DIFFERENTIATED LESSON PLAN (NCLB)
Administrator's Signature _____________________________________ ____
1) Teacher: __Knudsvig______ Period(s): _2, 3, 4, 6, 7______ Date(s): 10/4/10-10/8/10 Content: ____Biology________
2) 5 E-MODEL
CORE &/OR
RE-TEACH
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
10/4/10
10/5/10
10/6/10
10/7/10
10/8/10
1B. demonstrate an
understanding of the
use & conservation of
resources and the
proper disposal or
recycling of materials.
2F. Student
demonstrates safe
operating and care of
microscope.
2H. Communicate valid
conclusions supported
by data through lab
reports
Compare and contrast
eukaryotic and
prokaryotic cells.
4 The student knows
that cells are the basic
structures of all living
things and have
specialized parts that
perform
specific functions, and
that viruses are different
from cells and have
different properties and
functions.
4A Identify the parts of
prokaryotic and
eukaryotic cells.
5 The student knows
how an organism grows
and how specialized
cells, tissues, and
organs develop.
5A Compare cells from
different parts of plants
and animals including
roots, stems, leaves,
epithelia, muscles, and
bones to show
specialization of
structure and function.
5B Identify cell
differentiation in the
development of
organisms.
5C Sequence the levels
of organization in
multicellular organisms
to relate the parts to
each other and to the
whole.
11 The student knows
that organisms maintain
homeostasis.
11A Identify and
describe the
relationships between
internal feedback
mechanisms in the
maintenance of
homeostasis
1B. demonstrate an understanding of the
use & conservation of resources and the
proper disposal or recycling of materials.
2F. Student demonstrates safe operating
and care of microscope.
2H. Communicate valid conclusions
supported by data through lab reports
Compare and contrast eukaryotic and
prokaryotic cells.
4 The student knows that cells are the
basic structures of all living things and
have specialized parts that perform
specific functions, and that viruses are
different from cells and have different
properties and functions.
4A Identify the parts of prokaryotic and
eukaryotic cells.
5 The student knows how an organism
grows and how specialized cells, tissues,
and organs develop.
5A Compare cells from different parts of
plants and animals including roots, stems,
leaves, epithelia, muscles, and
bones to show specialization of structure
and function.
5B Identify cell differentiation in the
development of organisms.
5C Sequence the levels of organization in
multicellular organisms to relate the parts
to each other and to the whole.
11 The student knows that organisms
maintain homeostasis.
11A Identify and describe the relationships
between internal feedback mechanisms in
the maintenance of homeostasis
1B. demonstrate an understanding of the
use & conservation of resources and the
proper disposal or recycling of materials.
2F. Student demonstrates safe operating
and care of microscope.
2H. Communicate valid conclusions
supported by data through lab reports
Compare and contrast eukaryotic and
prokaryotic cells.
4 The student knows that cells are the
basic structures of all living things and
have specialized parts that perform
specific functions, and that viruses are
different from cells and have different
properties and functions.
4A Identify the parts of prokaryotic and
eukaryotic cells.
5 The student knows how an organism
grows and how specialized cells, tissues,
and organs develop.
5A Compare cells from different parts of
plants and animals including roots, stems,
leaves, epithelia, muscles, and
bones to show specialization of structure
and function.
5B Identify cell differentiation in the
development of organisms.
5C Sequence the levels of organization in
multicellular organisms to relate the parts
to each other and to the whole.
11 The student knows that organisms
maintain homeostasis.
11A Identify and describe the relationships
between internal feedback mechanisms in
the maintenance of homeostasis
1 The student, for at
least 40% of instructional
time, conducts field and
laboratory investigations
using safe,
environmentally
appropriate, and ethical
practices.
1A Demonstrate safe
practices during field
and laboratory
investigations.
1B Make wise choices in
the use and conservation
of resources and the
disposal or recycling of
materials.
2 The student uses
scientific methods
during field and
laboratory
investigations.
2A Plan and implement
investigative procedures
including asking
questions, formulating
testable hypotheses, and
selecting equipment and
technology.
2D Communicate valid
conclusions.
3 The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
3E Evaluate models
according to their
adequacy in
representing biological
objects or events.4 The
student knows that cells
are the basic structures
of all living things and
have specialized parts
that perform
specific functions, and
that viruses are different
from cells and have
different properties and
functions.
4A Identify the parts of
prokaryotic and
eukaryotic cells.
5 The student knows
how an organism grows
and how specialized
cells, tissues, and
organs develop.
5A Compare cells from
different parts of plants
and animals including
roots, stems, leaves,
1 The student, for at
least 40% of
instructional time,
conducts field and
laboratory
investigations using
safe,
environmentally
appropriate, and ethical
practices.
1A Demonstrate safe
practices during field
and laboratory
investigations.
1B Make wise choices
in the use and
conservation of
resources and the
disposal or recycling of
materials.
2 The student uses
scientific methods
during field and
laboratory
investigations.
2A Plan and implement
investigative
procedures including
asking questions,
formulating testable
hypotheses, and
selecting equipment
and technology.
2D Communicate valid
conclusions.
3 The student uses
critical thinking and
scientific problem
solving to make
informed decisions.
3E Evaluate models
according to their
adequacy in
representing biological
objects or events.4 The
student knows that
cells are the basic
structures of all living
things and have
specialized parts that
perform
specific functions, and
that viruses are
different from cells and
have different
properties and
functions.
4A Identify the parts of
prokaryotic and
eukaryotic cells.
5 The student knows
how an organism grows
and how specialized
cells, tissues, and
(Focus/Motivator with Relevancy): The TEACHER will:
I. ENGAGEMENT
Introduce cell biology to
the students
Introduce the
appropriate way to
handle a microscope
1. Have the students present their
science and society research
projects from
Unit: 01 that relate to cell biology.
2. Lead discussion on how the
student-selected scientists, careers,
and
promotional claims relate to biology.
3. Use the handouts: Cell Trivia and
Cell Trivia KEY as an engagement.
Close by stating the purpose of
this unit is to develop and
understanding ofthe structure
and function of the cell.
Introduce cell biology to the students
Introduce the appropriate way to handle a
microscope.
Divide the class into
groups of 3-4 students
Give each group of copy
of the handout Cell
Pictures.
Have the groups
compare and contrast
the cells and record this
in the notebooks.
Guide students to
identify that bacteria
cells are much smaller.
Ensure that students
identify that plant and
bacteria cells seem
more rigid in shape
while cheek cells appear
more flexible.
Have students identify
cell parts
Point out that bacteria
cells are stained but a
nucleus cant be seen
Introduce the term
organelle.
Differentiate bacteria
cells from plant and
animal.
Introduce prokaryote
and eukaryote cells
Transition by stating in
this lesson that they will
develop an
understanding of
cellular structures, the
difference in cells types,
how cells are different in
plants and animals, and
how cells in tissues
differ in structure.
Divide the class into
groups of 3-4 students
Give each group of
copy of the handout
Cell Pictures.
Have the groups
compare and contrast
the cells and record
this in the notebooks.
Guide students to
identify that bacteria
cells are much smaller.
Ensure that students
identify that plant and
bacteria cells seem
more rigid in shape
while cheek cells
appear more flexible.
Have students identify
cell parts
Point out that bacteria
cells are stained but a
nucleus cant be seen
Introduce the term
organelle.
Differentiate bacteria
cells from plant and
animal.
Introduce prokaryote
and eukaryote cells
Transition by stating in
this lesson that they will
develop an
understanding of
cellular structures, the
difference in cells
types, how cells are
different in plants and
animals, and how cells
in tissues differ in
structure.
(Hands-on): The STUDENT will:
CSCOPE PowerPoint
Presentation L1 & L1A
Cell Theory and Part of
a Microscope
STUDENT will:
(Using Science Process Skills TEKS): The
III.EXPLANATION
II. EXPLORATION
Correctly fill in the
blanks on a handout
about the different
parts of a microscope.
Correctly turn on and
use a microscope.
Safely and correctly
handle and put away a
microscope.
1. Demonstrate the correct use of a
microscope and allow students an
opportunity to practice. Use the
PowerPoint: Microscope
Presentation
and the handout: Parts of a
Microscope as a guide.
2. Instruct students on how to
determine total magnification (ocular
lens
magnification X objective lens
magnification). Have students
practice
determining total magnification and
observe slides at different
magnification levels.
3. Use the
http://www.cellsalive.com/howbig.htm
website to demonstrate
magnification.
4. Divide the class into partner
groups.
5. Distribute copies of the handouts:
Cell Labs (1 per student) and Cell
Labs
Drawings (2 per student).
6. Review classroom procedures for
conducting laboratory investigations.
7. Have students complete cell labs.
Students may conduct labs in partner
groups, but all students will have
their own drawings.
CSCOPE PowerPoint
Presentation L1 & L1A
Cell Theory and Part of a Microscope
1. Demonstrate the correct use of a
microscope and allow students an
opportunity to practice. Use the
PowerPoint: Microscope
Presentation
and the handout: Parts of a
Microscope as a guide.
2. Instruct students on how to
determine total magnification (ocular
lens
magnification X objective lens
magnification). Have students
practice
determining total magnification and
observe slides at different
magnification levels.
3. Use the
http://www.cellsalive.com/howbig.htm
website to demonstrate
magnification.
4. Divide the class into partner
groups.
5. Distribute copies of the handouts:
Cell Labs (1 per student) and Cell
Labs
Drawings (2 per student).
6. Review classroom procedures for
conducting laboratory investigations.
7. Have students complete cell labs.
Students may conduct labs in partner
groups, but all students will have
their own drawings.
Comparing Cells and Cell
Structures
Power Point presentation
Show students the Cells
Alive web site
Give each student a
copy of the handout Cell
structures and
Functions.
Show students the
Cells Alive web site
Give each student a
copy of the handout
Cell structures and
Functions.
Demonstrate by
presenting the nucleus
and plasma membrane.
On a prepared poster,
place a nucleus in the
animal cell and the plant
cell.
Draw the plasma
membrane as the
boundary of the cells.
The team with the cell
wall will draw their
structure outside the
plasma membrane.
Have groups share
results of the cell
structure research.
As groups present their
structures, show the
Cells Alive website to
help reinforce
knowledge of the cell
structure and function.
Collect cards and pass
them out so each
person has one card.
Instruct the students
with structure names to
locate the student that
has their structures
function. Have the
students with the
analogy cards to find
their partner group.
Continue until students
develop an
understanding of cell
structure and function.
(Rigor): The STUDENT will:
IV. ELABORATION
Monday
Wednesday
Thursday
Friday
1. Have students discuss their
observations and share answers to
the
questions posed during the cell labs.
Use the handout: Cell Labs KEY to
guide discussion.
2. If you plan to administer the Cell
Lab Practical, explain the lab
practical to
the students.
Divide into groups
Distribute copies of the
handouts. Bacteria and
Levels of Organization to
each groups.
Have students look at
the bacteria drawing
and image.
Ask: Do you think the
bacteria in the image
were magnified by a
light microscope? Why?
No, the magnification is
to great.
Tell the students the
image was taken with a
Scanning Electron
Microscope.
Ask:
What cell type are
bacteria? Prokaryotes
Cell Biology worksheets from Holt Biology
supplemental workbook
1. The performance assessment will
occur after lesson 2. An optional cell
lab
practical is included. Use this activity
if time permits. The lab practical is
provided in two formats- one with
multiple choice answers and one
without
choices.
2. The lab practical works best by
setting up 10 microscope stations
and
having students rotate through the
stations at timed intervals. Setup the
lab
practical using the handout: Cell Lab
Practical Setup. Place the
appropriate page of the handout:
Cell Lab Practical at each station
and
highlight the questions that are to be
answered at that station.
3. Distribute a copy of the handout:
Cell Lab Practical Answer Sheet to
each student.
4. Evaluate the Cell Lab Practical
with the Cell Lab Practical KEY.
Safely demonstrate and
use a microscope while
observing prokaryotic
and eukaryotic cells.
Differentiate key
differences between
eukaryotic and
prokaryotic cells.
Safely demonstrate and
use a microscope while
observing prokaryotic
and eukaryotic cells.
Differentiate key
differences between
eukaryotic and
prokaryotic cells.
(Criteria that demonstrates student learning): The STUDENT will:
V. EVALUATION
Microscope Quiz
Tuesday
1. Have students discuss their
observations and share answers to
the
questions posed during the cell labs.
Use the handout: Cell Labs KEY to
guide discussion.
2. If you plan to administer the Cell
Lab Practical, explain the lab
practical to
the students.
3.TAKS Warm-Up/ TAKS Bell
ringer /TAKS Activity(ies):
Definitions 10/4-10/8
Key concepts and vocabulary words
4. Special Education Activity(ies) /
Interventions/ Accommodations
(as required in students'
ARD/IEP): # of Students ________
1. Cooperative groups
2. Different outputs – verbal explanation with
demonstration
5. ELL/ESL/LEP
Activity(ies)/ Interventions/
Accommodations: # of
Students ______
1. Key word outline
2. PowerPoint or whiteboard
to write / rewrite information
correctly
6. G/T Activity(ies)/
Interventions/
Accommodations:
# of Students _____
1. Cell Biology poster competition
7. Dyslexic Activity(ies)/
Interventions/
Accommodations: # of
Students _______
1. Highlight key points
2. Provide handout
3. Keep clear & concise
writing style
3. Group activities
ELPS: 1C, 1E, 2E, 2I, 3D, 3H,
4E, 4J, 5B, 5G
8. Migrant Activity(ies)/
Interventions
Accommodations: # of
Students _____
1. Create positive environment
2. Build on student’s strength
3. Cooperative groups
9. Notes/Resources Materials/
Technology:
flashcards review
PowerPoint introduction (laptop /
LCD projector)
10. Homework (As per Board
Policy):
10/4/10 Vocabulary words
10/5/10 Cell City handout
10/6/10 Eukaryotic vs.
Prokaryotic worksheet
10/7/10 Vocabulary
10/8/10 Holt Cell biology
handouts
11: Critical Vocabulary:
Prokarote
Eukarote
Homeostasis
Permeability
Diffusion
Osmosis
12. Three Higher Order
Thinking Questions:
1) Describe the differences
between eukaryotic cells and
prokaryotic cells
2) Establish the main
functions of cells and their
processes