION)
GRADE/DURATION 8 / 2 x 30
MINUTES
ENERGY
WORKSHEET
Bandung, ………………..2014
Approved by
Education Coordinator
SMP-SMA PRIBADI BANDUNG
……………………………………..
Science Teacher
……………………………..
- Students’ presentations
In this activity, students will be asked to present their work in group. The presentation is
about the animal’s and plant’s cell and the differences between them. Each group has to
show their model of cell and explain each part and also tell the class about “what the
cells have and what the cell don’t have”.
GLOSSARY
Cells, Cells’ structures, organelles, organelles’ function, animal’s cells, plants’ cells

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lesson plan skeletal system peer teaching

  • 1. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY REVIEW : In this meeting, the teacher will teach about cells, especially about its structures, function of each part of cells’ organelles, and also the differences about animal’s and plant’s cells. From this learning activity, it is expected that: a) Students will be able to describe the characteristics of the cells in general. b) Students will be able to mention the organelles which are contained in cells. c) Students will be able to explain each function of organelles. d) Students will be able to distinguish the differences between animal’s and plant’s cells. To explore the concept, the teacher will use several teaching tools to visualize some concepts in order to facilitate the students in learning process. The tools that will be used are: 1) Question-cards : to guide the students to achieve learning outcomes in structured. For example, in first outcome it is known that “students should be able to describe the characteristics of the cells in general”. To guide the students to achieve that learning outcome, the question card will be provided with question: “WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS CELL?” (other questions related to the students’ learning outcomes will be provided in the question cards and will be opened in structured). 2) Clue-cards: To give students some hints in order to guide them to get to know the concept. For example, from question-card that asks: “WHAT DO YOU KNOW ABOUT CELLS? CAN YOU PLEASE TELL US WHAT IS CELL?” , the clue-cards will give hints to students to find out the right answers such as: -Unicellular - Multicellular -Microscope -Cellula (Latin) : the smallest room -Robert Hooke -etc (Those clue-cards have purpose to guide the students to find out the right answer by themselves. So that teacher will not tell the students directly, but only gives those hints to build students’ thinking skill) 3) Models of animal’s and plant’s cells from Styrofoam and its labelling As a media for the students to observe and visualize the animal’s and plant’s cells in 3D shape. This media will also facilitate the students to find out the differences between animal’s and plant’s cells (toothpick-labelling)
  • 2. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY 4) Supporting Tools such as: - Ball : to support learning activity in giving opportunity to the students to answer question cards randomly - Organelles function raffle box: To guide the students to find out the function of each organelles in cells. - Video: Short duration video will be provided as an introduction to the topic. - Poster To support learning activity and give some hints to the students to visualize and imagine some concepts Hopefully, those teaching tools will facilitate the students and help the students to learn about the concepts in an interesting way. So, that the students will eventually master the concept well. In this topic, mixed method will be used by the teacher. The phases of teaching-learning activity are: 1) Introduction : using video 2) Teaching the characteristics of cells: using question-cards, hint-cards, and poster 3) Teaching the composition of cells: using question-cards, hint cards 4) Teaching the function of cells: using organelles function raffle box and organelles’ functions worksheet in envelope 5) Teaching animal’s and plant’s cells: using models of animal’s and plant’s cells from Styrofoam and animal’s and plant’s cells’ diagram & students’ presentation In the last session, ones of the students will be asked to give a conclusion as a review of the learning concepts about cells (especially some important concepts that are necessary for the students). MEDIA : Models of animal’s and plant’s cells from Styrofoam and its toothpick-labelling
  • 3. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY Clue-Cards Question-Cards
  • 4. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY RESOURCES & REFERENCES :  Student academic book:  Trusted education web site (not blog)  Youtube  Pinterest Educational Video Organelles Function Raffle Box
  • 5. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY MATERIALS : which which which and contains consistsof CELL Unicelullar Multicelullar Bacteria, Amoeba, Paramecium, and Euglena Human, animal, and Plant The term of cell was developed by Robert Hooke in 1665 The size of cell is very small so that it can only be visible if it’s observed using a microscope (light and electron microscope) Cell  Cellula(Latin)  Small room The smallestfunctional unit whichformthe body of livingorganism Tissues Organs Organ systems Organism Nucleus Cytoplasm Cell Surface Membrane Controls cell activities Chromatin Surround the nucleus and is where almostmost cell activities Mitochondria (sites of energy release) Golgi apparatus (stores and modifies substance Endoplasmic reticulum (Rough RE & Smooth RE) Ribosomes (involved in protein synthesis) Vacuoles (contain water&food substance) Choloroplasts (in plant cells) Centrioles (in animal cells) Is the partially permeable, outer covering enclosing the cytoplasm.
  • 6. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY Animal’s and Plant’s Cells The Differences between Animal’s and Plant’s Cells Cell wall absent Cell wall present Chloroplasts absent Chloroplasts present Centrioles present Centrioles absent Vacuoles are small and many A large vacuole OBJECTIVES :  Students should be able to describe the characteristics of cell  Students should be able to describe the structure of the cells and its functions  Students are able to distinguish the differences between plant's and animal’s cells TEACHING PROCESS: Program and Activities Time Method 1. Opening . 5 Minutes -First of all, the teacher greets the students. (Good morning students, how are you today? Before we begin the class today, let’s start it with a
  • 7. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY pray together.) -Then, the teacher asks, “Do you know what we are going to learn today?”, when the students answer, then the teacher says, “I have something interesting for you to learn as our topic today.” -After that, the teacher shows a short duration video (2 minutes) as an introduction to the topic. And the video is finished, then the teacher asks again, “Now, can you guess the topic we are going to learn today?”. After the students answer, “We are going to learn cells today, aren’t we?”, then the teacher answers, “Yes”. -Then the teacher both writes and mentions student’s learning outcomes in green-board, and also spreads the question-cards and clue-cards to the students randomly, afterwards. 2. The Main Activities 50 Minutes When it comes to the main activity, it will be divided into three activities, to reach those three students’ learning outcomes. 1st learning outcome: Students should be able to describe the characteristics of cell -Firstly, the student who owns the question-card with code “1” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “1” is: “WHAT DO YOU KNOW ABOUT CELLS? CAN YOU
  • 8. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY PLEASE TELL US WHAT IS CELL?” -After the question has been read by a student, then the teacher tell the rule the students to answer the question. The rule is: The teacher will throw a ball to one student (randomly), then that student should answer the question based on her/his prior knowledge. After answering the question, she/he has to throw the ball to another student, the student who gets the ball, should also answer the question based on her/his prior knowledge about cell. That ball will be thrown to five students, and those five students must answer the question from question-card code “1”. -After that, the teacher asks the students who own clue-cards with code “1A, 1B, 1C, 1D, 1E” to open the envelopes and read the hint- words. Those clue-cards consist of hint-words of: 1A: Unicellular 1B: Multicellular 1C: Cellula (Latin)  The smallest room 1D: Microscope 1E: Robert Hooke (Those hint-words will be written by the teacher in green-board as the students mention them). -Then the rule of the ball is repeated, the ball will be thrown to one student, and those students should build her/his prior knowledge about cells based on the hints given. They should build her/his prior knowledge and
  • 9. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY connect it to the hints-word. Those hint-words are given to build students’ thinking. Hopefully the students will get the answer right by themselves, without the teacher tells them directly. -To give a picture to students’ view, then the teacher strengthen students’ knowledge by showing them posters which consists of buildings. And teacher will ask: “What are these buildings built from?” The students might answer, “Bricks, sands, woods, cements, metals, stones, and etc”. Then the teacher gives them an analogy compared to cells. The teacher can give an analogy and tell the students that buildings are similar with the body of living organism. The teacher can explain that the body of living organism is also composed of some elements, and the smallest unit of an organism is a cell, and cells group together will form tissues; tissues then form organs; organs will form organ systems, and finally organ systems will form an organism. (Those explanation can be written also in green-board by the teacher). Also the teacher can add the concept related to the hint-words, if there’s any misconception occur (known from students’ answer) or just strengthen the prior knowledge that is had by the student. Move to the second learning outcome, students will find different activity, with the same question-cards and clue-cards method.
  • 10. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY 2nd learning outcome: Students should be able to describe the structure of the cells and its functions - Firstly, the student who owns the question-card with code “2” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “2” is: “Do you know? What does a cell consist of? What are their functions?” -Then, the teacher will draw a chart in green-board. And explain the rules, that the words that will come out from clue-cards should be put in the chart sequentially. -For next, the students who own the clue-card with code “2A, 2B, and 2C” will be asked to open the envelope, see, and put them in the chart sequentially. -Then, the students who own the clue-card with code “2A-1; 2B-1; 2B- 2; 2B-3; 2B-3.1; 2B-3.2; 2B-4; 2B-5; 2B-6; 2B-7” will be asked to open the envelope, see, and put them in the chart sequentially. The hints words in clue-cards with codes above (sequentially) are: 2A: N_cl_us (Refers to neucleus) 2B: C_t_plas_ (Refers to cytoplasm) 2C: Cell S_rface M_mbr_ne (Refers to cell surface membrane)
  • 11. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY 2A-1: Chr_m_tin (Refers to chromatin) 2B-1: Mito_h_nd_ia (refers to Mitochondria) 2B-2: G_lgi Ap_ar_t_s (refers to golgi apparatus) 2B-3: E_dopl_sm_c R_t_cul_m (Refers to Endoplasmic Reticulum) 2B-3.1: Ro_gh RE (Refers to Rough RE) 2B-3.2: Sm_oth_RE (Refers to Smooth RE) 2B-4: R_b_s_m_s (Refers to ribosomes) 2B-5: V_c_ol_s (Refers to Vacuoles) 2B-6: Cholor_pl_sts (Refers to Chloroplasts) 2B-7: C_nt_ioles (Refers to Centrioles) The students who get those hint- words also must fill those “missed- alphabets” to build the right word/answer. For example, if a student gets the hint-word of: C_nt_ioles They must fill the“missed-aphabet” with “e” and “r” to build the right answer.
  • 12. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY -After they have answered all the hint-words activity above, then they have to open another clue-card, with “2D” code. In 2D clue-card, there is a hint written such as follow: “Find out those organelles’ functions now! Each student has to grab a card in “the raffle box”, find the function of the organelle that is written in your card from your text book!” -Each student will get one organelle, they have to fill the blank sheet on the card with the information about its function in 3 minutes. -After it has been finished, then the teacher will give Organelles’ functions worksheet in envelope. That worksheet has a role as one of individual’s assessment for each student. This worksheet will ask the students to find out ALL organelles’ functions which are found in “Organelles’ functions raffle box”. To fill this worksheet, students should communicate to their peers, to find out all of the answers. (This can be asked as home-work since it takes much time to conduct the activity and there will be another activity while the time provided is limited. The assignment will be assessed next meeting).
  • 13. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY Move to the third learning outcome, students will find another different activity, with the same question-cards and clue-cards method. 3rd learning outcome: Students are able to distinguish the differences between plant's and animal’s cells - In this session, student who owns the question-card with code “3” will be asked to open the envelope, see, and read the question that is written in the card. The question in envelope with code “3” is: “Do you know the differences between animal’s and plant’s cells? Can you please distinguish the differences between them?” -To answer the question, all of the students will be divided into two big groups. The models of animal’s and plant’s cells from Styrofoam will be given to each group to be observed. The will also have to label each organelles with the tools that have been provided by the teacher (toothpick-labelling). In this activity the teacher will also make the table that should be filled by each group, related to the characteristics in animal’s and plant’s cells and the differences between them. And in the end, each group has to present their work in front of the class, in order to give information to another group who has different kind of cell.
  • 14. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY -For evaluation, the teacher will spread the animal’s and plant’s cell diagram for each student, and they have to fill it. 3. Closing 5 Minutes In the last session, ones of the students will be asked to give a conclusion about the cell concept that has been learnt today. The teacher will ask the student with a question: “Students, what have we learnt today?” One or two of the students must review about the concept what they think they get today. And the teacher will end the session by concluding the important concept that is necessary for the students. Also the teacher will remind the students to do the assignment for next week (Organelles’ functions worksheet in envelope). The class will be ended by praying together as how it began. EVALUATION : Teacher will give some worksheets to recognize students’ understanding. The worksheets that will be used are: - Organelles’ functions worksheet in envelope: As one of individual’s assessment for each student. This worksheet will ask the students to find out all organelles’ functions which are found in “Organelles’ functions raffle box”. To fill this worksheet, students should communicate to their peers, to find out all of the answers. (This can be asked as home-work since it takes much time to conduct the activity and will be assessed next meeting). - Animal’s and Plant’s diagram: This worksheet will ask the students to distinguish the differences between animal’s and plant’s cells in diagram. This can determine students’ understanding from learning activity which has been done.
  • 15. PASIAD INTEGRETED SCIENCEDEPARTEMENT CELLS LESSON PLAN TOPIC ORGANIZATION OF LIFE DATE Oct 15th 2014 SUBTOPIC CELLS (STRUCTUREAND FUNCTION) GRADE/DURATION 8 / 2 x 30 MINUTES ENERGY WORKSHEET Bandung, ………………..2014 Approved by Education Coordinator SMP-SMA PRIBADI BANDUNG …………………………………….. Science Teacher …………………………….. - Students’ presentations In this activity, students will be asked to present their work in group. The presentation is about the animal’s and plant’s cell and the differences between them. Each group has to show their model of cell and explain each part and also tell the class about “what the cells have and what the cell don’t have”. GLOSSARY Cells, Cells’ structures, organelles, organelles’ function, animal’s cells, plants’ cells