Download 5E Template

Lesson 5
Name: John Andrew Holder
Content Area: Biology
Date: April 25, 2011
Grade Level(s): 7
Topic(s): Cell Biology
Standards (NSES or Benchmarks)
DEVELOP DESCRIPTIONS, EXPLANATIONS, PREDICTIONS, AND MODELS
USING EVIDENCE.
Living systems at all levels of organization demonstrate the complementary
nature of structure and function. Important levels of organization for structure and
function include cells, organs, tissues, organ systems, whole organisms, and
ecosystems.
All organisms are composed of cells—the fundamental unit of life. Most
organisms are single cells; other organisms, including humans, are multicellular.
Cells carry on the many functions needed to sustain life. They grow and divide,
thereby producing more cells. This requires that they take in nutrients, which they
use to provide energy for the work that cells do and to make the materials that a
cell or an organism needs.
Standards (SOL)
LS.1
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include
a) cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion,
endoplasmic reticulum, nucleus, and chloroplast);
b) similarities and differences between plant and animal cells;
c) development of cell theory
Objectives (UKD’s)
Understand
1. Cells are the unit of structure and function in living things.
2. Organelles within cells have particular structures and functions.
Know
1. Cell parts include cell membrane, cytoplasm, nucleus, cell wall, vacuole,
mitochondrion, endoplasmic reticulum, and chloroplast.
2. Structures and functions of cell organelles
3. Similarities and differences between animal and plant cells
Do
3. Compare and contrast animal and plant cells using a light microscope
4. analyze and critique the experimental design of basic investigations related to
animal and plant cells. This analysis and critique should focus on the skills developed in
LS.1. Major emphases should include the following: the clarity of predictions and
hypotheses, the organization of data tables, the use of metric measures, adequacy of trials
and samples, the identification and use of variables, the identification of constants, the
use of controls, displays of graphical data, and the support for conclusions.
Topic/Essential Question
Lesson Title: Plant and Animal Cells
Lesson Concepts: Differences between plant and animal cells.
Materials & Resources
Microscopes, onions, toothpicks, slides, slide covers, iodine, methylene blue
Safety Considerations
Stain, microscopes, glass slides, possibility of gouging cheek with toothpick,
Engage – Time Estimate: 7 min
Students will be shown two pictures at the beginning of class; one picture will be
of a dog and the other of a corn plant. They will be asked to explain some
similarities, differences. Next, students will be shown a picture of a sponge and
sea grass (this one is intentionally less obvious). They will be asked again to
explain some similarities and differences. Next, a brief discussion will introduce
students to how some organisms appear very similar but when studied at a
cellular level, it becomes apparent that they are different. This will lead into the
microscope lab
Explore – Time Estimate: 40 min
Students should now be familiar with setting up microscopes now. A reminder to
take care of them will be needed. Students will be given a guided worksheet to
assist them in keeping their observations organized during the lab. Lab
instructions will be handed out also. However, each step will be explained and
monitored by the instructor before students move on to the next step. Students
will observe elodea cells that have been prepared for time saving sake. Students
will prepare onion cells and cheek cell slides.
Explain -- Time Estimate: Min 10
Students will be asked to explain the differences they saw in the plant and animal
cells. Key differences to note will be cell shape, presence of a cell wall and
chloroplasts in plant cells and why onion did not exhibit chloroplasts. Discuss
lack of cell wall in cheek cell.
Extend -- Time Estimate: 3 min
Discuss the fact that differences in cell type are a major factor in classifying
organisms. Why is the sponge an animal? What can you conclude about the
sponge since it has animal cells and not plant cells?
Evaluate -- Time Estimate: During explore/after class
Students will turn in microscope worksheets for a completion grade. Their
understanding will be checked via their drawing and answers to questions on the
worksheet. Student responses to questioning will also aid in checking for
understanding.
Plans for Diversity
Student(s): Category/Characteristics: Accommodations:
Language Learners: guided handouts for tracking information in microscopes,
pictures will be the topic of conversation.
ADD/ADHD: Students will be actively viewing different slides and drawing them.
Connections
Students will now be able to take the organelles they have learned from the
previous lesson and apply them to which type of cells they are found in.
Students will need to know the differences between animal and plant cells in the
next lesson when they create 3D cell models.