Angelica Marchini

Lesson date: 11/1&11/2

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will first complete the door decoration and then do a lab on computerized
microscopes. They will create a door decoration representing the structures of the cell to finish off the
unit on cell structure. Then, they will go onto the computerized microscope to compare plant and
animal cell structures. Specifically, they will differentiate where the photosynthesis seems to be
occurring throughout the plant cell disproportionately in order to get an idea of the complexity of plant
life and transition towards the hotosynthesis unit.

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.

The beginning of the week class they will have colored in the cell parts and should be familiar with the
structures.
 Due to poor performance in assessing these activities, they will be taking traditional notes to support
their foundation of these topics

After completing the guided notes they are using them to create a large cell model for the door and
moving on towards photosynthesis.

IV. Objectives

Students will be able to differentiate the features of a plant and animal cells in order to understand the
different functions throughout the body of a plant 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: Reinforces the cell structure and Their may be Take care of
Finish cell structure door dec allows them to complete the some students that classwork during
10 minutes Cut out organelle project they started on Friday aren’t there and the do now
Use index cards to describe the function some students that
just arrived This do now may
take a long time-
students will be
at different places
in the project

Whoever finishes
first the previous
class made a
mistake and
didn’t make a
central vacuole!
Explore The students have a lab to transition them Focusing on the chloroplast Some of the Make sure
from cell structure to honing in on the builds a connection to questions on the students are
chloroplast which will allow us to move photosynthesis which will be worksheet are aware that they
into photosynthesis. Students will discussed in the next unit higher level so we should move on
compare the bodily functions of plants to will go over them to the next
that of humans to understand the as a group prior to question if they
disproportionate presence of chloroplasts the end of class don’t get it
throughout the plant body

Explain Students will answer questions on the Students will consider the Some students, They may work in
worksheet to build connections between greater implications of simple especially ESOL groups
the visual of the cell and the its function observations of the nature of may struggle to
various types of cells answer some of
the higher order
questions

Elaborate Students will compare the differences in This allows students to develop Some students Do you think the
 cells throughout a plant to cells a personal connection with the may not know their cells in your brain
throughout their body material own cells are and in your heart
different look the same?
throughout their Should a leaf and
body a petal look the
same?
Evaluate How are chloroplasts distributed The students will get feedback Students will Students will
throughout a plant? on their understanding confirm that understand that a
photosynthesis plant is as
primarily occurs in complex as a
peripheral person
structures like
leaves and less so
in fruit
Differentiation The first half of the class is ESOL friendly
(if time The second is challenging for ESOL and
allows) higher level students. We will go over it
at the end and their progress will not be
evaluated the same during the lab

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. https://learn.genetics.utah.edu/content/cells/insideacell/
g. poster sheets for door dec
h. colored pencils and markers
i. glue
j. scissors
k. computerized microscope
l. slides
m. leaves

VIII. Assessment:
 They will be evaluated by their work on the lab
 We will go over the worksheet in class but progress will be monitored during the lab
 The poster should have accurate representations of structure and function

IX. Differentation
 ESOL will work in groups to complete the project and lab