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Keri Bohn Kucich
Sample Lesson #1
STANDARD
BLOOM’S OBJECTIVE
1.2f – cells have particular
structures that perform
specific jobs. These
I
structures perform the actual
work of the cell. Just as
ACTIVITY
SWBAT:
Have the students (in small
Describe what a
groups) list the life functions
cell is, and its
of a person. Have a
function.
representative from each
systems are coordinated and
group write their list on the
work together, cell parts must
board… these functions are
also be coordinated and work
together.
all performed by each
individual cell.
AIM: How can we describe a cell?
DO NOW:
Begin writing a list of all the life functions of a person that you can think of, in your
small groups.
MATERIALS:
Pencils (or pens), lined looseleaf paper, notebooks
PRODECURE & TEACHING:
1. Have student representative from each group write their list on the board.
2. Review and Guide students to activity’s answer.
3. Ask for prior knowledge on organisms other than human, and their
functions/life processes.
4. Begin notes to sum up the activity and class discussion.
5. Have five (5) questions prepared for each group to complete together.
6. Collect questions.
7. Exit cards.
JOURNAL QUESTION:
If bacteria and viruses are completely different organisms than humans, how can they
attack, “invade”, and affect our bodies?
Keri Bohn Kucich
Sample Lesson #2
STANDARD
BLOOM’S OBJECTIVE
1.2i – Inside the cell a variety of
specialized structures, formed
from many different molecules,
I
carry out the transport of
materials, extraction of energy
from nutrients, protein synthesis,
waste disposal, storage, and
information.
ACTIVITY
SWBAT:
Have the students make a
Explain the functions
comparison of the cell
of a cells major
organelles and
describe how they
carry out life
organelles to corresponding
‘parts’ of a major city, like
New York.
processes.
AIM: How can we describe the organelles of a cell?
DO NOW:
Make 2 lists: 1) List the major organelles of a cell, and their function
2) List the major parts to a major city, and their function
MATERIALS:
Pencils (or pens), lined looseleaf paper, “cell-city” comparison handout, notebooks
PRODECURE & TEACHING:
1. Have two (2) student representatives from each group write their lists on the
board.
2. Review the lists and explain the similarities between a city and the
organization of a cell.
3. Elicit prior knowledge on the basic needs of a living cell, and that of a city…
“What is needed to survive and to thrive?”
4. Use ‘cell-city’ comparison handout to synthesize organized notes on the
organelles, always relating it back to the parts of a city.
5. Distribute matching questions (of organelle and it’s corresponding
function) for each group to complete together.
6. Collect questions.
7. Exit cards.
JOURNAL QUESTION:
What do you think controls the operations of all the cell organelles? How do you
think the organelles ‘know’ what they are supposed to do?
Keri Bohn Kucich
Sample Lesson #3
STANDARD
BLOOM’S OBJECTIVE
5.1g – Enzymes and other
molecules, such as hormones,
receptor molecules, and
I
antibodies, have specific shapes
that influence both how they
function and how they interact
with other molecules.
ACTIVITY
SWBAT:
Have the students see and
Explain why specific
feel keys to various locks,
shape is important to
the function of
enzymes and how
and try them in the
classroom door.
temperature and pH
affect it.
AIM: How do enzymes control chemical reactions if a cell?
DO NOW:
How many classrooms, closets and offices do you think are in this building? Why do
they all have their own, unique key?
MATERIALS:
Pencils (or pens), lined looseleaf paper, several keys (of all types and styles, and some of them
bent), enzyme diagram handout, notebooks
PRODECURE & TEACHING:
1. Review the Do Now questions, leading students to understand that keys need
to be specific, as enzymes need to be specific.
2. Elicit prior knowledge about what enzymes are made of, and why it would
be important to have certain enzymes for certain reactions.
3. Elicit answers and comments as to why the bent keys didn’t work.
4. Begin synthesizing notes on enzyme function and why important conditions
(i.e.: temp. and pH) are important.
5. Distribute diagram handout for each group to complete together.
6. Collect handouts.
7. Exit cards.
JOURNAL QUESTION:
If temperature is so important to enzyme action in a cell, what happens if our body
temperature rises too high? Why?
Keri Bohn Kucich
Sample Lesson #4
STANDARD
BLOOM’S OBJECTIVE
SWBAT:
1.2g – Each cell is covered by a
membrane that performs a number of
important functions for the cell. These
include: separation from its outside
environment, controlling which molec. enter
and leave the cell, and recognition of
chemical signals. The process of
I
ACTIVITY
Have students role play a
Describe the
scenario – why can some
structure of the cell
people get into a fancy
membrane and explain
how it leads to
selective permeability.
nightclub or restaurant in
NYC and others cannot.
diffusion and active transport are
important in the movement of mat. in and
out of cells.
AIM: How does the structure of the cell membrane allow it to transport substances?
DO NOW:
Why would some individuals be able to get into a fancy NYC nightclub or restaurant
easily, and others may not get in at all?
MATERIALS:
Pencils (or pens), lined looseleaf paper, cell membrane diagram handout, notebooks
PRODECURE & TEACHING:
1. Review the Do Now question writing down student responses on the board in
a simple “IN –or- OUT” table. Explain that there are guidelines to entering
and leaving a cell as well.
2. Elicit prior knowledge about the structure and function of a cell membrane.
3. Distribute cell membrane diagram to students and review the components.
4. Begin synthesizing notes on the structure and function of the cell membrane, using
important vocabulary, such as ‘Selective Permeability’.
5. Distribute handout with 5 questions on cell membrane function for each
group to complete together.
6. Collect questions.
7. Exit cards.
JOURNAL QUESTION:
What are some (3) of the possible things that could take place or happen to an
individual cell, if the cell membrane was “impermeable”, and not semi-permeable?
Keri Bohn Kucich
Sample Lesson Plan #5
Standard
1.2
Bloom’s
II, III
Objective
Activity
SWBAT
Compare and
contrast the
structures of
plants and
animals.
Demonstrate and Constructing a three dimensional plant
understand the 3- and animal cell
dimensional
structure of the
cell.
Identify the
various parts of
cells.
Aim: What are the major parts of plant and animal cells?
Do Now: What is a structure that performs a specialized function in the cell called?
What are some functions that the cell performs?
Materials:
Play-doe, food coloring, 1 pair disposable gloves, yarn, pepper, plastic bubble
packing, aluminum foil, plastic wrap, pencil shavings, scissors, 1 large knife, glue
Procedure:
Ask students to share their answers of the Do Now.
Provide students with index cards of different organelles
After brief discussion of organelles, students are to guess which material will be used
for their organelle and why.
Have all materials laid out for each group, inform students they will be constructing
two cells and each student is responsible for constructing their own organelle.
Students are instructed to wait before putting cells together as they must first
explain the procedure correctly
Teaching:
Various probing questions will be asked about cell parts. Where is DNA stored?
Who is in charge of making proteins? What is the cell membrane composed of? What
is found in one cell and not the other? Etc.
Journal Question:
Students are to draw a Venn diagram comparing plant and animal cells and provide
rationale for the organelles that are only present in one or the other
Fun:
http://www.cellsalive.com/cells/3dcell.htm
To further review