WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 01/21/13
Length of Lesson 12 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:
Cell Structure
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• 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.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Describe the unique properties of water and how these properties support life on
Earth (e.g., freezing point, high specific heat, cohesion).
• Explain how carbon is uniquely suited to form biological macromolecules.
• Describe how biological macromolecules form from monomers.
• Compare cellular structures and their functions in prokaryotic and eukaryotic
cells.
• Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria
in energy transformations
• Describe how the structure of the plasma membrane allows it to function as a
regulatory structure and/or protective barrier for a cell. .
VOCABULARY: Atom, lipid, protein, nucleic acid,
carbohydrate, enzyme, chemical bonding, prokaryote,
eukaryote, chloroplasts, mitochondria, organelles, cells,
tissues, organs, organ systems, and multicellular organisms,
microscope, resolution, magnification, light microscope,
nucleus, lysosomes, endoplasmic reticulum, Golgi body,
nucleus, ribosomes, cytoskeleton, vacuole
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.
• Identify and describe the cell structures involved in processing
energy.
• 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?
STAGE II – ASSESSMENT EVIDENCE
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Graphic Organizers
#3. Exit Tickets
Others:
PERFORMANCE TASK:
• Cell Project
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Review of cell parts and
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Partnering
Others:
Describe usage:
• Students will identify the
different organelles and cell
structures and explain the role
they play in the function of the
cell.
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Stem cell video clips
CONTENT AREA
READING:
Chapter 3
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 1.
• They will use what they know
and what they want to learn
about different organisms and
the elements found in those
organisms.
• Discover how the 3 parts of the
cell theory came about;
determine why cells must be
relatively small; compare the
structure of prokaryotic &
eukaryotic cells; describe the
structure of cell membranes.
Other techniques used:
Prompting if necessary.
MINI LESSON:
• The Cell PowerPoint
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
organelles and their
functions.
• Color plates