Daily Lesson Plan/Learning Guide for Day 1 - The …suzanneskimball.weebly.com/uploads/8/2/4/9/82497274/cells_lesson...Daily Lesson Plan/Learning Guide for Day __2_ Course, Unit Theme

Daily Lesson Plan/Learning Guide for Day __1__

Course, Unit Theme and Grade

Level

High School Biology: Introduction to Cells

Utah State Core Standard and

Objective (numbers/letters are

fine)

Standard #2: Objective 3

Understanding(s) for the day

Living organisms share common characteristics.

Essential Question(s) for the day

What does it mean to be alive?

How do you anticipate activities,

materials etc. connect to

students’ prior knowledge? (academic, interests, learning styles,

motivation, Funds of Knowledge)

Students would have been introduced to cell in prior science

classes. I will use this as a review of some prior information and

build on it. They will also have made arguments before.

I would like them to start using their observation and critical

skills and comparing organisms.

Daily Assessments

(formative and/or summative)

Formative:

-Are Viruses Alive- Whiteboards

-Cell Theory Worksheet

-Exit Ticket

Learning Activities:

(Include description and time

frame for each activity)

1) Are Viruses Alive? (65 mins) As an introduction

activity. Students will be given information about viruses

and other organisms. In groups of 2 they will compose an

argument using the information provided as to why

viruses are alive or not. Each group will write on a large

piece of paper that provides their claim, evidence and

justification. Each student will contribute to the work and

write in different colors so individual work can be

distinguished. After the students have made their

arguments I will give the students a few minutes to walk

around and look at their classmates’ posters. We will have

a whole class discussion about what characteristics living

things have. Come up with list of characteristics. Lastly, I

will define the characteristics of life.

3) Cell Theory Development (20 mins): Look at

PowerPoint that outlines the thinking of the origin of

living things before the cell theory. Hand out worksheet.

Watch the YouTube video: The Wacky History of the Cell

Theory. Let them fill in what they can. Watch again and

stop at key points and students will fill in a worksheet.

After the video we will review the worksheet and talk

about why the cell theory is important.

5) Exit ticket (5 mins): What invention was the most

important to the development of the cell theory and why?

6) Homework: Take a walk your neighborhood and find

something that may be hard to classify as living or

nonliving. Take a picture, draw it or bring into class to

discuss. Consider how it would be classified based on the

characteristics of living things that we talked about in

class.

Accommodations made for

struggling and accelerated

learners

(grouping patterns, content

literacy strategies, etc.)

I can adjust the number of organisms that the students are

comparing for Are Viruses Alive. Less to compare for

students that may struggles with a long list and analysis

and more for students that are accelerated and could

analyze more organisms for the activity.

During the video I will pause at certain times to emphasize

critical events and let students fill out the worksheet.

Resources YouTube Ed: The Wacky History of Cell Theory

https://youtu.be/4OpBylwH9DU

https://youtu.be/4OpBylwH9DU

Daily Lesson Plan/Learning Guide for Day __2_


Level




fine)



Living organisms share common characteristics.


What does it mean to be alive?





- Students will know the characteristics of life from the

class before.

- The student would have used a microscope before, but I

will be reinforcing the correct vocabulary and safety

with a quick game

- The students will know how the data should be

recorded in their science notebooks

Daily Assessments


Formative:

Starter: Characteristics of life and analysis of things that they

find in their neighborhood

Cell Explorations papers in notebooks




1) Starter: (10 mins) What are the characteristics of life?

Using the characteristics above how would you classify the

thing that you brought in from your neighborhood and

why? Look at some of the things that the students brought

in and use the characteristics to classify them.

2) Microscope review (10 Mins)- Kahoots Quiz

3) Examining cells under a microscope (60 mins with 10

min clean-up)- give students samples of plant and animal

cells and 2 unknown slides to identify. With a partner

make an explanation of what the unknown cells are and

how they came to that conclusion. In their science

notebooks they will each need to draw pictures of what

they see and compare the structures of the cells. Discuss

conclusions with the whole class. I want the students to be

able to describe similarities and differences in the cells

based on what they look like. They do not need to use

proper vocabulary.



learners



1) I can give more complex organism on unknown cell

slides for accelerated students and more basic and easily

seen cell structures for students that may be struggling,

they will all be able to come to the same conclusions and

participate in the culminating conversations. In addition,

the number of unknown slides could be adjusted

depending on the student pairings and abilities.

Resources



Level




fine)


Understanding(s) for the day Organelles and structures perform different functions in

the cell.


What makes living things different?





The students will have been introduced to prokaryotic and

eukaryotic cells in previous classes. I will use the starter as a

quick review.

The students will have some knowledge of organelles and cell

structures in middle school science. As well as knowledge of

DNA and chromosomes.

They will know what single cell and multi-celled organisms are.

Daily Assessments


Formative: Starter worksheet

Cell organelle and structure hunt

Fly swatter review




1)Starter: (10 mins): What are prokaryotic and eukaryotic

cells? https://youtu.be/RQ-SMCmWB1s watch video and

answer questions.

1) Taking a closer look at Eukaryotic Cells (60 mins):

Cell organelle and structure research hunt around the

room. I will have stations with actual pictures of the

organelles and hints as what the structure or organelle

does. Using the computers and specific websites as a

resource. Students will complete a worksheet that outlines,

structure, function and what it looks like. There will be a

brief review at the end to make sure that the students all

have the correct information.

2)Fly swatter Review (20 min): Fly Swatter organelle and

structure Review to reinforces vocabulary and definitions.

3)Homework: Listen to Podcast from Science Friday. Why

Science Needs Failure

http://www.sciencefriday.com/segments/why-science-

https://youtu.be/RQ-SMCmWB1s

http://www.sciencefriday.com/segments/why-science-needs-failure-to-succeed/

needs-failure-to-succeed/

The link will be available on the school Canvas account

under an assignment.

Come prepared with 3 times that you have failed and what

the difference the failure made in your life.



learners



I can provide a word bank for students who may be

struggling with the material.

Accelerated students have an opportunity to take more in

depth notes about the organelles and their functions.

Resources Prokaryote and Eukaryotes: https://youtu.be/RQ-

SMCmWB1s

Organelle Hunt Links: http://www.cellsalive.com/

www.bilogy4kids.com

Science Needs Failure:

http://www.sciencefriday.com/segments/why-science-

needs-failure-to-succeed/




http://www.cellsalive.com/

http://www.bilogy4kids.com/





Level




fine)


Understanding(s) for the day Organelles and structures perform different functions in

the cell.







Building on the knowledge from organelles.

Using a current event that connects science to the real world. I

hope that the students get excited about the possibilities of

research. Also, connect to the final project.

They will apply their knowledge of organelles to understanding

real research.

Daily Assessments


Formative:

Starter

- “One Pager” will give students a chance to process the

research of Dr. Ohsumi as well as extend by coming up with new

research ideas.




1)Starter 15 mins- Using the information from the podcast

that they listened to as homework. Can you personally

relate to anything in the podcast? Why is failure and

struggle an important part of science?

2) Science in the news- Nobel Prize in Medicine (75 mins)- Look at the 30 years before Dr. Ohsumi won the Noble Prize PowerPoint slide and see how his choices affected his life. Watch the video https://youtu.be/81W5OwTdxjw

Review his research and discuss what characteristics of a

good scientist that Dr. Ohsumi has.

Partners will work together to read the Article about Dr.

Ohsumi. We will read the first 2 paragraphs of the article

together mark words that you don’t understand, the main

ideas and any questions about the reading that they may

have on the article. Then they will read the rest of the

article themselves doing the same procedure. I will be

walking around looking at the notes and annotations on

individual papers and answering questions as needed. We

will discuss the items that the students add to the board in

https://youtu.be/81W5OwTdxjw

the headings: What did Dr. Ohsumi research, How does

the Research Benefit Society? Do you have any questions?

3)Explain and start on One pager that will be finished for

homework. The “one pager” report should display

understanding of the article. It is an artistic and compact

way of showing understanding and further thoughts on

the information. They will get a sheet with expectations

and will be expected to expand on Ohsumi’s research. It

will be finished for homework.



learners



Resources Dr. Ohsumi Video: https://youtu.be/81W5OwTdxjw

https://youtu.be/81W5OwTdxjw



Level




fine)



Organelles and cell structures perform different functions

in the cell.







Students would have been introduced to cell membranes

in other classes. As well as the class period before defining

what the membrane does.

In addition the students would have done Inquiries before

in this class.

Daily Assessments


Formative: posters to check for explanation of guiding

question




1) Starter (20 mins): Gallery walk of the one-pagers- As

the students enter the room I will give them 3 names of

students. Each student will leave out their one pager on

the bench. The students will leave 3 comments, one for

each of the names that I gave them as they walked in the

door, on their peers one pagers. Questions about the

content or suggestions for improvement. The students will

then respond to the comments or questions made by other

students before turning them in.

2)Osmosis Inquiry- Movement of Molecules in or out of

the cell. The students working in pairs will perform

experiments to answer the guiding question: Why do the

red blood cells appear smaller. They will create posters

with their data, evidence and conclusions. They will then

have an opportunity to walk around the room and look at

other students’ work. In the end they will have 5 minutes

to make changes to their posters based on the information

that they learned from other students’ work. We will come

together as a class and discuss the best explanation for the

way the cells behaved using student work as examples.

3) Explanation and correct definitions of osmosis and

diffusion. To be explored in more depth the next class

period.



learners



I will check their procedure to make sure the question can

be answered through their methods. If they are not able to

answer the guiding question I will ask questions that will

lead them in a better direction.

Resources Inquiry Worksheet

The Next Few Days

Day 6:

Following day #5 I will go into detail and make sure that the students

understand osmosis and diffusion as well as the differences between

active and passive transport. Also we will talk about the importance of

selective permeability.

I will then introduce their authentic assessment and go over the

assignment in detail with them. They will have time to start researching

the organelle that their group will be studying. I will have helpful

websites for them to begin their research.

Helpful Websites to Start on:

https://www.google.com/webhp?sourceid=chrome-

instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=organelle&tbm=nws

http://www.mhhe.com/biosci/ap/saladin/student/olc/h-

reading10.html

https://cellmembraneisawesome.wordpress.com/2015/02/01/disease

s-caused-by-malfunction-of-cell-organelles/

Homework: have a proposal outline of what organelle your group would

like to use for the authentic assessment, the studies that are currently

happening and possible areas for further research.

Day 7:

With the homework, I will have 2 groups exchange proposal outlines

and critique the proposal outlines. They will use the background

information that the group collected and analyze the research direction

and give suggestions for other possibilities or ways to expand what they

already have. I will be walking around asking questions that could focus

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=organelle&tbm=nws

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=organelle&tbm=nws

http://www.mhhe.com/biosci/ap/saladin/student/olc/h-reading10.html

http://www.mhhe.com/biosci/ap/saladin/student/olc/h-reading10.html

https://cellmembraneisawesome.wordpress.com/2015/02/01/diseases-caused-by-malfunction-of-cell-organelles/

https://cellmembraneisawesome.wordpress.com/2015/02/01/diseases-caused-by-malfunction-of-cell-organelles/

their critique of the work. They will get critiques from 2 different

groups.

They will have the rest of the class period to work on their proposals.

The groups will get the critiques from their peers and can revise their

outline. When they turn in their final project I will also collect the

original outline and the peer critiques to see how the proposal evolved.

Documents

Daily Lesson Plan/Learning Guide for Day 1 - The …suzanneskimball.weebly.com/uploads/8/2/4/9/82497274/cells_lesson...Daily Lesson Plan/Learning Guide for Day __2_ Course, Unit Theme