Cell Organelles

Scroll and Explore Implementation Suggestions

Written by Jim Lane; Mahtomedi High School; Minnesota, USA

Prior to using this narrative, have learners create their own model of a cell in their notebooks using whatever background information or experience they might have. While exploring the narrative, learners will improve their models and add structures and functions that might not have been included in their original model. Encourage reflection about how their models have been improved or modified and how those differences affect our ability to communicate cell structure and function.

Questions to consider:

  • How is vesicle formation and transport included in the model?
  • How is the cytoskeleton illustrated?
  • How might motion or movement of different components be illustrated?
  • How are relationships or interactions between different organelles illustrated? 
  • What is missing from this model?

Evaluating different models helps learners better appreciate and understand the nuanced structure and function of the cell and the variability and complexity of each organelle.  Have each learner share their model in small groups or with the larger class. Challenge learners to identify strengths and limitations for each model and identify opportunities to improve their own model.

Questions to consider while sharing models:

  • What is missing from the model?  
  • How might it be improved? 
  • When might the model be most useful to use and for what purpose?

Encourage learners to explore the following resources to compare and contrast to their improved models.  What new structures and/or functions might they add to further revise and improve their model? 

To extend and apply their improved models challenge learners to create a totally new model to illustrate and communicate the dynamic nature and function of the cell as illustrated in the narrative. Challenge individuals or small groups create a dynamic movable model of the different organelles and cell structures that emulate the real movement, function, and dynamic nature of each structure.  As a further challenge, have them collaborate to integrate their structures together. Keep in mind that a “model” does not have to be a physical object. For example, this task could be completed through dance or movement with the students acting out the different structures and functions and then working together to illustrate the larger process.  Challenging students to apply their models and modeling in this new context allows for extension and application of their understanding and ultimately even more questions and opportunities to learn.  

Suggested processes for dynamic modeling:

  • Protein synthesis and processing to different parts of the cell
  • Vesicle formation and transport within the cell 
  • Changes in cell shape or size through the building or breaking of cytoskeleton
  • Lipid synthesis and transport to various membrane-bound organelles
  • Endosome transport from the Golgi or Plasma Membrane to the Lysosome

Using animated or active models in conjunction with illustrations encourages students to transfer their understanding to make sense of their observations and build a more robust cognitive model and appreciation for the complexity of life at the cellular level.