Wednesday: February 26
I. Desired Results
a. Unit Enduring Understanding(s) –
i. Students will understand the structures and functions of cell organelles
ii. Students will understand how each organelles help the living organisms
b. Unit Essential Question(s) –
iii. Why each organelle has a specific function to carry?
iv. Where do all cells come from?
c. Daily Learning Objective
v. Students will know the differences between eukaryotic and prokaryotic cells –
I. GPS Standards
SB1: Students will analyze the nature of the relationships between structures and functions in living cells.
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4. A Cornell note system is used
5. During note, ask key questions how each organelle plays a role in animal or plant cells.
6. During note, ask students the difference between plant and animal cell.
7. Ask students about the difference shapes between plant and animals cell. What gives it the shape?
c. Readdress the essential question.
d. After completing the note, students are expected to write 3 level 3 Bloom’s Critical Thinking Strategies for Cornell notes questions for each page of the handout (class note) (5-10 minutes)
e. At the end of the handout (class note), students are expected to summarize the note in 3 or more sentences (10 minutes)
f. Walk around the class (read the questions and summary) to check students’ understanding. If necessary, ask questions
g. Cell city analogy worksheet (Appendix 3): this allows students to relate cell organelles and functions into real life situation.
h. Classwork/homework: Cell Crossword puzzle, student are expected to make their own cell analogy
8. Create their own cell analogy
9. Draw the picture of their analogy
10. Write a paragraph about their cell analogy
i. Writing a summary and writing Bloom Taxonomy’s Questions are a great way to assess students understanding about what they are learning.
j. Cell city analogy is also a great way to assess student understanding by relating to everyday life.
k. Class Monitoring: checking students’ understanding while walking around the classroom
l. Cross work puzzle also serve as an assessment.
m. Pre-assessment: On-time quiz
VI. Differentiation for Students with Exceptionalities
a. ELL: co-op teacher can provide one on one with the student during note taking. A dictionary is provided to student to translate. A 5-10 minutes at the end of the class period is provided for the students if needed for any questions related to the note. Tuesday and Thursday tutorial also provided for students that in need of helps in biology.
b. Visual learner: Provide a lot of images
c. IEP students or special ED: there is a co-op teacher that can assist the students.
d. Provide different note handout for different needed student
e. Allow students to work in a group
VII. Materials and Resources
n. over head
Cell City Analogy
In a far away city called Grant City, the main export and production product is the steel widget. Everyone in the town has something to do with steel widget making and the entire town is designed to build and export widgets. The town hall has the instructions for widget making, widgets come in all shapes and sizes and any citizen of Grant can get the instructions and begin making their...