F O R M A T I V E A S S E S S M E N T T O O L

Lesson Plan: Backwards DesignName: Krystal Poloka, Breshelle Berndt, Martha Rodriguez

Mentor: n/a

Grade Level/Subject Area: 9-12, biology Date: 03/24/09

California Induction Program StandardsCheck all that apply:

Standard 5: Pedagogy Standard 6: Universal

Access: Equity for All Students Teaching English Learners Teaching Special

Populations

Lesson Topic: Cellular structures Content Standard: 9-12, 1.a, 1.c, 1.e, 1.g, 1.j

Adopted Text(s): Biology Text (campbells?) Supplemental Materials/Technology: biology coloring book

Note: Use the Essential Components of Differentiated Instruction in the FAS Resource section of your padfolio to help differentiate instructional strategies, content, products or assessments.

Learning OutcomesStudents will be able to identify cellular organelles and describe their function. Students should be able to explain at least 1 function that occurs in any of those organelles.

Key Concepts & Essential Questions      1.a. Students know cells are enclosed within semi permeable membranes that regulate their interaction with their surroundings. 1.c.Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. 1.e.Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.1.g.Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 1.j. Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

Connections to Students' Knowledge, Skills, Experience

Use analogies that relate the organelle structure and function with real life examples. Example analogies to be used would be the Golgi apparatus is equivalent to a UPS truck (sort and delivery).

Teaching Strategies & SequenceOpening Starting with a classroom activity. Students will role organelles in the cell. Will number off students (1-7). Classroom walls will be the phospholipid bilayer.

Evidence of Learning(Product or Assessment)

1. At the end of the week determine if their cell model is complete with all organelles included and correctly labeled with function described. And with at least 1cell process described.2. At the end of class during class discussion each group should be able to come up with a description of their given

Instruction PowerPoint lecture on cell structure, function, and processes. This lecture will have class discussion, with guided questions.

Ways to differentiate instruction

GATE students: these students should describe at least 2 cell processes for their organelle. Describe at least 2 intracellular organelle interactions. ESL: Each newly introducted vocabulary word will have a corresponding image posted on the class walls to be accessible

Guided Practice 1. Each group describes to the class what their role in the cell is. I will guide and instruct as they do this. 2. Students will then make a model of a cell in any format that they want (i.e. video, dance, music, PowerPoint, drawing, collage, etc.) they will be given a week to do this activity. When done they will describe and present it to the class.

Closure During the last 5 min. of class I will assign each group an organelle, and they have to come up with a short description of what that organelle does in the cell.

BEGINNING TEACHER • MENTOR Copyright © 2004, 2006, 2008 The Regents of the University of California. All rights reserved. 1511-CArv2

F O R M A T I V E A S S E S S M E N T T O O L

organelle. throughout class. Low Performers: offer extra after class time, or during lunch time. Check for understanding more often. Maintain close proximity through the class period.

Extension Activities or Independent Practice Use the biology coloring book and color code the organelles according to a process chosen by the student. The student will color code them depending on the order of the process, and give written explanation.

Materials Biology coloring book (photocopies), colored pencils, possible powerpoint photocopies for EL, low performing, LD students.

Adapted from the work of Wiggins and McTigue.

BEGINNING TEACHER • MENTOR Copyright © 2004, 2006, 2008 The Regents of the University of California. All rights reserved. 1511-CArv2