WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 02/18/13
Length of Lesson 8 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:
Cells and Their Environment
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Describe relationships between structure and function at biological levels of
organization.
• Describe and interpret relationships between structure and function at various
levels of biochemical organization (i.e., atoms, molecules, and macromolecules).
• Identify and describe the cell structures involved in transport of materials into,
out of, and throughout a cell.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Describe and interpret relationships between structure and function at various
levels of biological organization (i.e., organelles, cells, tissues, organs, organ
systems, and multicellular organisms).
• Compare the structure and function of carbohydrates, lipids, proteins, and
nucleic acids in organisms
.• Describe how the structure of the plasma membrane allows it to function as a
regulatory structure and/or protective barrier for a cell. .
VOCABULARY:
concentration gradients, diffusion, equilibrium, ion channels,
passive transport, carrier proteins, facilitated diffusion, active
transport, passive transport, sodium/potassium pump,
endocytosis and exocytosis, receptor proteins, cellular
membranes.
ESSENTIAL QUESTIONS:
• Describe how the property of water supports life on Earth.
• Describe and interpret relationships between structure and
function at various levels of biochemical organization.
• Explain how enzymes regulate biochemical reactions in a cell.
• Describe relationships between structure and function at
biological levels of organization.
• What structures are involved to transport materials through a
cell?
•How do cells maintain a balance between their internal and
external environment?
• Identify and describe the cell structures involved in transport
of materials into, out of, and throughout a cell.?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• How do the properties of water affect life on Earth?
• Why lipids, proteins, carbohydrates, and nucleic acids are
are necessary for human life?
• What is the relationship between the structure and function
at biological levels of organization?
•What are the cell structures and what does each of them do?
• What is the structure involved in regulating the
transportation of materials in and out of the cell and how
does it accomplish this?
•Explain the movement of materials into and out of the cell
during active and passive transport.
•Describe the function of the different molecules needed for
transportation to occur.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• Diffusion Lab
• Cell Processes: Osmosis & Diffusion WS
• Osmosis/Shipwrecked WS
• “Incredible Eggsperiment” Lab
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Graphic Organizers
#3. Exit Tickets
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Partnering
Others:
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Describe usage:
• Students will show how things
move from an area of high
concentration to an are of low
concentration through diffusion
and osmosis and why.
• Students will use their
knowledge of osmosis to explain
why one can't drink salt water.
• Students will identify
hypertonic, hypotonic and
isotonic solutions and their effect
on the cell.
Scaffolding used:
#1. Build on Prior Knowledge
#2 . K-W-L
Others:
Describe usage:
• The student will build on his
knowledge of the characteristics
of living things learned in
Chapter 3.
• Describe the structure of cell
membranes.
• Compare passive and active
transport
Other techniques used:
Prompting if necessary.
MINI LESSON:
• Skills WS: Cell Transport
•Cell Processes: Osmosis &
Projector
Power Point
Lap top
DVD
Worksheets
Lab Equipment
Baggies
Iodine
Sugar
Starch
Eggs
Distilled water
Salt
Karo syrup
Lab equipment:
Beakers
Test tubes
Test tube rack
CONTENT AREA
READING:
Chapter 4
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
• Diffusion Lab
• Cell Processes: Osmosis &
Diffusion WS
• Osmosis/Shipwrecked WS
• “Incredible Eggsperiment”
Lab
Diffusion WS
• Osmosis/Shipwrecked WS
• The Shifting Allegiance of HIV