Angelica Marchini

Lesson date: 10/3

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will apply their skills at using a microscope to look at onion and cheek cells. At
the beginning of the lesson, they will take notes on cells versus animal cells. They will then prepare
slides using a cheek swab they extract. They will compare and contrast the two slides for the duration of
the lesson.

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-LS1-3) Plan and conduct an investigation individually and collaboratively to produce data to serve as
the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number of
trials, cost, risk, time), and refine the design accordingly.

(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. Looking at a sample from an organism will yield images
of cells through the miscroscope, as that is the smallest unit.

Students will have used a microscope twice before and be familiar and efficient with completing a task
on the microscope. They should be able to focus and be familiar with the terminology of the parts on
the microscope. It is imperative that students will reinforce their usage of the vocabulary while they
explore the onion and cheek.

Students will be familiar with lab procedures, safety and will have signed a lab safety contract prior to
the start of this lab.

IV. Objectives

Students will be able to draw images of an onion and cheek cell in a microscope at three different
magnifications

Students will be able to compare and contrast the features of a plant and animal cell

Students will be able to prepare their own slide from a cheek swab
 V. Students will take notes on animal and plant cells and then do an onion and cheek cell lab in
order to explore these differences themselves

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 to remember.
a given activity.
Engage Do now: Introduces topic in an engaging Students will Take care of
TBA (copy down QoW?) way come in and work classwork during
on the do now the do now
Notes on animal and plant cells Students will understand that
differences they are looking at an animal cell Students may
and a plant cell and be primed to take a while
look for certain obvious copying notes
differences like a cell wall
Explore Students will prepare slides using their Students will have created a The pacing may Ensure students
own cheek swabs personal connection to the be widely different continue
material and understand the at this part, completing the
process of collecting samples in supplementary work
biological research work should be
available.

Some students
won’t want to take
a swab and that’s
why they have a
partner
Students will view the onion and cheek Students will see how there are Some students, Constant rotation
slide under a microscope and draw it at apparently cells in each slide, especially absent Praise-prompt-
three different magnifications but they are different in how they students will leave
are structured and their features struggle with
focusing on the
slide

Explain Students will list the differences they found This exploration will elad into the Because this is Have a written
at the end of class in order to prime them parts of the cell and how they later in the class, segment at the
for an in depth discussion about the are different in plants and some students end of class
difference between plant and animal cells animals may be drifting
out of focus. It’s
important that this
activity is re-
focusing
Elaborate Compare plant and animal cells in a Formal definitions to what they A final point for Ensures that all
worksheet explored them to leave on students have a
stake after the
lab “ends”
Evaluate List three differences in a plant and animal Students will summarize the kind The students are Have students
cell of knowledge they need to have most likely to be copy it down on
acquired from this lab able to list cell their paper
wall, chloroplast
and maybe the
 plasmodesma
(connectors) as
they are easily
visible
Differentiation Where did the mitochondria come from?

VI. Follow up Assignments: cell parts worksheets, cell parts project

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Microscope
e. Slides/preparation tools
i. Onion cell slide
ii. Cheek swab equipment
f. Cell parts worksheets
g. Microscope lab worksheet
VIII. Assessment: cell parts quiz
IX. Differentation
Pictures to draw rather than word for ESL, videos as well as fill in the blanks for the do
now, movement for students that struggle with ADD, touching the microscope for
kinesthetic learners