Angelica Marchini

Lesson date: 11/8&11/9

Course: Biology & Honors Biology

Length of period: 45 minutes

# of students: 18-33

I. Content

In this lesson, students will use their notes and knowledge of cell structure to build a “grocery list” for
their project

The “grocery” list will be their draft of the project. They will draft the objects that will be in their
diorama without having the materials in front of them. They will work through their ideas with their
peers and me in the room in order to have an idea of where to go with the project. They can also ask
questions while they’re doing it and be prepared to move forward with this project. Given a draft, they
will also be more likely to bring materials in.

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

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.
 The beginning of the week class they will have colored in the cell parts and should be familiar with the
structures.

The previous class they completed the jigsaw to establish cell parts, function and possible diseases
related to the organelles

Due to poor performance in assessing these activities, they will be taking traditional notes to support
their foundation of these topics. After having traditional notes they should be familiar with the function
of the organelles.

IV. Objectives

Students will be able to draw analogies between cell function and real world items in order to describe
the function of a cell

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: This will relax the students The students may Take care of
“Trimates” as administered by Champion before class be resistant to the classwork during
10 minutes as an ongoing activity to introduce idea of humans the do now
historical anthropology being descended
from apes The do now will
NOT take more
than 10 minutes
in this class
period-
Explore The students will draft their objects on a The students will have an Students may get If a student
piece of paper in appropriate groups opportunity to address distracted during a comes to me with
misconceptions about the free time activity objects during
project with me in the room this period they
want that they’re
not sure if they
can find, I will
help them with
materials
Explain Students will justify their analogies for me Students will go over their Some students Separate
reasoning to show that they may gave students as
understand the project nonsensical necessary
answers so they Students can
need to rethink redo their
their objects answers until
they are satisfied
 with the
comparison
Elaborate The students will show how the parts The students should consider Some students Walk through the
work together to make and move proteins the bigger picture of the cell might not make process
the connection so
we can walk
through the
process start to
finish
Evaluate Stamped/graded by the end of class so The students will get feedback Some students It will be graded
the students can go get the materials on their understanding might not finish- and they will be
informed that the
class is moving
on so they should
figure it out by
the next class or
risk a very low
project grade
Differentiation B1 is a differentiated class- they are
(if time working in groups of 4
allows)
Honors moves faster so they will push
ahead with the project when they finish
early- potentially go back and do jigsaw-
there should be no excuse for not having
all organelles

VI. Follow up Assignments: cell project, finish worksheets

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Textbook of biology
e. Interactive guided notes
f. Student guide
g. Rubric
h. Poster sheets
i. Sample diorama
j. Household materials for the project including but not limited to
i. Plastic or paper kitchenware
ii. Boxes
iii. Glue
iv. Tape
v. Staples
vi. Construction toys
vii. Straws
viii. Plastic wrap
ix. Batteries
x. Pictures
 xi. And many more
k. https://learn.genetics.utah.edu/content/cells/insideacell/

VIII. Assessment:
 They will assess their understanding through the project
 We will go over half the worksheet in class and half out of class

IX. Differentation
 Honors has more detailed organelles and higher expectations for completion
 ESoL can work together
 Sports students need to get it to me by the following class period