Virtual Cheek Cell Lab
Educator: C.Dossous
Grade Level(s): 9th
Time: 1 hour period
Content / Problem
Within this lesson students will take a greater look into eukaryotic cells. Students will complete a
virtual lab that will provide more insight into the role and function of eukaryotic cells.
NYS Living Environment Standards:
4.1.2i.Inside the cell a variety of specialized structures, formed from many different molecules, carry out the
transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building
(ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).
4.1.3a.The structures present in some single-celled organisms act in a manner similar to the tissues and
systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to
maintain homeostasis.
Pedagogy
This lesson will target on assessment for learning, students have prior knowledge of eukaryotic cells.
Using this lab as a tool for assessment to gauge students understanding of eukaryotic cells. The task is
engaging and structured to support student learning.
Technology
This lesson will require students to think critically, problem solve, and make decisions. Looking at the
human mouth can include many environmental factors that may or may not have an effect on the
eukaryotic check cells because of their structure. Students will be presented with a problem and use
multiple processes to solve the investigation.
Essential Concepts and Skills
Students completing this task will be required to think critically and problem solve which falls within
the learning and innovation skills, which expects students to work in complex environments and solve
problem.
Prior Knowledge
Students will know the structures and functions of eukaryotic cells.
Objectives
Students will be able to predict the actions and changes of eukaryotic cells based on environmental
changes.
Resources/Websites
http://www.udel.edu/biology/ketcham/microscope/scope.html
Procedure
1. Students will examine a sample specimen (cheek cell) through a virtual microscope. Looking at
the specimen at different magnifications, students will analyze the structures present.
2. Students will answer questions regarding the analysis of their specimen.
Assessment
-
Completion of lab
-
Discussion questions
-
Smart response clicker questions
Sources
http://www.udel.edu/biology/ketcham/microscope/scope.html
Lesson Reflection Template
Educator: ________________________________
Grade Level(s): ______________
Lesson Date: ____/____/____
Approximate Length of Lesson ______________ minutes
Literacy
Adapting
Technology uses are organized for
their own sake
 Acquiring and assessing
technical skills
 Offered as separate and/or
optional experiences/programs
 Allowed when “real work” is
completed or considered
alternative/“reward” activities
 Research done to learn tools and
processes
 Teachers view technology as
something to learn or do
Technology uses are adapted/provided
but still optional for traditional
curriculum goals.
 Teacher and student roles remain the
same
 Learning/assessment practices are
unchanged
 Student experiences depend upon
teacher directed assignments
 Research is “go look up” and “tell me
back”
 Teachers view technology as
interesting but optional and not
necessary to achieve present
curriculum goals
Transforming
Technology uses enable new learning tasks not
possible without technology
 Student roles expand to include explorers,
producers of knowledge, communicators and
self-directed learners
 Teacher roles expand to include facilitators,
designers, learners, and researchers
 Learning and assessment practices are changed
 Students initiate technology uses as they create
their own learning experiences
 Research is sustained inquiry for original
thinking and conclusions useful to others
 Teachers view technology as essential for
development of higher-order thinking skills
(HOTS)
Where would you classify your lesson within the BJP Spectrum? Provide specific and concrete
examples of why you classified the lesson in that category?
TCK/TPK
If there was an impact on content, how was the content impacted by the technology tool(s) that you
chose?
Describe and accurately support using specific examples, how the technology tool was used to support
the Characteristics of Effective Instruction identified in the planner.
TPCK
What is the benefit of using this technology related to student engagement and learning? (Include
examples of student work) How do you know?
Did the technology change your effectiveness and/or efficiency of your teaching or student learning?
Please provide some examples.
What concerns or barriers did you have related to this lesson are how might they be addressed in the
future?