Date: 11/15/2016

Class: CP Biology A Block

Topic: Cell Theory

Reference to MA Science Framework and/or NSES:

2. Cell Biology Central Concepts: Cells have specific structures and functions that make them
distinctive. Processes in a cell can be classified broadly as growth, maintenance, and
reproduction.

Reflective Introduction:
In the last class, the history of the cell was discussed including the scientists and
discoveries that lead to the creation of the cell theory. This lesson is meant to give students a
further look into what cells are and their basic role in organisms. It will cover the cell theory as
well as the two main types of cells, eukaryotic and prokaryotic. Along with that, the activity will
give students a chance to look at their own cells and make connections to what is being discussed
in the classroom. With that, the discussion will allow students to talk about what they observed in
scientific terms as well as explain their thinking process. The notes and discussions will help to
build up the foundational knowledge needed to cover the rest of the standards in this unit.

Global and Curricular objectives for students:

Students will be able to explain the main points of the cell theory.
Students will be able to use a microscope to identify cells from their own cheek
and describe their observations.

Brief description of lesson

Activator:
Write Objective.
What invention lead to the ability of scientists to discover cells?
What are the building blocks of matter?
What are the building blocks of life?
Mini-Lesson: Notes will be given to the students about what the three major
components of the cell theory. Students will fill out notes in their individual notes books
with the handout given to them.
Video: Seeing the Invisible from BioInteractive website
https://www.youtube.com/watch?v=ePnbkNVdPio
Activity: Students will each swab the inside of their cheek and transfer that onto a
glass slide that has a drop of iodine on it. They will then put the slide under the
microscope and make observations about what they see. They will fill out an exit ticket
that will include drawings of their observations, a written observation, questions about
what they see, and then how they see this activity connecting to the cell theory.
Timing: 55 minutes
Time Teacher activity Student activity

0-8 Activator will be put on the board. Respond to activator question.

Check in with students to ensure they Participate in discussion of activator
are all working on activator. Ask answer.
students to answer, go over correct
answer.

8-20 Notes on cell theory given. Take notes in notebook. Engage in

questioning.

20-27 Play video on microscopes Engage in

27-35 Give students overview of lab activity. Move to microscopes. Swab inside of
Handout slides, toothpicks, paper. cheek, transfer swab to slide/iodine.
Instruct students on lab procedures.
Give out iodine drops.

35-45 Walk students through the steps of Follow along with teacher instruction
viewing the slide under the
microscope.

45-55 Answer questions. Collect exit ticket Write observations seen with
before students leave the room. microscopes. Answer questions for exit
ticket.

Lesson evaluation (Identify successful management, learning, enjoyment and the evidence
of it. Refer to objectives. Areas for development.)
During class discussions, observe conversations to determine student knowledge and
clear up any points of confusion. When students are using the microscopes, check in with each
student to ensure they are on track and answer any questions that may arise. Incorporate guiding
questions in order to help extend their thinking.

Student assessment (Knowledge, skills, and understanding)

Students will also be asked to participate throughout the presentation and use their
outside knowledge and understanding to answer questions. Students will be asked to participate
in a class discussion and use critical thinking to analyze and apply their new and previous
knowledge. They will also be asked to make observations and describe those observations to the
class and answer questions related to this on an exit ticket.

Materials, equipment and supplies:

 Elmo/Smartboard
handouts
Glue
Scissors
Microscopes
toothpicks
Glass Slides
Iodine drops

Safety concerns:
Ensure students use caution with iodine drops.