Basic Productivity Tools (BPT)

Lesson Idea Name: Cell Structure and Cell Organelles

Content Area: Life Science- Cells
Grade Level(s): 7th grade
Content Standard Addressed: S7L2. Obtain, evaluate, and communicate information to describe how cell
structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

Technology Standard Addressed: Basic Productivity Tool

Selected Technology Tool: PowerPoint with Narration

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Universal design for Learning could be addressed with this lesson by
supporting visually impaired students and hearing impaired students. If a student is visually impaired and an
image is too small in a book or even in a microscope to see what a cell looks like along with its organelles, this
PowerPoint may be able to aid in a better understanding in what they are learning. For students that may be
hard of hearing they have the opportunity to turn the volume up and listen with headphones or even read
closed caption on the presentation.

Lesson idea implementation: This project will be introduced with a picture of an animal cell and plant cell.
We will look at both cells and start discussing differences between the two, asking where they thing they are
found, why would a plant cell be different from an animal cell, why an animal cell would have more “things”
inside the cell? After this discussion, I would introduce the project by the project. By this, I mean I would
introduce their narrated PowerPoint project with a narrated PowerPoint. Each student will be placed in pairs
for the project; their assignment is to create a PowerPoint of an animal cell with a brief explanation of what it
is and where they are found (even though it may be obvious where they are found). The students will also be
expected to include examples/pictures of all the organelles/structures of an animal cell with an explanation of
each function and why that may be helpful to the cell. The last part of the presentation is going to include a
compare, contrast between, animal cell and a plant cell. Creating the project should take two days in class to
complete. Presentations should take about a day in a half, and then part of the next day will be the conclusion
day for a recap and questions to clear up confusion. The time should take altogether 4 days.

The final product is considered differentiate learning because the students have information and 1 tool to be
used, but how they go about presenting, narrating, and structuring their PowerPoint is up to them. They
could sing, have a dialog, or be characters for their narration. The students could even put it together like a
storybook. Higher order thinking is addressed in this project because the students need to understand the
function of each organelle and why that is important to the cell. Each organelles function is for a purpose, and
to be built upon in future lesson. The students will have a rubric that I will be using during the presentation
with an area for personal feedback.

Spring 2018_SJB
 Basic Productivity Tools (BPT)
Reflective Practice: I feel like this lesson could influence students learning by making it more autonomous.
Giving them criteria to follow, then allowing the students to use their creativity to best present the
information. There could have been more technology incorporated with in this unit. There could have been a
video that could have been shown to represent each of the functions of the organelles, or one that goes into
the cell from large and slowly moves in to the smaller areas with explanations. There could have even been
slides and matching that the students could have participated in.

Spring 2018_SJB