Practicum Student: Colby Bartro Date: Thursday, February 27, 2014 Time of Lesson: 11:04pm - 11:54pm Length of Lesson:

50 Minutes

Subject: Biology/SSK Number of Learners: 9 Grade Level: 9

Curriculum Frameworks Content Area: Science and Technology/Engineering Grade Level: High School Strand: Biology Standard: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.1 Cell Parts - Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport). (Massachusetts Curriculum Framework for Science and Technology/Engineering, October 2006, page 69 and 72). Standard: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.3 Cells and the six kingdoms - Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia). (Massachusetts Curriculum Framework for Science and Technology/Engineering, October 2006, page 69 and 72). 1. Purpose/Objective/Function a. As a result of this lesson, students will build on their knowledge of cell parts and their functions and also diffusion and osmosis. Students will also continue to build on their knowledge of cell structure as evidence to describe the kingdom Plantae and Animalia (plant and animal cells). b. As a result of this lesson, students will continue to build on their knowledge of cell biology and continue to actively learn the content by hands on activities. They will continue to practice using vocabulary words that relate to the cell such as nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, cytoskeleton, diffusion and osmosis. Furthermore, they will continue to connect those words to their specific function within plant and animal cells. Students will use todays lesson to prepare for tomorrows lab where they will examine real examples of plant and animal cells under a microscope. Finally, prior discussions have included vocabulary words such as autotroph, heterotroph, eukaryote and eukaryote which are also related to this sequential lesson.

2. Pre-requisite skills/knowledge a. Students have previously learned about the parts of the cell by completing individual projects and presenting to the class. Students will need a basic knowledge of what the cell parts/organelles look like and their functions (which was included in their projects) to complete todays lesson. b. There have been multiple opportunities for the teacher to assess the students knowledge in preparation for this lesson including class discussions, in class worksheets with diagrams and labeled parts, student presentations and note taking homework assignments. 3. Schedule, Pacing and Materials Schedule Intro Teacher explains the days agenda: - Collect HW - Finish Discussing Data Tables - Coloring Activity with Venn Diagram - HW Pacing - 1 minute Materials - Agenda written on board

- 1 minutes Teacher will collect HW from last night (quiz corrections) Review/Spiral To begin class, student will finish discussing the - 10 minutes - laptop - projector Eggsperiment data tables that ended yesterdays - data tables class. Transition to new Concept Explain that during todays lesson, students will - 1 minute identify cell parts in plant and animal cells in preparation to see real examples in tomorrows lab activity. Teachers will explain activity, hand out materials - 20 minutes and students will begin coloring activity. Students will identify cell parts and by following directions, will color certain parts certain colors. - 16 minutes Upon completion of coloring activity, students will complete a Venn diagram showing the similarities and differences between plant and animal cells based on coloring activity. Transition to Closure - 1 minute Explain that they will need their activity from class to complete the HW and explain and handout the HW: Plant/Animal Cell WS. 4. IEP Goals/Objectives/Benchmarks #1 - Coloring activity handouts - colored pencils - Venn Diagram

- Homework worksheets

a. IEP Benchmark Verbatim: [Student] will execute the following benchmarks 80% of the time: discern information from appropriate maps, charts, and graphs in collaborative group activities. b. Rewrite: Student will recognize relevant information from charts and diagrams in class activities on 4 out of 5 occasions. c. This IEP goal will inform instruction by providing diagrams of appropriate and relevant material to be used in a class activity. 5. IEP Goals/Objectives/Benchmarks #2 a. IEP Benchmark Verbatim: [Student] will execute the following benchmarks 80% of the time: use notes and materials to complete class assignments with occasional guidance. b. Rewrite: Student will use class notes, previous activities and current material to complete in class assignments with occasional teacher guidance. c. This IEP goal will inform instruction by allowing students to refer back to previously taken notes and previously completed material to complete in class assignments. 6. Specially - Designed Instruction a. Content - The content of the general curriculum will be modified through the provision of key concepts and the accompanying elimination of extraneous detail. Reading level for content information will be at [students] instructional level. Methodology - multi-sensory approaches, thematic approaches, collaborative approaches, provide graphic organizers/templates, spiral approach, and 1:1 and small group instruction Performance Criteria - daily homework performance, teacher generated tests and quizzes, standardized tests, quarterly grades and narrative reports b. The assistive technology that will be used is a projector to create visuals. c. Frequent feedback and praise will be given to students in order to keep them engaged in the lesson therefore more easily accessing the content. 7. Accommodations/Adaptations a. Provide familiar formats for lessons b. Provide graphic organizers/templates c. Provide opportunities to ask questions for clarification d. Explain the purpose for the task or activity e. Supplement oral presentations with visuals f. Give clear and concise directions 8. Possible Problems and Solutions a. Problem 1: Students struggle to transition between finishing yesterdays data table activity and the lesson for the day. b. Solution 1: Provide students with direct verbal cues and reminders to stay on task in order to complete agenda and create a connection between the two activities.

c. Problem 2: Class does not complete Venn diagram describing the similarities and differences between plant and animal cells. d. Solution 2: Students can move forward and complete the homework and the Venn diagram can be completed the next day as a review. 9. Lesson Closure a. To close the lesson, teachers will explain that the students will need to use their materials from the lesson to complete the homework worksheet. 10. Assessment Tool: Homework from last night Anticipated Achievement: Students will identify all questions answered incorrectly on the cell organelle function quiz and correct those questions giving the correct answer. Teachers will assess students work during planning time. Link to purpose: This allows teachers to know that students are recognizing errors and incorrect answers and correcting their knowledge of cell organelles/structure and their corresponding functions. Tool: Coloring Activity Anticipated Achievement: Students will be able to identify and location the cell organelles/structures in the plant and/or animal cells. Teachers will be circulating the classroom making note of student accuracy and teachers will also ask students to verbally illustrate their knowledge. Link to purpose: This will show the teacher that the student is building on their knowledge of cell parts/organelles and their functions Tool: Venn Diagram Anticipated Achievement: Students will be able to identify which parts of the cell belong to the plant cell, animal cell and both the plant and animal cell. Teachers will be circulating the classroom making note of student accuracy and also asking students for answers verbally and/or will ask students to come to the board to help complete the diagram. Link to purpose: This will show the teacher that the student is building on their knowledge of cell parts/organelles and their knowledge of the structure of plant and animal cells. Tool: Tonights homework Anticipated Achievement: Students will be able to identify which cell parts belong to animal cells and plant cells. Teachers will assess this the following day. Link to purpose: This will show the teacher that the student is building on their knowledge of cell parts/organelles and their knowledge of the structure of plant and animal cells. 11. Extension of the Lesson Homework: Using the activity from today, students will identify which cell

organelles/structures belong to plant, animal or both plant and animal cells. Future: Students will continue to rely on their knowledge of plant and animal cell structure, especially plant cell structure in the next lesson of photosynthesis and cell respiration.