Michael Vanchieri Professor Bower

EDU 527 7 December 7, 2017

Grade 7 Radish Cell Lab Biology

INSTRUCTIONAL OBJECTIVES

After a double period lecture and lab on the different types of cells, early cell scientists, and cell
theory students will present the different structures of the cells and be able to prove the tenants of
cell theory with 90% accuracy according to a teacher created rubric.

NYS-CCLS / +NYS STANDARDS/ ISTS AND INDICATORS

Performance Indicator L1.1

Compare and contrast the parts of plant and animal cells
A. Living things are composed of cells. Cells provide structure and carry out major functions
to sustain life. Cells are usually microscopic in size.
B. Cells grow and divide producing more cells

INSTRUCTIONAL RESOURCES

Microscope
Microscope slides
IPhone/tablet
Paper towels
Water
Smart board
Laptops
Google slides
Lab packet
Radish roots
Mouth swabs
Gloves

MOTIVATION

The students will walk into the classroom and be instructed to log onto computers and find a
google sheets to access on the class website. They will locate their name in the sheet and next to
it answer the question on the board. How did you develop into what you are today?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES
(including Key Questions)

The first period the teacher will lecture on cell theory and its different parts. Teacher will ask
students to try and identify the different parts for cell theory before explaining it. If the students
struggle with coming up with an answer the teacher will guide them to it without answering the
questions. What are we made up of How do we get more cells?
After the lecture the teacher ill break up students into lab groups of two and hand out one
microscope, precut radish root, mouth swabs, dye, and to each group. One students will work
with the plant root and the other will work with the swab. Student one will dye the radish sample
and look at it under a microscope. Student two will swab the inside of their mouth, put that on a
microscope slide and view that under the microscope. For the radish root the students will look
for cells that are in the middle of division. In the mouth the students will try and find a whole cell
to observe. Both students will take pictures of the cells using their phone or a classroom tablet.
After the pictures are taken the students will put all the materials away and throw out ant
biohazardous waste.

INSTRUCTIONAL STRATEGIES

Direct instruction: This will be evident when students are listeining to a lecture that the teacher is
giving before the lab.

Demonstration: This will be evident when the teacher demonstrates how to properly use a
microscope

ADAPTATIONS (Exceptionality*)

Students who are vision impaired will be placed towards the front of the class for demonstration
purposes. For microscope purposed these students will be allowed to use their phones to take
pictures of the specimen under the microscope.

Students who are English Language Learners will get content specific definition lists prior to the
lesson.

Students with a hearing disorder will be given a copy of the teachers notes and a recording of the
class.

Students that are in a wheelchair will be given a handicapped accessible desk

DIFFERENTIATION OF INSTRUCTION

Audio learners: These students will benefit from the lecture that will happen on cell theory
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Visual learners: These students will benefit from seeing the teacher do a demonstration of the lab

Kinesthetic Learners: These students will benefit by doing the lab activity.

ASSESSMENT

Students will present their slide using google slides with 90% accuracy according to the teacher
created rubric.

INDEPENDENT PRACTICE

Following the lesson and lab students will go in their textbook to further read about cell theory
and answer question 1-4 on pg 354

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The student under direct supervision of the teacher will be shown
pictures of cells undergoing division and asked to explain how this related to cell theory.

Academic Enrichment: The students will use a computer to go and research the scientific terms
for different parts of the division of cells.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language