Biology 30 (Unit 2)

Cell Structure and Function

Lauren Oliver

March 12, 2004

Professor McVittie

Edcur 423.3


Table of Contents
Rational	Lesson Plans		Grading Allocation
Concept Map		lesson plans	References/Resources
Foundational Objectives		instructonal Materials
Overview in Columnar Format		evaluation/assessment
Materials Checklist

Rationale

The unit that I have chosen to develop a unit plan on was “Cell Structure and Function” in the Biology 30 curriculum guide. I chose this topic because it seems to be a major building block leading to a solid understanding of the human body systems. This unit concentrates on several structures and biological processes that are necessary for life or proper functioning in biological organisms. The structures that this unit concentrates on are eukaryotic cells, cell functions, and the processes of cellular respiration and photosynthesis. The processes that are important in this unit are active and passive transport, aerobic and anaerobic metabolism and photosynthesis.

The Biology curriculum guide recommends that this unit be taught in ten hours. I found this to be an almost impossible task. It is my belief that this time frame does not allow for students to fully understand or appreciate the importance of cells and the processes involved within them. I have chosen to spend more time on this unit by using five hours from the remaining time in the Biology 30 curriculum. It is my goal to provide the students with a better understanding of the energy transfer cycles. These are difficult concepts and I feel confident that extra time in this area will allow students to attain a higher level of understanding.

In the development of this unit I have drawn on a variety of instructional methods. The teaching strategies that I tended to concentrate on were transaction and transmission. My goal, as an educator, is to eventually teach in through transaction and transformation and to move away from the transmission style of teaching. I know, as a learner myself, that a large percentage of student understanding comes from their own manipulation of objects and their own inquiry. It is my belief that students learn more on their own than if they are told.

In this unit I have tried to set up lessons to meet the needs of my students and create an equal representation of different gender, ethnic groups and ability levels. I have chosen adaptations to my teaching styles that include giving out handouts, trying various instructional methods and incorporating resources that show equal representation.

Concept map

Foundational Objectives

Students will be able to:

a) Describe the structure and functions of cell components.

b) Explain how the processes of diffusion, active transport, photosynthesis, and respiration are accomplished in a cell.

c) CCT – To promote both intuitive, imaginative thought, and the ability to evaluate ideas, processes, experiences, and objects within the context of the study of ecosystems.

d) COM – To use a wide range of possibilities for developing students’ knowledge of the major concepts within biology.

e) IL – To develop students’ abilities to meet their own learning needs.

f) IL – To support the development of a positive disposition to life-long learning.

g) TL – To develop an understanding that technology both shapes society and is shaped by society.

Overview in Columnar Format

Lesson

Day &

Time

Objectives

Methods/Procedures/Assessment

Materials

CEL’s & DSL’s

Introduction to biology and the evidence of cells.

1, 60 min

Students will be able to:

1.1 Review evidence for the existence of cells.

-.-recognize the importance of

cells in life and develop

connections to other areas

of study.

-.- recognize the importance

of biology and biological

systems.

Methods: Brainstorm, Movie, Worksheets

Procedures:

1. Motivation: Brainstorm. Students are to brainstorm everything they know about cells and then try to answer key questions. Activate prior knowledge.

2. Ask key questions.

- What are cells and how do we

know they exist?

- Why are cells so important?

- What would happen if cells didn’t exist?

3. Hand out worksheets and play movie.

4. Students are to fill in worksheet as movie proceeds. Stop the movie where appropriate and discuss the topics being presented.

5. Summary: Tell students about the unit that will follow and discuss the movie to see whether they retained important concepts. Go over worksheet associated with the movie and make sure the students have the right answers.

6. Introduce group assignments for the

unit. Students are to work together to

create / construct representations of

cells. They are to then create a

written essay to describe the

functions of organelles alone and in

relation to one another. Students will

describe how a cell works and what

key processes are involved in

functioning. This assignment will be

due on Day 14 of the unit plan.

Assessment: Informal: Monitor student involvement. Formal: Take note of their prior conceptions regarding the brainstorm using anecdotal records.

Chalk

Chalkboard

Brush

TV and VCR

Worksheets

Comm

CCT

B20

B22

B32

Prokaryotic and Eukaryotic cells and their organelles.

2,3, 120 min

Students will be able to:

1.5 Contrast the structure of

prokaryotic and

eukaryotic cells.

1.4 Describe the functions of

the organelles found in

eukaryotic cells.

-.- discuss the difference

between plant and animal

cells.

-.- discuss the effect of

tonicity on an animal cell.

Methods: Learning stations, Demonstration

Procedures:

1. Motivation: Talk about the importance of organelles and ask students what they think would occur if one piece was missing. Relate it to a car missing a part. Day 2: Show egg demonstration and compare it to the sensitivity of cells. (Boiled egg in an isotonic, hypotonic and hypertonic solution. Get students to predict what will happen and then show them samples prepared ahead of time, get them to explain what occurred.)

2. Ask key questions.

- Cells are composed of many different parts or components. We call these parts what?

- Can anyone state why we call the nucleus the control center of a cell?

- Due to the fact that cells are made up largely in part by water, what would happen if we placed them in a salt solution?

3. Students are introduced to the idea of learning centers. They are placed into different groups and then sent to different learning centers where they are to work in groups, answer the questions presented and discuss the topic. Explain to the students that they are to hand in the questions they complete at each station.

4. Divide students into groups and then direct them to the appropriate station.

5. Give students an adequate amount of time at each station and then get them to move to the station to their right.

6. After students have completed the work at all stations get them to hand in their question.

7. Summary: Class discussion about what they have discovered about the organelles.

Assessment: Formal: Take in student questions for marking. Note student participation in activity by using a checklist.

Posters

Question

sheets

Station

summary

sheets

Group lists

Electron

micrographs

of cells.

Salt solution

De-ionized

Water

Boiled Eggs

Vinegar

Beakers

Corn syrup

Cheek cell

Microscope

Slide

Stain

Comm

CCT

PSVS

B26

Lab showing the components of cells (organelles)

4, 60 min

Students will be able to:

-.- identify various

components of cells using

a microscope

-.- develop proficiency in

using a microscope

Methods: Laboratory activity

Procedures:

1. Motivation: Remind students of the types of organelles. Go over the way to draw structures in biology. 1 page, name, date, title, object, actual size, magnification, labels to the side)

2. Ask key questions.

- What is an organelle?

- What are certain organelles used for (nucleus, cell membrane, cytoplasm, endoplasmic reticulum, etc.)

3. Give students the instructions for this lab. They are to identify the structures present in the slides and draw them to the best of their ability. Get students to hand in 2 of these drawing for marks. The other drawing can be rough copies, but must be made.

4. Summary: Talk about the structures viewed inside cells and then discuss that the organization of cells make up tissues and the organization of tissues make up organs.

Assessment: Informal – Note student involvement and watch for familiarity and comfort with the microscope.

Formal – Take in diagrams for marks and mark a checklist on student ability levels using the microscope.

Microscopes

Lab Sheets

Prepared

Slides

Blank paper

Pencils

Comm

PSVS

NUM

B6

B24

Lab activity, plant and animal cells

5, 60 min

Students will be able to:

1.2 Observe, sketch, and describe a representative sampling of plant and animal cells.

-.- calculate actual size,

diagrammed size and

magnification and show

these calculations on their

diagrams.

-.- prepare wet mount slides

Methods: Laboratory activity

Procedures:

1. Motivation: Lab demonstration on how to make wet mount slides. Tell students that they may see what are known as Barr bodies on the nucleus in the cheek cell. (Barr bodies are inactivated X chromosomes. The rule followed is N-1, where N= the number of X chromosomes present.) Girls should have 1 Barr body, boys should have none. Show students electron micrographs of what Barr bodies look like.

2. Ask key questions.

- Based on previous classes what are some differences between plant and animal slides?

- Could we see all the organelles in a cell, or did only certain ones show up on our microscope? Why do you think this occurred?

3. Students should work on lab.

4. Students should clean up when finished the lab. If time remains they should work on their lab write ups.

5. Summary: Discuss the Structures seen through the microscope and give students ideas as to why others may not have been seen. Discuss the formal lab report due in three classes and ask if students have any questions.

Assessment: Informal – monitor students in the lab and assist them when they need help making slides.

Formal – Lab reports will be due in three classes.

Microscopes

Extra lab

sheets

Slides

Stain

Cover-slips

Toothpicks

Onion

Salt water

Distilled water

Comm

PSVS

NUM

C20

B24

Compartmentalization in Eukaryotic cells and relating the systems together for protein transport

6, 60 min

Students will be able to:

-.- Describe the relationships

seen between various

organelles.

-.- recognize how the cell

organelles work together to

carry out the functions of

the cells.

-.- describe the steps taken

during protein transport.

Methods: Discussion, Lecture, Simulation

Procedures:

1. Motivation: Talk about the human body and the various systems. Ask the students if the systems rely on one another and then get them to imagine what would occur if one of the systems was missing. Get them to relate this to the cell.

2. Ask key questions.

- What would occur if the nuclear envelop or the membrane surrounding the endoplasmic reticulum was missing?

- How would this affect the functioning of the cell? Would it be as efficient?

- What does compartmentalization allow for?

3. Give notes on the importance of compartmentalization in cells.

4. Discuss the relationship between the nucleus, nuclear envelope, ER, Golgi bodies and the cell membrane in terms of protein transport.

5. Have students complete diagrams showing the steps and then have them label different parts of the cell and what occurs during transport.

6. Summary: Get students to act out protein transport, without looking at their papers. They may help each other as they go.

Assessment: Informal: Watch students as they participate in the simulation. Formal: Note in anecdotal records which students may need further clarification on the concepts presented.

Role play cards

Overheads

Projector

Extension cord

Marker

Diagram sheets

PSVS

Comm

B10

C21

Cell membrane, Active transport, Endocytosis, Exocytosis and Passive transport

7, 60 min

Students will be able to:

1.3 Describe the structure of the cell membrane.

-.- discuss what is meant by

the term fluid mosaic

model in relation to the

cell membrane.

-.- describe the key

components of the cell

membrane and discuss

their functions.

2.2 Examine the mechanisms of active transport by identifying and explaining the processes endocytosis, (pinocytosis, phagocytosis) and exocytosis.

2.8 Compare the similarities

and differences between

active and passive

transport.

Methods: Mini-lecture, Discussion, Role Play

Procedures:

1. Motivation: Bring in a representation of the cell membrane using Jell-O, olives, corn, and peas. Tell students that this will make it easier to visualize the cell membrane and its components. Get the students to guess what each component part is used for?

2. Ask key questions.

- What substance gives the membrane its fluidity? Cholesterol.

- Why would phospholipids have polar and nonpolar?

- Does anyone know what is meant by the term polar and nonpolar? Explain in terms of water and how it would affect the transport of materials through the cell membrane.

- What membrane bound organelle is created during endocytosis? Why do you think this occurs?

3. Give students notes to fill in regarding the cell membrane and the component parts. Talk to the students about active and passive transport and give the similarities and differences of both.

4. Talk to the students about exocytosis and endocytosis and get the students to fill in their sheets.

5. Summary: Move students into the hall and label them as cell membrane and macromolecules / ions. Get students to act out exocytosis and endocytosis.

6. Have students write in their educational logs describing a concept they had trouble with or something that they learned. Get them to discuss the concepts.

Assessment: Informal: Monitor participation levels. Watch for who is shy and who seems to act as a leader in the simulations. Formal: Take in educational logs and read them. Make notes for those students who are having problems with a certain concept and clarify for them in their logs. For those students who grasped the material give them a few higher level questions to think about.

Role cards

Jell-O, olives, corn, and peas

Notes

Overheads

Projector

Marker

Chalk

Comm

CCT

B10

B1

B15

Diffusion and Osmosis Activities

8, 60 min

Students will be able to:

2.1 Identify the factors which

influence the rate and

direction of diffusion.

2.7 Identify how osmosis is

related to diffusion and

the value of osmosis to

living organisms.

Methods: Predict Explain Observe Explain

Procedures:

1. Motivation: Give students a list of the materials provided and then show then how they are arranged. Ask the students to predict what will occur when they do the experiments.

2. Get students to explain why they have predicted what they have.

3. Students do mini-experiments and observe what really occurs.

4. Students are then to explain what really occurred.

5. Ask key questions.

- What is occurring in Experiment A (Diffusion) in terms of the presence of sugar and starch in the water? Why do you think that it occurs at this rate?

- What is occurring in Experiment B (Osmosis) in terms of the size of the potato slices? Why are the potato slices changing size?

- What factors influence the rate and direction of diffusion and osmosis?

- Give ways in which osmosis and diffusion are similar and different?

6. Class discussion of osmosis and diffusion and what was occurring in the experiments. Discuss the differences and similarities between the two processes. Talk about dialysis tubing and other advances in medicine.

Assessment: Formal: (for myself) watch for the areas of the classroom that I ask questions to and the levels of questions that I ask. Informal: Note student predictions and explanations and try to find out their prior knowledge and possible misconceptions.

Dialysis tubing

Starch

Sugar

Distilled water

Beakers

Potato

Isotonic

solution

(1.5 % salt)

Saturated salt

Solution

CCT

PSVS

Com m

B10

B31

C10

C11

C12

C16

C19

Simple Diffusion, Facilitated Diffusion, Osmosis, Active transport

9, 60 min

Students will be able to;

-.- Compare active and passive transport

-.- Provide a visual and dynamic membrane model

Methods: Simulation and discussions

Procedures:

1. Motivation: Tell students that as a class we will be creating a human fluid membrane model and hand out descriptor cards stating their roles.

2. Ask key questions.

- We have talked about active and passive transport. What do these terms mean to you?

- Categorize simple diffusion, facilitated diffusion, osmosis and active transport into passive and active transport?

- What are the requirements for each process?

3. Arrange room with the desks to the sides and pass out paper.

4. Have several students line up in the centre of the room and give them safety goggles. Get them to practice moving upper body side to side keeping their feet stationary.

5. Do simple diffusion simulation and then discuss what was seen. Show overheads.

6. Facilitated diffusion simulation and discuss what was seen. Show overheads.

7. Osmosis simulation and discuss. Show overheads.

8. Active transport and discussion. Show overheads.

9. Have students answer application questions in the time remaining. Take in questions for next class.

Assessment: Informal: Monitor students as they answer the questions and help them if they need it. Formal: Take in application questions next day for marks and to check understanding.

Review sheets

Question

Sheets

White paper

(~60 sheets)

Colored paper

(~ 30 sheets)

Stickers

Safety goggles

Overheads

Projector

Marker

Descriptor

cards

Comm

CCT

PSVS

B10

C15

Compare Aerobic and Anaerobic metabolism

10,11 120 min

Students will be able to:

2.3 Recognize how the ATP-

ADP system, and the

NAD-NADH system,

transfer energy within a

cell.

2.4 Compare aerobic and

anaerobic metabolism

Methods: Jigsaw (Day 1), Discussion (Day 2)

Procedures:

1. Motivation: Talk about yeast and wine making / bread making and discuss the relationship between yeast cells and our muscle cells.

2. Ask key questions.

- What does aerobic and anaerobic mean to them?

- What are the four phases required for aerobic cellular respiration? Describe them.

- The example given for anaerobic cellular respiration is fermentation. Briefly describe the key concepts associated with this process and discuss why they are important.

3. Give students instructions for the jigsaw activity that they will be completing today. Student will be given a topic to summarize and then will have to teach this topic to their group. Also each person will have a specific group role: motivator, task keeper, organizer, and coach. All students will have the task of presenting what they have learned to the group and recording what others say.

4. Warn students that they must work efficiently and cooperatively in order to complete the task at hand.

5. Move students into groups of 4.

6. Give students a pamphlet and tell them that they must work cooperatively and teacher circulates to answer any questions they may have.

7. Summary: Class discussion about what the groups found out about anaerobic and aerobic cell respiration. Briefly introduce photosynthesis and tell them that we will discuss it in more detail next class.

Assessment: Informal: monitor group work to make sure everyone is actively involved. Formal: Students are to self assess themselves in cooperative work situations.

Overheads

Projector

Extension cord

Marker

Chalk

Student

Handouts

(pamphlets)

Group lists

Topic lists

IL, PSVS

Comm

B10

B13

B14

photosynthesis

12, 60 min

Students will be able to:

2.5 Describe the processes

involved in photosynthesis.

2.6 Examine how the

structure of a leaf is

adapted for the processes

involved in photosynthesis.

2.9 Indicate the importance of

the light and dark reactions

in the process of

photosynthesis.

Methods: Lab activity, discussion, lecture

Procedures:

1. Motivation: Students are to examine the structure of a leaf and note all the characteristics they can. Activate prior knowledge by asking key questions.

2. Ask key questions.

- What organelle in the plant is responsible for photosynthesis?

- During photosynthesis there are light and dark reactions that occur. What do you suppose this means? Discussion.

3. Hand out summary sheets of the light dependent and independent reactions that occur in photosynthesis and review these processes with the students.

4. Lecture on Photosystem I and photosystem II and discuss light dependent and independent reactions. Talk about the Calvin cycle and the production of NADPH and ATP.

5. Summary: Ask the students if they have any questions and get them to write in their learning logs to discuss what they have learned. Tell them there will be a short quiz on photosynthesis next day.

Assessment: Formal: Take in learning logs and check for understanding. Use a checklist to note student ability levels in regard to the use of the microscope. Quiz next class.

Dissecting

Microscope

Petri-dishes

Leaves

Summary

Sheets

Overheads Projector

Markers

Extension cord

CCT

Comm

B10

B13

B14

Comparison of photosynthesis and cell respiration

13,60 min

Students will be able to:

2.5 Compare the processes of

photosynthesis to cellular

respiration.

-.- Relate photosynthesis to

cycles and the

interrelationships in

ecosystems.

Methods: Brainstorm, Discussion

Procedures:

1. Quiz: Give a short quiz on photosynthesis and the processes involved.

2. Motivation: Activate students’ prior knowledge by asking key questions and get them to create a brainstorm on the board comparing photosynthesis to cell respiration.

3. Ask key questions.

- What is ATP and where is it produced?

- What is NADPH and where is it produced?

- Summarize anything you know about cell respiration and then draw similarities between it and photosynthesis.

- What do you think our world would be like without these processes? Do you think we could survive? Explain your answer.

- How are cellular respiration and photosynthesis different from one another?

4. Have students copy down the

brainstorm from the board and then

probe them for further connections

using questioning techniques. If they

are unsure provide them with a handout

summarizing each process and get them

to draw similarities and differences

from the sheets.

5. Summary: As the teacher point out what they have noticed and draw on key concepts. Tell students to review for next day and remind them of their assignment that is due soon.

Assessment: Informal: Monitor student understanding. Formal: Make notes of concepts that may need clarifying for the beginning of next class period.

Quizzes

Chalk

Blackboard

Chalk Brush

Overheads

Projector

Extension cord

Summary sheets

Comm

CCT

PSVS

B12

B13

B14

Review

14, 60 min

Students will be able to:

-.- establish connections

between the material

present in this unit.

-.- Confirm the knowledge

they have and alter their

conceptions when needed.

Methods: Simulation, group work,

Procedures:

1. Collect unit assignments.

2. Motivation: Tell students that prizes will be awarded to the groups who do well on the Jeopardy challenge. (All students will get prizes though).

3. Arrange students into groups.

4. Place categories on blackboard while students think of group names.

5. Ask questions to students.

6. Total scores 5 minutes before the bell and hand out prizes.

7. Students can ask questions for remaining time of class.

Assessment: Informal – note student responses, who is actively participating and who is not saying as much as they should. Formal: Observation of group behaviors recorded using a rating scale.

Summative: Unit assignments for marks.

Whistles

Bells

Noisemakers

Can of Pennies

Jeopardy

Questions

Prizes

Chalk and

Brush

CCT

Comm

PSVS

C14

Unit Test

15, 60 min

Final Unit Examination

Summative Assessment

Tests

Materials Check List

Materials Quantity Present ( √ ) or Absent ( X )

Required

Beakers 2 / group

Blackboard 1

Boiled eggs 3

Chalk 1

Chalk Brush 1

Corn starch 1 small box

Corn Syrup 1 small bottle

Cover slips 1 / slide

Dialysis Tubing

Distilled water 1 bottle / group

Electron micrographs 1 / organelle

of cells

Extension Cord 1

Iodine stain 1

Jell-O 1 package

Methylene Blue stain 1

Microscope

- Compound 1 / group

- Dissecting 1 / group

Mixed vegetables 1 small bag

- source of corn and peas

Olives 1 small jar

Onion (Purple) 1

Overheads 1

Overhead Projector 1

Paper – white 60 sheets

- coloured 30 sheets

- blank 200 sheets

Pencils a few extras

Petri-dishes 1 / group

Posters – organelles 1 / topic

Potato slices 1 / group

Prepared slides 1 box / class

Resource books

Role play cards 1 / student / concept

Safety Goggles 1 / student

Salt solutions 1 / group

Slides 2 / group

Stain 1 / group

Stickers 1 package

Student handouts 1 / student

Toothpicks 1 / slide

TV 1

VCR 1

Vinegar 1 small bottle

Materials Resource List

Ward’s Biology, 1999

Beakers – Student Grade Pyrex 250 mL 12 beakers $ 140.16

(17 W 0825) P. 944

Cover slips- plastic, box of 100 $ 4.22

(14 W 3555) P. 1009

Dialysis Tubing – flat width 25 mm, diam. 16 mm $ 49.50

(14 W 4511) P. 1015

Disposable dropper pipets – nonsterile graduated $ 27.50

(18 W 2971) Polyethylene 500’s P. 1017

Dust Cover – Fits all sizes $ 7.77

(24 W 0280) P. 879

Methylene Blue Chloride Biostain – 500 mL $ 15.15

(83756-03)

Microscope

Compound – Ward’s Beginner Microscope $ 156.00

(24 W 0285) p. 852

Dissecting – Ward’s Beginner Microscope $ 125.00

(24 W 2120) p. 868

Movie: The Cell: Unit of Life (VHS) $ 70.75

(193 W 6442) P. 791

Petri Dishes – Sterile Disposable 100 x 15 mm $ 158.25

(18 W 7101) P. 979

Prepared slides of organelles

General Cytology Set $ 187.00

(95 W 2630 Set of 25 slides)

Safety goggles – Chemical splash goggles $ 9.34

(15 W 3048) p. 1045

Slides – Precleaned Microscope slides. (72 slides) $ 11.78

(14 W 3500) p. 1008

Stain - Grams iodine – Bio stain $ 15. 10

(82134-94) p. 1078

Lesson Plans

Lesson Plan for Lesson 1: Introduction to Biology and the Evidence of Cells

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to review evidence for the existence of cells.

2. Students will be able to recognize the importance of cells in life and develop connections to other areas of study.

3. Students will be able to recognize the importance of biology and biological systems.

4. Students will be able to understand the nature of science: A2 historic, A3 holistic, A4 replicable, A8 tentative, understand key science concepts: B20 theory, B22 fundamental entities, B32 validation, enhance their scientific and technical skills: E4 using audio-visual aids, understand the values that underlie science: F7 demand for verification, and develop science related interests and attitudes: G9 valuing contributors.

5. Students will be able to improve their language abilities (COMM), develop critical and creative thinking (CCT) and enhance their independent learning skills (IL).

Evaluation Agenda:

1. Were students able to review and discuss the evidence presented for the existence of cells? Could they carry an intelligent conversation regarding it?

2. Did students understand the significance of cells in life and could they make connections to material presented in prior years or other classes?

3. Were students able to answer questions regarding the importance of biology and biological systems? Could they provide examples?

Materials: Chalk Chalkboard

Chalk brush TV & VCR

Worksheets

Curricular Orientation: Transmission and transaction

Method: Brainstorm, Movie and Worksheets

Motivational Set: Get students to look at their skin and then talk to them about the

number of cells that are present in the human body. Brainstorm. Students are to brainstorm everything they know about cells and then try to answer key questions. Activate prior knowledge.

Procedure:

A. Teacher:

1. Introduce the new unit of study

2. Initiate class brainstorm regarding motivational set. (15 min)

3. Ask Key Questions:

- What are cells and how do we know they exist?

- Why are cells so important?

- What would happen if cells didn’t exist?

4. Hand out worksheets and play movie. Tell the students that they are to fill in the worksheets as the movie is playing.

5. Stop the movie when key concepts are brought up and discuss them with the class.

6. Summary: Talk to students about the unit to follow and discuss the movie to see whether they retained the important concepts. Go over the worksheet associated with the movie and make sure the students have the right answers.

7. Talk about the assignment for the unit. Students are to work together to create / construct representations of cells. They are then to create a written essay to describe the functions of organelles alone and in relation to one another. Students will describe how a cell works and what key functions are involved in the functioning. This assignment will be due on Day 14 of the unit plan.

8. Adaptive dimension if needed: Provide students that have trouble seeing the overhead with summary sheets of what is mentioned in lecture. Place students who have hearing trouble near the front of the classroom, talk slowly and clearly.

B. Student:

1. Listen to me as I introduce the new unit.

2. Participate in class discussion by trying to answer as many questions as you can.

3. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

4. Listen to me as I talk about the concepts in today’s lesson.

5. Work on problems independently or in groups.

6. Listen to me as I go over the creative writing assignment.

7. Brainstorm for the rest of the class if I have finished my problems.

Closure: Go over answers to problems with class if everyone is finished. If there are people still working on them place the answers to the first few questions so students can receive immediate gratification for the work they have done.

Follow-up: Ask students to complete their creative writing assignments for two classes from now.

Evaluation: Informal: Monitor student participation during class discussion and

problem-solving period.

Formal: Evaluate student writing assignment next day based on clarity,

understanding of concepts and creativity.

Rubric for Evaluation of Project

	5	4	3	2	1
Organization	Masterful. Students were prepared for anything	Organized and well prepared	Material organized	Somewhat organized, somewhat prepared	Unorganized, ill-prepared, incomplete
Creativity	Exceptional. Very, very creative. Nothing I have seen before.	Very well thought out. Lots of creativity present	Average.	Basic organelles present. No creativity shown in use of materials.	None shown. Students did not put much effort into the project.
Information	Students went above and beyond the basic material and clearly grasped the material they presented.	Basic information was provided in a way that showed understanding and conveyed this understanding to the other students	Basic information was provided, but was just skimmed over	Some basic information provided but many gaps existed. Some errors in information existed	Basic information neglected. Material presented was well below expectations for grade level.
Accuracy	Students fully understood the concepts. Placement and labels were all accurate. Students showed relationships	Placement and labels were correct. Students were able to show understanding of the material	Average. Students presented required material, but nothing more	Somewhat accurate. More mistakes than most.	No understanding of the material evident. Incomplete.

Rubric for Evaluation of Paper

	4	3	2	1
Organization	Masterful	Logical flow	Chronological flow	Disorganized
Grammar	Powerful usage	Perfect grammar	A couple of mistakes	Interferes with understanding
Information	Basic information was provided in a way that showed understanding and conveyed this understanding to the other students	Basic information was provided, but was just skimmed over	Some basic information provided but many gaps existed. Some errors in information existed	Basic information neglected. Material presented was well below expectations for grade level
References	Variety of references, a number of reputable resources	3 references all from different sources	Limited number of references	Insufficient

Lesson Plan for Lesson 2, 3: Prokaryotic and Eukaryotic cells and their organelles

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to contrast the structure of Prokaryotic and

Eukaryotic cells.

2. Students will be able to describe the functions of the organelles found in Eukaryotic cells.

3. Students will be able to discuss the differences between plant and animal cells.

4. Students will be able to discuss the effect of tonicity on an animal cell.

5. Students will be able to understand key science concepts: B1 change, B26 evolution, and understand STSE issues: D5 public understanding gap.

6. Students will be able to improve their language abilities (COMM), develop critical and creative thinking (CCT), enhance their personal and social values and skills (PSVS) and further develop their independent learning skills (IL).

Evaluation Agenda:

1. Were students able to compare and contrast Prokaryotic and

Eukaryotic cells? Could they describe the similarities and the

differences between the two?

2. Could students describe the functions of the various organelles when asked?

3. Could students list the differences that existed between plant and animal cells?

4. Could students describe what is meant by tonicity and were they able to discuss its effects on cells?

Materials: Posters Question sheets

Station summary sheets Group lists

Salt solution Electron micrograph of cells

De-ionized water Boiled eggs

Vinegar Beakers

Corn syrup Cheek cell

Microscope Slide

Stain

Curricular Orientation: Transmission and transaction

Method: Learning stations, Demonstration

Motivational Set: Talk about the importance of organelles and ask students what they think would occur if one piece was missing. Relate it to a car missing a part. Day 2: Show egg demonstration and compare it to the sensitivity of cells. (Boiled egg in an isotonic, hypotonic and hypertonic solution. Get students to predict what will happen and then show them samples prepared ahead of time, get them to explain what occurred.)

Procedure:

A. Teacher:

1. Take attendance

2. Initiate class discussion regarding motivational set. (5 min)

3. Ask key questions.

-Cells are composed of many different parts or components. We call these parts what?

-Can anyone state why we call the nucleus the control center of a cell?

-Due to the fact that cells are made up largely in part by water, what would happen if we placed them in a salt solution?

4. Students are introduced to the idea of learning centers. They are placed into different groups and then sent to different learning centers where they are to work in groups, answer the questions presented and discuss the topic. Explain to the students that they are to hand in the questions they complete at each station.

5. Divide students into groups and then direct them to the appropriate station.

6. Give students an adequate amount of time at each station and then get them to move to the station to their right.

7. Day 2: Motivational set and then get students to continue on with learning station materials.

8. After students have completed the work at all stations get them to hand in their question.

9. Summary: Class discussion about what they have discovered about the organelles.

10. Adaptive dimension if needed: Place shy students into groups that they will feel comfortable in and mix groups up based on the diversity of the classroom.

B. Student:

1. Listen to me as I take attendance.

2. Participate in class discussion by trying to answer as many questions as you can regarding the motivational set.

3. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

4. Listen to me as I talk about the learning centers and your responsibility in the class.

5. Move to appropriate work station.

6. Work at work station.

7. Participate in class discussion by trying to answer as many questions as you can regarding the motivational set.

8. Hand in questions.

9. Participate in class discussion regarding organelles.

Closure: Class discussion about what people have discovered about organelles.

Follow-up: Remind students of their unit assignment and ask them to consider the concepts they have learned and how they will relate them to the task.

Evaluation: Formal: Take in student questions for marking. Note student participation in activity by using a checklist.

Lesson Plan for Lesson 4: Lab activity

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to identify various components of cells using a

microscope.

2. Students will be able to develop proficiency in using a microscope.

3. Students will be able to understand key science concepts: B6 symmetry, B 24 scale, and enhance their scientific and technical skills: E3 Using equipment safely, E7 manipulating ability.

4. Students will be able to improve their language abilities (COMM), develop critical and creative thinking (CCT), enhance their numerical abilities (NUM), further develop their independent learning skills (IL) and develop their personal and social values and skills (PSVS).

Evaluation Agenda:

1. Were students able to show me certain organelles when asked and

were they then able to describe them?

2. Could students properly operate the microscope?

Materials: Microscopes Lab sheets

Prepared slides Blank paper

Pencils

Curricular Orientation: Transaction

Method: Laboratory activity

Motivational Set: Remind students of the types of organelles. Go over the way to draw structures in biology. (1 page, centered diagram, date, title, name, calculations, labels). Tell students that we will be in the lab for the next two classes.

Procedure:

A. Teacher:

1. Motivational set. Discuss the lab with the students and make sure everyone is “on track”.

2. Ask Key Questions:

- What is an organelle?

- What are certain organelles used for?

- What are some of the membrane bound organelles and how do they help to maintain cell function?

3. Give students the instructions for the lab. They are to identify the structures present in the slides and draw them to the best of their ability.

4. Have students hand in two drawings for marks. The other drawings can be rough copies, but must be made.

5. Summary: Talk about the structures viewed inside the cells and then discuss that the organization of cells make up tissues and that the organization of tissues make up organs.

6. Adaptive dimension if needed: Clear pathways in the lab for those students who may have physical disabilities. For those students who may be blind have another student describe to them what the organelles look like.

C. Student:

1. Participate in class discussion by trying to answer as many questions as you

can regarding the motivational set.

2. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

3. Listen to me as I talk about the lab and describe what you are to accomplish. Students move to lab stations and work to complete lab.

4. Students will draw all organelles they see and then hand in two for marks.

5. Participate in the conversation about the structures viewed in the cell and contribute to the structures the cells create.

Closure: Talk about the structures viewed inside the cells and then discuss that the organization of cells make up tissues and that the organization of tissues make up organs.

Follow-up: Tell students that we will be creating wet mount slides next day and that they will be identifying the organelles in these cells. Tell the students we will be using plant and animal cells and get them to review the characteristics for next class.

Evaluation: Informal: Note student involvement and watch for familiarity and comfort

with the microscope.

Formal: Take in diagrams for marks and mark a checklist on student

ability levels using the microscope and the way they left the lab

materials. I.e. was the microscope left with the stage down and

the low power objective lens in the proper place.

Organelle Lab (Prepared Slides)

Purpose: To familiarize students with microscopes and the proper

usage procedures.

To observe, analyze and draw various organelles and their

components.

Materials: Compound microscope Prepared slides

Blank paper Ruler

Pencil Calculator

Procedure:

1. Gather the materials for the lab. Remove the microscope from

storage and check to see that it is in low power with the stage

down.

2. Obtain on of the prepared slides and note the name of the organelle. Observe the organelle under low, medium and high power and note any characteristics that you can see.

3. Make a drawing of the organelle. Remember to use the proper procedure for drawing diagrams in science. Label the parts you see and make the necessary calculations.

4. Repeat steps 2-3 for each prepared slide.

5. Hand in one of the diagrams for marks.

6. Clean up lab area, return the prepared slides to the appropriate area, and place the dust cover over the microscope and put it away. Remember to leave the microscope on low power with the stage down.

Questions to Consider:

- What is an organelle?

- What are certain organelles used for?

- What are some of the membrane bound organelles and how do they help to maintain cell function?

Lesson Plan for Lesson 5: Lab activity, plant and animal cells

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to observe, sketch, and describe a representative

sample of plant and animal cells.

2. Students will be able to calculate actual size and magnification and show these calculations on their diagram.

3. Students will be able to prepare wet mount slides.

4. Students will be able to understand key science concepts: B24 scale, and use processes of science: C20 defining operationally, and develop scientific and technical skills: E3 using equipment safely, E7 manipulative ability.

5. Students will be able to improve their language abilities (COMM), increase their technological literacy (TL), enhance their personal and social values and skills (PSVS), enhance their independent learning skills (IL) and enhance their numerical abilities (NUM).

Evaluation Agenda:

1. Could students fulfill the requirement for creating sketches in biology

class? This can be seen through their diagrams drawn and the labels.

2. Were students able to complete the calculations on their own or did I have to do them for them?

3. Were students able to prepare wet mount slides or did I have to do them for them?

Materials: Microscopes Lab sheets

Slides Stain

Cover slip Toothpicks

Onion Salt water

Distilled water Oil

Curricular Orientation: Transaction

Method: Laboratory activity, Demonstration

Motivational Set: Lab demonstration on how to make wet mount slides. Tell students that they may see Barr bodies on the nucleus in their cheek cell. (Barr bodies are inactivated X chromosomes. The rule followed is N-1, where N = the number of X chromosomes present.) Girls should have 1 Barr body, Boys should have none. Show students electron micrographs of what Barr bodies look like. Tell students not to worry if they can’t see them.

Procedure:

A. Teacher:

1. Motivational set. Discuss the lab with the students, demonstrate how to make a wet mount slide and make sure everyone is “on track”.

2. Ask Key Questions:

- Based on previous classes what are some differences between plant and animal cells?

- Could we see all the organelles in a cell, or did only certain ones stand out on our microscope? Why do you think this occurred? Do they have in common?

3. Give students the instructions for the lab and get them to begin working on it.

4. Have students sketch the plant and animal cell (separate paper). These sketches are to be handed in with the lab.

5. Students should clean up after they have completed the lab. If time remains they should work on their lab write ups.

6. Summary: Discuss the structures seen through the microscope and give students ideas as to why others may not have been seen. Discuss the formal lab report due in three classes and ask if students have any question.

7. Adaptive dimension if needed: Clear pathways in the lab for those students who may have physical disabilities. For those students who may be blind have another student describe to them what the organelles look like.

B. Student:

1. Participate in class discussion by trying to answer as many questions as you

can regarding the motivational set.

2. Respect others in the class while they are speaking. Put up hand if they have

anything to add to the discussion.

3. Listen to me as I talk about the lab and describe what you are to accomplish.

Students move to lab stations and work to complete lab.

4. Students will sketch the plant and animal cells, label, and perform calculations.

5. Students will clean up the lab stations after they are finished and in the remaining time will work on their lab write ups.

6. Participate in the conversation about the structures viewed in the cell and contribute to the structures the cells create.

Closure: Discuss the structures seen through the microscope and give students ideas as to why others may not have been seen. Discuss the formal lab report due in three classes and ask if students have any question.

Follow-up: Ask students to complete their lab reports for three classes from now. They will be handed in for marks.

Evaluation: Informal: Monitor students in the lab and assist them when they need help

with the microscopes or making slides.

Formal: Lab reports will be due in three classes.

http://www.ekcsk12.org/science/lelab/wetmountslab.html

Cell Observations Lab

Instructor:

Student Name -- ____________________

In a previous laboratory experience you learned how to use the microscope and make wet mounts. In this lab activity you will prepare two different wet mounts and observe some animal cell slides.

Materials needed: microscope, two glass slides, iodine stain (Lugol's solution),

methylene blue stain, two cover slips, an onion, and a toothpick

PART ONE: Onion cell wet mount

[Procedure]

1. Peel a translucent piece of tissue from the onion. (The smaller the piece the better.)

Translucent means that you can see light through the specimen, but it is not

transparent.

2. Place the piece of onion on a glass slide and add a drop or two of the Lugol's solution.

(Lugol's solution or iodine is a specific stain for plants.) Cover the slide with a cover

slip using your best wet mount making techniques.

3. Observe the onion cell under both low and high power. Make a drawing of one onion cell, labeling all of its parts as you observe them. (At minimum you should observe the nucleus, cell wall, and cytoplasm.)

PART TWO: Cheek cell wet mount

[Procedure]

1. To view cheek cells, gently scrape the inside lining of your cheek with a toothpick. DO NOT GOUGE THE INSIDE OF YOUR CHEEK!

2. Gently tap the toothpick onto the center of a glass slide. Some of the cheek cells should fall onto the slide.

3. Add a drop of methylene blue stain (specific for animals) and cover with a cover slip.

4. Observe the cheek cells under both low and high power of your microscope. Draw a diagram of one cheek cell and label its parts. (At minimum you should observe the cell membrane, nucleus, and cytoplasm.)

[Data]

The following labeled drawings should be attached on your own paper. These neat drawings MUST be completed using a pencil.

- Onion Cell Drawing (low power)

- Onion Cell Drawing (high power)

- Cheek cell drawing (any power but preferably high)

[Concluding Questions] Answer on your own paper!

I. Complete the following chart

Cell organelle Found in plant, animal, or both Function

____________________________________________________________________

nucleus

------------------------------------------------------------------------------------------------------

cell wall

------------------------------------------------------------------------------------------------------

chloroplast

------------------------------------------------------------------------------------------------------

cytoplasm

------------------------------------------------------------------------------------------------------

cell membrane

------------------------------------------------------------------------------------------------------

II. Why do we stain specimens?

III. Why must the specimen you observe be very thin?

IV. Onion cells are plants. Therefore, why were there no chloroplasts in the onion cells you observed?

V. Centrioles might be observed in some of these cells with an electron microscope. In which cells would these be observed and what is the function of these cell organelles?

Marking Scheme for Lab

(Idea from Mr. J McDonald)

The lab is to be marked on the following components:

	Unsatisfactory	Satisfactory	Good	Mark / Possible mark
Neatness and Form				/ 3
English				/ 3
Observations and Data				/ 3
Questions				/ 3
Conclusion				/ 6
Analysis (if applicable)				/ 3
TOTAL MARK				/ 21

This marking scheme rates unsatisfactory as 1 mark, satisfactory as 2 marks and good as 3 marks. The conclusion requires the students use their critical and creative thinking skills and relate the material in the lab to the concepts learned in class. It is therefore worth twice as many marks.

Lesson Plan for Lesson 6: Compartmentalization in eukaryotic cells and relating systems together for protein transport.

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to describe the relationships existing between

various organelles.

2. Students will be able to recognize how the cell organelles work together to carry out the functions of the cells.

3. Students will be able to describe the steps taken during protein transport.

4. Students will be able to understand key science concepts: B2 historic, B10 cause-effect, and use processes of science: C21 synthesizing.

5. Students will be able to improve their language abilities (COMM) and enhance their personal and social values and skills (PSVS).

Evaluation Agenda:

1. Could students see that the processes of organelles are related to one another and were they able to come up with connections on their own?

2. Could students describe how certain organelles work together to perform specific functions for the cells? Were they able to provide a specific example?

3. Could students list the steps taken in protein transport and did they understand what occurred at each step?

Materials: Role play cards Overheads

Projector Extension cord

Marker Diagram sheets

Curricular Orientation: Transmission and transaction

Method: Discussion, Lecture, and Simulation

Motivational Set: Talk about the human body and the various systems. Ask the students if the systems rely on one another and then get them to imagine what would occur if one of the systems was missing. Get them to relate this to the cell.

Procedure:

A. Teacher:

1. Discussion regarding the motivational set: Talk about the human body and the various systems. Ask the students if the systems rely on one another and then get them to imagine what would occur if one of the systems was missing. Get them to relate this to the cell.

2. Ask key questions.

- What would occur if the nuclear envelop or the membrane surrounding the endoplasmic reticulum were missing?

- How would this affect the functioning of the cell? Would it be as efficient?

- What does compartmentalization allow for?

3. Give notes on the importance of compartmentalization in cells.

4. Discuss the relationship between the nucleus, nuclear envelope, ER, Golgi bodies and the cell membrane in terms of protein transport.

5. Have students complete diagrams showing the steps and then have them label different parts of the cell and what occurs during transport.

6. Summary: Hand out role play cards and get students to act out protein transport, without looking at their papers. They may help each other as they go.

7. Adaptive dimension: Provide students that have trouble seeing the overhead with summary sheets of what is mentioned in lecture. Place students who have hearing trouble near the front of the classroom, talk slowly and clearly.

B. Student:

1. Participate in discussion regarding motivational set. Use your imagination to think of what would occur if pieces were missing.

2. Participate in class discussion by trying to answer as many questions as you can. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

3. Listen to me as I talk about the concepts in today’s lesson.

4. See if you can think of any connections between various organelles and how they would be used in protein transport.

5. Label the steps in protein transport on your diagrams and ask questions if you have any.

6. Act out protein transport and help your peers.

Closure: Get students to act out protein transport, without looking at their papers. They may help each other as they go.

Follow-up: Next class we will discuss the cell membrane and some of the processes associated with it. See if students can draw relations to compartmentalization.

Evaluation: Informal: Watch students as they participate in the simulation. Formal: Note in anecdotal records which students may need further clarification on the concepts presented.

Lesson Plan for Lesson 7: Cell membrane, Active transport, Endocytosis, Exocytosis, and Passive Transport.

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to describe the structure of the cell membrane.

2. Students will be able to discuss what is meant by the term fluid mosaic model in relation to the cell membrane.

3. Students will be able to describe the key components of the cell membrane and discuss their functions.

4. Students will be able to examine the mechanisms of active transport by identifying and explaining the processes of endocytosis (pinocytosis, phagocytosis) and exocytosis.

5. Students will be able to compare the similarities and differences between active and passive transport.

6. Students will be able to understand key science concepts: B1 change, B10 cause-effect, B15 model.

7. Students will be able to improve their language abilities (COMM), develop critical and creative thinking (CCT) and enhance their independent learning skills (IL).

Evaluation Agenda:

1. Can students list the component parts of the cell membrane?

2. Did students understand what was meant by the term fluid mosaic

model and were they able to develop an understanding of why the cell

membrane may be called this.

3. Could students describe what certain parts of the membrane were used

for?

4. Were students able to describe what occurs in endocytosis and

exocytosis?

5. Could students define what was meant by the terms active and passive

transport?

Materials: Jell-O Olives

Role cards Corn

Peas Notes

Overheads Chalk

Projector Marker

Curricular Orientation: Transmission and transaction

Method: Mini-lecture, discussion, role play

Motivational Set: Bring in a representation of the cell membrane using Jell-O, olives, corn, and peas. Tell students that this will make it easier to visualize the cell membrane and its components. Get the students to guess what each component part is used for?

Procedure:

A. Teacher:

1. Show students the mould of the cell membrane and get them to predict what each part was used for.

2. Ask key questions.

- What substance gives the membrane its fluidity? Cholesterol.

- Why would phospholipids have polar and nonpolar?

- Does anyone know what is meant by the term polar and nonpolar? Explain

in terms of water and how it would affect the transport of materials through

the cell membrane.

- What membrane bound organelle is created during endocytosis? Why do

you think this occurs?

3. Give students notes to fill in regarding the cell membrane and the component parts. Talk to the students about active and passive transport and give the similarities and differences of both.

4. Talk to the students about exocytosis and endocytosis and get the students to fill in their sheets.

5. Summary: Move students into the hall and label them as cell membrane and macromolecules / ions. Get students to act out exocytosis and endocytosis.

6. Remind students of their unit assignments.

7. Have students write in their educational logs describing a concept they had trouble with or something that they learned. Get them to discuss the concepts.

8. Take in educational logs.

9. Adaptive Dimension: Provide students that have trouble seeing the overhead with summary sheets of what is mentioned in lecture. Place students who have hearing trouble near the front of the classroom, talk slowly and clearly.

B. Student:

1. Participate in class discussion by trying to answer as many questions as you can. Try to predict what each component of the cell membrane is used for.

2. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

3. Listen to me as I talk about the concepts in today’s lesson and fill in notes in the spaces provided.

4. Listen to me as a talk about exocytosis and endocytosis. Ask any question you have.

5. Move into the hall and participate in summary activity.

6. Make a mental note of the assignment due day. Write the date down if you need to.

7. Write in your educational log regarding the concepts in class or what you did not understand.

Closure: Move students into the hall and label them as cell membrane and macromolecules / ions. Get students to act out exocytosis and endocytosis. Educational logs to be written in and taken in.

Follow-up: Tell students that we will be talking more about active transport and passive transport in future classes in this unit.

Evaluation: Informal: Monitor participation levels. Watch for who is shy and who

seems to act as a leader in the simulations.

Formal: Take in educational logs and read them. Make notes for those

students who are having problems with a certain concept and

clarify for them in their logs. For those students who grasped the

material give them a few higher level questions to think about.

Lesson Plan for Lesson 8: Diffusion and Osmosis

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to identify the factors which influence the rate

and direction of diffusion.

2. Students will be able to identify and describe how osmosis is related to diffusion and the value of osmosis to living organisms.

3. Students will be able to understand key science concepts: B10 cause-effect, B31 significance, use processes of science: C8 hypothesizing, C9 inferring, C10 predicting, C11 controlling variables, C12 interpreting data, C16 designing experiments, C19 consensus making, develop an understanding of the values that underlie science: F5 respect for logic, and develop their science related interests and attitudes: G8 explanation preference.

4. Students will be able to improve their language abilities (COMM), increase their technological literacy (TL), enhancing their personal and social values and skills (PSVS), and develop critical and creative thinking (CCT).

Evaluation Agenda:

1. Can students identify the factors that affect the rate and direction of

diffusion? Were they able to discuss these factors will me and could

they explain them to the class during the discussion?

2. Can students answer a question posed to them in the discussion regarding why osmosis occurs and why it happens in a certain direction? Can they discover any similarities between diffusion and are they able to relate it to how the body functions?

Materials: Dialysis Tubing Starch

Sugar Distilled water

Beakers Potato (or Carrots)

Saturated salt solution Isotonic solution (1.5 % salt

solution)

Curricular Orientation: Transaction

Method: Predict Explain Observe Explain, Discussion

Motivational Set: Give students a list of the materials provided and then show then how they are arranged. Ask the students to predict what will occur when they do the experiments.

Procedure:

A. Teacher:

1. Motivational set: Give students a list of the materials provided and then show then how they are arranged. Ask the students to predict what will occur when they do the experiments.

2. Get students to explain why they have predicted what they have.

3. Students do mini-experiments and observe what really occurs.

4. Students are then to explain what really occurred.

5. Ask key questions.

- What is occurring in Experiment A (Diffusion) in terms of the presence of sugar and starch in the water? Why do you think that it occurs at this rate?

- What is occurring in Experiment B (Osmosis) in terms of the size of the potato slices? Why are the potato slices changing size?

- What factors influence the rate and direction of diffusion and osmosis?

- Give ways in which osmosis and diffusion are similar and different?

7. Adaptive dimension if needed: Place students who have hearing trouble near the front of the classroom, talk slowly and clearly.

B. Student:

1. Participate in class discussion about motivational set. Predict what you think will occur in the mini-activities.

2. Explain your prediction and discuss why you believe your hypothesis is true.

3. Work in groups to complete both of the mini-experiments and observe what really occurs.

4. Explain your observations and adjust your hypothesis if necessary.

5. Participate in discussion about the questions posed to the class and contribute when able. Actively listen to others when they are speaking.

6. Summary: Class discussion of osmosis and diffusion and what was occurring in the experiments. Discuss the differences and similarities between the two processes. Talk about dialysis tubing and other advances in medicine.

Closure: Class discussion of osmosis and diffusion and what was occurring in the experiments. Discuss the differences and similarities between the two processes. Talk about dialysis tubing and other advances in medicine.

Follow-up: Next class we will do a simulation related to diffusion and osmosis to further develop their understanding of the processes. We will also introduce active transport in the process.

Evaluation: Informal: Note student predictions and explanations and try to find out

their prior knowledge and possible misconceptions

Formal: (for myself) watch for the areas of the classroom that I ask

questions to and the levels of questions that I ask.

Lesson Plan for Lesson 9: Simple Diffusion, Facilitated Diffusion, Osmosis and Active Transport

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to compare active and passive transport

2. Students will be able to provide a visual and dynamic membrane model.

3. Students will be able to understand key science concepts: B10 cause-effect, and use processes of science: C15 analyzing.

4. Students will be able to improve their language abilities (COMM), enhance their personal and social values and skills (PSVS), and develop critical and creative thinking (CCT).

Evaluation Agenda:

1. Could students compare and contrast diffusion and osmosis when asked about the two concepts in the class discussion.

2. Were students comfortable with the simulation and could they see the relevance of it to the material taught.

Materials: Review sheets Projector and overheads

Extension cord Marker

Chalk and brush Question sheets

Stickers White paper (~ 60 sheets)

Safety goggles Coloured paper (~ 30 sheets)

Descriptor cards

Curricular Orientation: Transaction and transmission

Method: Simulation and discussions

Motivational Set: Tell students that as a class we will be creating a human fluid membrane model and hand out descriptor cards stating their roles.

Procedure:

A. Teacher:

1. Motivation: Tell students that as a class we will be creating a human fluid membrane model and hand out descriptor cards stating their roles.

2. Ask key questions.

- We have talked about active and passive transport. What do these terms mean to you?

- Categorize simple diffusion, facilitated diffusion, osmosis and active transport into passive and active transport?

- What are the requirements for each process?

3. Arrange room with the desks to the sides and pass out paper.

4. Have several students line up in the centre of the room and give them safety goggles. Get them to practice moving upper body side to side keeping their feet stationary.

5. Do simple diffusion simulation and then discuss what was seen. Show overheads.

6. Facilitated diffusion simulation and discuss what was seen. Show overheads.

7. Osmosis simulation and discuss. Show overheads.

8. Active transport and discussion. Show overheads.

9. Summary: Class discussion and then have students answer application questions in the time remaining. Take in questions for next class.

10. Adaptive dimension if needed: Provide students that have trouble seeing the overhead with summary sheets of what is mentioned in lecture. Place students who have hearing trouble near the front of the classroom, talk slowly and clearly.

B. Student:

1. Listen to me while I talk about today’s activity.

2. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

3. Help arrange the room so that the desks are to the sides. Collect paper.

4. Participate in simulations.

9. Participate in class discussion and then work independently on the questions

provided. They are to be finished for next day and handed in for marks.

Closure: Class discussion and then have students answer application questions in the time remaining. Take in questions for next class.

Follow-up: Ask students to complete their questions for tomorrow and tell them that we will discuss aerobic and anaerobic metabolism next day.

Evaluation: Informal: Monitor students as they answer the questions and help them if

they need it.

Formal: Take in application questions next day for marks and to check

understanding.

Lesson Plan for Lesson 10, 11: Aerobic and Anaerobic metabolism

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to recognize how the ATP-ADP system and the

NAD-NADH system transfer energy within a cell.

2. Students will be able to compare aerobic and anaerobic metabolism.

3. Students will be able to understand key science concepts: B10 cause-effect, B13 energy matter, B14 cycle.

4. Students will be able to improve their language abilities (COMM), enhance their personal and social values and skills (PSVS), and enhance their independent learning skills (IL).

Evaluation Agenda:

1. Could students recognize the cycles related to aerobic and anaerobic metabolism and were they able to discuss the energy transfer systems in each?

2. Did students recognize the difference between aerobic and anaerobic metabolism? Were they able to discuss these concepts in their groups?

Materials: Student handouts Projector and overheads

Extension cord Marker

Chalk and brush Group lists

Topics lists

Curricular Orientation: Transmission and transaction

Method: Jigsaw (Day 1) and Discussion (Day 2)

Motivational Set: Talk about yeast and wine making / bread making and discuss the relationship between yeast cells and our muscle cells.

Procedure:

A. Teacher:

1. Day 1: Motivational set: Class discussion about yeast and wine making / bread making.

2. Ask key questions.

- What does aerobic and anaerobic mean to them?

- What are the four phases required for aerobic cellular respiration? Describe them.

- The example given for anaerobic cellular respiration is fermentation. Briefly describe the key concepts associated with this process and discuss why they are important.

4. Warn students that they must work efficiently and cooperatively in order to complete the task at hand.

5. Move students into groups of 4.

6. Give students a pamphlet and tell them that they must work cooperatively and teacher circulates to answer any questions they may have.

7. Day 2: Have students review the concepts in small groups.

8. Discuss the importance of these processes and then give a general overview of them.

9. Summary: Class discussion about what the groups found out about anaerobic and aerobic cell respiration. Briefly introduce photosynthesis and tell them that we will discuss it in more detail next class.

10. Adaptive dimension: Provide those students with difficulty reading the sections that have diagrams and cycles on them. Make sure the groups are mixed taking into consideration ethnic, sex, and cultural backgrounds. Try not to place the same students in the same groups every time we do group work.

B. Student:

1. Listen about what occurs with bread and wine making and then try to relate these processes to our cells. Use your imagination.

2. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

3. Listen to me as I talk about the jigsaw activity and what is expected during class.

4. Work efficiently and cooperatively to finish the tasks.

5. Move into groups.

6. Summarize your part of the pamphlet and then present it to your group-mates.

7. Day 2: Review the concepts presented in the pamphlet within your groups.

8. Listen to the teacher as they provide a general overview and discuss the importance of these processes.

9. Participate in summary discussion.

Closure: Class discussion about what the groups found out about anaerobic and aerobic cell respiration. Briefly introduce photosynthesis and tell them that we will discuss it in more detail next class.

Follow-up: Relate the concepts presented today to photosynthesis next day.

Evaluation: Informal: monitor group work to make sure everyone is actively involved.

Formal: Students are to self assess themselves in cooperative work

situations.

Lesson Plan for Lesson 12: Photosynthesis

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to describe the processes involved in

photosynthesis.

2. Students will be able to examine how the structure of a leaf is adapted

for the processes involved in photosynthesis.

3. Students will be able to indicate the importance of the light and dark

reactions in the processes of photosynthesis.

4. Students will be able to understand key science concepts: B10 cause-effect, B13 energy matter, B14 cycle, make connections through STSE interrelationships: D5 resources for science and technology, enhancing their scientific and technical skills: E3 using equipment safely, E7 manipulative ability.

5. Students will be able to improve their language abilities (COMM), increase their technological literacy (TL), enhance their independent learning skills (IL), and develop critical and creative thinking (CCT).

Evaluation Agenda:

1. Can students describe what happens during photosynthesis?

2. Can students make the connection between the structure of the leaf and

how it relates to photosynthesis or did I have to tell them?

3. Were students able to explain what light and dark reactions were or did they just relate them to the amount of light in the surroundings? I.e. Light reactions happen in daytime and dark reactions happen at night time.

Materials: Dissecting microscope Petri-dishes

Projector and overheads Leaves

Summary sheets Extension cord

Marker Chalk and brush

Curricular Orientation: Transmission and transaction

Method: Lab activity, discussion, lecture

Motivational Set: Students are to examine the structure of a leaf and note all the characteristics they can. Activate prior knowledge by asking key questions.

Procedure:

A. Teacher:

1. Discuss what will occur in class today. Prior to class set up dissecting

microscopes and place a structure of a leaf on each.

2. Talk about motivational set and get students to move to lab stations and

examine their leaf.

3. Ask key questions.

- What organelle in the plant is responsible for photosynthesis?

- During photosynthesis there are light and dark reactions that occur. What do you suppose this means? Discussion.

6. Hand out summary sheets of the light dependent and independent reactions that occur in photosynthesis and review these processes with the students. Students will have to fill in the blanks on the sheet.

7. Lecture on Photosystem I and photosystem II and discuss light dependent and independent reactions. Talk about the Calvin cycle and the production of NADPH and ATP. Have students fill in the blanks on the summary sheet.

8. Summary: Go over the blanks in the worksheet to ensure that all students received the correct answers. Ask the students if they have any questions and get them to write in their learning logs to discuss what they have learned. Tell them there will be a short quiz on photosynthesis next day.

9. Adaptive dimension if needed: Place students who have hearing trouble near the front of the classroom, talk slowly and clearly. For those students with visual impairments get other students to describe the leaf to them.

B. Student:

1. Listen to me as I introduce what we will be doing today.

2. Listen to me as I talk about the motivational set. Participate in class discussion by trying to answer as many questions as you can.

3. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

4. Gather a summary sheet of the lecture.

5. Fill in the blanks on the summary sheet.

6. Participate in the reviewing of the answers to the blanks. Write in your educational logs.

Closure: Go over the blanks in the worksheet to ensure that all students received the correct answers. Ask the students if they have any questions and get them to write in their learning logs to discuss what they have learned. Tell them there will be a short quiz on photosynthesis next day.

Follow-up: Next class we will be comparing photosynthesis and cellular respiration.

Evaluation: Formal: Take in learning logs and check for understanding. Use a checklist to note student ability levels in regard to the use of the microscope. Quiz next class.

Lesson Plan for Lesson 13: Comparison of photosynthesis and cell respiration

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to compare the processes of photosynthesis to

cellular respiration.

2. Students will be able to relate photosynthesis to cycles and the interrelationships in ecosystems.

3. Students will be able to understand key science concepts: B12 conservation, B13 energy-matter, B14 cycle.

4. Students will be able to improve their language abilities (COMM), enhance their personal and social values and skills (PSVS) and develop critical and creative thinking (CCT).

Evaluation Agenda:

1. Were students able to compare and contrast photosynthesis and cellular respiration with out relying solely on my help?

2. Were students able to see the interrelationships between the ecosystems and relate the transfer of energy to it?

Materials: Quizzes Projector and overheads

Extension cord Marker

Chalk and brush Summary sheets

Curricular Orientation: Transaction

Method: Brainstorm and discussion

Motivational Set: Activate students’ prior knowledge by asking key questions and get them to create a brainstorm on the board comparing photosynthesis to cell respiration.

Procedure:

A. Teacher:

1. Hand out quizzes and give students time to work on them.

2. Motivational set. Use questions to probe the students for prior knowledge and

get them to create a brainstorm on the board.

3. Ask key questions.

- What is ATP and where is it produced?

- What is NADPH and where is it produced?

- Summarize anything you know about cell respiration and then draw similarities between it and photosynthesis.

- What do you think our world would be like without these processes? Do you think we could survive? Explain your answer.

- How are cellular respiration and photosynthesis different from one another?

4. Have students copy down the brainstorm from the board and then probe them

for further connections using questioning techniques. If they are unsure

provide them with a handout summarizing each process and get them to draw

similarities and differences from the sheets.

5. Summary: As the teacher point out what they have noticed and draw on key

concepts. Tell students to review for next day and remind them of their

assignment that is due soon.

6. Adaptive dimension if needed: Place students who have hearing trouble near

the front of the classroom, talk slowly and clearly.

B. Student:

2. Collect quiz and then write it.

3. Participate in the creation of a brainstorm on the board.

4. Respect others in the class while they are speaking. Put up hand if they have anything to add to the discussion.

5. Copy down the brainstorm and try to answer the teacher’s questions. Draw similarities between the two concepts. Use the summary sheet if needed.

6. Listen to the teacher as they draw on key concepts and then make a mental note to review for next class.

Closure: As the teacher point out what they have noticed and draw on key

concepts. Tell students to review for next day and remind them of their

assignment that is due soon.

Follow-up: Review period next day.

Evaluation: Informal: Monitor student understanding.

Formal: Make notes of concepts that may need clarifying for the

beginning of next class period.

Lesson Plan for Lesson 14: Review

Duration: 60 min

Unit: Biology 30: Cell Structure and Function

Objectives: 1. Students will be able to establish connections between the material

present in this unit.

2. Students will be able to confirm the knowledge they have and alter any misconceptions if needed.

3. Students will be able to Students will be able to improve their language abilities (COMM), develop critical and creative thinking (CCT) and practice working cooperatively in groups (PVSV).

4. Students will be able to use processes of science: C2 communicating, C4 working cooperatively, C9 inferring and C14 problem solving

Evaluation Agenda:

1. Were students actively involved and making the appropriate connections in the unit?

2. Did students who answered questions wrong see where they made the mistake?

Materials: Whistles Bells

Noisemakers Can of pennies

Jeopardy questions Prizes

Chalk and brush

Curricular Orientation: Transaction

Method: Simulation and Cooperative group learning

Motivational Set: Tell students that prizes (candy) will be awarded to groups who do

well on the Jeopardy challenge. (In the end all students receive

prizes).

Procedure:

A. Teacher:

1. Write Jeopardy categories on transparency and assign student to keep score.

2. Introduce the review activity to the class, state what your expectations are and tell students that prizes will be awarded to the groups who do well on the Jeopardy challenge. (Give all students prizes in the end). (3 min)

3. Arrange students into groups and give them a buzzer/noisemaker. (2 min)

4. Ask students to decide on group names. (2 min)

5. Play Jeopardy. Ask question and have students answer in order to gain points (45 min)

6. Total scores and hand out prizes. (5 min)

7. Set up a question-answer period until the end of class. (3 min)

B. Student:

2. Listen to me as I introduce the activity

3. Move into groups.

4. Decide on group name.

5. Participate in Jeopardy challenge.

6. Obtain prize.

7. Ask questions about anything that is not clear.

Closure: Final question period for students to clear up any uncertainties.

Follow-up: Ask students to study for exam next class.

Evaluation: Informal: Note student responses, who is actively participating and

who is not saying as much as they should.

Formal: Observation of group behaviors recorded using a rating scale.

Professional Teaching Target: Integrate groups so there is a good mixture of gender and ethnic backgrounds. Put students with hearing disabilities next to me, the question poser.

Cell Structure and Function

Grading Allocation (Formative and Summative)

Components: Weight

1. Educational Log 10 %

Content – Accuracy 50 %

Completeness 15 %

Organization 10 %

Grammar and Punctuation 25 %

100 %

2. Participation 20 %

Group Work - Participation 30 %

Completeness 30 %

Class Participation

Teacher evaluation 40 %

100 %

3. Homework and Quizzes 10 %

Completeness 10 %

Accuracy 80 %

Effort 10 %

100 %

4. Laboratory Work 30 %

Completeness 25 %

Organization 25 %

Accuracy 20 %

Data Analysis & Interpretation 30 %

100 %

5. Final Exam 30 %

Multiple Choice 10 %

Short Answer 40 %

Essay Questions 50 %

100 %

Cell Structure and Function

References

Books

Campbell, N. A., L. G. Mitchell, & J. B. Reece. (1997). Biology: Concepts

and Connections (2^nd edition). Menlo Park, California: The

Benjamin/Cummings Publishing Company.

Lehninger, A. L., D. L. Nelson & M. M. Cox. (1993). Principles of

Biochemistry (2^nd edition). New York, NY: Worth Publishers.

Mader, S. L. (1997). Inquiry into Life (8^th edition). Boston, Massachusetts:

McGraw – Hill.

Movie

Ward’s. The Cell: Unit of Life. Received from Ward’s Biology Catalogue.

P. 791. Call number: 193 W 6442

Web Site Resources

Kenny, E. A Fluid Membrane Model. Retrieved March 3, 2004 through the

accessexcellence web site on the world wide web:

http://www.accessexcellence.org/AE/ATG/data/released/0627-ElizabethMotaKenney/

Howard, T & N. Hoffman. The Incredible, Edible Cell. Retrieved March 3, 2004

through the accessexcellence web site on the world wide web:

http://www.accessexcellence.org/AE/ATG/data/released/0251-NickHoffman/index.html

Laboratory Ideas

Saskatchewan Learning. (Sept, 2002). Science: A Curriculum Guide for

the Secondary Level Biology 20/30. P. 117 – 121.

Buckley. Cell Observations Lab/Edwards-Knox Central School. Retrieved March 16,

2004 through the world wide web: http://www.ekcsk12.org/science/lelab/wetmountslab.html

Evaluation Ideas

Saskatchewan Learning. (Dec, 1991). Student Evaluation: A teacher Handbook.

Supplies

Ward’s Biology (1999). St. Catherines, Ontario. Phone # 1-800-387-7822

e-mail: www.wardsci.com