DIFFERENTIATED LESSON PLAN (NCLB) Administrator's Signature ______
1) Teacher: __Knudsvig______Period(s): _2, 3, 4, 6, 7______Date(s): 10/4/10-10/8/10 Content: ____Biology______
2) 5 E-MODELCORE &/OR
RE-TEACH / MONDAY
10/4/10 / TUESDAY
10/5/10 / WEDNESDAY
10/6/10 / THURSDAY
10/7/10 / FRIDAY
10/8/10
TEKS Objective(s) / 1B. demonstrate an understanding of the use & conservation of resources and the proper disposal or recycling of materials.
2F. Student demonstrates safe operating and care of microscope.
2H. Communicate valid conclusions supported by data through lab reports
Compare and contrast eukaryotic and prokaryotic cells.
4 The student knows that cells are the basic structures of all living things and have specialized parts that perform
specific functions, and that viruses are different from cells and have different properties and functions.
4A Identify the parts of prokaryotic and eukaryotic cells.
5 The student knows how an organism grows and how specialized cells, tissues, and organs develop.
5A Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and
bones to show specialization of structure and function.
5B Identify cell differentiation in the development of organisms.
5C Sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.
11 The student knows that organisms maintain homeostasis.
11A Identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis / 1B. demonstrate an understanding of the use & conservation of resources and the proper disposal or recycling of materials.
2F. Student demonstrates safe operating and care of microscope.
2H. Communicate valid conclusions supported by data through lab reports
Compare and contrast eukaryotic and prokaryotic cells.
4 The student knows that cells are the basic structures of all living things and have specialized parts that perform
specific functions, and that viruses are different from cells and have different properties and functions.
4A Identify the parts of prokaryotic and eukaryotic cells.
5 The student knows how an organism grows and how specialized cells, tissues, and organs develop.
5A Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and
bones to show specialization of structure and function.
5B Identify cell differentiation in the development of organisms.
5C Sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.
11 The student knows that organisms maintain homeostasis.
11A Identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis / 1B. demonstrate an understanding of the use & conservation of resources and the proper disposal or recycling of materials.
2F. Student demonstrates safe operating and care of microscope.
2H. Communicate valid conclusions supported by data through lab reports
Compare and contrast eukaryotic and prokaryotic cells.
4 The student knows that cells are the basic structures of all living things and have specialized parts that perform
specific functions, and that viruses are different from cells and have different properties and functions.
4A Identify the parts of prokaryotic and eukaryotic cells.
5 The student knows how an organism grows and how specialized cells, tissues, and organs develop.
5A Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and
bones to show specialization of structure and function.
5B Identify cell differentiation in the development of organisms.
5C Sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.
11 The student knows that organisms maintain homeostasis.
11A Identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis / 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe,
environmentally appropriate, and ethical practices.
1A Demonstrate safe practices during field and laboratory investigations.
1B Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
2 The student uses scientific methods during field and laboratory investigations.
2A Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and
selecting equipment and technology.
2D Communicate valid conclusions.
3 The student uses critical thinking and scientific problem solving to make informed decisions.
3E Evaluate models according to their adequacy in representing biological objects or events.4 The student knows that cells are the basic structures of all living things and have specialized parts that perform
specific functions, and that viruses are different from cells and have different properties and functions.
4A Identify the parts of prokaryotic and eukaryotic cells.
5 The student knows how an organism grows and how specialized cells, tissues, and organs develop.
5A Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and
bones to show specialization of structure and function.
5B Identify cell differentiation in the development of organisms.
5C Sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.
11 The student knows that organisms maintain homeostasis.
11A Identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis. / 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe,
environmentally appropriate, and ethical practices.
1A Demonstrate safe practices during field and laboratory investigations.
1B Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
2 The student uses scientific methods during field and laboratory investigations.
2A Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and
selecting equipment and technology.
2D Communicate valid conclusions.
3 The student uses critical thinking and scientific problem solving to make informed decisions.
3E Evaluate models according to their adequacy in representing biological objects or events.4 The student knows that cells are the basic structures of all living things and have specialized parts that perform
specific functions, and that viruses are different from cells and have different properties and functions.
4A Identify the parts of prokaryotic and eukaryotic cells.
5 The student knows how an organism grows and how specialized cells, tissues, and organs develop.
5A Compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and
bones to show specialization of structure and function.
5B Identify cell differentiation in the development of organisms.
5C Sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.
11 The student knows that organisms maintain homeostasis.
11A Identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis.
I. ENGAGEMENT
(Focus/Motivator with Relevancy): The TEACHER will: / Introduce cell biology to the students
Introduce the appropriate way to handle a microscope / 1. Have the students present their science and society research projects from
Unit: 01 that relate to cell biology.
2. Lead discussion on how the student-selected scientists, careers, and
promotional claims relate to biology.
3. Use the handouts: Cell Trivia and Cell Trivia KEY as an engagement.
Close by stating the purpose of this unit is to develop and understanding ofthe structure and function of the cell. / Introduce cell biology to the students
Introduce the appropriate way to handle a microscope. / Divide the class into groups of 3-4 students
Give each group of copy of the handout Cell Pictures.
Have the groups compare and contrast the cells and record this in the notebooks.
Guide students to identify that bacteria cells are much smaller. Ensure that students identify that plant and bacteria cells seem more rigid in shape while cheek cells appear more flexible.
Have students identify cell parts
Point out that bacteria cells are stained but a nucleus cant be seen
Introduce the term organelle.
Differentiate bacteria cells from plant and animal.
Introduce prokaryote and eukaryote cells
Transition by stating in this lesson that they will develop an understanding of cellular structures, the difference in cells types, how cells are different in plants and animals, and how cells in tissues differ in structure. / Divide the class into groups of 3-4 students
Give each group of copy of the handout Cell Pictures.
Have the groups compare and contrast the cells and record this in the notebooks.
Guide students to identify that bacteria cells are much smaller. Ensure that students identify that plant and bacteria cells seem more rigid in shape while cheek cells appear more flexible.
Have students identify cell parts
Point out that bacteria cells are stained but a nucleus cant be seen
Introduce the term organelle.
Differentiate bacteria cells from plant and animal.
Introduce prokaryote and eukaryote cells
Transition by stating in this lesson that they will develop an understanding of cellular structures, the difference in cells types, how cells are different in plants and animals, and how cells in tissues differ in structure.
II. EXPLORATION
(Hands-on): The STUDENT will: / Correctly fill in the blanks on a handout about the different parts of a microscope.
Correctly turn on and use a microscope.
Safely and correctly handle and put away a microscope. / 1. Demonstrate the correct use of a microscope and allow students an
opportunity to practice. Use the PowerPoint: Microscope Presentation
and the handout: Parts of a Microscope as a guide.
2. Instruct students on how to determine total magnification (ocular lens
magnification X objective lens magnification). Have students practice
determining total magnification and observe slides at different
magnification levels.
3. Use the website to demonstrate
magnification.
4. Divide the class into partner groups.
5. Distribute copies of the handouts: Cell Labs (1 per student) and Cell Labs
Drawings (2 per student).
6. Review classroom procedures for conducting laboratory investigations.
7. Have students complete cell labs. Students may conduct labs in partner
groups, but all students will have their own drawings. / 1. Demonstrate the correct use of a microscope and allow students an
opportunity to practice. Use the PowerPoint: Microscope Presentation
and the handout: Parts of a Microscope as a guide.
2. Instruct students on how to determine total magnification (ocular lens
magnification X objective lens magnification). Have students practice
determining total magnification and observe slides at different
magnification levels.
3. Use the website to demonstrate
magnification.
4. Divide the class into partner groups.
5. Distribute copies of the handouts: Cell Labs (1 per student) and Cell Labs
Drawings (2 per student).
6. Review classroom procedures for conducting laboratory investigations.
7. Have students complete cell labs. Students may conduct labs in partner
groups, but all students will have their own drawings. / Show students the Cells Alive web site
Give each student a copy of the handout Cell structures and Functions. / Show students the Cells Alive web site
Give each student a copy of the handout Cell structures and Functions.
III.EXPLANATION
(Using Science Process Skills TEKS): The STUDENT will: / CSCOPE PowerPoint
Presentation L1 & L1A
Cell Theory and Part of a Microscope / CSCOPE PowerPoint
Presentation L1 & L1A
Cell Theory and Part of a Microscope / Comparing Cells and Cell Structures
Power Point presentation / Demonstrate by presenting the nucleus and plasma membrane.
On a prepared poster, place a nucleus in the animal cell and the plant cell.
Draw the plasma membrane as the boundary of the cells. The team with the cell wall will draw their structure outside the plasma membrane.
Have groups share results of the cell structure research. / As groups present their structures, show the Cells Alive website to help reinforce knowledge of the cell structure and function.
Collect cards and pass them out so each person has one card. Instruct the students with structure names to locate the student that has their structures function. Have the students with the analogy cards to find their partner group. Continue until students develop an understanding of cell structure and function.
IV. ELABORATION
(Rigor): The STUDENT will: / Monday / Tuesday / Wednesday / Thursday / Friday
1. Have students discuss their observations and share answers to the
questions posed during the cell labs. Use the handout: Cell Labs KEY to
guide discussion.
2. If you plan to administer the Cell Lab Practical, explain the lab practical to
the students. / 1. Have students discuss their observations and share answers to the
questions posed during the cell labs. Use the handout: Cell Labs KEY to
guide discussion.
2. If you plan to administer the Cell Lab Practical, explain the lab practical to
the students. / Divide into groups
Distribute copies of the handouts. Bacteria and Levels of Organization to each groups.
Have students look at the bacteria drawing and image.
Ask: Do you think the bacteria in the image were magnified by a light microscope? Why? No, the magnification is to great. / Tell the students the image was taken with a Scanning Electron Microscope.
Ask:
What cell type are bacteria? Prokaryotes
V. EVALUATION
(Criteria that demonstrates student learning): The STUDENT will: / Microscope Quiz / Cell Biology worksheets from Holt Biology supplemental workbook / 1. The performance assessment will occur after lesson 2. An optional cell lab
practical is included. Use this activity if time permits. The lab practical is
provided in two formats- one with multiple choice answers and one without
choices.
2. The lab practical works best by setting up 10 microscope stations and
having students rotate through the stations at timed intervals. Setup the lab
practical using the handout: Cell Lab Practical Setup. Place the
appropriate page of the handout: Cell Lab Practical at each station and
highlight the questions that are to be answered at that station.
3. Distribute a copy of the handout: Cell Lab Practical Answer Sheet to
each student.
4. Evaluate the Cell Lab Practical with the Cell Lab Practical KEY. / Safely demonstrate and use a microscope while observing prokaryotic and eukaryotic cells.
Differentiate key differences between eukaryotic and prokaryotic cells. / Safely demonstrate and use a microscope while observing prokaryotic and eukaryotic cells.
Differentiate key differences between eukaryotic and prokaryotic cells.
3.TAKS Warm-Up/ TAKS Bell
ringer /TAKS Activity(ies):
Definitions 10/4-10/8
Key concepts and vocabulary words / 4. Special Education Activity(ies) /
Interventions/ Accommodations
(as required in students'
ARD/IEP): # of Students ______
1. Cooperative groups
2. Different outputs – verbal explanation with demonstration / 5. ELL/ESL/LEP
Activity(ies)/ Interventions/
Accommodations: # of
Students ______
1. Key word outline
2. PowerPoint or whiteboard to write / rewrite information correctly
3. Group activities
ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 4J, 5B, 5G / 6. G/T Activity(ies)/
Interventions/
Accommodations:
# of Students _____
1. Cell Biology poster competition / 7. Dyslexic Activity(ies)/
Interventions/
Accommodations: # of
Students ______
1. Highlight key points
2. Provide handout
3. Keep clear & concise writing style
8. Migrant Activity(ies)/
Interventions
Accommodations: # of
Students _____
1. Create positive environment
2. Build on student’s strength
3. Cooperative groups / 9. Notes/Resources Materials/
Technology:
flashcards review
PowerPoint introduction (laptop / LCD projector) / 10. Homework (As per Board
Policy):
10/4/10 Vocabulary words
10/5/10 Cell City handout
10/6/10 Eukaryotic vs. Prokaryotic worksheet
10/7/10 Vocabulary
10/8/10 Holt Cell biology handouts / 11: Critical Vocabulary: / 12. Three Higher Order
Thinking Questions:
1) Describe the differences between eukaryotic cells and prokaryotic cells
2) Establish the main functions of cells and their processes
Prokarote
Eukarote
Homeostasis
Permeability
Diffusion
Osmosis