See “Appendix 4 Disc video teacher notes” for my teacher notes from the video; “Discovering Cells,” National Geographic Society, 1992 What in the room can we identify as unicellular and multicellular? How did the development of the microscope lead to the discovery of the cell? What does the cell theory say? What is the structure/function of each organelle? (cell membrane, nucleus, cytoplasm, mitochondria, endoplasmic reticulum, Golgi apparatus, lysosomes, microtubules/microfilaments, plastids, cell wall) What type/s of cells have those structures? How have further developments in microscope technology changed what we know about the cell? Scaffolds and Extensions UDL Components: See list of extension/differentiation activities in the “Sequencing Work” section. Support for students who are ELL, have disabilities or read well below grade level text band: See list of extension/differentiation activities in the “Sequencing Work” section. Extensions for advanced students: See list of extension/differentiation activities in the “Sequencing Work” section. Sequencing Work: Activity Texts and Resources Sequencing and Scaffolding Formative Assessments Content Goals Literacy Goals Instruct. Notes K-W-L 1 class period K-W-L access background knowledge and foster curiosity background knowledge activation See description of the activity in the “Required Elements” portion of the unit. The K-W- L “What I learned” portion
about the topic of cells can be used at the end of the unit as a concluding activity or throughout the unit as a daily/weekly exit ticket so students can regularly share what they’ve learned. Directed Reading Thinking Activity overhead of “Life’s Building Blocks” from Eyewitness Science, Life, pgs 10-11 2-3 class periods students write predictions based on pictures, title, and headings; then students write notes from the text All living things are 1-celled organisms or made of multiple cells (multi- cellular) direct, explicit reading comprehen- sion instruction Teacher uses post-it notes to cover the text, captions, and headings. Students write then discuss observations and predictions based on the pictures (picture walk). Teacher reveals captions and class discusses similarities and differences between predictions and the actual text. Teacher reveals title and headings. Students write then discuss observations and predictions based on the text (title/heading walk). Class reads text and compares actual information to predictions based on title/headings. Notes can be written. Cell drawings individual copies made from Life Science, Prentice Hall textbook, 1991, pgs 58 and 59 See “Appendix 4” for a copy of the chapter 1 period to make the outline, then ongoing cell drawings Visual representation of showing unique properties of plant and animal cells and the relationship between organelles that work together to different representation of textual version of cell parts Students will trace the outline of each type of cell. Students can add each organelle to the cell drawings as they are learned about from the central text and the supplementary sources.
perform cell processes Cell Table Activity 1— video text Discovering Cells video, National Geographic Society, See “Appendix 5 Disc Cells video teacher notes” for my teacher notes from the video See “Appendix 19 Parts of a Cell Table 2015” for Cell Parts Table Part 1: 2 class periods Part 2: 3-4 class periods cell parts table source for cell structure and function PART 1: concept of pre-reading for making connections to previous knowledge PART 2: organizing information into a notes chart PART 1: Introduce concept of pre-reading a video: watch video to explore topic and interact with visual information paired with the spoken information— integrate Text-Dependent Questions (see above section) PART 2: Complete Reading with purpose of filling out structure / function chart ONGOING: students can add structures to their cell drawings Cell Analogies: CLASS See “Appendix 10 Summative class model Analogy Tree partial” for a partial example using a tree Introduction: 1-2 class periods, then ONGOING Possibilities: exit tickets showing how new analogous pairs were found each day as the texts are processed Structure and function of cell’s organelles Analogous pairs Analogies between cells and a unified theme system Teacher introduces concept of analogy systems that are relatable to students. Connect idea of analogy to the parts of a cell using an example that will be added to throughout the rest of the unit. Students are helping to build a class analogy that will serve as the model for their own summative assessment at the end of the unit. ONGOING: Teacher encourages students to help her fill out the unified-theme class analogy as the unit progresses. Cell and Part 1: 3-4 class Structure and Categorizing PART 1:
Table Activity 2— written text Organelles, See “Appendix 3 CENTRAL TEXT Cells and Organelles article-2” for a copy of the text Source: Modified from (last modified on Tue 14 Jan 2014, J. Stein Carter) See “Appendix 19 of a Cell Table 2015” for a copy of the notes table periods Part 2: 3-4 class periods function of cell’s organelles, comparison between plant and animal cells information according to location in cell, structural properties, function, which type of cell it’s found in (animal vs plant; more prevalent in certain types of differentiated cells, etc), possible analogies in other systems Model— guide— share— independent format for note taking, with the students taking on more and more responsibility See explanation of Vocabulary Mini Lesson in “Required Elements” portion of this lesson plan. PART 2: Students can use a new color of writing utensil to write additional information in the cell notes table. A plus sign (+) could be used to show when the new text supports information from a previous source. ONGOING: students can add structures to their cell drawings Intro to cells and cell theory Copies of Life Science, Chapter 3, pgs 55-57, See “Appendix 4 Life Science textbook Ch 3 pgs 54-70” for a copy of the 2 class periods Introduction to cells / cell theory summarizing Students can create 2-column notes to summarize the information. ONGOING: students can add structures to their cell drawings
chapter Structure and function of organelles Copies of Life Science, Chapter 3 pgs 57-66, See “Appendix 4” for a copy of the chapter 2 class periods Cell organelles function in storing and releasing energy, building and repairing cell getting rid of waste materials, responding to the environment, and reproducing. Includes: cell wall, protoplasm, cell membrane, nucleus (nuclear membrane, chromosomes, nucleolus), endoplasmic reticulum, ribosomes, mitochondria, vacuoles, lysosomes, chloroplasts Read and annotate (S = structure, F = function, L = location) section by section. Partners read more closely to compare and explain annotations. Students can use a new color of writing utensil to write additional information in the cell notes table. ONGOING: students can add structures to their cell drawings Jello Cell Model See Appendices for activity packet (11), parent letters (12-13), and project planner (14) 2-3 class periods Activity planner and cell blueprint Cell structures, practice with analogy (cell part = candy…why?) Following lab instructions Students find a analogy for the structure of the cell parts. Teacher provides a cell made of Jello and students carve out spaces for the organelles. Students will explain how the structure of the candy is similar to the structure of the cell part it represents. Cell See appendices 3-4 class periods Cell structure and Writing See summative assessment
Beaker filled with a solution of iodine and water poster of how osmosis works cellular membrane), a reaction occurs with the cornstarch, resulting in a purple substrate. Egg lab See Appendices for lab activity (15), write-up (16), and extension activities (17-18) Lab write-up Optional teaching poster of how osmosis works Osmosis Following Lab procedures Original size/shape recorded, vinegar dissolves shell, corn syrup desiccates egg, water swells egg Extensions/Differentiation Opportunities Membrane proteins [and Fats]- Bumpy Services article See “Appendix 7 Extension Article Membrane Proteins” or Illustrates the structure of the cell membrane and how membrane proteins are responsible for allowing materials in and out of the cell. Extensions for higher-level students to further their understanding of the concepts Cell Membranes article See “Appendix 6 Extension Article Cell Membranes” or Illustrates the structure of the cell membrane. Extensions for higher-level students to further their understanding of the concepts Golgi Apparatus - Packing Things Up article See “Appendix 8 Extension Article Golgi Apparatus” or Discusses further the structure and function of the Golgi apparatus and connects its function to the structural Extensions for higher-level students to further their understanding of the concepts