ED 315 LESSON PLAN

Lesson #2

Format and Cooperating Teacher Feedback Form Name: Emily Condon Content Area:Science Date: 10-7-13 Grade Level: 7/8

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Through observation and talking with my cooperating teacher, students have been introduced the parts of the cell. They have some experience with the cell wall and cell membrane. Analyze the function of the cell membrane and compare it to the cell wall. Academic language: Cell wall, cell membrane, compare and contrast

Informal: As I teach I will tally on a seating chart every time a student asks a question. Formal: The formal assessment will be a jello cell to show the different parts of the cell.

Equipment: Bendy Straws, thread, water, dish soap, corn syrup, shallow tray

(Include time allotments) Introduction: (7 mins) Lets make a Venn Diagram of the similarities and differences between the cell membrane and cell wall. We will watch the following video to compare and contrast them. http://www.youtube.com/watch?v=lfDV_GCLXhE

 Steps for instruction: (28 mins)

We will be playing with bubbles and looking at how they can represent a cell membrane. How is a bubble like a cell membrane? Show image from link http://www.clearbiology.com/cell-membrane-bubble-lab/ - Cell membranes are fluid and flexible. ex: hand through frame - Membranes can reform when broken. ex: hand in and out of frame - Channel proteins float within the cell membrane. ex: string loop on frame - pop inside - Channel proteins provide passageways through the membrane. ex: put finger through hole from loop - Membrane bound organelles. ex: bubble inside bubble - Binary fission ex: split bubble with string It will be essential in this lesson to balance your questioning and participation around the room. Ensuring those that are actively participating continue to voice ideas while making sure that everyone in the class is called on at least once during the class. What is the expectation of notes? Will the students be taking notes or have a detailed venn diagram at the end? How can the notes/venn diagram fit into the Cornell Notes strategy that they have been working on? Strategies for students requiring additional assistance: Students needing additional support can see the main points written on the board/projector. This can help them focus. Closure: (5 mins) We will review the things we looked at with the video on the website. I will answer any other questions.

Extension- if they finish early, I will play the parts of the cell rap. Students have heard this and expect to hear it several times in the unit. Some of them are working to memorize it for extra credit.
http://www.youtube.com/watch?v=-zafJKbMPA8

Cooperating Teacher Signature:

Lesson date:________________________