Angelica Marchini

Lesson date: 10/15

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will dive deeper into the structures of animals and plant cells. After doing the
analogy sheet last week, students will at least be familiar with the terms related to the structure of the
cell.

At this point, we will spend the 90 minute lesson learning the structural components in animal
and plant cells. Given that it is a CAPPA school and the students are emotional learners, we will
accomplish this with a coloring activity. The students will be provided with a sheet that lists all the
names of the parts with the uncolored cell, and they will color each part in as they choose. On their
sheet they must label what color it is so that they can build an association between the color and the
part, and then they will describe its function.

Given the amount of parts of the cell, they will do this in 90 minutes. This lesson will prepare
them for the rigorous jigsaw activity on Wednesday.

II. Standards

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms.

(HS-LS1-1) Systems of specialized cells within organisms help them perform the essential functions of
life.

III. Prerequisites

Students are aware that cell is the basic unit of life. Students should understand that the study of cells
is one of the most important topics in Biology.

Students have discussed cell theory and know that it will be on Friday’s quiz

Students have been using the textbooks to gather information for the past 3 classes (except Thursday’s
quiz). They should be familiar with the chapter on cells and how to find information about the function
at this point.

Two classes did an analogy worksheet where they compared the structures in cells to what they know
about their own every day lives. They built a connection between the cell as a city and the greater
world.

One class did not do the “analogy” worksheet and their understanding of the cell might be delayed.
 Students will have viewed an onion and cheek cell under a microscope and seen the nucleus and cell.
They should understand that the circles they saw were the nucleus and will have a baseline for
understanding those structures.

Honors and the middle day of class will have gone over prokaryote and eukaryote through the textbook
but will not have specifically done the notes.

IV. Objectives

Students will be able to identify the major structures in the cells in order to understand the process of
creating a protein

Students will be able to differentiate the features of a plant and animal cells in order to understand the
different functions of each cell.

V. Students will go over the structures of cells and the differences in plant and animal cells

5E Part of the Lesson: What will the teacher and Rationale: Expected Teacher’s
(Note which phase the students be doing? (Include specific questions, What purpose does each step, question, Reactions: Anticipations:
of the activity the tasks, or activities.) task, or activity accomplish This is largely Include specific
step refers to) conjecture-driven and response to students’
there may be multiple reactions and things
possible reactions for a to remember.
given activity.
Engage Do now: Students are used Take care of
A1: Very short do now: scientist of the A1 has been well behaved so a to fill in the blank classwork during
10 minutes week- bill nye? class check in seems less do nows the do now
A3: class check in necessary. Additionally, I’ve
A5: class check in- discussion of only taken over that class Students will be The do now will
expectations including behavior and recently. Given only half the given ~10 minutes NOT take more
academic students attend, seeing the to do this than 10 minutes
pulse on that class is not in this class
difficult- will do one later on Will check at 10 period-
A3- I have recently taken over minutes- no
this class and I want to see how exceptions
students feel about the way I
teach as well as where my
expectations are… kind of a
reintroduction now that I’m here
A5: this class has been
behaving poorly and we need to
have a class wide talk
Explore Students will be tasked with light work- Keeps them engaged with the Students will be I will continuously
They will be given the worksheet and material- they will remember the happy for a light rotate in order to
color in the parts as well as look up the coloring if nothing else day after last’s keep students on
function of each organelle on the Asking for the definitions helps week’s vigorous task. For A1 with
worksheet keep them on task and brings work the low
up accountability They should recall attendance I
some of the parts don’t expect
already and it issues
should feel like For students that
aren’t into
 something of a coloring because
break it’s babyish I saw
a cool crossword
with the
vocabulary that
they can do
Explain In the last twenty minutes I will walk Students will be kept on task in Students may go Be aware about
around and ask students to tell me which order to solidify the connection off task or get how on task
parts they are and what they do in a pop between coloring and the terms bored or finish students are- this
quiz sort of way to make sure they are early. For is the type of
building a connection Students who finish early will students who activity that is
get a crossword activity finish early it’s the “loose” and will
final day of need many levels
Mitochondria QoW of differentiation
and they also have
a crossword option It’s meant to be
that will be this fun!
week’s QoW
Elaborate How is the structure related to the Students will go deeper with The students will Prompt students
function? Why is the nucleus the biggest their understanding of function see that these to consider this
one? by not just seeing them as a objects aren’t even while
pretty picture totally random and they’re drawing
What are the differences between plants are placed in a
and animals? specific way
Evaluate Have a picture on the board at the end Students will show that they Some students will We have one
internalized this lesson and be confused- that’s more activity to
Popsicle stick students to get a pulse on really learned the parts by ok they can listen learn about the
their understanding of their own drawings spending time with them to other answers parts so these
students should
be called on
during the next
activity
Differentiation Crossword When the honors finishes early People will ask ESoL does
(if time they can work on all the stuff why ESoL is doing different things
allows) QoW on Mitochondria that was due today which I am a different activity because when
sure they did not do because they come into
Late students will go straight into the they’re kids and kids will be kids the classroom it’s
coloring easier for them to
learn the same
ESoL will be asked to draw it on larger things visually
poster sheets in place of a quiz on Friday that you learn by
to serve as the other student’s study reading and
guide writing

VI. Follow up Assignments: cell parts worksheets, cell parts project

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Textbook of biology
e. Coloring Worksheets
f. https://learn.genetics.utah.edu/content/cells/insideacell/
VIII. Assessment:
 cell parts quiz 10/19 on cell theory, organelle function and laballing the parts- there
is one question on the diseases they will learn about on Friday
 Honors is doing their project instead of having a quiz… don’t tell them that until late
next week- treat it like a bonus for hard work
 ESoL is going to create a review sheet for the other students instead of having a
quiz. Their review sheet should be finished by end of class on Wednesday

IX. Differentation
 ESoL will do the same lesson but on a bigger poster sheet to make a review
sheet for the other students to study off of- higher level ESoL will present it in
front of the students on Friday
 Honors has the QoW and their project- any extra time right now will be for their
project- perhaps the last half hour of class they will complete their first draft if
time allows
 Low level students should be ok for this lesson except the part with the
function- I will make a cheat sheet with the functions for them to copy down
rather than have to find by putting sticky notes up on pages of the textbook at
the location of the definition