Angelica Marchini

Lesson date: 10/5

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will be introduced to reading a textbook and using it as a resource in order to
acquire information on a topic. Students will explore topics all over the field of biology and ultimately
land on the topic of cells, the current unit. They will see that while cells are heavily addressed, the
textbook is a great resource to learn about any biology topic. This topic will allow future mini lessons
and question of the week type puzzles by creating an in class resource for all things that aren’t directly
addressed in the classroom on a given day.

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-LS1-3) Plan and conduct an investigation individually and collaboratively to produce data to serve as
the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number of
trials, cost, risk, time), and refine the design accordingly.

(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. After viewing a sample of onion and cheek cells they will
be familiar with certain structures that they were able to see through the microscope as well as the
diversity of cells, especially between plants and animals.

Students will have viewed an onion and cheek cell under a microscope and seen the nucleus and cell.

IV. Objectives

Students will be able to navigate a biology topic in the textbook given the name of the topic in order to
find a definition, description and locations to find further information

Honors Students will be able to compare and contrast the structures in prokaryotic and eukaryotic cells
in order to distinguish between different forms of life

Students will be able to describe the function of several major organelles within animal, plant and
bacteria cells in order to construct the cycle of proteins in the cell
 V. Students will take notes on animal and plant cells and then do an onion and cheek cell lab in
order to explore these differences themselves

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 to remember.
a given activity.
Engage Do now: Introduces topic in an engaging Students will Take care of
TBA/pseudoscience way come in and work classwork during
8 minutes to on the do now the do now
answer, 2 to What are cryptids?
go over Students may The do now will
take a while NOT take more
copying notes than 10 minutes
in this shortened
class period-
videos will be
skipped
Engage Students will look at textbooks for a few They will talk if I don’t give them They may whine It’s a resource to
minutes to get themselves acquainted with a minute so they need to get the about being given assist your
it or look for problems new information absorbed textbooks learning, and
can only help
you when you’re
unsure about
something
Explore Students will go through the worksheet to Students need to understand The pacing may Some students
jump across multiple Biology units in order how to navigate the textbook be widely different may grumple or
to understand how the textbook is a before we use it. at this part, be unfocused
resource on such a wide variety of topics. supplementary because of the
They should learn that they can work should be cancelled
Genetics look up definitions in the available. octoberfest
glossary, they can find pages of
Evolution terms they’re looking for and the There will be Encourage them
chapters are themed according differentiation with that if they know
Cells to topic. an additional how to use the
worksheet textbook, they’ll
They will visit the glossary, index and table always be able
of contents to learn about navigation to answer the
question of the
week extra credit
Explain Students will apply their knowledge and The students who pass through Because of the Students can
move onto the chapter about cells in order learning how to use the textbook shortened class work together
to research the parts of a cell and their will be a resource in class when not everyone will
function in preparation for next tuesday we do notes next week get here
Elaborate Students will compare and contrast Students will apply higher level Some students Facilitate
eukaryotic, prokaryotic and plant and thinking when given a resource may have fallen students to
animal cells according to features to work off of behind and copy continue working
highlighted in the textbook off of other
students. In this
case, it’s ok.
 Evaluate Draw the venn diagram on the board Students will be able to list The students will Have students
differences between plant and copy down the copy it down on
animal cells other student their paper
answers
Differentiation Honors will complete 10 pages of textbook These students will develop a The students may We will finish at
(Honors) and many more questions deeper understanding of the not completely as time allows as
content finish but the an extra time
should get far packet
past the venn
diagram

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.
VIII. Assessment: cell parts quiz date TBD
IX. Differentation
Students will be able to work in groups. The venn diagram allows for minimal sentences
and accommodates for writing disabilities
Honors will complete more vigorous work