UCAMATLessonPlan GradeLevel:9th/10th Subject:Biology Frameworks MC.2.B.1Constructahierarchyoflifefromcellstoecosystems Objectives(TESS1c) Students will record the levels of hierarchy from an atom to an organism.

. Students will associate their knowledge of atoms and molecules with their growing knowledge of cells and biological principles. Students will examine their knowledge of atoms and molecules and relate the questions they still have. Students will describe why understanding atoms and molecules will help them understand the study of living things. Date/Day:22514 Topic/Period:CellTheory

EssentialQuestion(s)(TESS1a) How does our knowledge of atoms and molecules contribute to our understanding of cells?

Grouping(checkonlythosethatapply) Wholeclass Smallgroups Pairs Independent Materials(TESS1d) Studentslabnotebooks Coloredpens AtomstoEcosystemsflowchartsforeachstudent

Differentiationfordiverselearners(TESS1b) Visual-spatial and logical learners will benefit from completing the graphic organizer and KWL charts in their lab notebooks and from viewing the Levels of Organization in Living Things video and will

like the opportunity to use multicolored pens for recording in their lab notebooks. Interpersonal learners will enjoy working in pairs and with the whole class to share their ideas. Intrapersonal learners will appreciate recording their ideas in their lab notebooks, taking notes during the video, and reviewing their KWL charts for homework. Lingiustic learners will like being asked to articulate their thoughts in an organized way.

Preassessment(TESS1f) Preassessment will come from grading student lab notebooks prior to the beginning of the lesson. Student understanding of previous lessons over atoms and molecules will indicate problem areas or misunderstandings that can be addressed as this lesson unfolds, and in subsequent lessons that involve these core concepts.

Instruction(TESS1e) Introduction(priorknowledge,motivatelearners) Teacherwillaskstudentstopickuptheirlabnotebooksfromthefrontoftheclasstolookat commentsprovidedforallworktodate.Theteachercanusethistimetoofferpraisetothe studentsfortheirworkandalsodiscussanymisconceptionsaboutatomsandmoleculesthat arosefromthegradingofthelabnotebooks.Afterbrieflyreviewinganyglaringissuesthat arosefromgrading,theteacherwillaskastudenttohelppassouttheAtomtoOrganism handoutandafewmulticoloredpenstoeachstudentwhiletheteacherdrawsaroughcopyof thegraphicorganizerfromthehandoutontothewhiteboard.

FormativeAssessment(TESS1f) Students were assessed based on their preparation and participation in lab notebook assignments, including answering weekly class review questions. Students will be assessed in their lab notebooks for their level of understanding about atoms and molecules. Their knowledge of these building blocks will allow us to examine in this lesson the continued organizational structure of all living things. Students will be assessed on their integration of

ContentExploration

The teacher will ask students to place the Atom to Organism handout in their lab the handout into their lab notebook and the level notebooks. Students will work as a class (with teacher guidance) to fill in the blanks on the of detail of notes to indicate their attention level handout, and the teacher will fill in the blanks on the white board. As each level of the while watching the video. handout is completed, the teacher will play parts of a flash video that discusses characteristics of each level (Levels of Organization in Living Things found at http://wps.pearsoncustom.com/wps/media/objects/3014/3087289/Web_Tutorials/01_A 02.swf). Students will take notes from the video in the blank space provided for each item on the handout. The students should be encouraged to write down questions that they have after each video segment, which will be useful for constructing KWL charts in the next part of the lesson. GuidedPractice Students are assessed on their prior knowledge StudentswillworkwiththeirdeskpartnerstoconstructKWLchartsintheirlabnotebooks.If of cells gathered from other sources, allowing astudentsdeskpartnerisabsent,he/shewillbepairedwithanothersinglestudentorpairof misconceptions to be dealt with as subsequent studentsifnecessary.StudentswillfirstcreateaKnow/WanttoKnow/Learnedchartfor lessons are presented. Atom,Molecule,Organelle,andCellbydrawingthesechartsintheirlabnotebook,dedicating onepagetoeachchartinordertoleaveroomforfurtherinformation.Studentswillthenhave Really, this activity only lends itself to one threeminutestoworkwiththeirdeskpartnerstofillintheKnowandWanttoKnowsection assessments as follows: Students will be ontheirAtomKWLchart.ThepairswillthensharewiththewholeclasstheirKsandWs assessed on thier ability to identify facts bytakingturnsfillingintheKWLchartonthewhiteboard.Studentswillbeaskedtoinclude (know/learned) and to generate questions (want theideasfromtheclasschartsintheirownchartsbyusingadifferentcoloredpentoprovide to know) about atoms, molecules, cells, and distinction.Theteacherwillspendonetotwominutesreadingstudentideasaloudbefore organelles. askingthestudentstomoveontothenextchart.ThisprocesswillberepeatedforMolecule, Organelle,andCellhowever,withtheOrganelleandCellchartsstudentsshouldbegivenfive minutestoworkwiththeirpartnersbeforesharingwiththewholeclass.Iftimepermits,the teacherwillgivestudentasneakpeekatthelevelsofhierarchyfrompopulationto biosphere,whichareincludedintheflashvideo.Thiswillhelpstudentsconnectevenmoreof theupcomingcoursematerialtotheframeworkthattheyhavejustcreated. IndependentPractice Not applicable for this lesson. Closure Students will be assessed on their understanding The students will be encouraged to review their KWL charts and look through previous class that all living things are, at the most basic level, notes to help them learn things that are still on their Want to Know lists for Atoms and composed of atoms and molecules. Molecules. Let the class know that during the next class they will be completing the

Learned sections of the charts for Atoms and Molecules and will be moving on to Organelles and Cells. The teacher will close the class by asking Why do you think it is important that we understand atoms and molecules so well before we start talking about cells? Students can raise their hands to offer answers or the teacher can call on particular students. The student answers should lead to the same idea: Because cells are made up of atoms and molecules. Extension For homework, students should work on the Learned sections of the Atom and Molecule KWL charts in their lab notebooks to reflect their learning or relearning of these topics, since this will be discussed in the next class meeting. SummativeAssessment(anddescribehowyourassessmentalignswithyourobjective(s))(TESS1f) Students will be assessed by their completion of the Learned sections of the KWL charts as reviewed by the teacher at the beginning of the next class, in order to demonstrate understanding that all the topics yet to be covered will still involve atoms and molecules, since all living and nonliving things are composed of atoms and molecules.