Angelica Marchini

Lesson date: 11/14, 11/15

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will present their project in front of the class and grade their peers. The tables
will be lined up in a circle and they will walk between the projects in order to evaluate them relative to
their own

II. Standards

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms.

(HS-LS1-1) Systems of specialized cells within organisms help them perform the essential functions of
life.

III. Prerequisites

Students are aware that cell is the basic unit of life. Students should understand that the study of cells
is one of the most important topics in Biology.

Students have discussed cell theory

Students have been using the textbooks to gather information for the past 3 classes (except Thursday’s
quiz). They should be familiar with the chapter on cells and how to find information about the function
at this point.

Two classes did an analogy worksheet where they compared the structures in cells to what they know
about their own every day lives. They built a connection between the cell as a city and the greater
world.

One class did not do the “analogy” worksheet and their understanding of the cell might be delayed.

Students will have viewed an onion and cheek cell under a microscope and seen the nucleus and cell.
They should understand that the circles they saw were the nucleus and will have a baseline for
understanding those structures.

Honors and the middle day of class will have gone over prokaryote and eukaryote through the textbook
but will not have specifically done the notes.

The beginning of the week class they will have colored in the cell parts and should be familiar with the
structures.

The previous class they completed the jigsaw to establish cell parts, function and possible diseases
related to the organelles
 Due to poor performance in assessing these activities, they will be taking traditional notes to support
their foundation of these topics

They will build their analogy project. They have already established their reasoning behind each
organelle part and created a list of possible items. During this lesson they simply need to put it
together.

For the final lesson of the unit they will present their model to the class and grade theirs and their
peers’.

IV. Objectives

Students will be present analogies for the function of organelles in order to describe how their function
allows them to construct proteins

V. Students will go over the structures of cells and the differences in plant and animal cells

5E Part of the Lesson: What will the teacher and Rationale: Expected Teacher’s
(Note which phase the students be doing? (Include specific questions, What purpose does each step, question, Reactions: Anticipations:
of the activity the tasks, or activities.) task, or activity accomplish This is largely Include specific
step refers to) conjecture-driven and response to students’
there may be multiple reactions and things
possible reactions for a to remember.
given activity.
Engage Do now: Students will get a chance to Some students Students must
Set up their projects for presentation last minute glue something in may not be done. understand that
10 minutes place There is a the show must go
category for this on whether you
during the rubric are done or not.
If you are truly
unprepared you
can present to
me for a 10%
reduction the
following class
Explore Students will walk around and evaluate The gallery walk addresses the The maturity of Discuss norms
their peers using the given rubric. One pressure of presenting and puts certain students is and expectations
representative from the group will stay the honus on content not people in question for peer
behind to present while the others skills We will speak to evaluation and
evaluate the students about project
expectations presentation
during
presentations
Explain Presenting students will be able to The index cards will allow me to Some students will Students can
describe their reasoning for various visually see their reasoning and blank if they didn’t make it up later in
organelles when specifically asked identify misconceptions as they do it. I will ask the private if they can
arise group members give me an
later explanation
The verbal reasoning will allow
me to check that they
understood what they were
doing
 Elaborate the peer evaluation gets them to reflect Reflection of self and peers are Some students Discuss
on the material important for retention may have consequences for
immaturity when poor behavior
grading for others
Evaluate See rubric A pre established rubric allows Some students Allow students an
them to accept the may do poorly opt out over
consequences of inadequate They can opt to public
work present 1 day later embrassment
for -10%
Differentiation ESOL does not have to have index cards
(if time if they can explain themselves
allows) One group in honors is large because it
has an individual with an IEP. When
others joined the class, they were allowed
to join any group

VI. Follow up Assignments: cell project, finish worksheets

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Textbook of biology
e. Interactive guided notes
f. Student guide
g. Rubric
h. Poster sheets
i. Sample diorama
j. Household materials for the project including but not limited to
i. Plastic or paper kitchenware
ii. Boxes
iii. Glue
iv. Tape
v. Staples
vi. Construction toys
vii. Straws
viii. Plastic wrap
ix. Batteries
x. Pictures
xi. And many more
k. https://learn.genetics.utah.edu/content/cells/insideacell/

VIII. Assessment:
 They will assess their understanding through the project
 They will self evaluate their own project