Lesson Plans Tws Scruggs

Lesson Plans
Introduction to Cells Lesson Plan

Taylor Scruggs
January 22/25, 2016
State Standards
2.2 Life Science: The human body is composed of atoms, molecules,
cells, tissues, organs, and organ systems that have specific functions
and interactions
2.3 Life Science: Cells are the smallest unit of life that can function
independently and perform necessary functions of life
Objectives/Learning Targets
Essential Learning #1: I can determine the function of various
cells based on their structure.
1a. Create a timeline that shows major discoveries leading to current
cell theory, and list the three main ideas in the cell theory.
Beginning of Period (5 min)
Students will go through beginning of period routines. Assistant leader
will check planners, computers will be stacked, binders on floor, papers
passed back.
Set- Levels of Organization (10 minutes)
Each pair of students will be given an envelope. The envelopes will
include slips of paper with different levels of organization written on
them: atom, molecule, organelle, cell, tissue, organ, organ system, and
organism. Pictures with examples of each level of organization will also
be provided in the envelope. Students will be instructed to work with
their partner to match the pictures with the level of organization and
then place them in the correct order from smallest to largest. Once
students are done then they can record the levels of organization in
their notebook. Once everyone is finished, we will go over the order as
a class and clarify any misconceptions.
Transition (2 minutes)
AE: Students ask any clarifying questions and prepare to take notes
BE: Students place all of the paper slips/pictures back into the
envelope to be collected
Guided Practice (25 minutes)
Students will take guided notes on the cell theory. These notes will
include important discoveries that led to the cell theory, as well as the
three main ideas in the cell theory. A video on the cell theory and a cell
theory song will aid in the note-taking and student comprehension.
These videos will allow for students to add any important information
to their notes concerning discoveries leading to the formation of the
cell theory that they may have missed.
Cell Theory Notes

A scientific theory is the best explanation of all the data collected over
centuries. A scientific theory is NOT a hypothesis or a guess.
Question/Topic
Historical Figures:
1600s
Details
All living things are composed of

_______________
Developed
microscopes and
telescopes
The cell is the basic unit of
Anton van
Leeuwenhoek
____________________
and function in living
things
1800s
Robert Hooke
All cells come from
________________________
___________________Plants made of cells
Theodor Schwann
Cells come from

other cells
AE: Students will use their notes to create an organized timeline that
includes necessary information.
BE: Students will work independently to create their timeline, adding
color and images if they desire. As they finish, they can quietly share
their work with a partner.
Independent Practice (15 minutes)
Students will create a timeline in their science notebook to illustrate
the major discoveries leading to the cell theory. This timeline will need
to include at least five major discoveries, persons involved, and dates.
Individual assistance will be provided to each student as needed, and
this will allow to check for understanding.
Closure (5 minutes)
After students finish their timeline, they should write 1-2 questions in
their notebook concerning what they would like to learn about during
the cell unit. This could include something that they have seen in the
media, or a concept that they are confused about. I will look through
these and try to incorporate the topics recorded into future lessons.
Having students do this will be a good way to get them to start
thinking about the lessons ahead and can be used as a ticket out the
door.
Reflection
For this lesson, students were able to identify the levels of
organization, in order to understand that the cell is the smallest
function unit of life, and that cells then comprise the parts that make
up the body. Students then watched a video and took notes in order to
create a timeline of the discoveries that led to the cell theory. The
purpose of this was for students to understand that new discoveries
are constantly being made in science, and to understand that these
discoveries are crucial to understanding life. The use of a song went
well, as it gained students interest into the subject and allowed for
heightened energy in the classroom. One thing that I would do
differently is allow students the opportunity to go over the notes that
they completed by filling the information as a class after the video is
finished. This will ensure student comprehension and allow them to
revisit the information.
Cell Organelles Lesson Plan

Taylor Scruggs
Wellington Middle School- 7th grade Science
January 26-February 2, 2016
State Standards
and interactions
1b. Identify the structure and function of the following cell organelles:
cell membrane, cell wall, nucleus, DNA/chromosomes, mitochondria,
vacuole, chloroplast, and cytoplasm. (Pre-AP must also know ribosome,
lysosome, and endoplasmic reticulum (ER))
1c. Compare and contrast plant and animal cells. Explain why there are
differences and similarities.
Day 1: Animal Cells

Materials
Student computers/headphones
Student notebooks
Guided note sheets
Colored pencils
Zaption video with questions embedded
will check planners, computers will be open to the internet, binders on
floor, papers passed back.
Set (2 minutes)
Open to timeline and add detail/illustrations if you havent already.
Give stamps.
Teach to Objectives (20 minutes)
Students will go online and watch the Tour of a Cell video. The video
has questions embedded that students will answer in order to continue
watching. Students will also complete notes about the function of each
of the structures. This will then be placed on page 59 of their
interactive.
Tour of a Eukaryotic Cell Notes

Structure
Cell membrane
DNA/chromosomes
Nucleus
Ribosome
Endoplasmic Reticulum
Golgi body
Mitochondria
Vacuole
Cytoplasm (cytosol)
Function
Lysosome
AE: Students ask any clarifying questions
BE: Students gather the materials needed to draw/color/label a
diagram of a cell. You can find an image on Google Images to find a
template for a cell with a time limit of 2 minutes.
Students will be either drawing a cell or using a diagram, which they
will then label and color. Students will make flaps that have the name
of the structure on the outside of the flap, and the function of the
structure on the inside. They will then color code each structure flap to
match the colored diagram. There will be an animal cell diagram, and a
plant cell diagram will be provided on a later day. This will give
students a way to determine how much they understand.
AE: Students will tape notes onto page 58. Ask any questions at this
time.
BE: Students will open their computers to Google Classroom.
Students will explore the Cell games site. They can work through the
tutorials, games, and quizzes that are available for both animal and
plant cells. The tutorials go through the functions of the different cell
structures/organelles. The games ask students to correctly identify
each of the structures through an animation, and the quiz asks
additional questions. Each of these activities will allow students to
review the content in different ways to add to long-term memory.
Closure (10 minutes)
Students will have a timed-paired share where they meet with one
clock partner and share something that they found interesting and
then they will meet with another clock partner and share something
that they would like to learn about or a question that they have about
the cell unit. This could include something that they have seen in the
media, or a concept that they are confused about. Students should
write a ticket out the door concerning something that they found
interesting and something what they would like to learn about during
the cell unit. I will look through these and try to incorporate the topics
recorded into future lessons. Having students do this will be a good
way to get them to start thinking about the lessons ahead and can be
used as a ticket out the door.
Assessment
A formative assessment will be seen as students complete the video
and answer the questions that are incorporated into it. Another
assessment will be through the student output page, where students
will complete their labeled/colored diagram.
Modifications/ Accommodations
IS Students: Guided notes will be provided to aide in
understanding. Visuals will be provided during the note taking.
An example of the student output page will be available.
Pre-AP/Advanced Students: During the Independent Practice,
Pre-AP/Advanced students should know the function of ribosome,
lysosome, and endoplasmic reticulum. Should demonstrate
creativity on their cell diagrams if they choose to draw their own.
Reflection
For this lesson, students examined the main organelles that comprise
an animal cell. Students began by watching a video that briefly
explained the function of each structure, and then they recorded these
as notes. Once students understood the function of each structure,
then they matched these to a diagram so that they could relate the
material to what it looks like. By using the diagram, students could also
see how the placement of the structure relates to how it functions. I
think it went well for students to create flaps for each structure,
because this allowed for a study method for them to use later on. One
thing that I would do differently is to show students a diagram and
label it as a class as a quick check for understanding, and as an
opportunity for movement.
Day 2: Animal Cells vs. Plant Cells

Materials
Student notebooks
Plant cell diagram
Guided note sheets
Colored pencils
Microscope
Slides w/cover slips
Toothpicks
Methylene blue or iodine stain

Spinach leafs

will check planners, computers should be stacked, binders on floor,
papers passed back. Microscopes on table with instructions for
students not to touch.
Set (4 minutes)
Open to animal cell diagram and review the cell parts. Look at your
plant cell diagram and try to identify the differences. Draw a Venn
Diagram on page to compare and contrast plant and animal cells.
Transition- Cells are Made of Organelles Song
Students will tape their plant cell diagram underneath their animal cell
diagram on page 58. They will label the chloroplasts, cell wall, and
vacuole. They will then add the function of these structures to their
flap notes. Students will then color the plant cell diagram and color
code it to match their notes.
Students will walk through the different parts of the microscope and
learn the function of each different part from their seats. Focus on
starting on low power and only using fine focus. Students will watch a
demonstration of how to make a slide for their cheek cells and a slide
for the spinach.
AE: Students ask any clarifying questions, have their lab procedure
page out
BE: Students will gather around to watch the demonstration, have full
attention, and act/respond appropriately. They will then gather the
materials to make one slide of cheek cells per person and one slide of
spinach for each pair of students.
Students will use a toothpick to obtain some cheek cells. They will then
spread the cheek cells on the toothpick into a drop iodine stain onto a
slide. A cover slip will then be placed on the slide, and the slide will be
viewed under the microscope. A spinach leave will be placed in a drop
of water, and then a cover slip will be placed on it. The spinach leave
will then be viewed under the microscope. Students should draw a
picture for both the cheek cells and spinach cells in their interactive on
their student output page, identifying certain structures on each.
AE: Students will color/label the pictures they drew of the animal and
plant cells.
BE: Students will throw away their toothpicks as soon as they apply
their cheek cells to the slide. After viewing both slides, students will
clean up all materials.
Students will create a Venn Diagram to compare and contrast plant
and animal cells on the same page as their sketches.
IS Students: Guided notes will be provided to aide in
understanding, as well as diagrams. Students can work with a
partner in order to understand material, and will receive
individual attention.
Pre-AP/Advanced Students: During the Independent Practice,
Pre-AP/Advanced students should make detailed and neat
sketched of the cells. Students should also include complete
sentences when comparing plant and animal cells.
Reflection
In order for students to further understand the functions of cell
organelles, then students had the opportunity to view a plant and
animal cell under the microscope. This activity allowed for students to
practice observation and interpretation skills. I also found that by
allowing students to examine cells from their own cheeks, that this
increased interest in the topic. Another activity that I could have
included would have been to allow students to examine several
different animal cells and plant cells in order to further understand that
every living thing is made of cells, and there is diversity.
Cell Organelles: Day 3

Beginning of Period (5 minutes)
Follow instructions on the Smart Board: stack computers, binders on
the floor, dont touch the lab materials/microscopes, get the handout
from the cart.
Set: 5 minutes
Draw a Venn Diagram on page 61 to compare and contrast plant and
animal cells. Students will fill in as many pieces of information that
they can, referring to their notes if necessary. The Cell Organelles song
can be played in the background to give students ideas and allow them
to make connections to what was done in the last class period.
AE: Students will have at least 2 pieces of information written in each
part of their Venn Diagram.
BE: Students will not touch the materials on their tables until told to do
so. Students will listen to directions.
Students will make a slide of cheek cells and a slide of spinach cells, as
they did in the last class period. They will view each slide on low power
and then high power. They will draw at least 3 cells of each type on the
provided handout. These will need to be colored and then the cell
membrane and cytoplasm must be labeled on each. The nucleus will
need to be labeled if it is seen. Students will then fill in the chart on the
handout, comparing which structures are in plant cells and which are in
animal cells (or both).
AE: Students will have completed neat/labeled drawings on their
handout, and hand these in to be graded.
BE: Students will clean up all of the lab materials (slides/cover slips
clean and back in tubs, microscopes covered and placed at the center
of the table). Students will then gather a cell kit and white board
marker.
Students will be led through an animation of a cell. Each of the cell
organelles will be described and pointed out so that students
understand the importance of each structure and how they work
together to allow the survival of the cell.
Practice/Review (25 minutes)
Each pair of students will have a Cell Model kit. Their job will be to
create each of the organelles in the cell with the materials provided.
They will then use dry-erase markers to label each of the structures on
the provided cell. Only the provided cell outline board should be
written on. Once students have completed their cell model, they will
explain each of the structures and function of the cell parts in their
model to another partner team. To check for understanding when doing
this, students will have a chart to fill out as they work. The chart will
include a column for the structure name, the material used to create
the structure, and its function.
Close (5 minutes)
Students will do a pair-share review. There will be a partner A and

partner B, and several questions will be asked. Partner A will answer
the first question asked, and tell the answer to partner B. And then
they will switch roles for the next question. A couple of students will be
called on after each question randomly, to check to see if everyone
was answering the question/listening to what their partner said.
Questions:
1. Where in the cell is energy (ATP) made?
2. What is a structure that is in plants, but not animals?
3. What is the purpose of chloroplasts?
4. Why are chloroplasts not in animals?
Reflection
By creating a model to demonstrate a plant and animal cell, then
students are able to visually understand the purpose of each organelle.
Also, students have the opportunity to create the organelles using
whatever materials these choose, allows for students to create their
own understanding and use creativity to expand on their knowledge.
One thing that I would do differently for this lesson would be to have a
planned transition activity for students to do in case they finished their
model sooner than others.
Cell Diversity Lesson Plan

Taylor Scruggs
February 9-12, 2016
State Standards
and interactions
1e. Observe a variety of tissue types, and explain how the structure of
the tissue helps with its function (examples: muscle, nerve, blood, hair,
stem, leaf)
Day 1: Cell Diversity Lab

Materials
Student notebooks
Prepared slides
Station directions
Colored Pencils
Note sheets for descriptions/drawings
passed back. Students should not touch the microscopes/lab materials.
Students will make their lab paper into 8 flaps by cutting along dotted
lines and folding along solid lines. Tape to page 66.
Set (3 minutes)
Students will view the video posted on Classroom (Life inside a Cell).
Higher level thinking (question/application, etc.) on page 67. What do
you think is most important for you to understand from this video?
Teaching to Objectives (5 minutes)
Students will be introduced to the idea that different tissues have
different functions, and that is why they look different. They will define
tissues on page 67. Tissue= a group of cells with a similar function.
Students will view examples of different types of cells/tissues from
student work. They will show 1-4 on their fingers to determine the
score each should get. This will allow them to be introduced to the
expectations for what they will be completing for the lab.
AE: Students will ask any clarifying questions and understand the
expectations for the assessment (lab)
BE: Students will listen to directions
Independent Practice/Assessment (45 minutes)
Students will complete the Cell Diversity Lab. There will be 13 stations
set up around the room will prepared tissue slides. Students are
expected to complete 8 stations, of which at least 2 need to be of
plants and 2 of animals. Pre-AP/Advanced students must complete at
least one of the 2 available Pre-AP stations. To earn a 4 for this
assessment, students must complete 8 stations will color/detailed
drawing, complete sentences for descriptions, and also write a
paragraph reflection (what was seen, learned, and found interesting).
Students will be expected to stay at each station for at least 5 minutes
to ensure that they draw accurate illustrations and include detailed
descriptions based on the question that is being asked. There should

be a maximum of 5 people per station. Students will be working
individually, but can collaborate with others at the station about what
they are observing.
Cell Diversity Lab

Objectives:
1. Compare and contrast plant, animal, and single-celled organisms.
2. Observe a variety of tissue types, and explain how the structure helps
with the function.
Station 1 Human skin

This is skin:
Stratified = layers
Squamous = square
Epithelium = outer covering
The side where the black arrow is
pointing is the outside layer of skin. You can see hair growing
out of this side. Above the hairs you can see layers of cells
like a stack of pancakes. The hair keeps mammals warm, but
it also keeps germs out. The stratified (pancake) cells act like
the brick wall of a castle.
Describe how the structure
Draw a small section of the skin
(layout) of the skin cells would
showing how the cells are
help the skin do its job of
layered.
protecting the body from germs.
Possible sentence starter:

The skin cells look like. This
would help protect the body
from germs because.
Cell Diversity Lab

Objectives:
with the function.
Station 2 Human lung

This is lung tissue. Notice all the space
between the cells. Your lungs are responsible
for gas exchange; we take in oxygen and
breathe out carbon dioxide. The lungs hold
these gasses, and the blood cells pick up the
oxygen and drop off the carbon dioxide in the
lungs. Each purple dot is the nucleus of a cell.

(layout) of the lung cells would
help the lung do its job.

The lung cells have a lot of
space between them
because.
Draw a section of the lung

showing the space between
cells.
Cell Diversity Lab

Objectives:
with the function.
Station 3 Swine Liver

This is liver tissue. Focus in on low
power, and then switch to a higher
power. Each purple dot is a nucleus
of a cell. Each cell is a chemical
factory. Notice how all the cells are
packed closely together. The liver
makes chemicals to digest (break
down) fatty foods. It also stores
glucose (sugar) and filters out
toxins from the blood stream.

(layout) of the liver cells would
help the liver do its job.

The liver cells are tiny and
packed closely together. This
would help the liver
because.
Draw a section of the liver

showing about 5 or 6 cells.
Cell Diversity Lab

Objectives:
with the function.
Station 4 Human bone

This is bone tissue. The things that look like tree rings
are made of calcium, which makes the bone strong.
Bones support the body, and muscles, tendons, and
ligaments attach to bones to help us move.

(layout) of the bone cells would
help the bone do its job.

The bone cells have calcium
rings because.
Draw 2 bone cells that are sideby-side.
Cell Diversity Lab

Objectives:
with the function.
Station 5 Small intestine

This is small intestine tissue. The small
intestine is part of the digestive system, just
past the stomach. Food is broken into
molecules that are picked up by the blood
and carried to other parts of the body. The
finger-like projections of cells are called villi.
The villi increase the surface area of the
tissue to allow more room for digestion to
happen.

(layout) of the small intestine
cells would help the small
intestine do its job.

The small intestine have villi
that look like. This helps
food digest because.
Draw a section of the small

intestine showing at least 2 villi.
There are many cells in one villi,
as each purple dot is the
nucleus of a different cell.
Cell Diversity Lab

Objectives:
with the function.
Station 6 Developing tooth

The pointy part of the tooth where the
black arrow is pointing is the root where the
tooth is growing quickly. Look at the
opposite end where its more rounded.
Here, the smooth tissue with tiny holes
(purple dots) in it is dentin. (A tooth is
made of layers: from the inside out it goes
pulp, dentin, enamel.) Dentin is made of
hard minerals, and the holes are left behind
from the cells creating the mineral layer.

(layout) of the tooth cells would
help the tooth do its job.

The dentin in the tooth is
smooth and hard. This helps the
tooth.
Draw a small section of the

tooth showing the dentin.
Cell Diversity Lab

Objectives:
with the function.
Station 7 Mammal skeletal

muscle
This is striated muscle tissue. Find
a section of the slide where the
cells look like layers.
Striated = layered
Skeletal muscle is a type of
striated tissue. Skeletal muscles
are attached to bones by tendons. Bundles of muscle cells
are held together in fibers, like long threads. The muscle
fibers contract to pull on the bone, and relax to release the
bone. The layers of cells allow the fibers to stretch and
shrink lengthwise, sort of like a rubber band.

(layout) of the muscle cells
would help the muscles do their
job.

The muscle cells are layered
because.
Draw a small section of the

striated muscle showing the
layering of the cells.
Cell Diversity Lab

Objectives:
with the function.
Station 8 Pre-AP/Advanced Closterium crescentic

desmid
This is a single-celled green algae. Its really hard to find on
the slide, which is one of the reasons this is an advanced
station. You are looking for a long and skinny, green, wormlike thing with a dark nucleus in the middle of it. Ignore the
clumps of muck on the slide.
What is one similarity and one

difference between a
Closterium and a plant? (Add
more if you can think of more!
Be advanced!)
Draw one Closterium.
Cell Diversity Lab

Objectives:
1. Compare and contrast plant, animal, and single-celled
organisms.
2. Observe a variety of tissue types, and explain how the
structure helps with the function.
Station 9 Corn seed

This is a cross section of a corn kernel.
The slide shows two different kinds of
cells. The sprout is tightly packed
together cells that will grow quickly
into a stem. The large, empty looking
cells are storage containers for the
starch and nutrients. The sprout uses
the stored food in order to grow out of
the soil. Once the stem reaches
sunlight, it can do photosynthesis to make more food.

(layout) of the corn seed cells
would help the seed do its job.

The seed cells have a lot of
space in them because.
Draw a section of the seed

showing the storage space in
the cells. Pre-AP, also draw a
section of the sprout.
Cell Diversity Lab

Objectives:
with the function.
Station 10 Zea mays (corn) mature stem

This is a cross section of a corn stem. The slide
shows a slice of the stem. The tightly packed circles
are veins that carry food and water up and down
the stem. The empty circles are the cells that have
cellulose (a stiff substance) in the cell wall that
helps to hold up the plant, like a skeleton. The large
cells are typically filled with water to help support
the plant and provide water for photosynthesis.
When a plant wilts, it loses water out of these cells
and droops because the plant lacks support.

(layout) of the corn stem cells
would help the stem do its job.

The stem cells have a lot of
Draw a section of the stem

showing BOTH types of cells;
the veins and the structural
support.
Cell Diversity Lab

Objectives:
with the function.
Station 11 Syringa leaf (Look at this on medium power.)

A leaf is typically only a few cells thick, though the leaf can
be very long and wide. The slide shows
pieces of two leaves. The circular bump in
the center of each piece is a vein that
allows food and water to travel through
the leaf to the stem. The leafs job is to
gather sunlight and carbon dioxide from
the air during photosynthesis. The cells
on one side of the leaf are lined up like an
army or a brick wall to protect the leaf
and gather sunlight. The cells on the opposite side have tiny
gaps where carbon dioxide can come in to the leaf and
oxygen can get out.

(layout) of the leaf cells would
help the leaf do its job.

The leaf cells look different on
each side of the leaf. On one
side.. but on the other
side
Draw a section of the leaf

showing a few cells from both
sides of the leaf.
Cell Diversity Lab

Objectives:
with the function.
Station 12 Marchantia sporophyte (moss spore

capsules)
A moss plant reproduces with spores, not seeds. Spores are
tiny balls that contain the chromosomes for a new plant.
Each of the pockets in this slide contains hundreds of
spores that could grow into a new moss plant. The cells
around each capsule protect the spores until they are ripe.

(layout) of the sporophyte cells
would help the moss do its job.

The seed cells have a lot of
Draw a capsule with some of

the protective cells around it.
Cell Diversity Lab

Objectives:
with the function.
Station 13 Pre-AP/Advanced - Pediastrum (Look at

this on medium power.)
Pediastrum is a single-celled fresh water algae that doesnt
swim. It is hard to find them on this slide, and many of them
are in pieces. Try to find a
whole one (a circle with some
green stuff inside.)
List at least 4 functions that this Draw a Pediastrum.

single cell must be able to
complete in order to live.
Hint: look back at your notes.
How does this organism get
food?
Hint: the green stuff is
chlorophyll.
AE: Students ask any clarifying questions, write a reflection about what
they learned/saw and found interesting
BE: Students leave the microscopes on low power when they leave a
station, stay focused
If there is time, students can complete their reflections in order to
receive a 4 for this assessment grade. Students can then go on to
Google Classroom and start the reading about Stem Cells, and take
Cornell Notes.
IS Students: Students have to complete 4 of the stations. Peers
can provide help/collaboration at each station.
Pre-AP/Advanced Students: There are 2 Pre-AP/Advanced
stations included. These students will be expected to write a
reflection as well as the write-up about each station.
Note: I am only expecting students to get through 4-5 stations, and
then continue the lab activity during the next class period.
Reflection
The goal for this lesson was for students to understand that there are
many different types of cells and the structure of each is different in
order to perform different functions. Students had the opportunity to
move at different paces throughout this lab, and they had the option of
choosing which tissue samples they wanted to look at, as long as they
met the expectations/requirements. I believe that students enjoyed the
structure of the lab, and the fact that it provided them with options.
However, I found that some students had problems with the drawing
portion of the assignment. I could have given them a different option
that would allow them to gain the same understanding of the material.
Day 2: Finish Lab/Stem Cells

Beginning of Period (3 minutes)

passed back. Students should not touch the microscopes/lab materials.
Students will take out their Cell Diversity flaps.
Set (5 minutes)
Students will share one of the stations that they completed with a
partner. They should discuss one thing interesting that they learned,
referring to their picture. This will allow students to share their work
and be proud of what they have done. This will also be a good time to
remind students of Student-led Conferences, and say that this is an
assessment that they can show for that. Students will be reminded of
the expectations for the Cell Diversity Lab.
Independent Practice/Assessment (35 minutes)
Students will complete the Cell Diversity Lab. There will be 13 stations
set up around the room will prepared tissue slides. Students are
expected to complete 6 stations for a 3, 8 stations for a 4. PreAP/Advanced students must complete at least one of the 2 available
Pre-AP stations. Students should have 4 stations completed from the
previous class period. To earn a 4 for this assessment, students must
complete 8 stations will color/detailed drawing, complete sentences for
descriptions, and also write a paragraph reflection (what was seen,
learned, and found interesting). Students will be expected to stay at
each station for at least 5 minutes to ensure that they draw accurate
illustrations and include detailed descriptions based on the question
that is being asked. There should be a maximum of 4 people per
station. Students will be working individually, but can collaborate with
others at the station about what they are observing. Once students
finish their drawings/descriptions for 8 stations, then I will collect the
flaps and their reflection will be submitted on Google Classroom for
students to receive a 4 for the assessment. Directions will be posted
there for students to refer to.
AE: Students ask any clarifying questions, write a reflection about what
they learned/saw and found interesting A table will be set up for
students that finish early to start their reflections.
BE: Students return to their seats, go to Google Classroom on their
laptops. After 40 minutes in, stop everyone and have them move to
the introduction to stem cell activities, starting on Google Classroom.
Intro to Stem Cells (30 minutes)
Students will watch the Stem Cells: Seeds of Hope video with
questions embedded from Zaption. This will provide the students with
background on embryonic stem cells and the controversy of the topic.
When it is evident that most students have completed this, then

students will take out the Stem Cell reading. Students will read and
review the reading with their table groups. Team leader will read the
first paragraph, and then another person will verbally summarize the
paragraph. The person to the left of the team leader will read the next
paragraph, and a different person will verbally summarize that
paragraph. This will continue until everyone has had a chance to read
and summarize. This will allow students that struggle with reading to
understand the content. Students will color-code the reading to focus
on what stem cells do and why they are important once they finish
reading/reviewing with their group. This will be done individually. This
reading will then be taped to page 67 as a flap. Students will then
complete a Zaption video on Google Classroom that introduces them to
induced pluripotent stem cells and discusses possible applications to
tissue engineering if time allows.
Egg + sperm =
fertilization
A fertilized cell
divides into a
blastocyst.
A blastocyst
divides into a
mass of
millions of cells
called an
embryo.
Embryonic
stem cells
divide and start
to form
different
tissues and
organs. Then
the cell mass is
called a fetus.
When a fetus is
born, it is called
a baby.
Science 7
Name
Mark the text in 2 colors:
____________________________
1. What does a stem cell do?
_
2. Why are stem cells important
Per ______ Date
in medical research?
______________
Stem Cell Basics

Excerpts from an article by Stephanie Watson and Craig
Freudenrich, PhD
http://science.howstuffworks.com/life/cellular-microscopic/stemcell1.htm
A stem cell is essentially the building block of the body. Stem cells are
capable of dividing for long periods of time, are unspecialized, but can
develop into specialized cells. The earliest stem cells in the human body
are those found in the human embryo. The stem cells inside an embryo
will eventually give rise to every cell, tissue and organ in the fetus's body.
Unlike a regular cell, which can only replicate to create more of its own
kind of cell, a stem cell is pluripotent. When it divides, it can make any
one of the 220 different cells in the human body. Stem cells also have the
capability to self-renew -- they can reproduce themselves many times
over.
There are several types of stem cells, including:
Embryonic stem cells - Embryonic stem cells

include those found within the embryo, the fetus or
the umbilical cord blood. Depending upon when
they are harvested, embryonic stem cells can give
rise to just about any cell in the human body.
Adult stem cells - Adult stem cells can be found in

infants, children and adults. They reside in already
developed tissues such as those of the heart, brain
and kidney. They usually give rise to cells of the
organ they came from.
Induced Pluripotent stem cells (iPS cells)- iPS

cells are a type of pluripotent stem cell that can be generated from adult stem
cells. These adult cells that have been genetically reprogrammed to an embryonic
stem celllike state by being forced to express certain genes and factors.
In much of your body, our cells use mitosis to grow new cells. For example, if you get
cut or break a bone, your body can repair those areas by growing new cells by mitosis.
Mitosis makes cells that are identical to the parent cell. Stem cells, on the other hand,
can grow into any type of cell.
Stem cell research is exciting because of the possibilities of treating certain conditions.
With some diseases or injuries your body cant repair damaged cells. If someone has
heart disease, liver malfunction, or a spinal cord injury, for example, stem cells could be
used to regrow damaged tissues that wont grow on their own. There are hundreds of
examples of where stem cells could be used in medical treatments. Stem cell research is a
recent field of scientific study, and there is much to be learned in this new frontier.
Note: This is an independent work day, so students will complete

different activities at different times. However, everyone should be
focused during the entire class period and know what they should do
after they finish each activity.
IS Students: Students have to complete 4 of the stations. Peers
can provide help/collaboration at each station. There will be
different versions of the Stem Cell reading that are shortened.
Pre-AP/Advanced Students: There are 2 Pre-AP/Advanced
stations included. These stations have higher level thinking
questions and are less guided. It is also more difficult to find the
organisms on these slides. These students will be expected to
write a reflection as well as the write-up about each station.

There is an additional section for Pre-AP on the Stem Cell reading
for deeper understanding of the topic.
Reflection
It is important for students to understand stem cell research, as it
becoming a major topic in the world. By allowing students to
investigate the material, and understand why there are pros and cons
to the information, then they can begin to create opinions on the topics
that they will be potentially voting for one day. One thing that I would
change about this lesson, would be to have provided them with quotes
from people concerning stem cell research and students would have to
organize them into pros and cons based on previous knowledge.
Photosynthesis and Respiration Lesson Plan
Taylor Scruggs
February 16-25, 2016
State Standards
and interactions
Essential Learning #2: I can describe how cells are involved in
the processes of photosynthesis and respiration.
2a. Define photosynthesis, and list the cell organelle where this
process happens.
1g. Define stem cell, and describe the difference between embryonic
and somatic (adult) stem cells.
2b. Define respiration, and list the cell organelle where this process
happens.
2c. Describe where light energy changes to chemical energy (glucose)
and where stored chemical energy (glucose) changes to useable
chemical energy (ATP.) List living things that use each process
(photosynthesis / respiration.)
Day 1: Photosynthesis
Materials
Student notebooks
Guided notes
Spinach leafs
Hole punches
Baking soda
Dish soap
Plastic cups
Syringes
Desk lamps
passed back. Tape handout to page 69.
Set (5 minutes)
Students will listen to a Photosynthesis song. They will think about
what photosynthesis produces and where it takes place. They will
discuss quickly with a shoulder partner after the song.
AE: Students will look at the inquiry question provided on their lab
sheet: Why will the leaf disks float in the solution w/ CO2? Why? (What
product is being created during the process?) Students will also be
reminded of the difference between independent and dependent
variables.
BE: Students will listen to directions carefully and follow along as a
demonstration is given. The class will be split into two groups for the
demonstration piece. Tell students not to use the syringes as squirt
guns.
Independent Practice- Inquiry Lab (40 minutes)
Students will complete an inquiry lab about photosynthesis. The goal is
for students to determine why the leaf discs will float, and how that
demonstrates the process of photosynthesis. Students will be placing
leaf disks into a bicarbonate solution under a light source. Bicarbonate
ion serves as the carbon source for photosynthesis. As photosynthesis
proceeds oxygen is released into the interior of the leaf, which changes
the buoyancy and causes the disks to rise. The bicarbonate solution
will be made ahead of time. Students will work in pairs. They will have
one cup with 300 ml of bicarbonate solution and one cup of 300 ml of
plain water. Each pair will use a hole punch to produce 20 leaf disks out
of spinach leaves. The leaf disks will be infiltrated with the bicarbonate
solution. This will be done by placing 10 leaf disks into the barrel of the
syringe, and then replacing the plunger without crushing the leaves. A
small volume of sodium bicarbonate solution will be let into the
syringe. Students will hold a finger over the syringe-opening, draw
back on the plunger to create a vacuum. Students will hold this
vacuum for about 10 seconds. While holding the vacuum, they will
swirl the leaf disks to suspend them in the solution. The bicarbonate
solution will infiltrate the air spaces in the leaf causing the disks to
sink. Students will probably have to repeat this procedure 2-3 times in
order to get all of the disks to sink. Students will let the leaves and
solution from the syringe into the cup with the bicarbonate solution.
Repeat with normal water for the control. Place both cups under a light
source and start a timer. Record the number of floating leaf discs after
each minute for 10 minutes. While the experiment is running, students
can be brainstorming what they think is happening to cause the plant
disks to sink and rise. They can also jot other questions that come to
mind. Students should also be drawing their experiment setup on the
provided lab sheets.
Photosynthesis Lab
Inquiry Question: What will happen to spinach leaves placed into a
solution containing carbon dioxide and exposed to light? Why?
1. What is your independent variable?

2. What is your dependent variable?
3. Sketch a diagram of how you get up the experiment below. Label your
diagrams!
Experimental Setup (with Independent
variable)
Control Setup (everything same exc

Independent variable)
4. List your constants/controls/ controlled variables (at least 4!)
Results: Fill in the data chart below as you conduct your experiment, recording the
number of floating leaf disks after each minute.
Data Table: Number of Leaf Disks Floating
Time (minutes)
Experimental (w/ C02)
1
2
3
4
5
6
7
8
9
10
Control (w/out CO
Conclusions:
Answer the following questions using super sentences! (Repeat the question in the
answer.)
1. Explain the changes that occurred within the leaf that allowed the leaf disks to rise
to the surface.
2. You will now design and carry out an Experimental Lab using a variable that
you select. Think about another factor you could test to determine its affect on
photosynthesis. Set up a lab notebook page that lists your hypothesis, materials,
procedures, data charts and conclusions.
AE: Students will ask any clarifying questions, write initial thoughts for
conclusion
BE: Students will clean up all lab materials, have notebooks open to
notes on page 69
Students will be asked which organelle photosynthesis takes place in,
which will link back to their previous learning. They will then take a few
short guided notes about the molecules involved in the process of
photosynthesis. To go through the molecular formula for
photosynthesis, several students will be asked to come up to the board
one at a time and put a piece of the formula in place. Other students in
the class will be asked to show a thumbs-up or thumbs-down for if they
agree or disagree. Students will use this information to change/edit
their conclusions from the experiment. Students will form a conclusion
based on their results of the photosynthesis lab. What was being
created to make the leaf discs float? Why was carbon dioxide needed
in the water? Give evidence/reasoning. Students will have more time
during the next class period to finish this task.
Closure (2 minutes)
Students will reflect on the objective for the day (defining
photosynthesis). As a quick check for understanding, students will
show a 1-4 on their fingers for how well they feel they accomplished
the objective.
IS Students: Students can work with their teams during the lab,
pick a role that they can manage. Guided notes will be provided.
The DocCam and Smart Board will be available for a group of
students that will need more individualized instruction.
Pre-AP/Advanced Students: Students will have an extension
question at the end of the lab to provide the opportunity for
deeper thinking/understanding.
Assessment
Assessment will be in the form of formal formative as students will be
filling in their lab sheets and writing their conclusions here. This will be
continued into the next class period and the lab sheets will be
collected next class period. Informal formative assessments will be in
student conversations, thumbs-up or thumbs-down, and showing a 1-4
on fingers to demonstrate understanding.
Reflection
For this lab, students were able to determine the reactants and
products for photosynthesis. This is important to understand, as plants
take in the carbon dioxide that we produce, and they produce the
oxygen necessary for life. This lab allows students to visualize the
process as the plants are creating the oxygen. As an inquiry lab, it
makes students think about why the spinach leaves begin to float, and
they have to rely on previous knowledge in order to understand what it
is happening. One way that I would like to change the lab is to provide
other materials for students to use. This could include different types
of leaves, or different colors of light that would affect the rate of
photosynthesis.
Day 2: Finish Photosynthesis and Stem Cells

passed back. Get out two different colored highlighters.
Introduction (10 minutes)
Students will tell the person next to them what are the inputs and
outputs of photosynthesis. They will show their drawing of the setup
for the lab experiment and say why they saw the results that they did.
Students will draw the carbon cycle on page 68. Students will be
provided with an example, but they will need to complete their drawing
using a different ecosystem.
Students number the paragraphs of the stem cell reading. They will
read and review the reading with their table groups. Team leader will
read the first paragraph, and then another person will verbally
summarize the paragraph. After it is verbally reviewed, then the team
will discuss as a group about if they need to highlight any information
from that paragraph based on the questions provided. Students will
color-code the reading to focus on what stem cells do and why they are
important. The person to the left of the team leader will read the next
paragraph, and a different person will verbally summarize that
paragraph. This will continue until everyone has had a chance to read
and summarize. This will allow students that struggle with reading to
understand the content. This reading will then be taped to page 71 as
a flap. After students finish the reading, then they will be going to the
site posted on Google Classroom that discusses the pros and cons of
stem cell research. Students will create a slogan or Pickett sign for
each side. This will be written/drawn on page 70.
Teaching to Objectives (20 minutes)

Students will use the information in their notes and the carbon cycle to
change/edit their conclusions from the experiment. Students will form
a conclusion based on their results of the photosynthesis lab. What was
being created to make the leaf discs float? Why was carbon dioxide
needed in the water? Give evidence/reasoning. If students finish early,
then they can design and carry out an experimental lab using a
variable that they select based on the photosynthesis lab that they
performed previously.
AE: Students will finish their conclusions and other questions on their
lab sheets
BE: Team leaders will collect lab sheets from everyone at their table
and then deliver them to the teacher. Students will then be in their
seats and have the Stem Cell reading out
Closure (5 minutes)
Students will go back to their Cell Unit objectives. They will fill in the
post-score column for all of the objectives for Learning Target 1.
Reflection
During this lesson, students created a carbon cycle in order to see how
the reactants and products of photosynthesis affect living things.
Students also had the opportunity to peer edit the conclusions that
they wrote from the previous lab, in order to determine if their findings
were accurate and their explanations fit the requirements. One thing
that I would do differently would be to include a sentence starter for
the conclusions, in order for students to clearly understand the
expectations for their explanation.
Day 3: Respiration
passed back.
Set (3 minutes)
Turn to your Carbon Cycle on page 68. Explain what is happening with
carbon dioxide and oxygen between the two organisms. Students will
complete a Timed Pair Share for this for 30 seconds each.
Demo hook: Burn a marshmallow on a hangar over a candle. Ask

them where the light and heat energy comes from. Take a long, drawn
out bite of something the kids would want to eat (Marshmallow, Skittle,
Banana, etc.) Take a deep breath. Jump up and down. Ask them where
you got your energy from. Compare the two. Must have sugar AND
oxygen to create the energy in both situations.
Students will turn to their notes on page 69. We will take a few short
guided notes on the process of respiration and where it occurs. At this
point, students should connect their learning back to the mitochondria
and how it makes energy for the cell. Students will then build the
respiration equation in a similar way that we did with the
photosynthesis equation. Individual students will volunteer and come
to the board and move one of the molecules involved into the correct
place in the equation.
After completing the notes, students will go back to their carbon cycle
on page 68. They will add any missing pieces, including ATP energy,
glucose, and water. This will provide a visual for students to see the
connection between the processes of photosynthesis and respiration.
AE: Students will check that their notes and carbon cycle are complete.
Students will trade interactives by everyone giving their notebook to
the person to their right. Students will find the following in the persons
diagram: oxygen, carbon dioxide, energy, glucose, sunlight, water.
BE: Students will listen to instructions concerning the lab, have the lab
sheet out, and materials ready. Students will be informed that they will
not eat the Skittles used to make their models. If they can successfully
do this, then they will be provided with some as a treat at the end of
class.
During this lab, students will be using skittles to represent the
molecules found in photosynthesis and respiration reactions. The
molecules that will be modeled include carbon dioxide, water, glucose,
and oxygen. Students will see that during photosynthesis and
respiration that the number of atoms in the reactants (the
ingredients on the left side of the formula) will equal the atoms in the
products (the things that are given off after the ingredients undergo
a chemical reaction, on the right side of the formula). This
demonstrates the law of conservation of matter, and shows that the
equation must be balanced. Students will be using different colors of
Skittles to represent different atoms (carbon, hydrogen, and oxygen).
Students will identify the number of atoms of each of these on in both
the reactants and products for the processes of photosynthesis and
respiration. Students will be instructed to build water together. This will
be checked, and then students will build carbon dioxide. And then
glucose. Students will then use the Skittles to build 6 waters and 6
carbon dioxides and then rearrange them to form glucose. Be sure they
move ALL extra Skittles back into a bucket before they rearrange
things. When this step is done, they should be able to see that oxygen
is left over, and you can discuss why it leaves the plant. At THIS point,
students should add the law of conservation of mass to their notes, or
they wont be able to answer the conclusion questions.
Green= carbon=6
Red= oxygen=18 Yellow= hydrogen=12
Independent Practice
Students will then place the correct color and number of Skittles for all
of the atoms of the reactants of photosynthesis. This will be done on a
whiteboard labeled with a reactants side and a products side. The
Skittles should be arranged in the correct order so they represent the
molecules on the reactants side. Students will then rearrange the
Skittles to model the molecules for the products side. Students should
raise their hand twice to have their model checked, once for reactants,
and once for products. Their next task will be to rearrange the skittles
to model the respiration reaction. The number of skittles of each color
on each side will stay the same, but the order will not. Students will
then draw a colored representation of their Skittles model for both
processes on the provided handout.
Students who get it quickly can be recruited to be helpers and
move around to people who have their hands raised so that students
dont have to wait so long for reinforcement and moving on.
Skittles Lab- Photosynthesis and Respiration

Directions:
1. Write the color of Skittle that will be used to represent each kind of
atom below.
_______________Carbon _______________Hydrogen _______________Oxygen
2. Complete the chart below. Use the provided equations to write out
the common names of the molecules that are found in the reactants
and products. For example, the common name for H2O is water.
Photosynthesis: 6CO2 + 6H2O C6H12O6 + 6O2
Respiration: C6H12O6 + 6O2 6CO2 + 6H2O
Reactants
(ingredients)
Products (Given off)
Photosynthesis
Respiration
3. How many total carbon atoms are there in the reactants of

photosynthesis? ____________
4. How many total oxygen atoms are there in the reactants of
photosynthesis? _____________
5. How many total atoms of hydrogen are there in the reactants of
photosynthesis? _________
6. How many total carbon atoms are there in the products of
photosynthesis? ____________
7. How many total oxygen atoms are there in the products of
photosynthesis? ______________
8. How many total atoms of hydrogen are there in the products of
photosynthesis? __________
9. Place the correct color and number of Skittles you chose on the table
for all of the atoms of the reactants of photosynthesis. For example, if
you chose red Skittles to represent carbon, place one red skittle for
each atom of carbon on the reactants side. Arrange the Skittles in the
correct order so they represent the molecules on the reactants side.
Then do the same for the products side. Make sure they are separated.
Have your teacher check your model for accuracy.
10. Draw a colored picture of your Skittle representation of the
photosynthesis and cellular
respiration reaction (both the reactants and the products).
Photosynthesis:
Cellular respiration:
11.How many total carbon atoms are there in the reactants of

photosynthesis? _____________
12. How many total carbon atoms are there in the reactants of
respiration? ________________
13.How many total oxygen atoms are there in the reactants of
photosynthesis? ___________
14. How many total oxygen atoms are there in the reactants of
respiration? ______________
15. Do you notice a pattern between how many atoms are in the
reactants and how many are in the products? Can you guess the
significance of the pattern?
_____________________________________________________________________
_______________________________________________________________
Conclusion questions:
17. What were your observations about the photosynthesis and
respiration formulas?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
18. What is the law of conservation of matter?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
19. How was the law of conservation of matter demonstrated in this
lab?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
20. Why are the products of the photosynthesis reaction necessary for
life on earth?
AE: Students will share with a partner about what they discovered from
the lab today (one take-away), complete questions about the lab if
needed.
BE: Students will clean up all lab materials. Students will get to eat
their snack while they complete the closing activity. I will go around
and hand out the candy as the work. Any trash will be thrown away.
Closure (5 minutes)
post-score column for all of the objectives for Learning Target 1 and 2.
Reflection
The use of the Skittles helped students to understand and visualize the
inputs and outputs for both processes of photosynthesis and
respiration and see how they are related. Having food is also another
tool to engage students and reward them if they demonstrate
acceptable behavior throughout the period. One thing that I would do
differently for this lesson would be to build the photosynthesis
equation as a class activity instead of having students do it
independently. This caused some confusion for many students. If we
did the photosynthesis equation as a class, then students could have
better understanding and be able to complete the respiration equation
independently.
Day 4: Review and Quiz

passed back. Students should have out finished Skittles lab.
Set (3 minutes)
Students will read the Sentence Starter for the Skittles lab conclusion.
They will determine if they need to edit or add to what they have
written. Students who come in with their lab complete will earn
another scoop of Skittles.
Students will add the law of conservation of matter to their

notes/objectives. Students will work on finishing their conclusions. If
they have their conclusion completed during the beginning, then they
can go out into the hall (or outside) for a pullout activity.
Pull out activity: Each relay team will have one chloroplast, one
mitochondrion, and one organism envelope. There should be 6 orange
oxygen and 1 orange glucose card in the OUT pocket of the chloroplast
(leaf). There should be 6 black carbon dioxide cards and 6 water cards
in the OUT pocket of the mitochondria. There should be 1 pink ATP card
in the organism envelope. The chloroplast will be set about 20 feet in
front of the team, and the mitochondrion and organism envelope at the
starting line for the team. The team should line up behind the starting
line. On GO!, the first person in line takes a black card out of the
mitochondrion, runs to the chloroplast, and puts the black card (carbon
dioxide) in to the IN pocket on the chloroplast. The second person in
line can be taking a card out of the pocket while the first person is
running. The first person runs back (empty handed) and tags the next
person in line. The second person runs to the leaf to deliver their
molecule, and runs back to tag the next person. This continues until
ALL of the black molecules are delivered to the leaf. The next step is
for the next student in line to run to the leaf with a light source
(flashlight) and shine it on the leaf for a count of 5. Then, they take an
orange molecule out of the OUT pocket of the chloroplast, run back to
the mitochondrion and put the orange molecule into the IN pocket. The
runner hands off the light source, and the next person runs to the leaf,
shines the light, and takes an orange card out, delivering it back to the
mitochondrion. When ALL of the orange molecules are IN the IN pocket
of the mitochondrion, the next person in line takes the pink ATP card
out of the organism envelope and holds it in the air. ALL the
teammates must raise their hand at this point. The first team with the
ATP card and all hands up wins the race!
Guided Review (10 minutes)
Students will complete a pair review and edit for their Skittles Lab
conclusion. Students will work with a clock partner for 1 minute to
check for understanding and a well-written paragraph. They will switch
and work with a different partner for another minute.
Review/Independent Practice (20 minutes)
Students will complete a review for the inputs/outputs for respiration
and photosynthesis. Each pair of students will receive an envelope with
each of the different parts of the photosynthesis and respiration

equations. The first step will be to use the different pieces to form the
reactants for photosynthesis. Students will then form the products for
photosynthesis. Students will then work together to form the
respiration equation. Each pair will be moving to a different area in
order to check another groups work, and then their work will be
checked by someone else as well.
BE: Students will put all slips back into the envelopes, assistant leader
give envelope to teacher
Independent Practice/Reflection (5 minutes)
post-score column for all of the objectives for Learning Target 1 and 2.
Students will also write a review question for each objective and go
back through the assignments completed to reflect on learning/growth
AE: Students ask any outstanding questions or confusions
BE: Team leaders put interactives away, have computers open to the
Internet
Assessment (15 minutes)
Students will take a quiz covering photosynthesis and respiration. The
quiz will be online through Engrade. Students will open their computers
to www.engradepro.com/poudre, and login. Once students are logged
in, then they may begin. The quiz consists of a variety of different
question types and should allow for different kinds of thinking.
Closure (2 minutes)
AE: Students will see their score and have immediate feedback, except
for the Pre-AP/Advanced portion, which will be handwritten
BE: Students will close computers, quietly watch the Respiration video
on Google Classroom and then read while others finish the quiz.
Reflection
I really enjoyed the relay-race activity for this lesson. It gave students
an opportunity to get up and get moving, while working with the
content. However, this activity could not be the only review activity. It
helps for some students to understand what is going in and out of the
cells, but many students were just completing the relay without
understanding the purpose. The activity where students needed to
arrange the equations after the components have been scrambled was
very useful, as students could see how the equations need to go
together. I feel like it would have been beneficial to complete the relay
race with the entire class, and then come back in to do the envelope
activity in order to see the relation between the two.
Mitosis and Meiosis Lesson Plan
Taylor Scruggs
February 29-March 7, 2016
State Standards
and interactions
Essential Learning #3: I can describe and distinguish between
the processes of cell division.
3a. Describe the steps a cell goes through in mitosis, and what the end
result of mitosis is.
3b. Describe the steps a cell goes through in meiosis, and what the end
result of meiosis is.
3c. Compare the number of chromosomes in parent and daughter cells
in mitosis and meiosis.
3d. Compare the number of chromosomes in a body cell vs. a sex cell /
gamete (egg or sperm.) Explain how traits are passed from one
generation to the next through fertilization.
Day 1: Mitosis
Materials
Student notebooks
Guided notes
White boards
Dry erase markers
Envelopes with pipe-cleaners
passed back. Students will pick up the handout. Team leaders get
white boards/markers/rags for each person on their team.
Students will also go to their Cell Unit Objectives and fill in a post-score
for Learning Targets 1 and 2.
Check with a student to pull up Respiration/Photosynthesis engrade

quiz to see what they missed.
Set (5 minutes)
Students will listen to a Mitosis song. They will then give a general
description of mitosis to their elbow partner.
AE: Students will ask any clarifying questions
BE: Students will listen to directions. Team leaders will get one
envelope with pipe cleaners for each person at their team and return
to seats. The pipe cleaners are to be used to show chromosomes, not
be twisted into different shapes
Students will use pipe cleaners to demonstrate the process of mitosis
and how the cells divide. Students will draw a large circle on a
whiteboard to represent a cell and then a smaller circle inside to
represent the nuclear membrane. Students will add some specific
organelles to their cells in order to connect to previous learning and
know that we are now focusing on the DNA. Students will first twist two
identical pipe cleaners together to form an X. They will do this for both
types of pipe cleaners to form the two chromosomes. Students will
then erase the nuclear membrane circle to demonstrate it dissolving
for prophase. They will move their pipe cleaners to form a line at the
center of the cell for metaphase. They will untwist their pipe cleaners
and move one of each pair to the opposite sides of the cell for
anaphase. They will erase the cell membrane and draw two new cells
around the chromosomes on each side of their board, each with a new
nuclear envelope around them.
AE: Students will consider what the importance of cell division is
BE: Students will have notes taped to page 75, and be ready to listen
Students will take guided notes about the process of mitosis and its
purpose. This will provide students with an opportunity to connect to
what they did with the pipe cleaners and understand the process that
they showed. Students will write their own questions for each part of
the Cornell notes and then write a quick summary of learning for the
day.
AE: Students will begin to think about how meiosis is different from
mitosis
BE: Students will listen to directions about the next step with the pipe
cleaners
Students will be asked to think about fertilization, going back to
previous learning about flowers. Use pipe cleaners to build a sperm cell
and egg cell and then bring them together. Will this work? Come back
to this question next class.
Closure (2 minutes)
Students will reflect on the objective for the day (mitosis). As a quick
check for understanding, students will show a 1-4 on their fingers for
how well they feel they accomplished the objective.
IS Students: Students can work with a partner during the
activity. Guided notes will be provided. The DocCam and Smart
Board will be available for a group of students that will need
more individualized instruction.
Pre-AP/Advanced Students: Students will have an extension
question at the end of the activity to provide the opportunity for
deeper thinking/understanding.
Reflection
The use of pipe cleaners to explain the process of mitosis was useful,
as students had the opportunity to build and explore what was
happening in each step of the process. One portion of the lesson that I
would have changed is to begin by showing videos of what the process
actually looks like when occurring in cells. This way students would
have another visual to refer to when building their models.
Day 2: Meiosis
passed back. Students will pick up the handout. Team leader will get a
white board/marker/rag for each member of their team.
Set (5 minutes)
Students will be asked if anyone remembers the question that was
posed at the end of last period involving how an egg and sperm
combine to make a new cell. What would happen if all of the
chromosomes from the mother and father came together?
AE: Students will reflect on what they learned about mitosis and
discuss with a partner what would be different to create a fertilized egg
BE: Students will get one envelope with pipe cleaners
Students will explore with the pipe cleaners to try to figure out how an
egg and a sperm can meet to create a cell diploid cell. This will lead
into the topic of the process of meiosis.
AE: Students will think about how meiosis creates eggs and sperm
Be: Students will tape guided notes/diagram to page 77
Students will take guided notes about the process of meiosis,
comparing it to that of mitosis. The notes will include the purpose of
both processes, how many daughter cells each produces, and the
number of chromosomes in the daughter cells of both mitosis and
meiosis. Students will also be given a diagram that shows how the cells
divide and the different phases of both processes. This will allow
students to have another visual for comparing mitosis and meiosis.
Compare mitosis and meiosis- cell division
Purpose
Mitosis
To make:
Meiosis
To make:
# of
daughter
cells
# of
chromosom
es in the
daughter
cells

Students will be divided into pairs by meeting their clock partner.
Students will play Tic-Tac-Toe Summary. Students will work with a
partner to create and answer their own questions about the content.
One partner will be X and one will be O. Partner X will pick a question
starter and then ask a question about cell division using that question
starter. If the question is valid then partner X will mark an X in that
box. Partner O will answer the question, and if the answer is correct
then O marks a point. If the answer is incorrect, partner X explains the
answer and marks a point. Students will switch roles and partner O will
ask the questions. Whoever gets a tic-tac-toe, marks a point.
Closure (5 minutes)
Students will add up their points and then go back to their normal
seats. There, students will add up their points as a team. Team points
will be awarded based on scores.
Modifications/Accommodations
IS Students: Students will be provided with pre-created
questions for the review to choose from.
Pre-AP/Advanced Students: Students have the opportunity to
create their own questions for the review. Students should use
higher levels of questioning.
Reflection
This lesson was useful to differentiate the processes of mitosis and
meiosis. Using the pipe cleaners again allowed students to access their
previous knowledge from the activity in the previous class period.
However, I had some trouble with this particular lesson. Meiosis is a
more difficult process to demonstrate than mitosis. Students were
having difficulty understanding each of the different steps. I had to
readjust my teaching for several class periods, and go back and restart
the process in order to allow for more students to gain understanding.
One way to do this was by showing a video with music that explained
the process before building/modeling with the pipe cleaners.
Day 3: Mitosis/Meiosis Review

passed back.
Set (3 minutes)
Students will fill in a post score for Learning Target 3. These cover
mitosis and meiosis.
BE: Students will listen to directions and look at their clock partners in
interactives
Students will be divided into pairs by meeting their clock partner.

Students will play Tic-Tac-Toe Summary. Students will work with a
partner to create and answer their own questions about the content.
One partner will be X and one will be O. Partner X will pick a question
starter and then ask a question about cell division using that question
starter. If the question is valid then partner X will mark an X in that
box. Partner O will answer the question, and if the answer is correct
then O marks a point. If the answer is incorrect, partner X explains the
answer and marks a point. Students will switch roles and partner O will
ask the questions. Whoever gets a tic-tac-toe, marks a point.
AE: Students will ask any clarifying questions, share the hardest
question that they answered
BE: Students will be numbered off to form new teams and listen to
instructions
Review Game (20 minutes)
Students will play a review game. They will have a deck of red cards
and a deck of black cards for each team. The first person to start will
draw a card from either deck, and then have to answer the
corresponding question on the sheet. If they get the answer right, then
they keep that card. Other members of the team can challenge that
person before the answer is revealed if they think the person got it
wrong. If the person that challenges is right, then they keep the card. If
the person that challenges is wrong, then they must give up one of the
cards that they have.
Note: You can only challenge if you have already won at least one card.
AE: Students will think about any material that they need to study
Be: Students will make a table of contents for their interactive if they
finish the game early. Team leaders will then put interactives away and
be seated
Which organelle makes

ATP energy by
respiration?
Mitochondria
What is the purpose of

photosynthesis?
To make glucose.
What is the purpose of

respiration?
To make ATP energy.
Which organisms
perform
photosynthesis?
Plants (and anything

with a chloroplast such
as some bacteria and
single celled
organisms).
Which organisms
perform respiration?
All Living Things!
Name 2 organelles
found ONLY in plant
cells and not animal
cells?
Cell wall and

Chloroplasts.
What is a stem cell?
A cell that can turn into

any other kinds of cell
Does DNA duplicate

before, during, or after
mitosis?
Before.
10
What is the function of

the cell membrane?
To regulate what goes in

and out of the cell.
10
Jack
How much DNA is in

each daughter cell
after mitosis?
Same amount of DNA as

the parent cell.
Jack
Quee
n
What are
chromosomes made
of?
DNA and protein
Que
n
King
What two molecules do

mitochondria need to
perform respiration?
Glucose and oxygen
Assessment- Quiz (20 minutes)

Students will quickly answer a few questions about the processes of
mitosis and meiosis. I will put up a statement and students will have to
decide if it is true for mitosis, meiosis, or both. Students will move to
different spaces in the room based on what they think the answer is.
This is a similar format to the quiz.
Students will then take a short quiz about mitosis and meiosis.
Closure (2 minutes)
Students will show a 1-4 on their fingers based on how they think they
did on the quiz.
Modifications/Accommodations
IS Students: Students will be provided with pre-created
questions for the review to choose from.
Pre-AP/Advanced Students: Students have the opportunity to
create their own questions for the review. Students should use
higher levels of questioning.
Reflection
The review came to cover the mitosis and meiosis section of this unit
was successful. The card game allows for students to compete, while
not having a specific winner in their group. Students enjoy how the
game is set up, where they take turns answering questions and then
simply keeping a card or not. It is a low-pressure competition. One
aspect of this lesson that I would do differently is to organize the teams
for the review game based on academic level throughout the cell
division section. I would place students that are high achievers on a
team, and those that are struggling on a team. That way students
would be competing against those on a similar level, and not feel
embarrassed or unwilling to participate. I would also be circulating and
focus on the struggling groups in order to provide assistance if there is
an answer that the entire team is confused on.
Kin

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Lesson Plans

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Day 1: Cell Diversity Lab

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Station 1 Human skin

Possible sentence starter:

Cell Diversity Lab

Station 2 Human lung

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Possible sentence starter:

Draw a section of the lung

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Station 3 Swine Liver

Describe how the structure

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Draw a section of the liver

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Station 4 Human bone

Describe how the structure

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Draw 2 bone cells that are sideby-side.

Cell Diversity Lab

Station 5 Small intestine

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Station 6 Developing tooth

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Draw a small section of the

Cell Diversity Lab

Station 7 Mammal skeletal

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Cell Diversity Lab

Station 8 Pre-AP/Advanced Closterium crescentic

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Cell Diversity Lab

Station 9 Corn seed

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Possible sentence starter: