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Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. (HS-LS1-2)
Purpose/Rationale: In this lesson, students will learn how differences in cell structure are
related to differences in function. Students will analyze multiple examples of diverse eukaryotic
cells and explain the relationship between their structure and function. Students will also learn
how different cell structures support the characteristic activities of life (e.g. homeostasis,
reproduction, responding to environment).
Background Knowledge: Before beginning this lesson, students will need to understand the
difference between prokaryotic and eukaryotic cells, as well as the difference between unicellular
versus multicellular organisms. Students should also have a basic understanding of functions of
organelles within animal cells. These concepts were previously taught in earlier lessons. Students
will also have completed a pre-reading homework assignment covering the levels of organization
in multicellular organisms and the cell structure and function of the digestive and circulatory
systems. The pre-reading assignment will be reviewed at the beginning of the lesson.
*Instructional Objectives:
*Language Objectives:
*Multicultural Objectives:
Materials and Safety Precautions (if applicable): Explanation: Cell Structure and Function
Cell Types Lab and Levels of Organization worksheets, microscopes, prepared specimen
slides, coloring pencils and markers, poster paper, blank paper, biology textbook, student chrome
books, overhead projector. Because students are working with commercially prepared slides,
there are no safety precautions in this lesson.
Accommodations for special needs, advanced and English language learners: For SN and
EL students: My biology class contains one EL student and two students with special needs. I
will allow my EL and special needs students to take their lab worksheets home for homework in
order to have some extended time in answering their written responses. I will also help my
students with generating examples of cell structure and function by working individually with
them on their graphic organizers.
Procedures:
Focus Lesson (Teacher does): Daily Log: In your own words describe the words structure,
function, and determines? (5-10 min)
Teacher Will: Welcome the students to class and direct their attention to the daily log question
written on the board.
Students Will: Take out their daily log worksheets and quietly take a few minutes to answer the
question on the board.
Teacher Will: Ask the students to turn to their neighbor and share their definitions of the words
structure, function, and determines.
Students Will: Turn to their lab partners and share their daily log answers. As the students listen
to their partners definitions, they are encouraged to add on to their own answers in their daily
log worksheets.
Teacher Will: Following the group activity, I will ask for volunteers to share their responses with
the class. After the students complete their explanations, I will show the students a table with my
own definitions of the three words, and if needed, encourage the students to add on to their
definitions. I will also use an analogy of a hammer in order to reinforce the concept that the way
something is arranged enables it to play its role or fulfill a job. In order for a hammer to perform
its function of pounding in or pulling out nails, it must have a structure that enables it to perform
such tasks. Parts of the hammer that enable it to perform its job include the length and width of
the handle, as well as the shape of the head or the claw.
Modeling: Modeling analysis skills in examining differences in cell structure and their
relation to cell function. (10-15 min)
Teacher Will: Ask the students to take out their pre-reading homework assignment. I will
review the questions from the reading assignment by asking the students to offer their
individual explanations to each question. With each answer I will refer to the main text
and annotate the main body of the text in order to show students the evidence in support
of their explanations. I will also underline and define tier 2 and tier 3 words within the
reading such as function, absorption, excretion, enzymes, molecules, and
particles. I will also direct the students to look at some of the images imbedded within
the worksheet in order to assist them in understanding the main concepts within the text.
After reviewing the material, I will collect the worksheets as a formative assessment.
Teacher Will: I will direct the students to the first page of their Cell Structure and
Function worksheet. I will briefly inform the students that they will be submitting this
worksheet at the end of class and will be working with their peers on a group poster. On
the front page the students will see a labeled diagram of a blood capillary. The same
image will be projected on a screen via an overhead projector. I will explain to the
students that oxygen and nutrients diffuse from the blood to the cells near the capillary.
Alternatively, carbon dioxide and other waste molecules produced by the cells near the
capillary diffuse into the blood. I will inform the class that the capillary endothelial cell
wall is only one cell thick. I will ask the class to explain why it is useful for the walls of
capillaries to consist of a single layer of thin, flattened cells. After listening to a few
responses, I will offer a formal explanation that describes the structure of endothelial
cells as being flat, and forming pavement-like patterns. The structure of the endothelial
cells allows for the passing of materials, fluid, across the cells of the blood stream to the
underlying tissues. Gases such as carbon dioxide and oxygen can simply diffuse through
the endothelial cells in a back and forth manner (blood -> cells or cells-> blood). I will
correlate this example to the information about the digestive and circulatory systems from
the students homework assignment.
be circular shaped? Why do white blood cells need to be able to change shape in order to
accomplish their function?
Independent Learning (Students do it alone): Constructing examples to support a claim.
Group Work. (20min to be continued next class period)
Teacher Will: After sharing their written responses, I will ask the students to form groups of four.
As a group, I will ask the students to think of four examples of cells that support the claim The
structure of a cell is related to its function. Specifically, I will ask the students to think about the
question: How does the structural adaptation(s) enable the cell to carry out its function? Students
will have access to their biology books and classroom computers for supplementary information.
Once the students determine their four examples, they will further be instructed to create a visual
of their ideas on poster paper. In order to assist my students in organizing their thoughts for the
poster, I will draw a simple graphic organizer on an overhead projector. Using this template, I
will present one example from their homework assignment that will support the claim above. I
will ask the students to draw and complete the same table on a blank piece of paper but
integrating their examples. Blank paper is available for the entire class at the front of the room. I
will instruct the students to submit their organizers with the posters at the end of the class period.
I will inform the class that they will have more time to work on their posters during the next
class period, if needed.
Students Will: Students will work in teams of four to brainstorm examples of cells that support
the claim The structure of a cell is related to its function. Students will use a graphic organizer
to arrange their ideas into an orderly form. Students will also determine how to present their
examples to the class by making a visual poster that examines how the structure of a particular
cell type is central to its function in the organism.
Closure: (5min)
Teacher Will: After collecting the students worksheets and graphic organizers, I
will inform the class that they will be given more time to work on their posters during the
next class period. We will also begin our group presentations during the next class period.
I will distribute another worksheet for the students to complete as their homework
assignment. The students will be given another challenge question that will test their
understanding of cell structure and function but this time looking at a single cell
organism. I will inform the class that a paramecium is a single cell organism with several
differences in structure and function from the animal cells they have previously
encountered in their lab work. For their homework assignment, students can use their
textbook and other available resources to learn about the structure and function of a
single cell paramecium. In their worksheet, I will ask the students to write a short
explanation of how these structures support the characteristic activities of life (e.g.
homeostasis, responding to environment).