DIRECT INSTRUCTION LESSON PLAN Name: Introduction to Cells_____ Grade:__8 Date: November 21, 2012 Strand: _______________________ Topic:

__Biology_________ Author: Allison Cunningham Course: Grade 8 Science and Technology Curriculum Document: Ontario Curriculum Document Science and Technology Grade 1-8, 2007 EXPECATIONS OVERALL EXPECATIONS GRADE 8 | UNDERSTANDING LIFE SYSTEMS CELLS
2. investigate functions and processes of plant and animal cells; 3. demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.

SPECIFIC EXPECTATIONS
2.1 follow established safety procedures for handling apparatus and materials (e.g., wash hands after preparing materials for slides) and use microscopes correctly and safely (e.g., carry the microscope with both hands, place it near the centre of the desk, ensure that the sun cannot be directly focused through the instrument when sunlight is used for illumination, keep both eyes open when viewing to avoid eye strain) 2.5 use appropriate science and technology vocabulary, including organelle, diffusion, osmosis, cell theory, selective permeability, membrane, stage, and eyepiece, in oral and written communication 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using the conventions of science, make a labelled drawing of a cell; create a slide show to explain the results of investigations into the processes of osmosis and diffusion) 3.1 demonstrate an understanding of the postulates of the cell theory (e.g., the cell is the basic unit of life; all cells come from pre-existing cells; all living things are made up of one or more cells) 3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each (e.g., the nucleus holds all the information needed to make every cell in the body) 3.3 compare the structure and function of plant and animal cells

Learning Goals (General/Specific)(Knowledge, skills etc) Learners will be able to: 1. Define what it means to be living 6 characteristics that all living things have. 2. Describe what the Cell Theory is and the three main points. 3. Understand that yeast is a living unicellular organism that eats sugar and produced carbon dioxide gas as waste. 4. Understand parts of the scientific method by using a POE chart. Teacher Materials Powerpoint presentation Living and non-living objects/pictures Experiment procedure printed out (x27)

Evaluation How will you assess/evaluate? Product exit cards Process Performance participation in experiment Provincial Standard Criteria Included Rubric Exemplar YES YES NO NO

Learner Materials Individual notebook for taking notes

and materials for experiment (see attached experiment procedure sheet) POE sheets for experiment Bill Nye CELLS video from Media on Demand Exit cards with questions (must answer to exit room) PROCEDURE Introduction\Motivation Have students write name tags and place on desk so I can learn names. Do a quick name game add an adjective to the beginning of your name Mr. Gillingham taught you about adjectives yesterday! Whats an adjective? Describes a noun. Introduce the Big Ideas from the textbook in Powerpoint presentation. Have a few living and non-living objects or pictures at the front of the class and tell students we are going to have a POP QUIZ! Ask them to decide if the objects are living or not? This should be easy. Joke around that the students are smarter than I thought. Now ask them to explain their answers. How do they know some objects are living and some arent? Ask the class what they think it means to be living? How do they define an object as living? This may be review. Using a T-chart on the board (smart board) write down the students responses. Sequence of Steps for Learning 1. Discuss further what it means to be living. 6 characteristics that all living things have: - Grow, fix injuries and create other living things - Need energy - React to change in their environment - Have a lifespan (die) - Create waste - Made up of one or more cells Min(s) 20

Time 15

Strategies to Match Sequence of Learning 1. Class discussion 2. Use prepared presentation to introduce living things, cells and Cell Theory 3. Direct instruction while students take notes

Note: non-living things may have some of these but not all of them 2. Point out the 6th point above and tell class we will be focusing on cells. 3. Introduce the Cell Theory - All living things are made up of at least one cell - Cells are the most basic part of life the building blocks - Every cell comes from other cells that already exist old cells divide into new cells 4. Cell Theory states all living things are made up of at least one cell. Describe different kinds of organisms and how many cells they have. Unicellular and multicellular organisms. What are humans? We have trillions of cells. 5. Introduce the Yeast vs. Sand Experiment. Have students fill out a POE sheet individually first to predicts what will happen to the different mixtures. Ask what could happen? Write it down on board and have a blind vote. Split class into groups of 2 or 3 and assign them a work station. Run through experiment. 6. Have a discussion on what the students observed during the experiment. Why did the balloon with the yeast inside fill with gas and why didnt the sand balloon? Explain that yeast is a living thing. Have them relate the experimental results back to the six characteristics of living things. 7. Show Bill Nye video on cells (from Media on Demand) tell students some of the concepts should be review from today and some will be new ideas/concepts that they will be introduced to in

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4. Experiment hands on.

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15

20

the Unit on cells. Introduction Video. Recap\Review 1. Hand out exit cards ask students to write down two characteristics of all living things and one point of the Cell Theory. Application: Accommodations? Modifications?

Min(s) 10

Not necessary in this Grade 8 class. If it was necessary I could prepare skeleton notes so students could follow along and fill in the blanks. This way they would know what the important information was and the would just have to fill it out. Allow them to take notes on their computers. REFLECTION ON LESSON SELF ASSESSMENT ASSOCIATE\ADVISOR ASSESSMENT Strengths: Supply teacher in today. - Well organized slides. Said the timing of the lesson was really good. - The lab portion was fun and students Overall I did a great job. enjoyed it got them thinking about He didnt have to intervene at any point. living organisms and single celled A few times he took over class management organisms. when I didnt feel it was totally necessary. We have a different idea of classroom management. I felt his techniques disrupted the whole class when it wasnt necessary. Also disrupted me while I was teaching. Recommended that when I have students collect materials for labs I do it in a more organized manner. One student from each group come and get supplies from desk. I did this at the beginning but as students got ahead I let them move forward so it got a little hectic but because of the safe materials we were using during this lab it wasnt a large concern of mine.

Areas for Growth: - Make sure to have a back-up if your lesson goes faster than thought. - I was able to play a video for back-up and it worked well. - Work on making the material a little more exciting. - Work on questioning students during lesson metacognition. Come up with questions while lesson planning. I dont have questions in my back pocket like experienced teachers do so I should prepare some in advance. Goals: Make science fun! Create engaging lessons. Create lessons that are long enough to cover long science periods and that include different techniques. Questions students to encourage higher thinking. Metacognition.