Unit Title: The Cell, Unit 3 – Structure, contents,
function, transmission and
importance
of each organelle.
Biology 1A
9th/10th Grade
Length: 8 days during 58 min classes
Unit 1(Ecology), Unit 2(Biodiversity), Unit 4(Reactions)
Class Information
Number of students: Ranges from 40-44 students per class
Demographic: 14 male, 28 female. Ethnic background consists of 25 Hispanic, 12
Caucasian, 4 African American, 1 Asian.
2 students are EL at CELDT level 4 and one student has a 504 plan for
hearing impairment. All students can
read and write at grade level or a little below.
Class Information
Readiness Level:
·
Most of the students are reading at or just
below the 9th grade level but their individual penmanship is
lacking.
Learning Profiles:
·
Throughout the class, most of the students seem
to be visual and auditory learners. They
respond well to hearing about information at the same time they are seeing
it. They are socially adapted to each
other and do well with kinesthetic learning, mostly during lab activities. For my EL students and the one with a 504
need instruction and information in a variety of ways to acquire content.
Interests:
·
Variety of interests throughout the class. Several football players and
cheerleaders. Some are in math and
gaming clubs while others are involved with student politics. Observing many of
them at lunch, they are very social and seem to get along with each other in the
class.
Individual Student
Information
·
Carlos: Hispanic,
10th grade. Has been in the
states since 5th grade and currently scores at CELDT 4 and is early
advanced. He works hard and has brought
his grades up over the years and is currently doing well in most of his
classes. He still has problems with
vocabulary within Biology. Only information
on his family is that he is the only one that speaks English fluently and that
he lives in high gang area. He is
passionate about soccer and U.S. History and if he cannot be a professional
soccer player then he wants to teacher U.S. History.
·
Alleta: Hispanic,
9th grade. Good student and
works hard. She struggles with Biology
and has poor reading comprehension but is an overall good writer. Although she has had Biology before she says
she does not remember much. She is very
social, works well in group activities and is a cheerleader and wants to
cheerlead when she goes to college as well.
·
Oriene: Caucasian, 9th grade. Great girl with hearing impairment in one
ear. She is an overall good student but
misses information if she is not engaged or if content is not directed at her
in an appropriate manner. She struggles
with finishing class work for this reason.
She tends not to work well in small groups for this reason but does have
friend in the class. She likes to read
and has good family support. After High
School is a bit unknown.
·
Avery: Caucasian,
9th grade. Super smart and
does extremely well in the class as far as his grades go but tends to be
A.D.D. He does seem to have issues with
keeping on task or rather he finishes tasks early and causes disruptions. He tends to speak out and interfere with
other student learning. He is interested
in his math and game club but does not seem overly social outside of that. He plans to head to college when he finishes
High School.
·
Sarah: Caucasian,
9th grade. She is a hard
worker and does well (B’s) because of very hard work. She comes in at lunch to get clarity on
content covered and take part in study groups before unit exams. She is on the cheerleading squad and loves
it. She is also very talented at
drawing, which I see from in class work such as drawing the cell. She wants to pursue her art where she can
when she goes to college.
Developmental
Needs - Carlos
Readiness:
·
Carlos reads and writes at an Early Advanced
level.
He does still struggle with
vocabulary in all areas, especially in Biology.
Interests:
·
The better he does in school the more interested
in U.S. history he becomes.
He loves
soccer and hopes to play it at a high level, even professionally if
possible.
If that doesn’t work, he
thinks he wants to study U.S. History and possibly become a teacher and help
other students like himself.
Learning Profile:
·
Carlos is a quiet student but can work in small
groups.
He is a self-starter and takes
an active role in his own education by doing vocabulary sheets for words he
does not understand and looks them up for better understanding of usage and
content.
Differentiated Strategies:
·
Process - Teacher pairs students up with another
multi Spanish student for support in understanding content
·
Content - Students use graphic organizers to
collect data and understand content differences.
·
Product – Social activities, such as lab or
demonstrations to help relate content.
Individual drawings help give visual representation to content and help
solidify content.
·
Assessment of strategies will be made trough
observations of students work during lab activities, feedback from one on one
conversations, homework completion, concept review sheets, quizzes and end of
unit exam.
Strategies will be modified
where needed based on assessments.
Developmental
Needs - Alleta
Readiness:
·
Alleta struggles in Biology and with reading
comprehension. Although she is an
overall good writer in class, remembering the information is a challenge.
Interest:
·
Cheerleading and spending time with her friends
and family.
Learning Profile:
·
Alleta does best in social environments and
works well in small groups. She tends to
like the note taking skills but struggles when she has to apply them in
activities.
Differentiated Strategies:
·
Process - Teacher pairs students up with above
average student for support in applying content during group activities.
·
Content - Students use graphic organizers to
collect data.
·
Product – Social activities, such as lab or
demonstrations to help relate content.
Individual drawings help give visual representation to content and help
solidify content.
·
Assessment of strategies will be made through
observations of students work during lab activities, feedback from one on one
conversations, homework completion, concept review sheets, quizzes and end of
unit exam. Strategies will be modified
where needed based on assessments.
Developmental
Needs - Oriene
Readiness:
·
Oriene is a smart girl but suffers from hearing
impairment from one ear. She needs to be sitting in an area where she can have
good ear towards discussion.
Interests:
·
She tends to talk about her family and likes to
read more than anything else.
Learning Profile:
·
Oriene is a quiet student and besides her one
friend in the class, tends to keep to herself.
She consciously places herself to the side of groups for better clarity.
Differentiated Strategies:
·
Process - Teacher pairs student up with her
friend who understands her limitations and needs. Places student in class so that she can
better hear information that s being shared.
·
Content - Students use graphic organizers to
collect data and understand content differences.
·
Product – Social activities, such as lab or
demonstrations to help relate content.
Individual drawings help give visual representation to content and help
solidify content.
·
Assessment of strategies will be made trough
observations of students work during lab activities, feedback from one on one
conversations, Homework completion, concept review sheets, quizzes and end of
unit exam. Strategies will be modified
where needed based on assessments.
Unit Rationale
Because of the nature of Biology, learning about the
different types of cells, what they are made of and how information is
transmitted, students need to leave this unit with a solid understanding how
all the different parts work together. This
unit covers what the different cell types are, the four macromolecules, the
different organelles in each cell and what each do for both plants and animals. In addition, it will cover the cell membrane,
what it is made of and how materials are passed into and out of the cell. It is important for students to have a better
than general understanding in these areas as they play major roles in the
function of processes yet to be taught.
Through group activities and labs, pair share moments, graphic
organizers, concept review sheets, quizzes and unit tests, students will be
able to discuss what they have learned and allow for assessment for progress
and understanding.
Enduring Understanding:
·
What are the different types of cells?
·
How and why are they different?
·
Students will understand that cells are the
smallest unit in an organism and without what they can do we could not exist.
Essential Questions:
·
What are macromolecules and explain why are they
important to formation and processes of the cell?
·
What are the different types of cells?
·
What is the cell membrane and how does it use
macromolecules to regulate diffusion into and out of the cell?
·
Describe the different organelles within the
cell?
·
Why do we need to know what the different
organelles within the cell do?
Standards
California Standards for Cell Biology:
v
1a. Students know cells are
enclosed within semipermeable membranes that regulate their interaction with
their surroundings.
v
1c. Students know how prokaryotic
cells, eukaryotic cells (including those from plants and animals), and viruses
differ in complexity and general structure.
v
1e. Students know the role of the
endoplasmic reticulum and Golgi apparatus in the secretion and transportation
of proteins.
v
1h. Students know most
macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and
organisms are synthesized from a small collection of simple precursors.
v
1j. Students know how eukaryotic
cells are given shape and internal organization by cytoskeleton or cell wall or
both.
California ELD Standards:
v
Systematic Vocabulary Development: Cluster 1EA: Demonstrate internalization of English grammar,
usage and word choice by recognizing and correcting errors when speaking or
reading aloud.
v
Writing Conventions:
Cluster 1ES: Create coherent
paragraphs through effective transitions and parallel constructions.
v
Systematic Vocabulary Development: Cluster 6EA: use a standard dictionary to determine the
meaning of unknown words (e.g., idioms and words with multiple meanings).
v
Listening and Speaking:
Cluster 1EI: Restate and execute
multiple-step oral directions
v
Listening and Speaking:
Cluster 3EA: Make oneself be
understood when speaking by using consistent standard English grammatical
forms, sounds, intonation, pitch, pitch and modulation, but may make random
errors.
Objectives:
Day
1: After PPT lecture students can
describe the four macromolecules: proteins, polysacharides, carbohydrates and
lipids. Students know that macromolecules are formed from simple precursors.
(Cognitive)
1) Entry Level - Through observation
during instruction and lecture, students will be assed for overall understanding
of the four macromolecules.
2) Formative – Students will be
assessed on learning through pair share moments and group discussions.
3) Summative – Through a future
quiz, understanding of student knowledge will be assessed.
Day
2: Students
will be able to describe the main characteristics of a prokaryotic cell. Students will be able to draw the cell and
its parts. (Cognitive and psychomotor)
1) Entry Level - Through initial
pair share discussions during PPT students are assessed for understanding of
lecture material on Prokaryotes.
2) Formative – Students will be
assessed on understanding through observation on prokaryotic cell diagram work.
3) Summative – Students will be
assessed on the completion and labeling of their prokaryotic cell diagram with
short write-up on its strucures and their functions.
Day 3: Students will be able to understand that
plant and animal cells are eukaryotic cells. Students will be able to draw and
understand the basic parts of both cells. (cognitive)
1) Entry Level - Through review
discussion, students will be assessed on their understanding of cells up to
this point.
2) Formative – Students will be
assessed on understanding through observation on Eukaryotic diagram work on
both animal and plant cells. Students observed during pair share discussions
for clarity on class understanding.
3) Summative – Students will be
assessed on the completion and labeling of plant and animal cells
Day 4: Students will be able to compare and contrast
plant and animals cells. Student will be
able to compare and contrast plant and animal cells (Eukaryotes) with bacterial
cell (prokaryote). Cognitive and Affective)
1) Formative – Students are assessed
during bell work completion of cell handout.
Labeling plant and animal cells and answering questions on structure and
procesess of both. How well do they know them and can they find the information
in their notes.
2) Summative – Students will be
assessed on completion of home work where they create a Venn Diagram for plant
and animal cell similarities and differences and graded on finished cell review
sheet from bell work.
Day 5: Plant and animal cell activity.
After
lab activity on plant and animal cells, SWBAT demonstrate their understanding that plant and animals cells are eukaryotic cells
and be able to compare on contrast these cells. Student will be able to draw
and label the basic parts of the cells they view in the microscope. (Cognitive,
affective and psychomotor)
1) Entry Level – Assessment of class
understanding of cell activity during pre-lab review and discussion.
2) Formative – Students will be
assessed through observation during lab activity and their understanding of
procedures for mounting and preparing slides.
Observing students during activity for understanding of lab procedures and
what they see.
3) Summative – Lab activity will be
graded and assessed for student understanding of different cell types and how
to regognize each. Further assessment
through graded activity writeup with discussion on miss conceptions or wrong
answers.
Day 6: Students will
understand that all cells are enclosed in a
semi-permeable membrane that
controls how the cell reacts to its
environment. Student will be able to diagram the lipid and protein structure of
the membrane. (Cognitive, affective and psychomotor)
1) Entry Level – Assessment of class
understanding through bell work and concept review sheet.
2) Formative – Students will be
assessed through observation of pair share times while refering to cell
membrane handout.
3) Summative – Students will be assessed
through Home work diagram completion and the end of unit benchmark test.
Day
7: Students
will understand that cell membranes can regulate the passage of materials
through a process called diffusion.
Students will understand that osmosis is a form of diffusion that
involves water movement. (Cognitive and
affective)
1) Entry Level – Assessment of class
understanding through initial quick write on the egg/osmosis demonstration.
2) Formative – Students will be
assessed through observation of pair share times and reflective questions and
class discussion.
3) Summative – Students will be
assessed through the end of unit benchmark test.
Day 8: Class review and
discussion. Jeopardy
1)
Formative –
Students are observed during Jeopardy to understand if they have true
understanding of unit information, can they find the information in their notes
and what their overall organization is for the unit.
2)
Summative - Final
scores are assessed for student understanding and organization.
Day 9: Unit benchmark
exam
1.
TITLE OF THE LESSON
Plant
and Animal Cell Activity (Day 5)
|
2. CURRICULUM AREA &
GRADE LEVEL
Biology
1A – 9/10
|
3A.
STUDENT INFORMATION: English Language Learners
1.) Readiness Level
Carlos - Carlos scores at CELDT 4 reads and writes at an Early
Advanced level. He does still struggle
with vocabulary in all areas, especially in Biology
Alleta- Alleta struggles in
Biology and with reading comprehension. She currently
scores at CELDT 4 and is early advanced Although she is an overall good writer in class,
remembering the information is a challenge.
2.) Learning Profile
Carlos
is a quiet student but can work in small groups. He is a self-starter and takes an active
role in his own education by doing vocabulary sheets for words he does not understand
and looks them up for better understanding of usage and content.
Alleta
does best in social environments and works well in small groups. She tends to like the note taking skills
but struggles when she has to apply them in activities.
3.) Interest
Carlos - Soccer,
friends and family
Alleta – Very social,
cheerleading, friends and family
|
3B.
STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level
Oriene - Oriene is a smart girl but suffers from hearing impairment
in one ear. She needs to be sitting in an area where she can have good ear
towards discussion.
2.) Learning Profile
Oriene
is a quiet student and besides her one friend in the class, tends to keep to
herself. She consciously places herself
to the side of groups for better clarity.
3.) Interest
Likes reading, biking
and hiking
|
4.
RATIONALE
A. Enduring Understanding- Long term
relations, how everything is connected.
What is a Eukaryotic cell? What are the two types
of eukaryotic cells? What do all cells have in common?
B. Essential Questions-Raise more questions,
multiple right answers.
Why is there commonality between prokaryotic and
eukaryotic cells?
C. Reason for Instructional Strategies
and Student Activities
Student activities will increase retention by
explaining concepts to their partners and what they know about
photosynthesis. Small group pairing is
less intimidating so students are more likely to participate and help each
other with facts about photosynthesis. They will also be able to help one
another with how to write a complete essay.
|
5. CONTENT STANDARD(S)
1c) Student will be able to
understand that plant and animal cells are eukaryotic cells. Student will be
able to draw and understand the basic parts of the cells.
1e) Student will be able to
compare and contrast plant and animals cells.
Student will be able to draw and label basic structures that they view
in a microscope.
|
6. ELD
STANDARD(S)
Writing
Strategies & Applications. Cluster 1ES,
EA:
Use appropriate language variations and genres in writing for language arts
and other content areas.
EA:
Identify in writing the various elements of disclosure (purpose, speaker and
audience)
|
7.
LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive
After lab activity on cells, SWBAT demonstrate
their understanding that plant and
animals cells are eukaryotic cells and be able to compare on contrast these
cells.
B. Affective
Students will demonstrate their understanding
through answering lab activity questions and applying their knowledge to
answers.
C. Psychomotor
During this activity and at the end of this
lesson, students will draw and label images that they have seen under the
microscope. They will further do summary
writing at the end of the period on the difference they have seen and how
they apply to previous content taught through specific questions from
activity handout.
D.
Language Development
Vocabulary and terminology of related topics will
be explained. Complicated words are
said aloud with the whole class, with student repetition and break down of
what it sounds like and what it’s meaning is.
EL students are encouraged to keep word lists for vocabulary
understanding.
|
8.
ASSESSMENT(S)
A.
Entry Level
Assessment of class understanding of
cell activity during pre-lab review and discussion.
B.
Formative
Students will be assessed through
observation during lab activity and their understanding of procedures for
mounting and preparing slides. Observing
students during activity for understanding of lab procedures and what they
see.
C.
Summative
Lab activity will be graded and
assessed for student understanding of different cell types and how to
regognize each. Futher assessment
through graded activity writeup with discussion on miss conceptions or wrong
answers.
|
9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
Carlos- Carlos scores at CELDT 4 reads and writes at an Early
Advanced level. He does still struggle
with vocabulary in all areas, especially in Biology
Alleta- Alleta struggles in
Biology and with reading comprehension. She currently
scores at CELDT 4 and is early advanced Although she is an overall good writer in class,
remembering the information is a challenge.
1.)
Content/Based
on Readiness, Learning Profile or Interest
Teacher pairs students up for support in reading
lab activity.
2.)
Process/Based
on Readiness, Learning Profile or Interest
Teacher allows for additional time to review lab
activity where needed with partner and checks in for student clarity.
3.)
Product/Based
on Readiness, Learning Profile or
Interest
Students create drawings
of what they see during lab activity and are able to use this information for
explanation where needed.
|
9B. EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS WITH SPECIAL
NEEDS
Oriene - Oriene is a smart girl but suffers from hearing
impairment in one ear. She needs to be sitting in an area where she can have
good ear towards discussion.
1.) Content/Based on
Readiness, Learning Profile or Interest
Teacher pairs student up with her friend who is
understanding of her hearing impairment.
2.) Process/Based on
Readiness, Learning Profile or Interest
Student is expected to proceed through activity
like other students.
3.) Product/Based on
Readiness, Learning Profile or Interest
Successful completion of lab activity
|
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does.
Include differentiation strategies.)
A. Anticipatory Set/Into
Students are instructed to work on bellwork,
answer question of the day and write out HW assignment. Questions of the day: What are the main
differences between plant and animal cells?
What parts do they have in common?
Quick Venn diagram on the board to answer questions. (8 min)
B. Instruction/Through
Orally explain lab activity and model procedures
based on previous days PPT.
(5 min)
C. Guided Practice/Through
Students are asked to review the procedures for
better understanding and to highlight specific areas for clarity (5 min)
Teacher models slide mounting and the difference
between the two wet mount procedures and dismisses students to lab stations
(5 min)
D. Independent Practice/Through
Students use lab handout and follow directions
for identifying cheek and animal cells and their contents. See handout.
Students are instructed to draw and label what they see under the microscope.
(25 min)
E. Closure
Students are instructed to answer post activity
questions on why we did this activity, procedures that were followed, how the
daily objective was covered as well as a critical thinking question making
them use the knowledge learned and apply it. (10 min)
F. Beyond
Students are instructed to finish lab write-up as
home work for grading the next class.
|
11. STUDENT ACTIVITIES
(Describe what the students do.
Include differentiation activities.)
A. Anticipatory Set/Into
Students get to work on copying down homework and
answering question of the day. Answer is given by student and discussed (8
min)
B. Instruction/Through
Students listen to pre-lab lecture on lab details
( 5 min)
C. Guided Practice/Through
Students review lab handout for clarity and
highlight important sections mentioned by teacher. (5 min)
Students observe demonstration by teacher on
proper techniques for wet mounting. Students move to lab stations. (5 min)
D. Independent Practice/Through
Students work through steps of the activity, draw
and label what they see. (25 min)
E. Closure
Students answer specific questions from the lab
activity handout that shows their understanding of the why we did this activity,
what procedures were used, how the daily objective was covered as well as a
critical thinking question making them use the knowledge learned and apply
it. (10 m)
F. Beyond
Students finish lab write-up as
home work for grading the next class.
|
12.
RESOURCES
See PPT-Correcting
plant/animal activity, Plant/animal activity, Concept review sheet (cell),
green review sheet, cell structure/function sheet, Cell membrane, Quiz, Unit
Exam
|
Lesson & Components
|
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Standards CA & EL
|
1h. Students
know most macromolecules (polysaccharides, nucleic acids,
proteins, lipids) in cells and organisms are synthesized from a small
collection of simple precursors.
Systematic Vocabulary
Development: Cluster 6EA: use a
standard dictionary to determine the meaning of unknown words (e.g., idioms
and words with multiple meanings).
|
1c. Students
know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
Systematic Vocabulary
Development: Cluster 6EA: use a
standard dictionary to determine the meaning of unknown words (e.g., idioms
and words with multiple meanings).
|
1c. Students
know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
1j. Students
know how eukaryotic cells are given shape and internal
organization by cytoskeleton or cell wall or both.
Systematic Vocabulary
Development: Cluster 1I: Demonstrate internalization of English
grammar, usage and word choice by recognizing and correcting errors when
speaking or reading aloud.
|
1j. Students
know how eukaryotic cells are given shape and internal
organization by cytoskeleton or cell wall or both.
Listening and Speaking: Cluster 3EA: Make oneself be understood when speaking by
using consistent standard English grammatical forms, sounds, intonation,
pitch, pitch and modulation, but may make random errors.
|
Objectives
|
After PPT lecture students can describe the four
macromolecules: proteins,polysacharides, carbohydrates and lipids. Students know
that macromolicules are formed from simple precursors.
|
Students
will be able to describe the main characteristics of a prokaryotic cell. Students will be able to draw the cell and
its parts.
|
Students
will be able to understand that plant and animal cells are eukaryotic cells.
Students will be able to draw and understand the basic parts of both cells.
|
Students
will be able to compare and contrast plant and animals cells. Student will be able to compare and
contrast plant and animal cells (Eukaryotes) with bacterial cell
(prokaryote).
|
Assessments
|
Entry Level - Through observation during instruction and
lecture, students will be assed for overall understanding of the four
macromolecules.
Formative – Students will be assessed on learning through
pair share moments and group discussions.
Summative – Through a future quiz, understanding of student
knowledge will be assessed.
|
Entry Level - Through initial pair share discussions during
PPT students are assessed for understanding of lecture material.
Formative – Students will be assessed on understanding
through observation on prokaryotic cell diagram work.
Summative – Students will be assessed on the completion and
labeling of their prokaryotic cell diagram with short write-up on its
strucures and their functions.
|
Entry Level - Through review discussion, students will be
assessed on their understanding of cells up to this point.
Formative – Students will be assessed on understanding
through observation on Eukaryotic diagram work on both animal and plant
cells. Students observed during pair share discussions for clarity on class
understanding.
Summative – Students will be assessed on the completion and
labeling of plant and animal cells.
|
Formative – Students are assessed during bell work
completion of cell handout. Labeling
plant and animal cells and answering questions on structure and procesess of
both. How well do they know them and can they find the information in their
notes.
Summative – Students will be assessed on completion of home
work where they create a Venn Diagram for plant and animal cell similarities
and differences and graded on finished cell review sheet from bell work.
|
Student Activity
|
Into:
Question of the day. Made from
information of previous days or units.
Through: Take Cornell notes, pair share, group
discussion.
Beyond: Make
a quiz card on each of the 4 macromolecules. Answer question 3 on review
sheet.
|
Into:
Question of the day. Made from
information of previous days or units.
Through:
Take Cornell notes, pair share, group discussion. Draw and label a prokaryotic cell.
Beyond: Make
quiz cards on prokaryotic cell
|
Into:
Question of the day. Made from
information of previous days or units.
Through:
Take Cornell notes, pair share, group discussion. Draw and label a Eukaryotic cell.
Beyond: Finish drawing and labeling a plant and
animal cell (add lysosome). Answer
question 4 on review sheet.
|
Into:
Question of the day. Made from
information of previous days or units.
Through:
Watch video on white blood cells and bacteria, Cornell notes, Pair share,
start plant cell diagram.
Beyond: Create a
Venn Diagram for plant and animal cell similarities and differences.
|
Lesson &
Components
|
Day 5
|
Day 6
|
Day 7
|
Day 8
|
Standards CA & EL
|
1c. Students
know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
1j. Students
know how eukaryotic cells are given shape and internal
organization by cytoskeleton or cell wall or both.
Listening and Speaking: Cluster 1EI: Restate and execute multiple-step oral
directions
|
1a. Students
know cells are enclosed within semipermeable membranes that
regulate their interaction with their surroundings.
1c. Students
know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
Writing Conventions: Cluster 1ES: Create coherent paragraphs through
effective transitions and parallel constructions
|
1a. Students
know cells are enclosed within semipermeable membranes that
regulate their interaction with their surroundings.
1c. Students
know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
Listening and Speaking: Cluster 3EA: Make oneself be understood when speaking by
using consistent standard English grammatical forms, sounds, intonation,
pitch, pitch and modulation, but may make random errors.
|
Class
review and discussion. Jeopardy
|
Objectives
|
After lab activity on plant and animal cells,
SWBAT demonstrate their understanding that plant and animals cells are eukaryotic cells and
be able to compare on contrast these cells. Student will be able to draw and
label the basic parts of the cells they view in the microscope.
|
Students will understand that all cells are enclosed in
a semi-permeable membrane that controls how the cell reacts to its environment. Student
will be able to diagram the lipid and protein structure of the membrane.
|
Students
will understand that cell membranes can regulate the passage of materials
through a process called diffusion.
Students will understand that osmosis is a form of diffusion that involves
water movement.
|
Get good grades and do well
on the testJ
|
Assessments
|
Entry Level – Assessment of class understanding of cell
activity during pre-lab review and discussion.
Formative – Students will be assessed through observation
during lab activity and their understanding of procedures for mounting and
preparing slides. Observing students
during activity for understanding of lab procedures and what they see.
Summative – Lab activity will be graded and assessed for
student understanding of different cell types and how to regognize each. Futher assessment through graded activity
writeup with discussion on miss conceptions or wrong answers.
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Entry Level – Assessment of class understanding through
bell work and concept review sheet.
Formative – Students will be assessed through observation
of pair share times while refering to cell membrane handout.
Summative – Students will be assessed through the end of
unit benchmark test.
|
Entry Level – Assessment of class understanding through initial
quick write on the egg/osmosis demonstration.
Formative – Students will be assessed through observation
of pair share times and reflective questions and class discussion.
Summative – Students will be assessed through finished
diagram, HW and the end of unit benchmark test.
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Test tomorrow
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Student Activity
|
Into:
Question of the day. Made from
information of previous days or units.
Concept review sheet.
Through:
Plant and cheek cell activity.
Beyond:
Post lab questions and summary.
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Into:
Question of the day. Concept review sheet.
Through: PPT lecture with Cornell notes, start
membrane drawing.
Beyond: Answer question 2 a,b on review sheet.
|
Into:
Question of the day. Made from
information of previous days or units.
Through:
PPT lecture with Cornell notes, Finish Membrane drawing
Beyond:
Answer question 2 c,d on review sheet.
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Into: GOOD LUCK, YOU’LL DO GREAT!
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Closure/Beyond:
Students have been
assessed throughout the entire unit, not only through homework but with quizzes
and diagrams as well. The end of this
Unit we will have a Unit 3 benchmark exam and will be used to determine
students overall understanding. Beyond
that, students will write a summary, connecting the dots if you will, on the
creation of a protein, where it starts, what organelle makes them and how they
are shipped out of the cell. This will
be used as a beyond for Unit 3 and a into for Unit 4, Enzymes.
Resources:
PPT-Correcting
plant/animal activity
Plant/animal
activity and lab write-up
Plant and Animal Activity
Rubric
Concept review
sheet (the cell)
Green review sheet
Cell
structure/function sheet
Cell membrane
Unit 3 Quiz
Unit 3 Exam
Reflection:
Differentiated
instruction to meet the needs of my students?·
Instruction
through this unit takes on many forms and allows for every student to have the
opportunity to participate and learn.·
PPTs using
Cornell notes for the big picture and to keep everything organized.·
Pair-share
moments with discussion keeps students engaged where they are less threatened
and can ask questions freely.·
Visuals
during presentations including videos to help bring concepts to life.·
Students
involvement through hands on activities such as lab activities, drawing cells
and its organelles, creating Venn diagrams, graphic organizers for cell review,
group review sessions.Strengths and
limitations?·
The strength
of this unit is it builds on itself and has a lot of variety for students to
learn through. Interactions are higher
during this unit than others and I think the students enjoy seeing the cell
through the microscope. One of the
biggest limitations in this unit is that if the students are not doing the work
and not beginning to understand what the cell is all about and how the inner
organelles work, than they will continue be lost as we move forward.Are the students
learning?·
To understand
if the information is getting through, there are many opportunities for
students to share their knowledge with others and to ask questions where
needed. There are several graphic
organizers, which I believe are a great way to judge if a student can apply the
information they have learned. There are also a variety of assessments such as
with student homework, quizzes and unit test.What have I learned?·
Through this
unit I have learned more about my students and how they learn, when they get
disconnected and when they are the most challenged. I have a better understanding at the speed at
which some of them learn and I have also learned that a lot of them do nothing
outside of school, which is bringing their grades down and making it harder for
them to do the following days activities.·
At the
beginning of this unit I had no idea that I had so many artists in my
class. My students love to draw and
color, more than I thought previously. I
think more and more of them are very visual and hands on and that they would
love the opportunity to be more creative.·
For the
future, I would keep in mind that the progress of the student can be slow at
times and that all students learn at different speeds. I think it very important as we proceed
through this lesson and future lessons, to continually circle back to bring
complete understanding to why we are doing what we are doing and what is its
importance into the overall picture of this years class.