Documente Academic
Documente Profesional
Documente Cultură
Goals:
MS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways
parts of cells contribute to the function.
[Clarification Statement: Emphasis is on the cell functioning as a whole system and the
primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle
structure/function relationships is limited to the cell wall and cell membrane. Assessment of
the function of the other organelles is limited to their relationship to the whole cell.
Assessment does not include the biochemical function of cells or cell parts.]
Planning:
The information I have about the class is very minimal so far.
This is my second day with this group of children, and it is their second
day in this classroom since two quarters ago. Yesterday I taught a
lesson on the organization of life. The smallest organization of life is
the cell. Today we will be practicing being scientists and looking inside
a cell at all of the different organelles.
Objectives:
- You will be able to organize the life from simple to most complex
[smallest to largest]
- You will be able to identify and describe the function of the cell
organelles.
Vocabulary: All of the organelles within Plant and Animal Cell
[nucleus, vacuole, mitochondria, cell wall, cell membrane, ribosome,
Golgi complex, chloroplasts, endoplasmic reticulum, cytoplasm],
function
Language Function: differentiate, illustrate, describe,
compare/contrast, diagram
Assessment:
Informal: During the lesson I will be walking around engaging
with the students as they fill in the chart for the functions for that
specific organelle, if the organelle is found in an plant, animal or
both types of cells, and how the organelle relates to a cell city.
Formal: The formal assessment will be their diagram of the entire
cell. The cell will be spilt into two pieces: a plant cell and an
animal cell. They will be creating a trifold in which the middle will
include the functions of the organelle and a labeled drawing of the
organelle.
Materials:
Note Pages
Link to Cell Powerpoint
Pencil
Coloring Materials
Textbook [if needed]
Link to Foldable:
https://drive.google.com/file/d/0B2V4CEgbiEoTYWo1UFZtTklhWnc
/edit
Procedures:
Approximate time needed: 60
Introduction: Yesterday we talked about how we can organize life
from cells to ecosystems. Today while I was putting the pictures and
definitions and labels, I mixed them up. I need a couple of students to
come help me place them back in order.
Steps for instruction: [20 min]
1. First I will have one student come put in order the pictures from
yesterdays lab. Then I will call on someone to come up to label
the pictures and then someone to match the definitions to the
particular picture. [As students come up I will ask the other
students to mentally put in order the pictures, labels and
definitions in their heads. While students are up there they are
able to call for help from a friend, or have someone else come up
and try to solve the problem].
2. After we label them in order, I will quickly run through the
organization of life in order. I will answer any questions at this
time.
3. The students will be asked to grab a computer from the front. I
will pass out the essential worksheets for the students to get
you have not yet started to. If you still need to work on the cell
functions, please work on them at home. The cell power-point will
be available on Google classroom. *Following this lesson, my CT
will display the board I have created that is a visual for the students
to see how their cell should look like by the end of the hour. I have
advised to her to wait a bit after they have been working so
students do not just copy my trifold to their own.