Angelica Marchini

Lesson date: 10/17

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will work together to construct the cell one last time before the quiz. Students
will specifically look up the structure and function of organelles as well as diseases or disorders related
to each organelle or cells in general.

Students will spend the 90 minutes working on one organelle and presenting it. In groups as
large as their class will allow, the students will focus on one organelle in groups. Each group member
will have a task to learn about the organelle their group is assigned. Once each group member
contributes to the group’s understanding of the organelle, they will present it to the class as well as
draw it on the whiteboard with the organelle’s from the other groups.

Given the amount of parts of the cell, they will do this in 90 minutes. This lesson will prepare
them for the quiz on Friday.

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 have discussed cell theory and know that it will be on Friday’s quiz

Students have been using the textbooks to gather information for the past 3 classes (except Thursday’s
quiz). They should be familiar with the chapter on cells and how to find information about the function
at this point.

Two classes did an analogy worksheet where they compared the structures in cells to what they know
about their own every day lives. They built a connection between the cell as a city and the greater
world.

One class did not do the “analogy” worksheet and their understanding of the cell might be delayed.
 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 and the middle day of class will have gone over prokaryote and eukaryote through the textbook
but will not have specifically done the notes.

The previous class they will have colored in the cell parts and should be familiar with the structures.

IV. Objectives

Students will be able to identify the major structures in the cells in order to describe the process of
creating a protein

Students will be able to identify the function of a cell in order to track how proteins are made

Students will be able to differentiate the features of a plant and animal cells in order to understand the
different functions of each cell.

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
Students will take the appropriate Each student has been given an to fill in the blank classwork during
10 minutes organelle from the front of the room. If organelle based on their own do nows the do now
necessary, students will move around to ability and general work ethic
pair up in order to be able to complete the Students will be The do now will
task The cytoskeleton has a Spanish given ~10 minutes NOT take more
copy to do this than 10 minutes
They will be given directions for the task in this class
and they can get started as soon as they The Golgi has a heavy scientific Will check at 10 period-
sit down article for highest level students minutes- no
exceptions
They will choose roles for the organelle The plant differences has no
they are assigned article

Certain more adept students

have been assigned to two
organelles that are connected
(ER/ribosome,
Vacuole/Lysosome)
Explore The students will be assigned an The students will work on their The article is the For students that
organelle but get to choose their roles section of the activity for the hardest task. choose not to
The students could be the artist or drawer next 45 minutes of class. When Hopefully, the work I am going
of the group, the textbook researcher who each of them finishes their student that picks to give a rubric
gets the functional understanding, the section, they will assist the other that task will out for students
article reader who learns about the actually be able to to evaluate
 disease and if there is a 4th member, the group members until everything complete it. I will themselves and
presenter who talks about it all in front of is finished walk around the their classmates
the class. The 4th member can also be an room to make sure on their work.
assistant where necessary. Again, group members that the work that is Knowing that
finish early have the QoW that is being done by they’re getting
now the crossword each student is evaluated might
appropriate. kick them into
Higher level question of the If they are finished, gear. Ideally, I
week can also be the scientific they should be should be
article that I will give the highest talking about how rotating them
level student they plan to room frequently
present enough to catch
any alarming
behaviors
Explain Students will go up to the room to present They will go in this order partly The first group will The presentation
their piece of the cell because it makes sense know they’re going is meant to be a
As each organelle goes up, they will add drawing wise, and this was first or else they relaxed
to the drawing on the whiteboard factored into who was assigned will complain atmosphere- it’s
each organelle the first
Turn order: Other groups will presentation of
Cell membrane Students will not know the order not be told the year and
Nucleus until I call on them. Telling them many might be
Endoplasmic/Ribosome they’re last can be detrimental Cytoskeleton, nervous
Golgi Complex/Apparatus to work ethic. which is ESoL is
Vacuole/Lysosome intentionally close
Centriole to last
Mitochondria
cytoskeleton Students are
Plant Differences expected to copy
this down in their
guided notes for
the chapter
Elaborate The article allows groups to go into more Students will understand the The students may I will interject
detail with what can happen when an greater implication of failure get lost a little some to help
organelle fails the cell within cells from Cancer to during this part so build the
Each issue given to the students are Down’s syndrome. The cells here about how connection when
related to their organelle- however loosely aren’t just a thing we study in this has to do with it isn’t clear
biology, people die from failures the activity between the cell
in cells every day. and the disease-
such as a case
like Parkinson’s
when it is a
failure in protein
building
Evaluate I will ask students about one of the Students will show that they Some students will Call on students
organelles drawn on the whiteboard all internalized this lesson and be confused- that’s that did not
the questions about it that should have really learned the parts by ok they can listen answer on
been presented spending time with them to other answers Monday
Differentiation Crossword There needs to be great levels People will ask Tell the students
(if time of differentiation because it is a why ESoL is doing that as I continue
allows) QoW on Mitochondria reading heavy lesson a different activity to get to know
students, I will
Late students will go straight into jigsaw Having group members that Ja’Niyah might not always try to
have 4 potential roles allows for initially understand cater instruction
Honors has fewer students but will be greater differentiation why she is getting towards students
expected to complete the same work a different activity when I can. If
 so I will attempt to you have a skill, I
A1 tends to have very low attendance so speak with her am here and you
they can drop the article and we will do a when we see her can let me know
whole group article instead on Tuesday about and I’ll see what I
how we are going can do to help
ESoL across all classes will be given the to work with her to you.
ALS article in Spanish but answers must meet her level
still be in English

If honors finishes early they can work on

their projects but they have more work to
do so I won’t plan on it

The top student will be given a real

scientific article and have slightly different
goals than the others- she also likes to
work alone

VI. Follow up Assignments: Cell parts Quiz. Cell project

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

VIII. Assessment:
 cell parts quiz 10/19 on cell theory, organelle function and laballing the parts- there
is one question on the diseases they will learn about
 Honors is doing their project instead of having a quiz… don’t tell them that until late
next week- treat it like a bonus for hard work
 ESoL is going to create a review sheet for the other students instead of having a
quiz. Their review sheet should be finished by end of class on Wednesday

IX. Differentation
 ESoL is being given a Spanish article. The page on ALS allowed me to translate it to
Spanish so they can use this article instead of trying to find an English speaker to do the work for them
they can all get the most out of it- there is an ESoL group in each class
 4 group roles allows students to play to their strengths. Drawing, writing and reading
are different for each role… even presenting is accounted for in the activity.
 Honors differentiation is mostly in low attendance. I have decided to give them the
same jigsaw, but with fewer group members. Role 1 and 2 will be combined for them. I would still only
give the article to one person.
  A1 has extremely low attendance so they will drop the article. They will only focus on
structure and function when they do the activity. While it is not ideal, it’s more important that they
understand what the organelle does than its greater relevance for state testing purposes.
 Lower level students have group members to assist them during the activity and are
typically not paired together
 The highest level student has a real scientific research paper to read. While it is her job
to do the same things as the other students, if she doesn’t finish she needs to go home and describe to
format of a scientific research paper. Hopefully, if it goes well then she will dip more and more into
research papers each week until she can read them by the time I leave. She seems shy so presenting
them to the class might not be ideal. I saw her in non-honors English, but I asked and she is successful in
that class.