Teacher:
Lesson Title
Curriculum Area
School-based Initiatives
Grade Level
Curriculum/ Objective(s)
(from the NCSCOS/ NC
Common Core)
Subject: Biology
Date(s):
Week 4
Cells and Organelles
Biology
WICOR(AVID)
SmartBoard/Technology
Tech Tuesday Strategy
CRT
10
Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions
Bio.1.1.1 Summarize the structure and function of organelles in eukaryotic cells
(including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles,
chloroplasts, and ribosomes) and ways that these organelles interact with each other
to perform the function of the cell.
Bio.1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general
structures (plasma membrane and genetic material) and degree of complexity.
Bio 1.1.3 Explain how instructions in DNA lead to cell differentiation and result in
cells specialized to perform specific functions in multicellular organisms
Essential Question
What question should
students be able to answer at
the end of the lesson?
http://tinyurl.com/3rlbg
9m
Higher Order Thinking
connection/extension
http://www.cdl.org/resourcelibrary/articles/HOT.php
Revised Blooms Question
Stems
Lesson Summary
Describe the strategies and the
activities you will use to teach
new information to students.
How are enzymes broken down?
What is a cell?
What are the different types of cells?
What are cells made of?
How do cells become different from each other?
Create analogies that compare organelles to everyday things
Microscope lab with analysis to compare plant cells to animal cells
Create an enzyme graph based on data
Compare and contrast different cell types
This week will move quickly since weather has put us behind schedule, students will
finish their study of enzymes and then move to cells. We will focus on organelles
and cell types, giving students plenty of time to work collaboratively on lab and
exploratory activities.
Document created by T. Clare-Jones adapted
Adapted by: F. Booker September 6, 2012
Multiple Intelligence
Alignment
Verbal/Linguistic
Musical/Rhythmic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Place an “x” by
multiple intelligence
incorporated in lesson
plan
Electronic MI Assessment
MI Assessments & Strategies
Verbal – students will take notes on enzyme denaturing, organelles, and cell types
Logical – students will work on analyzing lab data. They will also compare and
contrast cell types. They will also work on graphing skills while we talk about
enzymes
Visual – students will work on organelles using graphic organizers and will also
have the option of creating a visual representation of their organelle analogy
Bodily – students will do a microscope lab that will allow them to look at cell types
Intrapersonal – students will work on assessments on their own. They will also have
the option to work on their organelle analogies alone.
Interpersonal – students will work in lab groups during the microscope lab. They
will also do an activity on human body cells in groups.
Southeast Halifax High Lesson Plan Format
Document created by T. Clare-Jones adapted
Adapted by: F. Booker September 6, 2012
Monday
Tuesday
Wednesday
Thursday
Friday
DNA
DNA
DNA
DNA
Enzyme review vocab
activity (for 3rd block).
Lab completion (for
1st and 2nd block)
Notes on organelles
using graphic
organizer
Organelle
Temperature Check
Cell type review
Plant/Animal Cell
microscope Lab
Notes on denaturing
enzymes
Creating organelle
analogies (writing or
drawing)
Cell type drawings
Plant/Animal Lab
Creating enzyme
graphs activity
Students share
analogies with one
another
Comparing and
contrasting cell types
Pre- lab activity in
notebooks
Plant/Animal Lab
Enzyme and denature
exit ticket
Quick Write – name
as many organelles as
possible and tell what
they do
Exit ticket on cell
types
CFA 1
Weekly Quiz
Activating Strategy
DNA, binder check
for those who have not
been checked
Organizing Strategy
Comprehending
Strategy
Applying
/Summarizing
Strategy
Justification Process
(evidence base)
Notes on prokaryotic
and eukaryotic (using
pictures)
Resources
W- writing I-inquiry C-collaboration O-organization R- reading
Document created by T. Clare-Jones adapted
Adapted by: F. Booker September 6, 2012
Discuss Reasons for choosing particular strategies for specific tasks.
Reflect on how strategies worked and if goals were accomplished.
Activating Strategy
Describe the strategy you will use
to activate what students already
know.
Suggested Strategies:
Anticipation/Reaction
Guide
Connecting to the Text
Fast Write / Roulette
Humor in the Classroom
KWL Plus
Mind streaming
Possible Sentences
Probable Passages
Quick Activators
Quickwrites
Reflections
The First Word
Think-Pair-Share
Three Step Interview
Walk Around Survey
Word Splash
You Ought To Be In
Pictures
Other:______________

The above using
__________________ technology
tool
Organizing Strategy
Describe the strategy you will use
to help students organize and
understand new information.
Suggested Strategies:
Content Frames
Content Mapping
Cornell notes
Dump and Clump
Graphic Organizers
Informative Text
Jigsaw Reading /
Missing Pieces
Marking the Text
Power Thinking Notes
Semantic Feature
Analysis
Story Maps
Story Star
Target Notes
Think Aloud
Two-Column Notes
Venn Diagram
Other:______________

Comprehending Strategy
Describe the strategy you will use to help
students understand new information in
multiple contexts.
Suggested Strategies:
3x3 Vocabulary
CLVG
Give One-Get One
Group activities
Opinion-Proof Notes
Problem/Process Chart
Problem/Solution Guide
QARs
RAFT
Reciprocal teaching
Sentence Expansion
Socratic Seminar
Story Impressions
Talking Drawings
Trading Cards
Tutorials
 Vocabulary Circle Map
Other:_____________
 The above using
__________________ technology
tool
The above using
__________________ technology
tool
Document created by T. Clare-Jones adapted
Adapted by: F. Booker September 6, 2012
Applying / Summarizing Strategy
Describe the strategy you will use at the
end of your lesson to help determine if
students can answer the lesson’s
Essential Question.
Suggested Strategies:
Cartooning
Debates
Epitaphs
Exit Slips
Exit Quiz
Final Countdown
(3-2-1 Review)
Four-Box Synectics
Four Corners
Group projects
Peer editing
Philosophical chairs
Other:______
 The above using
__________________ technology
tool