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UHD-CPDT Lesson Plan A framework provided by the Lesson Plan Committee to be fully implemented by Block III Follow the

Guidelines of your Professor Angela Rosales Objectives: The learner will construct a plant cell model. The learners will correctly identity components of the plant cell structure Rationale: (Learner-Centered): student will learn how to think abstractly through construction of the model, since most students this age are grappling with highly abstract processes. (Professional): plant cell is one of two major cells needed to understand other cells and fundamentals in other sciences. Later concepts build on understanding in this area. State Requirements: 1. TEKS/STAAR: (112.34 (b)(1) Biology. In Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. 2. TEKS/STAAR: ( 112.34)(3)(C) draw inferences based on data related to promotional materials for products and services 3. TEKS/STAAR: (112.34)(9)(b) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter 4. TEKS/STAAR: (112.34)(10) (C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.

Prerequisite Skills: Students should have general understanding of the function of cells. In addition, the students will be told to watch a short video, online, in order to clarify any questions they might have before the class. Homework: Watch http://www.wired.com/wiredscience/2012/02/science-visualizations-2011/?pid=3023

(students will be able to watch and see a cell being analyzed and they will be able to visually see what they are learning about on the computer. Students whom are concrete thinkers will have already mastered the general understanding on how a cell works, with this video they will learn to think more abstractly and learn how to translate words into pictures).
Special Needs Student Accommodations/Modifications/Extensions: For English Language Leaners and other students who may have difficulty with spelling, vocabulary will be on the board. Watching the homework film will also help students who are not able to read English well. Students who need special assistance in the preparation of a model will receive this from each other of from the teacher. Students with Autism will be allowed to interact with the materials the day before class, after school under the guidance of the teacher (priming). Students with visual Impairment will have a Vocabulary list with the definitions in braille and student will work with pre-constructed or half-constructed model of the cell. If necessary a teachers aide will be available to develop the model with the verbal directions of the student Description of the Learning Environment: The whole class is involved and broken into 4 small groups. Teacher will set up groups based on students learning style. In the groups, Students will interact with each other and learn from each other on how the model

should look and what components need to be in it. They will learn how to work together and successful complete a model without the use of books and handouts. Connections: The connections student should make by the end of the class is that cellular biology is a fundamental component in everything and acknowledge that everything is composed of tiny microscopic cells. They can apply this to their future goals, for example if the student wishes to be a hair stylist; they will learn what makes up a hair and nails. This applies culturally with cellular biology being one of the most popular science fields in the 21st century. This topic can be related to other Science courses in high school, for example Chemistry. The Basic understanding o a cell will help students understand new and current issues that are part of our culture for example Stem Cell research. Once students understand the basics they will also have a chance to understand how their food grows and if the use of pesticides on the food we eat is good or bad down to the cellular level. Evaluation of Learning: students will look at each others models and note the differences between each model. They will then explain to the other groups what they think and what they recommend how they would modify their models. The teacher will then present how the model should have looked and explain why. Through this method of evaluation, the students will learn how to critic each other in a positive manner in a safe environment where the teacher can correct an incorrect behavior. Possible Sponge: Define vocabulary on board; Explain functions of different parts of a cell (either activity will be used). If there are is a big gap in time students will be able to go online to: http://www.brainpop.com/science/. Here students can continue to learn about plants through the interactive activities and fun and short video clips they provide for students. Some topics provide to students are: Photosynthesis, how seeds grow, pollination, natural resources and carnivorous plants. Transitional Activities: Instruction/Direction as to what the student will be doing next; students will draw analogies to a various parts of a cell (e.g., a nucleus is a like a principal of a cell). Grouping the students in groups of 4, each group will be composed of high and lo achieving students. By grouping the students, the students will learn how to work together as a team for a common goal, a skill that will be needed later in life when they become adults. Materials/Set-up: different colored clay, Pans, toothpicks, sticky labels with vocabulary already printed on them.

Teaching Phase Objectives:


The learner will construct a plant cell model. The learner will correctly identity components of the plant cell structure Schedule Sponge

A. As the period begins the teacher will instruct students to start on their Warmup. The warm up will be located at the front of the class and students are expected to get the warm-up, sit down and start the work. While students are working the teacher will finish getting everything ready that is needed for the lesson.

Teach/ Active Engagement

B. Once students are done with the warm up, the teacher will go over the activity and directions for the activity. The teacher will then put the students into groups and further explain what the role of the group is. After teacher has explained what the students will be working on, the teacher will pass out the materials needed. The teacher will then give the students a time frame to work on the activity. C. The learner will construct a plant cell model. The learners will also correctly identity components of the plant cell structure. D. The importance behind the lesson is that this lesson will teach students the fundamentals needed to understand other theories and ideas that build on this topic. The students will learn that they are composed of tiny, microscopic cells just as how plants are composed of similar cells. They will be likely to understand what constitutes a living organism. In addition to the material, student will learn how to work in groups. This is another fundamental thing students must learn as they grow into adults. E. In the last 10 of class I will ask students to look over the homework and ask them if they have any questions. I will also go over some terms that they would have already learned from the previous lesson and from the first 15 minutes of class when the teacher was explaining what they will be looking over and what they should know. Students are expected to complete homework and turn in for grading the next day.

Rationale

Closure