Name
CWID
Subject Area
890311681
Jessica Scolaro
Class Title
High School Biology
Biology/Life Science
Lesson Title
Viewing Plant Cells
Unit Title
Cell Biology
Grade Levels
9
Total Minutes
57 + homework
CLASS DESCRIPTION
This is an honors placement biology class for 9 th graders. Each period has about 40 students. The class consists of
diverse learners and includes: several advanced students with high level reading skills, one high-functioning English
learner at the bridging stage, and three students with hearing impairment in one or both ears. This group of students
is high-performing and has minimal behavioral issues, the majority of students in the class care about their grades and
are respectful. Prior to this lesson, the class has just completed an Introduction to Microscopes Lab, thus, the students
are all knowledgeable about the features of the microscope, such as how to prepare a wet mount, how to focus, and
proper clean up procedures. The classroom is very large, with rows of tables that seat two students. There is ample
counter space along the sides and back of the room which the Teacher uses to set up lab trays for the students. For
this lesson, microscopes will also be spread out along the counters, on their charging stations, and lab trays will be set
up on students tables, one per pair. There is one microscope for every two students.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
HS-LS1-1.
Construct an explanation based on
evidence for how the structure of DNA determines the
structure of proteins which carry out the essential
functions of life through systems of specialized cells.
Lesson Objective(s)
1.
1.
2.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
EL
To determine how much
students know about the
structure of a plant cell
and the function of
chloroplasts.
2.
Evidence
Students will use microscopes complete the Plant
Cell Lab and identify the chloroplasts, cell walls,
nuclei, and cytoplasm in elodea/onion cells.
Students will answer the question: why dont
onion cells have chloroplasts? Students will
rationale that onion cells dont have chloroplasts
(structure) because they are underground and
dont need to photosynthesize (function).
Implementation
Feedback Strategy
PM
PM
To determine if students
can recognize the
organelles through
proper use of a
microscope and wet
mount.
To determine student
knowledge of a plant
cells structures and
corresponding functions,
as well as their ability to
analyze visual data and
communicate what
images convey in
academic writing.
This assessment is a
graphic organizer,
specifically a Venn
Diagram, that compares
the two different plant
cells. Students refer to
their observations and
sketches to complete
this with their lab
partners in class. This
assessment is informal,
and the Teacher uses
whole-class discussion to
complete the Venn
Diagram after students
have had a chance to
work on it. Students will
practice using academic
language by making
claims based on
evidence provided by the
graphic organizer.
By observing and
interacting with students,
Teacher is informed of
how well students can
apply their knowledge of
organelles to a real cell
viewed through a
microscope. Student
responses to Teachers
questions will help
Teacher determine if
students need support
with microscope skills or
need to revisit content.
class. Questions
numbered 3-8 must be
completed by students
at home, individually,
after the lab.
INSTRUCTION
Instructional Strategies
Facilitative questions, parallel teaching, cooperative learning, Think-write-pair-share, inquiry-based investigation,
modeling, graphic organizer
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
1. When students walk in the classroom, the
projector is already on with a PowerPoint
slide that reads Lab: Plant Cells! Teacher
1. Students are used to beginning class
reminds students to take out their homework
right away. They know the routine of
(Prelab Questions 1-4). Teacher begins class
taking out their homework and placing it
by telling students that they will be exploring
on their desks. Students recall
real plant cells today. Teacher asks two
vocabulary from previous lessons and
students to share something that they
apply it to answer the Teachers question
remember about plant cells. Teacher shows
that taps into their prior knowledge.
PPT slide with diagram of a plant cell.
Students are interested when the
Teacher tells students that although plant
Teacher tells them that she is going to
4 min.
cells are fun and exciting, she must
make them cry. Many think hard about
apologize in advance because she might
what kind of plant they will be looking at,
make the students cry. Teacher asks
and a few students come to the
students to predict what plant they will be
conclusion that it must be an onion.
looking at based off of what they have heard
Students view the images on the PPT and
so far. Teacher affirms that they will be
gain a better understanding by of elodea
looking at onion cells and introduces the
and onions by contextualizing the
second plant they will be using, elodea.
information and connecting it with what
Teacher supplements her descriptions with
they already know.
images of onions and elodea (water plant)
occurring naturally.
Lesson Body
Time
8 min.
2.
for
instruct
ions
(steps
2-3)
5 min.
for
discuss
ion
(step 4)
Teacher Does
Teacher explains to students that they will be
staining the onion cells to better see the
structure and organelles of the transparent
cell. Teacher splits students up in two
groups and uses Parallel Teaching with the
co-Teacher to demonstrate to students how
to properly use iodine to stain a cell. Prior to
class, Teacher has set up two sets of
materials for this process on the back
counters.
3.
4.
2.
Student Does
Students spilt into smaller groups and
thus have a better view of the
demonstration. Students understand
that since onion cells are transparent,
the stain is necessary if they want to see
anything under the microscope.
3.
4.
3 min.
for
pairshare
(step 5)
5.
5.
6.
2 min
for
clarific
ation
(step 6)
6.
25 min.
for
microsc
ope
viewing
&
cleanu
p
(Steps
7-8)
7.
5 min.
for
discuss
ion and
Venn
Diagra
m
(steps
9-10)
8.
9.
9.
Striving Readers
Advanced Students
Summary: The purposes of this lesson are to facilitate student understanding of cell structure and function through
inquiry-based argumentation and to give students the opportunity to demonstrate their ability to apply epistemic
practices (using a microscope, completing graphic organizers) through authentic assessments. Class observers will
see students engaged in tasks that begin the learning process by prompting students to tap in to prior knowledge, as
well as to think critically, for example, using what they know combined with reasoning to make predictions about what
they may observe. Observers will also see students using high-tech equipment safely and properly to record their
observations in accurate sketches. Finally, observers will see students arranging their observations in graphic
organizers, using their data to draw conclusions, and communicating their scientific claims with supporting evidence to
peers. The teachers role is to ask questions that prompt student discovery, facilitate academic discussion, observe
student work and provide guidance and scaffolding to students when necessary, and maintain a productive and
anxiety-free environment conducive to student progress toward the learning goals. The evidence that students
demonstrate mastery of the skills is their sketches of the cells at different magnifications and proper use of
microscopes. The evidence that students demonstrate mastery of the content is their accurate labels, Venn Diagrams,
post-lab questions and active participation in class discussion.
Rationale: I chose to assign the pre-lab questions for homework the night before to get students thinking about plant
cells and wondering about what we might be doing, as well as to tap into their prior knowledge. Students enjoy
working with microscopes and giving them a preview of the lab will result in more engagement and enthusiasm for
class the day of the lab. I chose to implement facilitative questions whenever possible because it is a great way to
ensure active participation of all students. By asking a question, giving appropriate wait time, and then selecting a
volunteer or calling on a student, all students have been given the opportunity to think about how they would respond,
because each student has the chance of getting selected to share. I chose to use parallel teaching to demonstrate
difficult procedures because this is a class of 40 students. We do not have an ELMO camera, so it would be very
difficult for students not in the front to see what I am demonstrating. This smaller group demonstration will benefit
English Learners and also SSNs who have trouble focusing when input is disengaging or far away. Normally, lab groups
are groups of four. For this lab, we have enough microscopes to group students in pairs, which results in much more
viewing and participating time for each student. This ensures that every student is held accountable for some of the
work and that every student gets enough time to complete their sketches. Think-write-pair-share is helpful for
students who may have anxiety sharing in front of the whole class, and ensures participation of all students. The use
of a graphic organizer is not only beneficial to ELs, but to all students, as a visual representation of the similarities and
differences between the two cells provides more clarity and increases comprehension. Lastly, I chose to cover post-lab
question number 2 in class, while assigning the rest for homework. Question number two addresses a big idea of
this lesson, and sharing ideas and discussing the question in class will help to guide students who need support, while
still requiring students to write an answer in their own words will accurately assess their understanding. The remaining
questions can be completed individually if the students completed the lab accurately. These Post-lab questions are
essential to the inquiry practice because they require students to use evidence (their drawings, fields of view) to create
explanations for natural phenomena.