Download 11/29/11 Sample Lesson Plan Dr. B, Lee SPED

11/29/11
SPED-2200
Sample Lesson Plan
Dr. B, Lee
Submitted by Gerard Noble
Title: Lesson Plan for 9th Grade Cell Biology
Objective: Upon completion of this lesson, the student will to tell the differences
between plant and animal cells and describe the components of each type of cell and
be able to determine the differences between pland cells and animal cells. The student
will also receive information on origins of information. The student will observe cells
under a microscope. All students will receive a copy of the lesson and diagrams that I
will use as a powerpoint presentation if equipment is available, so no one will feel left
out. All students will be encouraged to make the handout part of their notes. Questions
will be answered to insure complete understanding as this is an item for the NJ state
Biology Proficiency Test.
NJCCCS: 5.1.12.A.1- Refine interrelationships among concepts and patterns
of evidence found in different central scientific explanations.
Materials needed: Biology Department Microscopes, 1 microscope per 4 students
Pre-prepared animal and plant cells
Prerequisite skills: None
Pre-assessment: Oral quiz to determine levels of critical thinking. Teacher introduces
himself and describes cultural and family background. Students individually introduce
themselves and describe their cultural background. Encourage students to bring in
photos, cultural artifacts, bring in clothing, etc to show off your heritage.
Critical thinking: Questions to be used to assess levels of understanding:
Knowledge: Who is the father of Biology? (Aristotle – philosopher - investigated
the differences between animal and plant cells), What is a cell? Why are they
important? How are plants and animal cells the same? How are they different?
What do they do? Are they are alive? What purpose do they serve? Who
invented the microscope? (Galileo, Anthony Leeuwenhoek of Holland, Robert
Hooke, an Englishman (who is sometimes called the “English Father of
Microscopy”, all experimented with lenses and made various improvements to
make microscopes the fine optical devices they are today)..
Comprehension: Do you understand why there are differences between
animal and plant cells? Why do plant cells need a cell wall and animal cells do
not? Why are plants green? What would happen if animal cells had cell walls?
Name some different types of animal cells and their functions? Can you see
cells with the naked eye? Can you see cells with a telescope?
Application: Draw a multi-celled plant and describe what it needs to grow?
Describe the functions of plant and animal cells. Describe the different types of
cells in an animal’s body and describe their use. What do plants need to grow?
Describe how a microscope works. Demonstrate the proper use of a
microscope.
Analysis: Explain how the functional differences between plants cells and
animal cells are necessary for the plant or the animal. Can plant and animal cells
be mixed into one organism and why?
Synthesis: How do think this information in the future? Is this the end of the my
need to study cellular biology? How will studying animal and plant cells help you
understand the cycles of life? What part do cells plan in our life functions?
Evaluation: Written exam upon completion of lesson and review.
TEACHING PROCEDURES
Demonstration:
1. Teacher will either distribute copies of animal and plant cell diagrams or use
PowerPoint slides if available.
2. Teacher dill describe the differences and explain differences between animals
cells and plant cells
3. Teacher will entertain student’s questions.
4. .Teacher will demonstrate proper use and care of the school’s microscopes.
Guided practice:
1. Students draw and label (1) plant cell and (1) animal cell
2. Student observe slides under the microscope. Draw diagrams of observations.
Identify the parts of cells observed. Document findings.
3. Check students notes for accurate diagrams and explanations
4. Review for Formative Assessment
Formative Assessment:
1. Lesson review prior to written exam, last chance questions and answers.
Independent practice:
1. Check internet for more information.
2. www.enchantedlearning.com
Closure: Cells are the basis of all life. Understanding cells and their differences will be
used later in the study of biology to learn how genetic characteristics are used to predict
possible characteristics of plants and animals.
Summative Assessment:
1. Administer written exam with grade book entry
Extensions of Learning: None
CELL GLOSSERY
cell membrane - the thin layer of protein and fat that surrounds the cell. The cell
membrane is semipermeable, allowing some substances to pass into the cell and
blocking others.
centrosome - (also called the "microtubule organizing center") a small body located
near the nucleus - it has a dense center and radiating tubules. The centrosomes is
where microtubules are made. During cell division (mitosis), the centrosome divides and
the two parts move to opposite sides of the dividing cell. The centriole is the dense
center of the centrosome.
cytoplasm - the jellylike material outside the cell nucleus in which the organelles are
located.
Golgi body - (also called the Golgi apparatus or golgi complex) a flattened, layered,
sac-like organelle that looks like a stack of pancakes and is located near the nucleus. It
produces the membranes that surround the lysosomes. The Golgi body packages
proteins and carbohydrates into membrane-bound vesicles for "export" from the cell.
lysosome - (also called cell vesicles) round organelles surrounded by a membrane and
containing digestive enzymes. This is where the digestion of cell nutrients takes place.
mitochondrion - spherical to rod-shaped organelles with a double membrane. The
inner membrane is infolded many times, forming a series of projections (called cristae).
The mitochondrion converts the energy stored in glucose into ATP (adenosine
triphosphate) for the cell.
nuclear membrane - the membrane that surrounds the nucleus.
nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced.
Some cells have more than one nucleolus.
nucleus - spherical body containing many organelles, including the nucleolus. The
nucleus controls many of the functions of the cell (by controlling protein synthesis) and
contains DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane.
ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites
of protein synthesis.
rough endoplasmic reticulum - (rough ER) a vast system of interconnected,
membranous, infolded and convoluted sacks that are located in the cell's cytoplasm (the
ER is continuous with the outer nuclear membrane). Rough ER is covered with
ribosomes that give it a rough appearance. Rough ER transports materials through the
cell and produces proteins in sacks called cisternae (which are sent to the Golgi body,
or inserted into the cell membrane).
smooth endoplasmic reticulum - (smooth ER) a vast system of interconnected,
membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the
ER is continuous with the outer nuclear membrane). The space within the ER is called
the ER lumen. Smooth ER transports materials through the cell. It contains enzymes
and produces and digests lipids (fats) and membrane proteins; smooth ER buds off
from rough ER, moving the newly-made proteins and lipids to the Golgi body,
lysosomes, and membranes.
vacuole - fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with
food being digested and waste material that is on its way out of the cell.