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Content Lesson Plan (45 minutes total) Aim: What differences can we observe between animal and plant cells? Objectives: SWBAT identify and name structures and organelles that differ between animal and plant cells SWBAT compare and contrast reasons for differences in organelles using prior information of plant cells SWBAT describe how the structure of a cell relates to its function in plant and animal cells. Set Up/ Get Started (5 minutes): Students come into class and pick up their journals and notebooks. They then will do the following activity: Copy a diagram of both a plant and animal cell in your journal (from text or from projector). Label all structures and organelles. Make a venn diagram of structures that are similar and different for both animal and plant cells. Purpose Overview (3 minutes) Teacher refers to previous lessons and connects what the students have done for the set up/get started activity with the content being discussed in the class. Teacher opens up a quick discussion on what types of organisms would have an animal cell and plant cell Mini-Lesson (10 minutes): Teacher presents some of the following questions to students and explains that we can use the information we have just reviewed in our text (or on the projector) and our previous knowledge to answer them. Aim: What differences can we observe between animal and plant cells? Q 1) What are the differences between animal and plant cells? Use diagram on projector or a picture on the board to identify differences. List these in a chart . Q 2) Why are some structures only in plant cells? What may they be used for and why are they only available in plant cells? Refer to diagram again. The cell wall of plants is used as a defense mechanism and also for structural support. The chloroplast of a plant helps provide energy through photosynthesis. At this time, teacher begins to hypothesize that since animal cells don’t have organelles for providing energy, they must gather them from other means. Therefore, there must be energy obtaining differences between plant and animal cells.Teacher begins to analyze animal cell and leads into the next question Q 3) What are the names of structures that are observable in both? How might a animal cell function differently to support life? Nucleus, Mitochondria, Cell membrane... etc... Teacher refers to chart and then identifies the parts of an animal cell using a factory or a city as a metaphor for the processes of an animal cell. Reading/Book notes/Activity (10 minutes) Students read 2-3 pages of their text book that focuses on animal cells and how they are different from plant cells. They take notes by identifying important definitions and words and then writing a paragraph or two describing their function in a plant cell as compared to an animal cell. At this time, teacher circulates to monitor students progress in identifying reasons for similarities and differences between animal and plant cells. Assessment (7 minutes) Students are asked to work in randomly assigned pairs to finish a quick 5 question assessment on plant and animal cells taken from regents tests, teachers own questions, and borrowed exams. Students are instructed to work together and to show their reasoning through the problems ( i.e process of elimination, identifiying key words in the question, and a sentence explaining why their choice is correct). Review/Closure (7 minutes) Teacher will first collect student assessment and then go over each of the 5 questions looking for answers from the students. Teacher will have students explain their reasoning and provide further elucidation on topics. Teacher will use the assessments to reformulate topic for next class and see if there are any other topics that need reinforcing. Final thoughts/Clean Up (3 minutes) Teacher will have students fill out an exit slip with the following question: Name one structure that is different in plant and animal cells and explain why you think it is found in one but not the other. Teacher will use the info provided by students to open up the next class, provide additional support. With exactly one minute left, teacher asks students to submit their exit slips and return all journals and any additional supplies to their place.s