1.

Lesson Plan Information

Subject/Course: Science
Name: Specialized Tissues
Grade Level: Grade 10D
Date: Dec 7
Time: Period 1
Topic: Biology
Length of Period: 82 min

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
B2. Investigate cell division, cell specialization, organs and systems in animals and plants, using
research and inquiry skills, including various laboratory techniques.
B1.1 Analyze, on the basis of research, ethical issues related to a technological
development in the field of systems biology (e.g., cloning, stem cell research, live organ
transplants, transgenic transplants), and communicate their findings
B2.1 Use appropriate terminology related to cells, tissues, organs, and systems of living
things, including, but not limited to: absorption, anaphase, capillaries, concentration,
differentiation, diffusion, meristematic, mesophyll, phloem, prophase, red blood cells,
regeneration, stomate, and xylem.
B3.2 Explain the importance of cell division and cell specialization in generating new
tissues and organs (e.g., the division of stem cells into specialized cells such as muscle
cells or nerve cells in humans; the division of meristematic cells to expand and differentiate
plant tissue)
Learning Skills (Where Applicable):
Independent Work uses class time appropriately to complete tasks and follows instructions with
minimal supervision
Collaboration cooperates with group members to complete an assigned task, incorporates all
group members contributions

3. Content
What do I want the learners to know and/or be able to do?
Understand regeneration in different species, know the process of cell differentiation and which
cells specialized cells start from (e.g., stem cells).
Today learners will:
Learn about regeneration and how technology is developing around regeneration in humans.
Learn about stem cells and meristematic cells.
Learn about specialized cells and the process of cell differentiation.

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Each student will answer end of section questions that will review what the students learn. Assess
for:
Completed questions
Correct answers
In depth and complete answers
Recording device for Learning Skills: anecdotal record of completion as questions are taken up

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this
learning experience?
Students have been introduced to cells, cell organelles and mitosis. Students should understand
the different parts of a cell and that cells continuously divide. Students should understand that plant
cells have different cells than animal cells (i.e., contains some structures that animal cells do not).
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the
inclusion of all learners (Must include where applicable accommodations and/or
modifications for learners identified as exceptional.)
Students will Pair-Share for the exploration activity (i.e., brainstorming social and ethical issues of
regeneration technology) Students will also be provided with a handout the requires them to fill in
the blanks instead of copying an entire note this will ensure most students are following through
the note at the same pace and prevent students from rushing through note taking.
B. Learning Environment
Students will be working in pairs for the exploration activity, but then work individually for the
concept development aspect. Students can work individually or with a friend to complete the
section review questions.
C. Resources/Materials
1. Handouts for the note for students
2. PPT presentation of lesson

6. Teaching/Learning Strategies
INTRODUCTION - EXPLORATION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners
prior knowledge, activities, procedures, compelling problem)
1. Pick students to read the paragraphs on page 38 and 39 under the heading Regeneration.
Students who are not reading should follow along in their own textbooks.
2. After reading the introduction, have students work on completing the quick lab on page 39.
Students will follow the procedure as outlined in the textbook. Allow students 5 minutes to complete
the task.
3. Once the partners have filled out their charts, create a larger t-chart on the board and bring the
partners into a whole class discussion. What did the pairs discuss under social and ethical issues
for the idea of regeneration? Record the answers on the board.

MIDDLE CONCEPT DEVELOPMENT

Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility modeled,
shared, and guided instruction).
1. Start by introducing the idea of unicellular organisms versus animals, humans and plants today.
Discuss the idea that unicellular bacteria is made up of one cell, while animals, humans and plants
are made up of many different cells.
2. Discuss with students how all the cells of our body have the same DNA information but are in
different locations to perform different jobs. For example, we have special heart cells that aid the
heart in pumping blood that differ from the cells found in our skin.
3. How cells develop into specialized jobs is known as cell specialization. Cells specialize into
different roles throughout animals, humans and plants. Animal cells will specialize into lung, skin,
brain, etc. cells and plant cells will specialize into root, stem, leaf, etc. cells.
4. Discuss that a popular medical advancement today is saving the umbilical cord after birth
because it is known to contain stem cells. Why would someone want to save stem cells? What are
stem cells?
5. After discussion on stem cells, provide students with the information that stem cells are
unspecialized and do not perform a specific role. Mothers are curious to save stem cells because
of the studies being done where stem cells could potentially be used for treating injuries and
diseases.
6. Stem cells have the ability to become any cell. There are two types: embryonic vs. adult.
7. Embryonic can undergo differentiation (cells look different and perform different functions) and
once differentiation has ended, they become adult stem cells.
8. Adult stem cells are found in skin, blood and neural tissue. Adult stem cells from one organ can
regenerate tissue in another organ (adult blood stem cells have regenerated liver, kidney, and
brain cells)
9. Stem cells in plants are called meristematic cells. They are found in growing tips of roots, stems
and a layer in the stem called the cambium. They are active throughout the life of a plant and
continually produce new cells of various types.
10. Discuss the different tissues found in animal cells epithelial, connective, muscle, and nervous.
Define each of them and where they are found.
11. Discuss the different tissues found in plant cells meristematic, epidermal, ground and vascular.
Define each of them and where they are found.
CONCLUSION: How will I conclude the lesson?
1. Summarize the idea of specialized cells and tissues and introduce the idea of an organizational
hierarchy again cells and tissues are the bottom of the pyramid. Tissues are made up of
numerous cells.
Application: What will learners do to demonstrate their learning? (Moving from guided,
scaffolded practice, and gradual release of responsibility.)
1.Have students ensure their handouts are completed correctly. They may check the section in the
chapter or work with friends to retrieve any blanks they missed.
2. Have students complete the following review questions: p. 41 #1-5, p. 45 #1-5, p. 47 #1-8, 10,
14
3. Questions will be taken up the next day.


7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?