Angelica Marchini

Lesson date: 10/11 (regular) 10/9 (honors)

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will be introduced to the topics of cell structure and create analogies for cell
parts using resources such as the textbook, their notes and the cell parts worksheet. All classes will
begin the cell parts analogy worksheet regardless of if they are doing the cell parts project.

Honors will take notes on the textbook with the cell structure packet, then take brief notes and begin
their project.

Both classes will have about half the period to do this because regular will have the quiz and honors will
start the project for the other half of class

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 on the previous Friday were introduced to textbooks. During this investigation they compared
and contrasted plant, animal and bacteria cells as well as the three characteristics of life. They copied
this on a worksheet off the textbook. The students who were there have been exposed to this
information through the textbook.

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 will have gone over prokaryote and eukaryote through the textbook but will not have specifically
done the notes.

IV. Objectives

Students will be able to identify the major structures in the cells in order to understand the process of
creating a protein
 Students will be able to differentiate the features of a plant and animal cells in order to understand the
different functions of each cells

Students will be able to create an analogy of the functions of the cell to things they see in their everyday
lives in order to understand the function of cell parts

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: Students are used Take care of
Cell Structure questions/finish packet Students should evaluate their to fill in the blank classwork during
10 minutes prerequisite knowledge before do nows the do now
they begin the topic
Students will be The do now will
given ~10 minutes NOT take more
to do this than 10 minutes
in this class
Will check at 10 period-
minutes- no
exceptions
Explore Students will do an interactive on cell Students will get to see the Students will Teacher will
structure to explore the different parts on parts in 3-D before they go over recognize the introduce the
a simulation the major parts nucleus they students to the
discovered during topic before
the onion cheek notes
Students will be
unfamiliar with
most other terms
Explain Students will take notes on the major cell Students will formalize their idea Students will take Students should
structure, nucleus, cell membrane and of cell structures notes on the understand that
ribosome in order to focus on those structures. I will sometimes
structures begin giving shorthand is
honors strict times necessary
Finish notes on plant vs. animal on note taking
structures Guided notes for
students with
IEPS or who take
notes slowly

Elaborate Introduction to cell project**honors*** Students will go deeper with Low level students Honors will work
Cell analogy worksheet, part 1 honors their understanding of function struggle to create alone
Cell analogy worksheet regular by applying it to their own daily analogies Lower level
understanding classes can work
with their
neighbor
 Evaluate Call out analogies that they came up with Students will show that they We may get some Promote
understand the function by debate in A3 which conversation by
presenting adept analogies would be nice asking if anyone
has something
Students will rank the analogies Honors tends to different and
based on their understanding of accept things at justifying their
the topic face value explanations
Differentiation Honors is doing the project during the The honors student is expected Other students Explain that
(if time elaborate to take this farther may question the every student has
allows) Guided notes for specific students guided notes different needs
Honors needs to go over plant vs. animal and it is best for
some students to
take full notes
while others do
better with guided
notes

VI. Follow up Assignments: cell parts worksheets, cell parts project

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Textbook of biology
e. Introduction to textbook worksheets
f. https://learn.genetics.utah.edu/content/cells/insideacell/

VIII. Assessment: cell parts quiz date TBD, formative assessment within lessons by asking them to
characterize prokaryotes and eukaryotes based on pictures
Quiz after this content for academic classes on previous content
IX. Differentation
The lesson requires higher order thinking- students who struggle with this can work
together but honors should not