I.

Topic: Biology Lesson Topic: Differences in Cells

Grade Level: High School grades 9-12

II.

Standards of Learning: North Carolina Essential Standard Bio.1.1 Understand the relationship between the structures and functions of cells and their organelles.

III.

North Carolina Clarifying Objectives: Bio.1.1.1 Students will summarize the structure and function of organelles in eukaryotic cells (including: the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell.

Bio.1.1.2 Students will compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity

National Science Education Standards Grades 9-12

C. LIFE SCIENCE

Topic: The Cell

Cells have structures for carrying out various functions.

IV.

Materials Plastic bag with paper models of plant, animal and prokaryotic cells and their organelles Three pieces of construction paper Tape Computer with internet access Pencil Printed worksheets (Credit for worksheet goes to Biology Corner) http://www.orgsites.com/pa/mrsblifescience/CellsAliveinternetlessonworksheets.pdf

V.

Class Diversity While learning about the cell, students must learn how the structure and function of the cell organelles operate and cause the cell to be different from other types of cell. This online lesson can help students investigate a guided lesson to discover these differences. In a class of 25 students, the male to female ratio is 12 males and 13 females. This lesson will accommodate the instructional considerations for different learning styles such as visual, auditory and kinesthetic learning styles.

Visual learners will be able to see images and graphic representation of the different cells. Auditory learners have the choice of using the audio settings on the website

which will read the selections to them. Kinesthetic learners will be able to manipulate the website using the keyboard or mouse and working at their own pace. Some of the activities are drop and drag opinions as well.

Sometimes students are at a disadvantage due to cultural, social and economic diversities. These students can be paired with a peer, or assigned a partner to help them complete the assignment.

Students with learning exceptionalities can also be paired with peers or the teacher can present the website on a smart board and guide students through the lesson if needed.

Students with a language barrier may use the translation choice located at the bottom of the site which will translate the site into many languages for students. This lesson will be taught and used in a computer lab/ classroom equipped with computer access. This will ensure that student learning needs will be met.

VI.

Technology Inclusion Cells Alive is an interactive website with animated models of cells and cell processes. Students must follow links and instructions to find the information to complete a guided worksheet for the site which will be provided by the teacher. Students will use a computer or laptop and a webpage to complete the assignment.

VII.

Procedure Anticipatory set: Beginning Activity: 1. Students will be divided into groups of three to four students. Each group will be given a plastic bag with cutout models of an animal, plant and prokaryotic cell and their individual organelles. 2. Students will separate the cells and their organelle and organize them based upon previous knowledge they have about cells and their organized parts. Students would have studies cells in the seventh grade and should some previous knowledge to use during this lesson. Taking about fifteen minutes to separate the cells, students will tape the organelles to the cells. Using a pencil, students will label the cell and organelles. Each group will place their organelles aside to complete the next step of the lesson. 3. Students will then move to the computers to begin the internet based lesson.

Direct Instruction Teacher will use a computer projected to a screen to show students the webpage cells alive. Teacher will explain the location of the navigation tools of site and demonstrate how the sites animation works. Also students with language barriers will be shown the translation button at the button of the site. Each section of the lesson on the worksheet has directions for each part.

Guided Practice

Using the computer and projection screen the teacher will show students how locate the human hair and dust mite which are the first two objects in Part A of the lesson. After complete the guided part of the lesson the students will be able to complete the rest of the objects in the lesson.

Independent Practice Using the website Cells Alive and the printed worksheet provided by teacher students will complete the worksheet independently.

Formative Assessment Students will complete the quiz at the end of the activities. The quiz questions are printed on the worksheet and students my use the website to help answer the questions. The worksheet and quiz will be used as assessment for the assignment.

After completion of the quiz students will return to their groups and evaluate the cell models assembled at the beginning of the class. By using the knowledge gained during the lesson students can identify any organelles if any misplaces on the models and make the corrections if needed.

VIII. Risk Analysis While the students work on the internet using cells alive, the teacher will monitor class activity with iTALC OpenSource classroom management. This management program allows the teacher to see the computer screens of student computers from

one computer located within the class allowing the teacher to be alerted to a student which leaves the assigned web address. A firewall is also in place on the school computer system which will limit web addresses they can visit. This management system limits the risk factors of students being distracted on other sites. It will help students stay focused and on task to complete the assignment.