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Teacher Candidate: Lesson Plan Template

Ryan Fessette

Date: November 13th, 2011

Unit Title: Cell Biology Subject: Living Environment Grade Level: 10th Essential Question(s):_____________________________________________________________ (*****You may not use every box everyday during field experience.) Lesson Title/Number

Organelle Anatomy

State Standards and Performance Indicator 1.2 - Describe and explain the structures and Performance functions of the human body at different organizational levels (e.g., Indicators systems, tissues, cells, organelles). Major Understandings 1.2a Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms. 1.2d If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis. 1.2e The organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together. 1.2f Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together. 1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells. 1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life. 1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).

Lesson Objectives
(Blooms Taxonomy)

1. Students will identify and understand the composition and chemical makeup of cells and their function. 2. Students will compare and contrast organelles from animals, plants, and bacteria to determine their differences in function and purpose.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Students will complete Bell Ringer sheets to assess their prior knowledge of subject and to use as an indicator for continuing learning.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Day 1: 5 minutes Draw or sketch a cell and label all organelles known. Compare drawings with a neighbor. ________________________________________________________

Day 1: 5 minutes Bell ringer question on board and quick review of previous material (Kinesthetic). 25 minutes Direct instruction lesson using Powerpoint and Smartboard technology. Slides will cover structure and function of individual organelles. Differences in types of cells will be stressed to understand the adaptations utilized by animal, plant, and bacteria cells. Guided notes with fill-in the blanks will be distributed to students for the entirety of the chapter (Visual/Auditory). 10 minutes Students will work on completing their vocabulary word for the chapter. Textbooks will be used to aid in looking up definitions for vocabulary terms. Students will have a handout of definable terms to use for reference purposes (Visual).


Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are

required. Labelvisual, auditory, and kinesthetic.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative).

Routine use of Bell Ringer question to assess prior learning and check of learning. Vocabulary terms to establish basic concepts needed for understanding each chapter.

Assessment Type and purpose

(sometimes called evaluation)

Bell ringer sheets that record each days question for a grade (Formative).


Upon entering the next class, the Bell Ringer for the day will be to review this class teaching material. Students will need to prepare for a quiz on organelles for the next class period.

Accommodations and/or Interactions with Support Staff

Using different tools to accommodate the different learning styles, such as: - Guided notes for visual learners - Bell ringer drawing for kinesthetic learners Providing extra time for exercises and activities for students with IEPs Textbooks Guided note handouts. Vocabulary terms worksheet.


Time Required

One forty minute class period.