Lesson Plans

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

1. Given a pretest assessment on cell structures and functions, students will be able to complete the assessment with 85% accuracy.

(Understanding)

1. Greet the students with “Good morning, welcome to class” as they enter the classroom.

2. Call roll while students are completing a bell ringer (5 minutes)

3. Discuss the answers to the bell ringer.

4. Inform the students that they will be taking a pre-assessment on cell structures and functions. I will tell them that their results from the pre-test is information I will use to prepare to teach the lesson.

5. Pass out the pre-test to all students to see what prior knowledge the students have.

6. Explain to the students that when they finish the pre-test early, they will start read from their textbooks on the chapter about cell structures and functions.

7. Tell the students that when everyone has completed their pre-test and have read from their textbooks, they will quietly leave the classroom and head to their next class.

See bell ringer (See attachment 1)

Pretest (See attachment 2)

Students will be assessed from the Pretest of this lesson.

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

Mississippi College and Career Readiness Standard:

BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions.

A. Introduction/Motivation

1. Greet the students with “Good morning, welcome to class” as they enter the classroom.

2. Call roll while students are completing a bell ringer (5 minutes)

3. Go over the answers to the bell ringer.

4. Ask students what do they know about cells?

5. Explain to the students that we will watch a PowerPoint on cell structures and their functions.

B. Study/Learning Activities

1. Display a PowerPoint on cell structures and functions (visual)

2. Go over important key points with the class

· Inform the students that cell can be broken down into two types: prokaryotes and eukaryotes

3. Start by telling he students about the history of cells and how they got their name.

4. Move on and tell the students about prokaryotes by telling them that they are unicellular

· Explain how the cells have no membrane bound organelles

· Show the class pictures of a prokaryotic cell with its structures labeled. (visual)

5. Move on to Eukaryotic Cells by telling the class that they are multicellular cells with membrane bound organelles.

· Explain to the class the different organelles that makes up a eukaryotic cell.

· Show the class pictures of a eukaryotic cell (visual)

6. Explain to the class the major differences and similarities between a prokaryotic and a eukaryotic cell

· Tell the class that they both have cell membranes and cytoplasm

· Tell the class they eukaryotic cell’s DNA is within the nucleus

Bell Ringer (See Attachment 3)

PowerPoint (see Attachment #4)

Picture of a Prokaryotic Cell

(Attachment #5)

Pictures of a Eukaryotic Cell

(Attachment #6)

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

7. Explain to the class that all cells are different, and they come in all shapes and sizes.

Explain to the students the different shapes that cells can be.

8. Explain to the class that eukaryotic cells can be broken down into plant and animal cells.

Explain to them that we will learn about the different organelles and their functions on tomorrow.

9. Answer any questions that the students have about the lesson.

Guided Practice

10. Split students into groups of four

11. Have students to create a Venn diagram comparing prokaryotic and eukaryotic cells

12. Explain to students that they have 10 minutes to complete the activity

13. Answer additional questions if students need help

Independent Practice

14. Have students to take out a sheet of paper

a. Tell the students to draw a prokaryotic cell to the best of their ability and to label the cell membrane.

C. Culmination

1. Give a recap of the lesson.

2. Allow the student to ask any questions they have concerning cell, prokaryotes, and eukaryotes.

3. Call on each student individually to tell something they learned today.

D. Follow Up

1. Have students to clear their desk and take out a piece of paper

2. Have them to answer what is a eukaryotic cell and turn it in.

3. Have those who finishes early to read their textbook on animal cells

4. Provide feedback on the student’s assignment

Pencil and Paper

Textbook

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival.

*Given a Venn diagram the student will be able to compare and contrast cell with accuracy.

(Analyze)

*

A. Introduction/Motivation

1. Greet the students with “Good morning, welcome to class” as they enter the classroom.

2. Call roll while students are completing a bell ringer (5 minutes)

3. Go over the answers to the bell ringer.

4. Give a review of yesterday’s lesson.

5. Ask students Do they have any questions.

6. Inform the students that we will watch a PowerPoint on cell structures and their functions.

7. Explain to the student that we will be learning about the structures of animal and plant cells.

B. Study/Learning Activities

8. Show the different structures of plants and animal cells labeled in Spanish and English (ELLs) *Spatial Intelligence

9. Have students to raise their hands to read the structures out loud.

10. Inform the students that each structure has a special function that makes the cell work

11. Display a video on cell structures and functions (visual)

12. Have the class to take notes throughout the video

Guided Practice

1. Point to the board. There will be picture of an animal and a plant cell. There will be a word bank next to each picture.

2. Have students to identify the structures to the best of their abilities.

3. Have students to turn in their answers.

4. Give feedback

Independent practice

1. Pass out paper

2. Have students to name 5 structures and functions of plants and animal cells

Bell Ringer

(See Attachment #7)

Computer/laptop

YouTube Video (Attachment #8)

https://youtu.be/URUJD5NEXC8

Dry erase board

Dry erase markers

paper

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

Culmination

1. Give a recap of the lesson.

2. Allow the student to ask any questions they have concerning the structures and functions of plant and animal cells

3. Have students to tell something they learned today.

D. Follow Up

1. Review lesson material

2. Give a pop quiz

5. Provide feedback to students

6. Ask students if they have any questions

7. Provide homework assignment for them to read and study over their notes

8. Prepare for the next day

Paper

pencil

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

**Given a microscope students will be able to analyze cells correctly

(Anayzing)

*Given an 8-question worksheet, the student will complete it question missing no more than 2

(Understanding)

A. Introduction/Motivation

1. Greet the students with “Good morning, welcome to class” as they enter the classroom.

2. Call roll while students are completing a bell ringer (5 minutes)

3. Go over the answers to the bell ringer.

4. Review the lesson from yesterday

5. Ask students do they have any questions

B. Study/Learning

1. Explain the basic concepts of cells

2.Explain the roll of cell membranes

3. explain the functions of all cell structures in depth

4. Give instruction on using the microscope when identifying cells

Guided Practice

3. Have students to split into groups of four

4. Have students to look at onion cells under a microscope

5. Have students to point out cell structures

6. Have students to draw what they see under the microscope

Independence Practice

1. Have students complete a worksheet

2. Separate worksheet answers between average, remedial, and enrichment

3. Return papers to students

4. Separate students into groups based off of average, remedial and enrichment

5. Have each group to create Venn diagrams comparing and contrasting cells

Bell ringer

(Attachment # 9)

Microscope

Paper

Pencil

Onion

Knife

Microscope slide

Cell Structure Worksheet

(Attachment # 10)

Drawings of cell structures

Evaluating a worksheet

Evaluating Venn diagrams from each group

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

C. Culmination

1. Have students to give a brief summary of today’s lesson

D. Follow-Up

1.Review lesson material for the end of the week assessment

2. Ask students if they have any questions

3. Prepare for the next day

II. Specific Objectives

* Enrichment Objectives

** Remedial Objectives

Ind. #

III. Procedure A. Introduction/Motivation B. Study/Learning Activities C. Culmination D. Follow-up (Include directional statements for evaluation and any enrichment or individual activities)

IV. Materials/Resources

V. Evaluation related to objectives

*Given an assessment on cell structures and functions, students will be able to complete the assessment with 85% accuracy.

** Given a post test, the students will show learning by applying their knowledge on cell structures and function with 85% accuracy

(Applying)

A. Introduction/Motivation

1. Greet the students with “Good morning, welcome to class” as they enter the classroom.

2. Take roll as students enter the class

3. Inform students that they will be testing today

4. Ask students if they have any last-minute questions about cell structures and their functions

5. Ask students to remain quiet while testing is in progress

B. Study/Learning Activity

7. Give the assessment to the students

8. Have students to read the directions carefully

9. Have students to complete the 25-question assessment

10. Walk around and monitor students as they are testing

C. Culmination

1. Have early finishers to complete worksheet on cell structures

D. Follow-Up

1. Have students to share their thoughts on the assessment

2. Ask if students have questions about the assessment

Pencil and Erasers

Assessment

(Attachment # 11)

Cell Structure Worksheet

(Attachment # 12)

Students will be assessed from the assessment of this lesson.

Column A

1.

2.

3.

Column B

1.

2.

3.

Column C

1.

2.

3.

Ind.

#

Criteria

Max.

Pts.

Pts.

Earned

1

Main idea is stated.

2

1

Ms College and Career Readiness Standard or MS Curriculum Framework Competency and Objective are listed.

2

1

Terminal objective is appropriate with three parts stated.

(Condition, Performance, Criterion)

3

1

Enrichment objective is highlighted and appropriate with three parts stated.

(Condition, Performance, Criterion)

3

1

Remedial objective is highlighted and appropriate with three parts stated.

(Condition, Performance, Criterion)

3

3

Level (Bloom’s Taxonomy) of objectives is stated and is designated at appropriate levels.

3

2

Procedures are clear, sequenced, and have good

transitions; are labeled in ABCD sections, “make

sense,” and are grade level appropriate.

4

2

Procedures include a motivating activity, assessing of prior knowledge, revealing of the objective and a statement of purpose in A. Introduction/Motivation.

6

2

Procedures are very thorough and include direct teaching of content/process and reinforcement of skills in B. Study/Learning.

10

2

Guided practice is appropriate.

5

2

Independent practice is appropriate.

5

2

Procedures include an appropriate review, summarization of the learning, and involvement of the learner in C. Culmination.

6

2

Procedures are thorough and include appropriate evaluation of all 3 objectives in D. Follow-up. Early finishers are given something to do.

10

2

Procedures teach the main objective.

4

2

Procedures are balanced between learner and teacher.

4

2

Procedural statements begin with verbs.

1

5

Plans include provisions for at least 1 modality: auditory, visual, or kinesthetic. This is highlighted.

2

5

Plans include provisions for at least 1 multiple intelligence which is highlighted.

2

4

Procedures include evaluation of the objectives in the evaluation column. (Must have 3 evaluations: one for each objective)

6

3

A variety of different materials/ resources are noted.

2

3

Attachments are provided for materials such as pictures, PowerPoint presentations, assessments, games, bulletin boards, handouts, etc. They are numbered and in correct order (as used in the lesson plan).

10

3

Plan includes provisions for integration of technology. The technology integration is highlighted.

2

3

Plan includes at least one teaching strategy to promote English language development for English Language Learners and is labeled ELL in bold.

2

A bibliography is included and written in APA format.

2

Grammar/spelling/composition is acceptable.

1

TOTAL POINTS

100