Tonishia Nichols
EMA 513
RIO 3
I. Readiness
Teacher Readiness
Title: Similarities and differences between mitochondria and chloroplasts
Grade Level: 9/10
Content Area: Biology
Course: Biology
State Standards:
F.12.1 Evaluate the normal structures and the general and special functions of cells in
single-celled and multiple-celled organisms
F.12.2 Understand how cells differentiate and how cells are regulated
Learning Objectives: Students Will:
• Explain the physical structure and function of chloroplasts and mitochondria
• Identify similarities and differences between mitochondria and chloroplasts
• Complete a Venn diagram properly
Summative Assessment
Give students a short quiz to take home for homework on the structure of mitochondria
and chloroplast. Students will draw each organelle, labeling all components. Students
will then compare and contrast mitochondria and chloroplast.
Materials Needed
• Biology Textbook
• Large Poster Paper
• Markers
Student Readiness
Engagement Strategy: Show students “Inner life of a cell” BioVisions video. This will
show students what the inside of a cell looks like and how busy and complicated it
actually is. The video eventually shows mitochondria. We will stop there and discuss
what students think the structure is (many of them already have prior knowledge on
cell structures).
Statement of Purpose: Today we will be looking specifically at the powerhouses of
eukaryotic cells- mitochondria in animals and chloroplasts in plants. Without these
structures, we would not be alive. Chloroplasts create energy for plants to grow which
provides us with food. Then our mitochondria use the energy we ingest and turn it into
usable cellular energy. This energy then drives all the processes that keep us alive. These
structures, though structurally very different, are functionally very similar and by the end
of lesson you should be able to understand why that is.
II. Input
Instruction
• Explain directions for the first part of the day’s activity
• Read and take Cornell notes on mitochondria if in rows 1,3,5
• Read and take Cornell notes on chloroplasts if in rows 2, 4, 6
• Work with table partners
Modeling
• Review proper Cornell note-taking etiquette
• Read aloud two sentences of text on ribosomes
• Write notes on a Cornell note worksheet, properly using the information from the
ribosome sentences while projecting it with a document camera
• Identify specifically (and physically show) the passages students will read on
mitochondria or chloroplasts via the document camera
Guided Practice
• Call on students to explain the directions for the activity
• Allow students 10 minutes to read through book section and take Cornell notes in
their notebooks
• Have students take 2 minutes to compare notes with their partner, adding anything
they may have missed
• Walk around room observing students‘ progress
Formative Assessment
• Survey each student’s notes during guided practice to make sure they are taking
notes properly
• Ask students to add anything they might have missed in their reading
Modeling
Modification: Students with memory deficiencies will receive Venn diagrams with prompts
written into their diagrams. These prompts will help students remember what needs to go in each
section of the Venn diagram
• Present a completed Venn diagram to students
• Explain the significance of the overlapping sections of the circles as well as the
significance of the remaining portions of the circle
Guided practice
• Complete a Venn diagram comparing the smooth endoplasmic reticulum to the
rough endoplasmic reticulum
• Place all the of similarities in the section of the diagram where the circles overlap
and the differences where the circles stand alone
• Compare the Venn diagram completed by the whole class to the Venn diagram they
will complete on Chloroplasts and Mitochondria in small groups.
Formative Assessment
• Have table partners team up with the students at the table nearest them (Row 1 pairs
with 2, 3 with 4, and 5 with 6) and have the groups complete a Venn diagram
comparing chloroplasts and mitochondria.
• Complete Venn diagram on a large piece of poster paper
• Walk around and talk with each team of students to ensure that they are completing
and understanding the directions
Instruction
• Clarify any misconceptions or re-teach concept if necessary
II. Output
Summative Assessment
Give students a short quiz to take home for homework on the structure of mitochondria
and chloroplast. Students will draw each organelle, labeling all components.
Students will then compare and contrast mitochondria and chloroplast
Modification: Students with memory deficiencies with receive a word bank with their
homework. The word bank will help those students when labeling the organelles
Closure
Give students three minutes to complete a quick-write, which will include the words:
Mitochondria, Chloroplast, DNA, Membrane, and Energy.