Saint Paul American Schools
Life Science
Curriculum > High > Clark > Science- Course Description
- Life Science is an introductory level course designed to enable students to explore basic biological concepts in a laboratory setting. Students focus on concepts that are shared by all living things such as cell structure, biochemical make‐up, and inheritance. As students move into the second semester, the focus is on the diversity of life as they classify the many different species of living organisms into kingdoms and other classification categories. Students finish the year with a unit on ecology that relates the interdependence of living with each other and with their environment.
- Course Pre‐Requisites
- Life Science is an introductory science course with no pre‐requisites. It is appropriate for 6th and 7th grade students.
- Course Learning Objectives
-
In this course, we will cover the “Science” learning objectives defined
in the Minnesota Academic Standards in Science (2009). A full copy
of these objectives is available at:
http://education.state.mn.us/MDE/.
Specifically, by the end of the course, students will be able to:
· Create and conduct plans for investigations that include:
asking questions, stating hypotheses, identifying variables, identifying constants, and collecting data accurately
· Use appropriate tools and technology and metric measurement units to gather and organize data and to report results
· Interpret and analyze data and recognizes bias in order to formulate logical conclusions
· Communicate about scientific investigations in appropriate ways (written, oral, pictorial, digital)
· Follow lab and safety procedures when conducting scientific investigations
· Identify characteristics common to all living things and classify organisms based on difference in physical characteristics
· Describe the functions and interactions of human body systems (for example: circulatory, respiratory, muscular, skeletal, digestive) and the levels of organization within the human body
· Compare and contrast a variety of ways in which multi‐cellular organisms transport materials
· Explain how matter cycles and energy flows through ecosystems and describe the significance of photosynthesis and respiration to these processes
· Relate structure and function in different types of cells and cellular organelles
· Describe the role of genetic material in the transfer of biological characteristics from one generation to another
· Analyze implications of interactions among organisms, populations, and their environment
· Give examples of adaptations and of evidence that organisms have evolved over time
· Explain why it is important to repeat scientific investigations
· Create and use physical and conceptual models for explanation and prediction
· Recognize that people in different cultures and at different times in history have made
contributions to the advancement of science
· Explain that scientific knowledge changes as new knowledge is acquired and previous ideas are modified
- Course Language Objectives
-
In addition to the learning objectives listed above, a primary goal of
this course is to facilitate students’ development of scientific
communication skills. Each lesson will contain a specific language
objective designed to help students grow in their abilities to read,
write, listen, and speak. By the end of this course, students will be
able to:
- Read and orally discuss scientific news articles and trivia every day.
- Summarize the results of laboratory experiments in a written conclusion.
- Communicate experimental results in tables/graphs/illustration
- Listen and provide written and oral feedback to other students’ ideas.
- Resources
- Textbooks will be used in‐class only. Students will NOT be bringing a textbook at home. We will be using McGraw Hill “GLENCOE Life Science” © 2012 (ISBN: 0‐07‐888002‐5).
- Units, Themes, and Course Organization
- This course is broken down into the following units:
Chapeter#
| Scientific Explanations | 1 Week | |
| 1 | Classifying and Exploring life | 1 Week |
| 2 | Cell Structure and Function | 2 Week |
| 3 | From A Cell To Organism | 1 Week |
| 4 | Reproduction of Organisms | 1 Week |
| 5 | Genetics | 2 Week |
| 6 | The Environment and Change Over Time | 1 Week |
| 7 | Bacteria and Viruses | 2 Week |
| 8 | Protists and Fungi | 2 Week |
| 9 | Plant Diversity | 2 Week |
| 10 | Plant Processes and Reproduction | 1 Week |
| 11 | Animal Diversity | 2 Week |
| 12 | Animal Structure and Function | 2 Week |
| 13 | Animal Behavior and Reproduction | 1 Week |
| 14 | Human Body System (Structure and Movement) | 2 Week |
| 15 | Human Body System (Digestion and Excretion) | 2 Week |
| 16 | Human Body System (Respiration and Circulation) | 2 Week |
| 17 | Human Body System (Immunity and Disease) | 2 Week |
| 18 | Human Body System (Control and Coordination) | 2 Week | 19 | Human Body System (Reproduction and Development) | 2 Week | 20 | Matter and Energy in the Environment | 1 Week | 21 | Populations and Communities | 1 Week | 22 | Biomes and Ecosystems | 1 Week |
- Learning activities and methods
-
Exams
Composed of multiple choice, true/false, short answer, matching and essay questions. You will be given at least one week’s notice before an exam. Exam dates will be announced in class.
Labs
This course places a strong emphasis on laboratory work. Lab handouts will be provided for each experiment. Due dates for lab write‐ups will be discussed when labs are assigned.
Homework
Assignments will typically involve some combination of problems and writing activities. Homework is due at the beginning of the class period after it was assigned.
Quizzes
YYou will be given unannounced quizzes if you badly participate in class to make sure you are prepared and putting your best effort into your homework assignments. Any material we have covered is fair game on a quiz. Quiz questions will often (but not always) be very similar to your homework problems.
Presentations and Classroom Discussion
Designed to easily understand concepts and practice oral skills.
- Assessment
-
Quarter Grade =
40% Tests, quizzes and projects
25% Labs
25% Daily work, homework
Grading Scale:
| A+ | 97 - 100 | 4.0 |
| A | 94 - 96.99 | 4.0 |
| A- | 90 - 93.99 | 3.7 |
| B+ | 87 - 89.99 | 3.3 |
| B | 84 - 86.99 | 3.0 |
| B- | 80 - 83.99 | 2.7 |
| C+ | 77 - 79.99 | 2.3 |
| C | 74 - 76.99 | 2.0 |
| C- | 70 - 73.99 | 1.7 |
| D+ | 67 - 69.99 | 1.3 |
| D | 64 - 66.99 | 1.0 |
| D- | 60 - 63.99 | 0.7 |
| F | 0 - 59.99 | 0 |
- Classroom policies
- What to do (and not to do) in class:
Being on time to class means you are ready to learn
You should be in your seat with materials out by the time the bell rings. Passing time is 10 minutes, which provides plenty of time to use the restroom, socialize with friends and be to class on time.
Missed class
You are responsible for material covered when you are absent. If you have an unexcused absence when an assignment is due, you will receive a zero grade. For excused absences, you are given two makeup days for every day you are absent. This means that if you miss class on Monday and return on Wednesday, the work you missed on Monday is due Friday. Missed labs must be made up – see instructor to arrange a time to perform the experiment.
*****NO LATE WORK WILL BE ACCEPTED*****
Homework and labs are due at the beginning of class on the assigned due date. Homework and labs handed in after this are late and will receive a zero grade.
Lab report format
All questions must be answered in complete sentences.
Cell phones
Cell phones are not allowed in class. You must be turned off and stow your phone during class. If I catch you using your cell phone during class, I will keep your phone until 3:05 pm that day.
Plagiarism & Cheating
Students involved in any type of plagiarism – either submitting answers not their own that they don’t understand, supplying answers to other students, copying another student’s work, or making up lab data – will be given a zero for the assignment.
The instructor will, under no circumstances, write a letter of recommendation for any student who is involved with plagiarism in her class, regardless of the size of the infraction..
- Supplies
- Students are required to bring the following supplies to class every
day of the year:
Notebook and Pencil
Bound with at least two subjects for note taking. Well‐kept notebooks will be invaluable in future science courses. Pen is acceptable, pencil is preferred.
Trivia/Journal Booklet
Handouts
To be provided by the teacher
- Questions?
- Parents, guardians, and host parents: If you have any questions,
comments, or concerns, please feel free to contact me! E‐mail is the
best way to reach me. I am happy to answer questions via e‐mail,
meet with you in person, or have a phone conversation.
Students: I want you to succeed in life science! If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
- Other
- expect that you will:
· Respect yourself, others, and the school environment. · Be sure to greet teachers or staff · Be in class and on time. · Give your best effort every day. · Be honest in your work, relationships, and actions. · Help create a safe and productive learning environment. · Clean your workplace. · Be a positive leader in our global community.
Important Note:
This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The scope and definition of life science.
2. The importance of the study of life science.
3. The organisms from non‐living things based on their characteristics.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Use mixed‐ability groups in the class game to allow students to learn from one another.
2. Identify pictures of organisms and non‐living things.
3. Use Guided questions and group discussion.
4. Use vocabulary slips to construct a graphic organizer.
Monday
Tuesday
Wednesday
Thursday
Friday
- ***FIRST DAY OF CLASS***
- Warm up:
- 1. Teacher will introduce self to students and get to know each individual.
2. With the use of fish bowl and prepared questions, teacher will assign a student to pick a question and answer.
- Learning Objective:
- Students will:
1. Be familiar of the rules and regulations in the classroom.
2. State their expectations of a good teacher.
3. Understand the course syllabus.
- Language Objective:
- Students will:
1. Express an opinion in a topic sentence for a persuasive paragraph using strong verbs.
2. Write a persuasive paragraph using correct present and conditional verb tenses.
3. Write a personal narrative using regular and irregular past‐tense verbs.
- Main Activity:
- 1. Teacher will discuss the rules inside the classroom.
2. Emphasize all requirements to be submitted at the end of the course.
3. Discuss each student’s expectations with the subject.
- Evaluation:
- Students will submit a piece of paper with their expectations regarding the subject.
- Vocabulary:
- Homework:
- Teacher will distribute a course information about the subject to be signed by the students and their parents. (if applicable)
- SCOPE AND MEANING OF LIFE
- Learning Objective:
- 1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a
brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
- Language Objective:
- 1. Listen attentively to context clues during activities.
2. Write the main idea of the lesson in complete sentences in their notebooks.
- Main Activity:
- -Warm up:
1. Teacher presents a trivia on life science.
2. Collect Biology Course Info.
3. Teacher writes LIFE on the board. Students write as many words they can associate with it. Go over the answers with the students.
-Direct Instruction
1. Students are given a hand out (guided notes) to fill in while listening to the teacher.
2. What is Life science?
3. What do biologists study?
· The interaction of life
· The interaction with the environment
· They study problems and propose solutions. (i.e. medical treatment, disease prevention and others)
· All living things are organisms
· Characteristics of Living Things
· Organization
· Reproduction
· Growth and Development
· Ability to adjust to environment
· Living things adapt and evolve
-Practice
Create mixed‐ability groups of four students. Students will play a game. They have to listen to the questions (identifying organisms and their characteristics) and send a representative to the board to write the answer.
- Evaluation:
- Have each student answer 5 multiple choice questions about the lesson
- Vocabulary:
- organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- Give each student a vocabulary slip. Let them construct a graphic organizer of what has been discussed by pasting the vocabulary slips on the board and drawing arrows/braces.
- CHARACTERISTICS OF LIFE
- Learning Objective:
- 1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a
brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
- Language Objective:
- Students will
1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
- Main Activity:
- Procedure:
Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.
Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.
Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
- Evaluation:
- Accomplished narratives of each skit.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- NO LIFE SCIENCE CLASS
- Main Activity/Lesson:
- Evaluation:
- Vocabulary:
- Homework:
- THE NATURE OF LIFE SCIENCE
- Learning Objective:
- 1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
- Language Objective:
- 1. Read and articulate the passage on adaptation and reproduction.
2. Using language skills, students will present findings in front of the class.
- Main Activity:
- Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?
Direct Instruction:
Describe how response and adaptation differ
Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.
Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
- Evaluation:
- The partners must respond and provide evidence.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- Materials / Resources (including technology)
- Pictures, graphic organizer, guide notes, vocabulary slips, pictures of organisms, sheets of paper
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The purpose of the Scientific Method.
2. Key terms related to the Scientific Method: observation, hypothesis, test, experiment, result, conclusion.
3. The concept of scientific notation, how it is used for large and small numbers, and how to multiply and divide using scientific notation.
4. The laboratory tools and equipment.
5. Names of lab equipment, know how to use them.
6. hazard symbols.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
-
1. Describe science as being a process of proposing and testing hypotheses.
2. Distinguish between statements that are testable by science and those that are not.
3. Describe the meaning and purpose of experimental controls.
4. Write a testable hypothesis.
5. Design an experiment to test a hypothesis.
6. Point out and name the laboratory instrument.
Monday
Tuesday
Wednesday
Thursday
Friday
- OBSERVING THE CHARACTERISTICS OF LIFE
- Learning Objective:
- Methods of Science; Ask students what their previous problems are and how they solved every problem. Teacher goes over the methods of science. Teacher discusses the scientific method using the PowerPoint slides. Students are given a mini activity to help solve a mystery utilizing a scientific method.
- Language Objective:
- 1. Students will observe several objects and determine if they are living or non‐living.
2. Students will apply their knowledge on the principles OF LIFE and it’s characteristics.
- Main Activity:
- 1. Create a data table with four columns titled Object, Prediction, Characteristic of Life, and Evidence.
2. Teacher provides several objects for observation.
3. List each object in your table.
4. Predict whether each object is living or non‐living.
5. Carefully observe each object.
6. Discuss with lab partners what characteristic of life it might exhibit.
7. Use your table to determine whether each object is living or non‐living.
8. List the evidences in your data table.
- Evaluation:
- Accomplished lab sheets.
- Vocabulary:
- Stimulus, energy, homeostasis, reproduction
- Homework:
- Read book pages 16‐21 about scientific method and prepare for a graded recitation.
- SCIENTIFIC INQUIRY
- Learning Objective:
- 1. Outline a set of steps that might be used in the scientific method of investigating a problem.
2. Explain why a control group is used in an experiment.
3. Define what is meant by a theory; cite an actual example that is significant to biology.
4. Using the scientific approach; Students will learn about the scientific steps of solving a problem:
· Make observations
· Formulate a hypothesis
· Test the Hypothesis
· Draw Conclusion
· Develop a Theory
- Language Objective:
- 1. Read and articulate the passage on scientific observations.
2. Using language skills, students will present findings in front of the class.
- Main Activity:
- Warm up
Class starts with science trivia of the day.
Direct Instruction: Methods of Science.
1. Ask students what their previous problems are and how they solved every problem.
2. Teacher goes over the methods of science.
3. Teacher discusses the scientific method using the PowerPoint slides. 4. Students are given a mini activity to help solve a mystery utilizing a scientific method. - Evaluation:
- Graph completion; Correct answers from the activity and experiment.
- Vocabulary:
- Scientific Method, Observation, Hypothesis, Manipulated Variable, Responding Variable, Controlled Experiment, Scientific Theory, Scientific Law, Model
- Homework:
- Using the Reinforcement and study guide handout, answer the following questions:
- SCIENTIFIC INQUIRY ACTIVITY
- Learning Objective:
- 1. Students will solve a problem using scientific method.
2. Students will collaborate with peers to accomplish scientific inquiry.
- Language Objective:
- 1. Students will be able to write and report the findings of their data.
- Main Activity:
- Warm up
Class starts with science trivia
Direct Instruction Experiment using the different variables;
1. Teacher goes over the different variables in helping solve a particular problem.
2. Students perform an experiment using varied mazes to test their speed of solving.
3. A control variable is introduced and students shall explain the importance of a control variable.
4. Students fill in the worksheet of tables and graphs. 5. Teacher reviews scientific notation and SI units. 6. Students are quizzed with regard to the week’s lesson.
- Evaluation:
- Accomplished worksheets.
- Vocabulary:
- Control Group; Experimental Group; Independent Variable; Dependent Variable; Constant; Data
- Homework:
- Review the lesson of the week and prepare for a quiz.
- NO LIFE SCIENCE CLASS
- Main Activity/Lesson:
- Evaluation:
- Vocabulary:
- Homework:
- LABORATORY INSTRUMENTS AND QUIZ
- Learning Objective:
- Students will:
1. Describe lab instruments and their use.
2. Show the need of lab instruments.
3. Memorize lab instruments and their use.
4. Present the most common hazard symbols that appear in chemicals.
5. Analyze the hazard of chemicals at student’s home.
- Language Objective:
- 1. Name and describe the lab instruments.
2. Ask for and give information about the supplies.
3. Understand oral instructions.
4. Understand writing instructions.
5. Use of the structures: “It’s something we use to measure……….”; “It’s used to…….”; “It looks like”; “It’s a kind of……”
- Main Activity:
- 1. Have an overhead entitled: Common‐Sense Safety Rules and Lab equipment.
2. Have students take notes on the basic safety rules presented. Ideally, students will put these notes on a sheet of paper and permanently affix it to their laboratory notebook. If the teacher uses a laboratory safety contract to assure that students understand safety issues, this would be an opportunity to have these contracts signed.
3. Have science experiment tools at a demonstration area.
4. Hold up a tool or picture of a science tool and have the students name it, draw a picture of it, tell how it is used and describe an appropriate safety rules in an interactive class discussion.
5. Have students enter the information into their charts.
6. Administer post‐assessment. - Evaluation:
- Students will point out the instrument and name it.
Students are quizzed regarding the lessons tackled for the week. - Vocabulary:
- Erlenmeyer flask, distilling flask, crucible, tong, test tube, beaker, balance, funnel, petri dish, Bunsen burner, alcohol lamp
- Homework:
- Materials / Resources (including technology)
- PowerPoint slides, projector, speakers, maze, beakers, graduated cylinder, worksheets, handouts, calculators, lab instruments and equipment, markers
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
-
1. The characteristics common to all living organisms.
2. The levels of organization.
3. The different relationships among organisms.
4. Food chains and food web.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
-
1. Explain the basic characteristics that are common to all living things.
2. Describe the levels of organization of life.
3. Summarize how the terms homeostasis, metabolism, development, and adaptation all relate to living organisms.
4. Recognize the special relationship between life and evolution.
5. Summarize the place of humans in the overall classification of living organisms.
6. Explain the characteristics of living things and the conditions needed for life.
7. Use logic and evidence to explain why the study of extreme environments on Earth is important to the search for life on other planets.
Monday
Tuesday
Wednesday
Thursday
Friday
- NO CLASS DUE TO TYPHOON LUIS
- Main Activity/Lesson:
- Evaluation:
- Vocabulary:
- Homework:
- CHARACTERISTICS OF LIFE
- Learning Objective:
- 1. Be able to arrange in order, from smallest to largest, the levels of organization that occur in nature and to write a
brief description of each.
2. Homeostasis is defined as a state in which the conditions of an organism's internal environment are maintained within tolerable limits. What mechanisms in your body are involved with homeostasis?
3. Reproduction is the means by which each new organism arises. Why is this an essential characteristic of life?
- Language Objective:
- Students will
1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
- Main Activity:
- Procedure:
Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.
Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.
Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
- Evaluation:
- Accomplished narratives of each skit.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- Using concepts learned in life science, answer the following questions:
- CHARACTERISTICS OF LIFE (cont)
- Learning Objective:
- 1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
- Language Objective:
- 1. Read and articulate the passage on adaptation and reproduction. 2. Using language skills, students will present findings in front of the class.
- Main Activity:
- Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?
Direct Instruction:
Describe how response and adaptation differ
· Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.
Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
- Evaluation:
- The partners must respond and provide evidence.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- NO LIFE SCIENCE CLASS
- Main Activity/Lesson:
- Evaluation:
- Vocabulary:
- Homework:
- NO CLASS DUE TO TYPHOON MARIO
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Biology books, Chart, PowerPoint slides, projector, food webs, coloring mat
- Weekly Informational Knowledge Overview - (Students will know...)
-
1. The characteristics common to all living organisms.
2. The levels of organization.
3. The different relationships among organisms.
4. Food chains and food web.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
-
1. Explain the basic characteristics that are common to all living things.
2. Describe the levels of organization of life.
3. Summarize how the terms homeostasis, metabolism, development, and adaptation all relate to living organisms.
4. Recognize the special relationship between life and evolution.
5. Summarize the place of humans in the overall classification of living organisms.
6. Explain the characteristics of living things and the conditions needed for life.
7. Use logic and evidence to explain why the study of extreme environments on Earth is important to the search for life on other planets.
Monday
Tuesday
Wednesday
Thursday
Friday
- QUIZ ON LIVING ORGANISMS
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up. 2. They will be given 5 minutes to review their lessons. 3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished quiz papers.
- Vocabulary:
- Homework:
- Read pages 7‐11 and prepare for a graded recitation.
- CHARACTERISTICS OF LIFE
- Language Objective:
- Students will
1. Orally react on the given science trivia.
2. Communicate with peers regarding the topic sentence discussed and come up with a written conclusion.
- Main Activity:
- Procedure:
Warm up:
1. Teacher presents a science trivia.
2. Checking of Homework.
Direct Instruction:
1. Teacher reviews the lesson on what biologists actually do.
2. Have one student stand and discuss what he has learned.
Practice:
Creative Writing
Have students work in small groups to write a brief skit depicting what a biologist does. Have each group present its skit and have the other students describe what the group is depicting.
- Evaluation:
- Accomplished narratives of each skit.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- Using concepts learned in life science, answer the following questions:
- CHARACTERISTICS OF LIFE (cont)
- Learning Objective:
- 1. Outline a set of characteristics that organisms possess.
2. Explain why an organism needs to adapt.
3. Define what is meant by reproduction.
- Language Objective:
- 1. Read and articulate the passage on adaptation and reproduction.
2. Using language skills, students will present findings in front of the class.
- Main Activity:
- Warm up:
Ask students:
1. If a person puts on a coat in the winter, is this evidence of a response or an adaptation?
2. How is reproduction linked to adaptation?
Direct Instruction:
Describe how response and adaptation differ
Response is a reaction to a stimuli and adaptation is an inherited characteristic that results from changes to a species over time in response to an environmental factor.
Activity:
1. Have students find pictures of organisms responding to stimuli, using energy, growing, developing, and reproducing.
2. Have the students paste one picture on each sheet of paper.
3. Organize students into pairs and have students hold up a picture and ask their partners, “Which characteristic of life is being depicted? What is your evidence?”
- Evaluation:
- The partners must respond and provide evidence.
- Vocabulary:
- Biology, organism, life, environment, problems, Organization, Reproduction, growth, development, adjust, Adapt, evolve
- Homework:
- NO LIFE SCIENCE CLASS
- Evaluation:
- Vocabulary:
- Homework:
- THE FLOW OF ENERGY
- Learning Objective:
- Students will be able to:
1. Name examples of producers/autotrophs.
2. Name examples of consumers/heterotrophs.
3. Define herbivore, carnivore, and omnivore.
4. Predict what will happen to a food chain/food web if a population increases/decreases in size.
5. Identify organisms by trophic level.:
- Language Objective:
- Students will be able to:
1. Describe what happens to the amount of ava ilable energy as you move up a food chain, utilizing rules in using pronouns and conjunctions.
2. Describe why energy flow, mass, and populations in ecology are best represented by a pyramid.
3. Tell the difference between a food chain and a food web in a complete sentence
4. Explain the difference between producers and consumers using appropriate adjectives and prepositions.
- Main Activity:
- Warm up:
Review the lessons on trophic levels and organism relationships.
Direct Instruction:
1. Using PowerPoint slides, teacher elaborates the flow of energy in an ecosystem, taking particular attention to food chains and food webs.
2. Students respond by giving examples of organisms portraying their roles in the ecosystem.
3. Students ask questions with regard to the topic.
4. Students are given materials to accomplish their own food chains and food webs:
- Evaluation:
- Accomplished food chains and food webs.
- Vocabulary:
- biosphere, biotic factor, abiotic factor, population, biological community, ecosystem, biome, habitat, niche, food chain, food web
- Homework:
- Materials / Resources (including technology)
- Biology books, Chart, PowerPoint slides, projector, food webs, coloring materials, puzzle, bond papers, colored markers, pens, pencils, handouts
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Classification and its advantages.
2. Systems of classification.
3. Classification of living organisms.
4. General plan of classification.
5. Naming of organisms and binomial nomenclature.
6. How bionomical nomenclature is being organized.
7. The Six Kingdom Classification.
8. The scientists who founded the classifying system.
9. Taxonomic classification.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Explain what general classification is and why it’s important.
2. Experience devising and revising their own classification system.
3. Better understand why scientists do not always agree and why species may be reclassified as new information comes to light.
Monday
Tuesday
Wednesday
Thursday
Friday
- QUIZ ON CHARACTERISTICS OF LIFE
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished quiz papers.
- Vocabulary:
- Homework:
- Read page 19‐23 and prepare for a graded recitation
- CLASSIFICATION OF LIFE
- Learning Objective:
- Students will be able to:
1. Experience the diversity of living things.
2. Classify living things into six kingdoms: Eubacteria, Protista, Fungi, Plantae and Animalia; Archaebacteria
3. List the characteristics of the kingdoms.
4. Classify living things as plants or animals using a key.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Class starts with life science trivia.
Students are given a Word search puzzle as part of vocab enrichment for the week’s lesson.
Direct Instruction:
1. Show students the PowerPoint presentation and start to discuss how scientists developed a classification system
2. Tell students:
There are 13 billion known species of organisms. This is only 5% of all organisms that ever lived!!!!! New organisms are still being found and identified.
3. Discuss the following:
· Classification is the arrangement of organisms into orderly groups based on their similarities.
Classification is also known as taxonomy.
Taxonomists are scientists that identify & name organisms.
· Benefits of Classifying.
Accurately & uniformly names organisms.
Prevents misnomers such as starfish & jellyfish that aren't really fish.
Uses same language (Latin) for all names.
Confusion in Using Different Languages for Names.
Latin Names are Understood by all Taxonomists.
· Early Taxonomists.
2000 years ago, Aristotle was the first taxonomist.
Aristotle divided organisms into plants & animals.
He subdivided them by their habitat ‐‐‐land, sea, or air dwellers.
· John Ray, a botanist, was the first to use Latin for naming.
His names were very long descriptions telling everything about the plant.
· Carolus Linnaeus.
18th century taxonomist.
Classified organisms by their structure.
Developed naming system still used today.
Called the “Father of Taxonomy”.
Developed the modern system of naming known as binomial nomenclature.
Two‐word name (Genus & species).
- Evaluation:
- Completed worksheets.
- Vocabulary:
- Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
- Homework:
- Using the Reinforcement and study guide, answer the following questions.
- CLASSIFICATION (CONT)
- Learning Objective:
- Students will be able to:
1. Experience the diversity of living things.
2. Classify living things into six kingdoms: Eubacteria, Protista, Fungi, Plantae and Animalia; Archaebacteria,.
3. List the characteristics of the kingdoms.
4. Classify living things as plants or animals using a key.
- Language Objective:
- Students will be able to:
1. Recite and participate in oral discussions, answering every question in complete sentences.
- Main Activity:
- Discuss about:
· Standardized Naming.
· Binomial nomenclature used.
· Genus species.
Latin or Greek.
Italicized in print.
Capitalize genus, but NOT species.
Underline when writing.
· Classification Groups
· Domain, Kingdom, Phylum, Class, Order, Family, Genus, species
· Domain
· Kingdom
· Phylum (Division – used for plants)
· Class
· Order
· Family
· Genus
· Species
· The Three Domains
The three domains, which are larger than the kingdoms, are the following:
· Eukarya – protists, fungi, plants and animals.
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.
· Primate Cladogram
· Dichotomous Keying
- Evaluation:
- 10‐item quiz
- Vocabulary:
- Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
- Homework:
- NO LIFE SCIENCE CLASS
- Evaluation:
- Vocabulary:
- Homework:
- MAKING SLIME
- Learning Objective:
- Students will be able to:
1. Leave with a basic understanding of the states of matter and things in each state they see every day.
2. Know that not all things are solids, liquids, and gases.
- Language Objective:
- Students will be able to:
1. Describe the composition, structure, and properties of matter, draw conclusions about the interactions and conservation of matter and energy, and explain why matter and energy can neither be created nor destroyed in a given system and/or reaction.
- Main Activity:
- Introduction:
· Ask the kids if they know the 3 main states of matter.
· List them on the board.
· Ask for characteristics of each (list).
· Fill in any that they miss.
· Give examples from everyday life.
o “What kind of matter is this desk?”
o “What is the air we're breathing?”
o Walk over to window: “What about this window?”
· Trick question! It's a liquid! (though extremely slow moving)
· Say that if you go up to a very old window, you can see it's sunk a bit toward the bottom.
· Ask for examples of each from everyday life. (list)
· Tell them we are going to make something.
Demonstration:
· Tell the kids we are going to make something cool that will make them think about the states of matter.
o Making the slime:
· Mix ¼ cup glue with ¼ cup water.
· Add a few drops of food coloring to color.
· Dissolve ½ teaspoon borax in ½ cup water.
· Slowly pour glue into borax water.
· Should have slime
Discussion:
· Ask the kids what they think the slime is (solid, liquid, gas)
· Talk about the fact that not all things are solids, liquids, or gases, that there are some things in between.
· Talk about Jello, the slime, etc.
· Talk about how temperature causes phase change:
o Ice ‐> Water ‐> Steam
· Ask the kids if they know the temperatures.
· Melting: 0 degrees Celsius, 32 degrees Fahrenheit.
· Evaporation: 100 degrees Celsius, 212 degrees Fahrenheit.
o Metal
· Gold melts at 1800 degrees F!
o Rocks ‐> Lava
· Lava is around 2200 degrees F!
o Name a metal that is a liquid at room temperature.
· Mercury (used to be used in thermometers)
· Thermal expansion
o Matter expands when it gets very hot or very cold.
o Ever put a can of soda in the freezer? (kids: do not try this at home)
o Ice cubes are usually bigger than the water you put in there originally.
o Cracks in sidewalks are there to allow for thermal expansion.
· What is the hardest solid?
o Diamonds (well, they recently invented something stronger)
o Spider silk is among the toughest solids known to man. (we just think it's soft because)
· Random facts
o If you put a cup of hot coffee and of cold water in the freezer at the same time, which will freeze first?
Answer: they'll both freeze at the same time, because the heat will transfer to the other cup.
- Evaluation:
- See if they have any questions.
- Vocabulary:
- matter, element, mixture, compounds, alloy, pure substance, homogenous, heterogenous.
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets, Set of image cards per group, Organism information per
group, Pen and paper
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Classification and its advantages.
2. Systems of classification.
3. Classification of living organisms.
4. General plan of classification.
5. Naming of organisms and binomial nomenclature.
6. How bionomical nomenclature is being organized.
7. The Six Kingdom Classification.
8. The scientists who founded the classifying system.
9. Taxonomic classification.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Explain what general classification is and why it’s important.
2. Experience devising and revising their own classification system.
3. Better understand why scientists do not always agree and why species may be reclassified as new information comes to light.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity/Lesson:
- Proclamation No. 875, s. 2014
BY THE PRESIDENT OF THE PHILIPPINES
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Experience the diversity of living things.
2. Classify living things into six kingdoms: Eubacteria, Protista, Fungi, Plantae and Animalia; Archaebacteria,.
3. List the characteristics of the kingdoms.
4. Classify living things as plants or animals using a key.
- Language Objective:
- Students will be able to:
1. Recite and participate in oral discussions, answering every question in complete sentences.
- Main Activity/Lesson:
- Discuss about:
· Standardized Naming.
· Binomial nomenclature used.
· Genus species.
Latin or Greek
Italicized in print.
Capitalize genus, but NOT species.
Underline when writing.
· Classification Groups.
· Domain, Kingdom, Phylum, Class, Order, Family, Genus, species
· Domain
· Kingdom
· Phylum (Division – used for plants)
· Class
· Order
· Family
· Genus
· Species
· The Three Domains The three domains, which are larger than the kingdoms, are the following:
· Eukarya – protists, fungi, plants and animals
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.
· Primate Cladogram
· Dichotomous Keying
- Evaluation:
- 10‐item quiz
- Vocabulary:
- Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
- Homework:
- Learning Objective:
- Students will be able to:
1. Classify living things as plants or animals using a key.
- Language Objective:
- Students will be able to:
1. Verbally present their dichotomous keys in class.
- Main Activity/Lesson:
- Warm up:
Class starts with trivia
1. Ask students:
· Why don’t scientists use common names to identify organisms?
· Why are scientific names important? Give four functions for scientific names.
2. Teacher presents the lesson for cladograms and dichotomous keying.
3. Students answer the following activity on dichotomous keys.
Use the key to species of birch trees below to answer the questions that follow.
1. a. bark dark, reddish‐brown, yellowish‐brown to black, go to 2
b. bark creamy white, pinkish, or gray, go to 6
2. a. bark and twigs with wintergreen fragrance when cut, go to 3
b. bark and twigs without a fragrance when cut, go to 5
3. a. leaves with 8‐12 pairs of veins, go to 4
b. leaves with 4‐6 pairs of veins, Betula uber
4. a. bark dark red to almost black; scales smooth, 6‐12 mm long, Betula lenta
b. bark reddish brown, peeling in loose, ragged sheets, scales hairy, 5‐7 mm, Betula alleghaniensis
5. a. branchlets covered near tip with many small glands, Rocky Mountains or Western Canada, Betula occidentalis
b. branchlets smooth, shiny, no glands present, eastern U.S., Betula nigra
6. a. leaves hairy on lower surface, go to 7
b. leaves smooth, hairless underside, go to 8
7. a. leaves 5‐13 cm long, pointed tip, Betula papyrifer
b. leaves 3‐7 cm long, pointed tip, winter buds shiny, Betula pendula
8. a. bark dull gray to grayish‐white, smooth and not peeling, Betula populifolia
b. bark white to pinkish‐white, peeling, go to 9
9. a. leaves 6‐10 cm, round base, Betula caerulea
b. leaves 3‐5 cm, squared base, Betula pubescens
- Evaluation:
- Students would answer the following questions:
1. Are the leaves of Betula populifolia hairy or smooth on the lower surface?
2. How many pairs of veins are on the leaves of Betula lenta?
3. What is a characteristic of the bark of Betula alleghaniensis?
4. When a twig of Betula nigra is broken, does it give off a wintergreen fragrance?
- Vocabulary:
- Dichotomous keys
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity/Lesson:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Work in small groups and come up with their own classification system for a number of marine organisms.
- Language Objective:
- Students will be able to:
1. Explain how they have come up with the organisms given using a dichotomous key.
- Main Activity/Lesson:
- Warm up:
Homework Check
What to do:
1. Begin by discussing what the students know about classification. Can they think of any examples of how we classify everyday objects (by color, size, and purpose)? Can the students come up with any science‐based classification terms, for example, kingdom or phylum; mammal or reptile? Useful prompts for the discussion:
• Briefly discuss the Linnaean classification system and give some examples.
• Why do you think classification is important?
• What evidence do you think scientists look for when deciding how to classify an organism?
• What do you think happens when scientists disagree?
2. Hand out a set of image cards to each group and a copy of the organism information. (The images are of organisms profiled within the Life in the Sea context. Students can refer back to the articles if they have questions about individual characteristics.)
3. Working in small groups (3–4), each group needs to group the organisms shown on the image cards using the organism information provided. There is no right or wrong way to do this but the group must agree.
4. When the group has finished classifying the organisms, they need to name each group and record the common characteristics of each group (the selection criteria they used to decide which organism can be a member of that group).
5. Have each group share with the class how they grouped you organisms and the reasons behind their classification system.
Possible variations
Variation 1
- Remove 3–5 images before handing out the image set. After a group has completed step 4, give them the remaining cards and ask them to use their selection criteria to fit these new images into their chosen groups.
- Discussion question: Did the new organisms fit into your classification system? Did you have to make any changes to your selection criteria?
Variation 2
- After step 5, explain to the students that the next job is to divide their groups further. For example an original group of ‘consumers’ can be further divided into herbivores and carnivores. Once again, students should record their selection criteria.
Variation 3
- Either as an introductory or extension activity, ask the groups to classify the organisms by one or more of these suggestions:
o Living or non‐living
o Animals or plants (or by kingdom)
o Role in the marine food web
o Vertebrate or invertebrate
o Where they live
- Evaluation:
- Discussion questions
1. Were there any organisms that you didn’t know? How did this affect the way you grouped them? How do you think scientists go about classifying new/unknown species?
2. After listening to how the other groups classified the organisms, would you make any changes to your system? (If time permits offer each group the opportunity to revise their system and selection criteria).
- Vocabulary:
- Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets, Set of image cards per group, Organism information per group, Pen and paper
- State of Minnesota Standards Covered
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Classification and its advantages.
2. Systems of classification.
3. Classification of living organisms.
4. General plan of classification.
5. Naming of organisms and binomial nomenclature.
6. How bionomical nomenclature is being organized.
7. The Six Kingdom Classification.
8. The scientists who founded the classifying system.
9. Taxonomic classification.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Explain what general classification is and why it’s important.
2. Experience devising and revising their own classification system.
3. Better understand why scientists do not always agree and why species may be reclassified as new information comes to light.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Identify and describing one or two of the following bacteria: Lactobacillus acidophilus (rod) and Bifidobacteria.
2. Identify the basic shape and arrangement of bacteria.
- Language Objective:
- Students will be able to:
- Main Activity:
- Pre lab: Some types of bacteria can ferment milk, producing lactic acid in the process. Yogurt is a product of fermentation.
It is acidic and stays fresh longer than milk, and is also digested more easily. In this exercise you will prepare a microscope slide of yogurt to examine the bacteria found within.
Like all organisms, bacteria are given scientific names (usually Latin or Greek roots), in which naming rules learned last chapter are seen. Rod‐shaped bacteria are called bacilli, Spiral‐shaped bacteria are called spirilla or spirochetes, and spherical bacteria are called cocci.
Procedure:
1. Using a toothpick, place a small dab of yakult on the microscope slide.
2. Carefully add a coverslip.
3. Examine the slide with a compound microscope.
4. Record your observations by drawing and labeling a picture of what you see in the microscope, include the lens you used (magnification). Draw it under low and high magnification.
Observations:
Magnification: __________________ Magnification: __________________
- Evaluation:
- Analyze and Conclude:
1. Recall the terms bacillus, coccus, and spirilla. Which type or types of bacteria did you observe in your slides?
_________________________________________________________________
2. Many people do not produce lactase, which is an enzyme that breaks down the milk sugar. Thus, lactoseintolerant people have trouble digesting dairy products. Why might they have fewer problems eating yogurt?
_________________________________________________________________
- Vocabulary:
- Bacteria, bacillus, spirilla, coccus
- Homework:
- Learning Objective:
- Students will be able to:
1. Classify living things as plants or animals using a key.
- Language Objective:
- Students will be able to:
1. Verbally present their dichotomous keys in class.
- Main Activity:
- Warm up:
Class starts with trivia.
1. Ask students:
· Why don’t scientists use common names to identify organisms?
· Why are scientific names important? Give four functions for scientific names.
2. Teacher presents the lesson for cladograms and dichotomous keying.
3. Students answer the following activity on dichotomous keys.
Use the key to species of birch trees below to answer the questions that follow.
1. a. bark dark, reddish‐brown, yellowish‐brown to black, go to 2
b. bark creamy white, pinkish, or gray, go to 6
2. a. bark and twigs with wintergreen fragrance when cut, go to 3
b. bark and twigs without a fragrance when cut, go to 5
3. a. leaves with 8‐12 pairs of veins, go to 4
b. leaves with 4‐6 pairs of veins, Betula uber
4. a. bark dark red to almost black; scales smooth, 6‐12 mm long, Betula lenta
b. bark reddish brown, peeling in loose, ragged sheets, scales hairy, 5‐7 mm, Betula alleghaniensis
5. a. branchlets covered near tip with many small glands, Rocky Mountains or Western Canada, Betula occidentalis
b. branchlets smooth, shiny, no glands present, eastern U.S., Betula nigra
6. a. leaves hairy on lower surface, go to 7
b. leaves smooth, hairless underside, go to 8
7. a. leaves 5‐13 cm long, pointed tip, Betula papyrifer
b. leaves 3‐7 cm long, pointed tip, winter buds shiny, Betula pendula
8. a. bark dull gray to grayish‐white, smooth and not peeling, Betula populifolia
b. bark white to pinkish‐white, peeling, go to 9
9. a. leaves 6‐10 cm, round base, Betula caerulea
b. leaves 3‐5 cm, squared base, Betula pubescens
- Evaluation:
- Students would answer the following questions:
1. Are the leaves of Betula populifolia hairy or smooth on the lower surface?
2. How many pairs of veins are on the leaves of Betula lenta?
3. What is a characteristic of the bark of Betula alleghaniensis?
4. When a twig of Betula nigra is broken, does it give off a wintergreen fragrance?
- Vocabulary:
- Dichotomous keys
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Learn the parts of a compound light microscope and their functions.
2. Learn how to calculate the magnification of a compound light microscope.
3. Learn how to make a wet mount slide.
4. Understand how the orientation and movement of the specimen’s image changes when viewed though a compound light microscope.
5. Learn the proper use of the low and high power objective lenses.
6. Learn the proper use of the coarse and fine adjustments for focusing.
- Language Objective:
- Students will be able to:
1. Practice oral reading with spontaneity.
2. Answer questions from discussion in complete sentences.
- Main Activity:
- Part 1: The Cell
1. Students are divided into 2 groups (Eukaryotic and Prokaryotic).
2. Each group is given materials and guide questions about their topic.
3. Students should be able to answer all the questions within the given time frame.
Whole Group Instruction:
1. Teacher discusses the differences and similarities of prokaryotic and eukaryotic cells by filling in chart.
2. Students complete checklist chart of the similarities and differences of eukaryotic and prokaryotic cells.
Part 2: Microscope
1. Students are given materials and guide questions about the microscope.
2. Students should be able to answer all the questions within the given time frame.
3. Students should be able to label the parts of the microscope.
Whole Group Instruction:
1. Teacher discusses the parts of the microscope and their uses/functions.
2. Teacher reinforces students to handle the device with utmost care (shows the Ss a real microscope and let them explore it through touching/manipulating.)
3. Students complete the labels of the parts of the microscope.
- Evaluation:
- Formal 1: Correct construction of Venn diagram.
Students use the Venn diagram to draw generalizations about similarities and differences of eukaryotic and prokaryotic cells.
Formal 2: Correct labeling of the parts of the microscope.
- Vocabulary:
- Cell , Cell Theory, Prokaryotic, Eukaryotic, Microscope
- Homework:
- Instruct students to do further reading about prokaryotic and eukaryotic cells and to answer the following checklist:
- Materials / Resources (including technology)
- · Life Science books
· Venn diagrams
· Chart
· Microscopes
· Timelines
· Worksheets
· Presenter
· Powerpoint,
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The cell structure through models and pictures.
2. The Plasma membrane and its functions.
3. The parts of the cell.
4. Theory of cellular evolution.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the three tenets of the cell theory.
2. Construct timeline to show development of the cell theory.
3. Create Venn Diagram to compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, and representative organisms.
4. List and describe all eukaryotic cell organelles in terms of structure and function.
5. Differentiate between plant and animal cells visually and verbally by identifying variations in organelle types, amounts, and structural modifications.
6. Use scientific inquiry skills in answering questions about cell theory and cell structure.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Cell Theory, Macromolecules, proteins, lipids,
- Homework:
- Identify the parts of animal and plant cell.
- Learning Objective:
- Students will be able to:
1. Differentiate between prokaryotes and eukaryotes.
2. Understand the importance of the nucleus and its components.
3. Differentiate between rough and smooth endoplasmic reticulum both in structure and function.
4. Understand how the endoplasmic reticulum and Golgi apparatus interact with one another and know with which other organelles they are associated.
5. Differentiate between the two energy‐ producing organelles of eukaryotes.
6. Identify the three primary components of the cell’s cytoskeleton and how they affect cell shape, function, and movement.
7. Compare and contrast bacterial flagella with eukaryotic flagella and cilia.
- Language Objective:
- Students will be able to:
- Main Activity:
- Procedure:
Warm Up
1. Class Starts with life science trivia.
2. Homework Check.
Direct Instruction:
1. Direct students’ attention to the illustration of a typical plant and animal cell.
Practice:
Pair up students. They will go to the IT Lab to virtually discover the different parts and structures of a plant and animal cell. They will match the pictures with the organelle name and function. Students label the organelles in a plant and animal cell. Create an analogy: Cell as a factory, school, etc. to note that cells have parts that do different functions and most of the things that your body does are actually done inside cells.
Closure
All cells have some of the same parts and many parts have similar jobs. The most important parts of a cell are cell membrane, nucleus, nuclear membrane, cell wall, cytoplasm, vacuole, mitochondria, chromosome and chloroplast.
- Evaluation:
- Ability to identify and state the functions of the different organelles in a eukaryotic cell.
Matching Type Classwork.
Labeling the organelles in a plant and animal cell.
- Vocabulary:
- Cell membrane, Cell Wall, Nucleus, Cytoplasm, Mitochondria, Lysosomes, Vacuoles, Endoplasmic reticulum, Golgi Bodies, Chloroplast, Centriole, Centrosome, Chromosomes, Nucleolus
- Homework:
- Read page 51‐56 and Answer the Reinforcement and Study Guide Handout.
- Learning Objective:
- Students will be able to:
1. Know how plant cells are fundamentally different from other kinds of cells.
2. Compare the extracellular matrix of animal cells with the cell walls of plants.
- Language Objective:
- Students will be able to:
- Main Activity:
- Procedure
Warm Up
1. Bell Ringer: Identify the organelle described below. Write the letter on the blank before the number.
_____1. Gel‐like material that contains the hereditary material
_____2. Transports materials around in the cell
_____3. Made of DNA
_____4. Control center of the cell
_____5. Produces energy for the cell
2. Homework Check
Direct Instruction
1. Start by pairing students. Each pair will either do the plant cell component mix and match or the animal cell mix or match activity. They will complete the table by putting the organelle picture and function in the correct column.
2. Place the students’ works side by side and explore the similarities between animal cell and plant cell.
3. Direct students’ attention to the Plant and animal cell difference chart and complete each by observing the plant and animal cell models.
Similarities: Both have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum.
Differences:
Practice
Animal and Plant Cell Component Mix and Match Activity.
Completion of Similarities and difference Chart.
Closure
Both plant and animal cells have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum.
Students use the chart to enumerate the differences between animal and plant cell.
- Evaluation:
- Informal: Ability to differentiate between plant and animal cells by identifying variations in organelle types, amounts, and
structural modifications.
Formal: Construction of Venn diagram.
- Vocabulary:
- Plant Cell, Animal Cell, similarity, difference
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- 1. Ask students to draw a pyramid in their notebooks. Draw a pyramid on the board.
2. Explain to students that the smaller levels of biological organization work together to create the larger levels until a complete organism is created.
3. Explain the bottom of the pyramid to demonstrate this event.
4. Using the list below, ask students to write the examples in their pyramids for each level of biological organization:
· On the lowest level, students should write "atoms". Explain to students that 98% of the body weight of organisms is made up of only six elements. These elements are listed in the periodic table with the measurements given based on one atom. Have the students write these six elements as examples of atoms in their pyramid; carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur.
· On the next level up, have students write the word "molecules". Explain that in living things, atoms join to formmolecules. In humans, one of the molecules that is formed is called DNA or Deoxyribonucleic Acid. Ask students to write this next to the word molecules on their pyramid.
On the third level from the bottom, students should write "cells". Let students know that a cell is the smallest structural and functional unit of an organism. Some examples of cells are nerve cells and brain cells. Ask students to write these on their pyramids. · The next level up is tissues. Ask students to write this on their pyramid. Explain that tissue is made up of similar cells that combine to perform a function. Some examples of tissues are nerve tissue and brain tissue. Ask students to write these on their pyramid. (These particular ones were chosen to assist students in seeing the correlation between cells and tissues.)
· Moving up a level, we come to organs. Ask students the write this word in the appropriate place on their pyramid. Explain that just as similar cells combine to make tissues, so do similar tissues combine to make organs. Some examples that students may write on their pyramid are the brain, skin, stomach etc.
· On the next level up ask students to write "organ systems". Explain that organ systems are the result of several organs working together to perform a function. Some examples that students may write on their pyramid are the digestive system, nervous system and cardiovascular system.
· Finally, at the top of the pyramid, the organ systems work together to form an organism. In this particular activity we have been discussing the biological organization of humans. Once students write the word "organism" at the top of their pyramid, ask them to write "human" next to it.
5. Hold a discussion with the students. During the discussion, ask students if humans in particular would be able to function if any of these systems were absent.
- Evaluation:
- Completed pyramid
- Vocabulary:
- Atoms, molecules, cells, tissues, organs, organ systems, organisms
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Plant and animal models/pictures, cut outs, notes, pc and projector Pen and Quiz paper.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The cell structure through models and pictures.
2. The Plasma membrane and its functions.
3. The parts of the cell.
4. Theory of cellular evolution.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the three tenets of the cell theory.
2. Construct timeline to show development of the cell theory.
3. Create Venn Diagram to compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, and representative organisms.
4. List and describe all eukaryotic cell organelles in terms of structure and function.
5. Differentiate between plant and animal cells visually and verbally by identifying variations in organelle types, amounts, and structural modifications.
6. Use scientific inquiry skills in answering questions about cell theory and cell structure.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past two weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Cell Theory, Macromolecules, proteins, lipids,
- Homework:
- Identify the parts of animal and plant cell.
- Learning Objective:
- Students will be able to:
1. Differentiate between prokaryotes and eukaryotes.
2. Understand the importance of the nucleus and its components.
3. Differentiate between rough and smooth endoplasmic reticulum both in structure and function.
4. Understand how the endoplasmic reticulum and Golgi apparatus interact with one another and know with which other organelles they are associated.
5. Differentiate between the two energy‐ producing organelles of eukaryotes.
6. Identify the three primary components of the cell’s cytoskeleton and how they affect cell shape, function, and movement.
7. Compare and contrast bacterial flagella with eukaryotic flagella and cilia.
- Language Objective:
- Students will be able to:
- Main Activity:
- Procedure:
Warm Up
1. Class Starts with life science trivia.
2. Homework Check.
Direct Instruction:
1. Direct students’ attention to the illustration of a typical plant and animal cell.
Practice:
Pair up students. They will go to the IT Lab to virtually discover the different parts and structures of a plant and animal cell. They will match the pictures with the organelle name and function. Students label the organelles in a plant and animal cell. Create an analogy: Cell as a factory, school, etc. to note that cells have parts that do different functions and most of the things that your body does are actually done inside cells.
Closure
All cells have some of the same parts and many parts have similar jobs. The most important parts of a cell are cell membrane, nucleus, nuclear membrane, cell wall, cytoplasm, vacuole, mitochondria, chromosome and chloroplast.
- Evaluation:
- Ability to identify and state the functions of the different organelles in a eukaryotic cell.
Matching Type Classwork.
Labeling the organelles in a plant and animal cell.
- Vocabulary:
- Cell membrane, Cell Wall, Nucleus, Cytoplasm, Mitochondria, Lysosomes, Vacuoles, Endoplasmic reticulum, Golgi Bodies, Chloroplast, Centriole, Centrosome, Chromosomes, Nucleolus
- Homework:
- Read page 51‐56 and Answer the Reinforcement and Study Guide Handout.
- Learning Objective:
- Students will be able to:
1. Know how plant cells are fundamentally different from other kinds of cells.
2. Compare the extracellular matrix of animal cells with the cell walls of plants.
- Language Objective:
- Students will be able to:
- Main Activity:
- Procedure
Warm Up
1. Bell Ringer: Identify the organelle described below. Write the letter on the blank before the number.
_____1. Gel‐like material that contains the hereditary material
_____2. Transports materials around in the cell
_____3. Made of DNA
_____4. Control center of the cell
_____5. Produces energy for the cell
2. Homework Check
Direct Instruction
1. Start by pairing students. Each pair will either do the plant cell component mix and match or the animal cell mix or match activity. They will complete the table by putting the organelle picture and function in the correct column.
2. Place the students’ works side by side and explore the similarities between animal cell and plant cell.
3. Direct students’ attention to the Plant and animal cell difference chart and complete each by observing the plant and animal cell models.
Similarities:
Both have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum
Differences:
Practice
Animal and Plant Cell Component Mix and Match Activity.
Completion of Similarities and difference Chart.
Closure
Both plant and animal cells have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum.
Students use the chart to enumerate the differences between animal and plant cell.
- Evaluation:
- Informal: Ability to differentiate between plant and animal cells by identifying variations in organelle types, amounts, and
structural modifications.
Formal: Construction of Venn diagram.
- Vocabulary:
- Plant Cell, Animal Cell, similarity, difference
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- 1. Ask students to draw a pyramid in their notebooks. Draw a pyramid on the board.
2. Explain to students that the smaller levels of biological organization work together to create the larger levels until a complete organism is created.
3. Explain the bottom of the pyramid to demonstrate this event.
4. Using the list below, ask students to write the examples in their pyramids for each level of biological organization:
· On the lowest level, students should write "atoms". Explain to students that 98% of the body weight of organisms is made up of only six elements. These elements are listed in the periodic table with the measurements given based on one atom. Have the students write these six elements as examples of atoms in their pyramid; carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur.
On the next level up, have students write the word "molecules". Explain that in living things, atoms join to formmolecules. In humans, one of the molecules that is formed is called DNA or Deoxyribonucleic Acid. Ask students to write this next to the word molecules on their pyramid.
· On the third level from the bottom, students should write "cells". Let students know that a cell is the smallest structural and functional unit of an organism. Some examples of cells are nerve cells and brain cells. Ask students to write these on their pyramids.
· The next level up is tissues. Ask students to write this on their pyramid. Explain that tissue is made up of similar cells that combine to perform a function. Some examples of tissues are nerve tissue and brain tissue. Ask students to write these on their pyramid.
(These particular ones were chosen to assist students in seeing the correlation between cells and tissues.)
· Moving up a level, we come to organs. Ask students the write this word in the appropriate place on their pyramid. Explain that just as similar cells combine to make tissues, so do similar tissues combine to make organs. Some examples that students may write on their pyramid are the brain, skin, stomach etc.
· On the next level up ask students to write "organ systems". Explain that organ systems are the result of several organs working together to perform a function. Some examples that students may write on their pyramid are the digestive system, nervous system and cardiovascular system.
· Finally, at the top of the pyramid, the organ systems work together to form an organism. In this particular activity we have been discussing the biological organization of humans. Once students write the word "organism" at the top of their pyramid, ask them to write "human" next to it.
5. Hold a discussion with the students. During the discussion, ask students if humans in particular would be able to function if any of these systems were absent.
- Evaluation:
- Completed pyramid.
- Vocabulary:
- Atoms, molecules, cells, tissues, organs, organ systems, organisms
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No CLASS
Holiday
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Plant and animal models/pictures, cut outs, notes, pc and projector Pen and Quiz paper.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The parts of a microscope.
2. How to take care of the microscope.
3. The cell theory and types of cells through visuals like charts and timelines.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the three tenets of the cell theory.
2. Construct timeline to show development of the cell theory.
3. Create Venn Diagram to compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, and representative organisms.
4. Identify the parts of a microscope and their corresponding usage.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Know the basic cell types: Eukaryote and Prokaryote.
2. Differentiate the structures of a unicellular and a multicellular organism.
3. Identify the basic parts of the cell.
- Language Objective:
- Students will be able to:
1. Practice oral reading with spontaneity.
2. Answer questions from discussion in complete sentences.
- Main Activity:
- 1. Students are divided into 2 groups (Eukaryotic and Prokaryotic).
2. Each group is given materials and guide questions about their topic.
3. Students should be able to answer all the questions within the given time frame.
Whole Group Instruction:
1. Teacher discusses the differences and similarities of prokaryotic and eukaryotic cells by filling in chart.
2. Students complete checklist chart of the similarities and differences of eukaryotic and prokaryotic cells.
- Evaluation:
- Formal 1: Correct construction of Venn diagram.
Students use the Venn diagram to draw generalizations about similarities and differences of eukaryotic and prokaryotic cells.
- Vocabulary:
- Cell , Cell Theory, Prokaryotic, Eukaryotic
- Homework:
- Instruct students to do further reading about prokaryotic and eukaryotic cells and to answer the following checklist:
- Learning Objective:
- Students will be able to:
1. Outline the significant times and people involved with the development of the cell theory.
2. Recognize the link between the development of the cell theory and technology used.
3. Realize the importance of the cell theory as it is related to all living organisms.
- Language Objective:
- Students will be able to:
1. Explain the cell theory using vocabs and complete sentences.
- Main Activity:
- Direct Instruction:
Students are divided into 2 groups (Cell Theory and Organization). Each group is given materials and guide questions about their topic. Students should be able to answer all the questions within the given time frame.
Whole Group Instruction. Teacher goes over the development of cell theory. During which students start constructing the timeline on the board.
Practice
Students post strips of paper with information about the development of the cell theory to construct a timeline.
- Evaluation:
- Informal: Timeline completion.
Students go over the development of the cell theory using the timeline constructed.
- Vocabulary:
- Cell , Cell Theory
Closure: It is amazing to think that the cells that make up our bodies are just as alive as we are. Humans are just an intricately designed community of cells, which must work together to survive.
- Homework:
- KEY CONCEPT Cells are the basic unit of life.
The invention of the microscope in the late 1500s revealed to early scientists a whole new world of tiny cells. Most cells are so small that they cannot be seen without a microscope. The discoveries of scientists from the 1600s through the 1800s led to the cell theory, which is a unifying concept of biology. The cell theory has three major principles:
• All organisms are made of cells.
• All existing cells are produced by other living cells.
• The cell is the most basic unit of life.
All cells can be divided into two major groups: prokaryotic cells or eukaryotic cells. The main differences between the two kinds of cells are in their structure:
o Eukaryotic cells have a nucleus defined by a membrane, while prokaryotic cells have no nucleus.
o In eukaryotic cells, the DNA, or genetic information, is found in the nucleus. In prokaryotic cells, the DNA is found in the cytoplasm, the jellylike substancethat fills both types of cells.
o Eukaryotic cells have organelles, structures that perform jobs for a cell. Most organelles are surrounded by membranes. Prokaryotic cells do not have organelles surrounded by membranes.
Prokaryotic cells make up organisms called prokaryotes. All prokaryotes are tiny and consist of single cells. Bacteria are prokaryotic cells. Eukaryotic cells make up eukaryotes. You are a eukaryote, as are plants and some types of singlecelled organisms. All multicellular organisms, or organisms that have many cells, are eukaryotes.
1. What is the smallest, most basic unit of life?
2. Where is the DNA in a prokaryote? in a eukaryote?
3. Why would you need a microscope to see a prokaryotic organism?
4. A friend tells you he read somewhere that rotting garbage can turn into maggots, which are fly larvae, and the maggots then can grow into adult flies. What part of the cell theory could you use to refute his claim?
- Learning Objective:
- Students will be able to:
1. Learn the parts of a compound light microscope and their functions.
2. Learn how to calculate the magnification of a compound light microscope.
3. Learn how to make a wet mount slide.
4. Understand how the orientation and movement of the specimen’s image changes when viewed though a compound light microscope.
5. Learn the proper use of the low and high power objective lenses.
6. Learn the proper use of the coarse and fine adjustments for focusing.
- Language Objective:
- Students will be able to:
1. Practice oral reading with spontaneity.
2. Answer questions from discussion in complete sentences.
- Main Activity:
- Main Activity:
1. Students are given materials and guide questions about the microscope.
2. Students should be able to answer all the questions within the given time frame.
3. Students should be able to label the parts of the microscope
Whole Group Instruction:
1. Teacher discusses the parts of the microscope and their uses/functions.
2. Teacher reinforces students to handle the device with utmost care (shows the Ss a real microscope and let them explore it through touching/manipulating.)
3. Students complete the labels of the parts of the microscope.
- Evaluation:
- Formal 1: Correct labeling of the parts of the microscope.
- Vocabulary:
- Cell , Cell Theory, Prokaryotic, Eukaryotic, Microscope.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Master the parts of the microscope.
2. Get a good light source and illuminate the organism in the slide.
3. Navigate the parts of the microscope to get a good image of the organism.
4. Get a sharp a image using the low, mid, and high power objectives.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- Students will be tasked to perform three sets of activity:
(1) Identifying the parts of the microscope.
(2) Get a sharp and concrete image of the organism in the prepared slide.
(3) Answer the worksheet.
1. Students are called in three’s from the holding room. (cafeteria)
2. In the exam room the three students will pick a spot from where to use the microscope.
3. The practical exam begins with pointing out the parts of the microscope, followed by applications of knowledge in using the microscope.
4. Students will view the prepared slides in specific time in seconds:
5. Students will answer the worksheet about microscopes.
- Evaluation:
- Accomplished worksheets.
Sharp images of plant cells.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Biology books, Venn diagrams, Chart, microscopes, timelines, worksheets, presenter, PowerPoint, slides, cover slips
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The Cell membrane and its functions.
2. How nutrients are entering the cell.
3. Distinguish between passive and active transport.
4. Distinguish between diffusion and osmosis.
5. Distinguish between autotrophic and heterotrophic nutrition.
6. Understand the discovery of the photosynthetic processes from an historical perspective.
7. Understand how light energy is packaged and how its absorption is related to wavelength.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List types of active and passive transport with examples.
2. Explain how equilibrium is established as a result of diffusion.
3. Explain how substances cross the cell membrane through facilitated diffusion.
4. Explain how ion channels assist the diffusion of ions across the cell membrane.
5. Describe the sodium‐potassium pump.
6. Compare and contrast endocytosis and exocytosis.
Monday
Tuesday
Wednesday
Thursday
Friday
COMPLETION OF REQUIREMENTS
NEW SET OF CLASSROOM RULES AND POLICIES
ANNOUNCEMENT OF PROJECTS
- Learning Objective:
- Students will be able to:
1. Evaluate their performance on GP1 exam.
2. Understand the new rules and policies set for GP2.
3. Submit all the requirements needed for completion.
4. Understand the rubric given for the project.
- Language Objective:
- Students will be able to:
1. Articulate the new set of policies.
2. Verbalize misunderstanding of the exam questions.
- Main Activity:
- 1. Teacher distributes exam papers.
2. Students will re‐check the papers by reading the questions orally and verifying the answer.
3. Teacher will emphasize new ruling inside classroom.
4. Seating arrangements will be modified.
5. Teacher will explain about the project:
Construct a cell model in a dioramic view, indicating all parts and functions, using given materials.
Criteria are as follows: Content, Organization, Creativity, Neatness, Display ability.
6. Teacher will ask students to turn in late assignments, notebooks and activity sheets.
- Evaluation:
- Students’ verbalization of understanding.
- Vocabulary:
- Homework:
- Read about Plasma Membrane and it’s function, and prepare for an interactive discussion.
- Learning Objective:
- Students will be able to:
1. Describe the structure of cell membrane.
2. Name the different types of membrane proteins.
3. Describe the transportation of molecules across cell membrane.
4. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
5. Explain factors that affect the rate of diffusion across a cell membrane.
6. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
7. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain why phospholipid is best suited for cell membrane.
2. Explain the molecular basis of cell membrane.
- Main Activity:
- Warm up:
1. Class starts with trivia.
2. Checking of papers and reviewing concepts.
3. Teacher shows animations of animal cells and plant cells again for reinforcement.
Direct Instruction:
1. Ask students: How do you build a barrier that keeps the watery contents of the cell separate from the watery environment?
2. Teacher shows a presentation on cell membrane and its movement on particles.
3. Teacher shows animations for students to have a better grasp of the concept.
4. Interactive questioning comes after.
5. Handouts given after the discussion.
6. Students answer the worksheets given:
· Explain how diffusion differs from facilitated diffusion.
· For each of the situations below use an arrow to indicate the net movement of sugar into or out of the cell. (Assum that the cell membrane is permeable to sugar molecules.)
· Does a cell expend energy when molecules diffuse in or out of the cell?
· Discuss the similarities and differences between diffusion and osmosis. You can use a Venn diagram in your discussion.
· What would happen to a cell if placed in the following solutions (describe and illustrate).
a. Isotonic solution:
b. Hypotonic solution:
c. Hypertonic solution:
- Evaluation:
- Completed worksheets from students.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic,
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the transportation of molecules across cell membrane.
2. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
3. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
4. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain factors that affect the rate of diffusion across a cell membrane.
- Main Activity:
- Procedure:
1. Label one beaker "water" and the other beaker "salt." Place 100 mL of water into each beaker.
2. Place 3 tablespoons of salt into the salt beaker and stir until the salt is dissolved.
3. With a knife, cut two cubes of potato (without skin) that measure 2 cm on each side. Use caution when cutting the potato. Cut away from the body.
4. Using a balance, measure and record the mass of each potato piece. Then place one piece in the water beaker and the other in the salt beaker. Record the texture of the potato cubes before soaking (hard or soft).
5. Cover the beakers with plastic wrap or aluminum foil and allow them to sit undisturbed overnight.
6. On the second day, carefully remove the potato cubes one at a time and blot them dry on the outside. Weigh the pieces and record their masses. Observe any changes in the texture of each cube.
- Evaluation:
- 1. Describe what happened to the mass of each cube after soaking.
2. Describe what happened to the texture of each cube after soaking.
3. Explain the changes you observed in terms of osmosis.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic
- Homework:
- Learning Objective:
- Students will be able to:
1. Understand that ENERGY can be transformed from one form to another.
2. Know that energy exist in two forms; free energy ‐ available for doing work or as heat ‐ a form unavailable for doing work.
3. Appreciate that the Sun provides most of the energy needed for life on Earth.
4. Know why plants tend to be green in appearance.
5. Equate the organelle of photosynthesis in eukaryotes with the chloroplast.
6. Describe the organization of the chloroplast.
- Language Objective:
- Students will be able to:
1. Explain why photosynthesis is so important to energy and material flow for life on earth.
- Main Activity:
- Warm Up:
Class starts with Biology trivia
Checking of homeworks
Direct Instruction:
1. Distribute Guided notes of the lesson.
2. Introduce the concept with the Cell Energy. The point of this exercise is to uncover prior knowledge find out (as the teacher) where student understanding is at this point.
3. Using PowerPoint presentation, discuss Photosynthesis.
4. Part three of the first day is handing out the word sort cards. Students should work in pairs and try to make some sense of the words and what they mean. As they sort their words into groups, circulate and ask lots of probing questions. Encourage them to sort them any way they see fit. Lastly, have them record the pattern they sorted their words into in the box on their paper. Collect the cards and the student’s Cell Energy handouts.
- Evaluation:
- Completed worksheets.
- Vocabulary:
- Photosynthesis, ATP, Electron Transport Chain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
- Homework:
- Photosynthesis Web Quest
NAME:____________________ DATE:___________
Illuminating Photosynthesis
Type in the following link: http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
Read the introduction entitled “Illuminating Photosynthesis” by Rick Groleau
Click on the link that reads: “Go to Illuminating Photosynthesis.”
Read the introductory poem.
Click on “The Cycle” at the top of the box
1. Click on each of the following items, and explain what happens:
a. The shade over the window:
b. The container of water:
c. The child:
2. a. What gas does the child provide for the plant to use?
b. What gas does the plant provide for the child to use?
c . Will the plant continue to produce this gas if the shade over the window is closed? (try it out to see!)
3. According to this animation, what 3 main things does the plant need for photosynthesis to occur?
(1)
(2)
(3)
Click on “The Atomic Shuffle” at the top of the box.
Read the introductory poem, and click on “next”
4. What type of molecule is shown in the leaf? ___________________
5. Draw one of the molecules below, as it is shown in the leaf.
6. According to the reading, these molecules “do not come from the tap.” What two places do they come from?
(1) (2)
Click on “next” and watch carefully. You may click on “replay” to watch this again.
7. a. What is “stripped” from each water molecule? ________
b. From where does the cell get the energy to do this?___________________
c. The stripped molecules form pairs. Where does it go after this?
Click on “next”
8. a. What gas enters the leaf? _______________________
b. This gas enters through “holes” in the leaf. What are they called? ________________
Click on “next”
9. What molecule is formed once again?
Click on “next”
10. Another molecule is formed (“and boy is it sweet”). Draw this molecule below as shown.
11. What is the name of this molecule? ________________________________
Click on “Three Puzzlers” at the top of the box.
12. Answer each of the following questions, and explain in your own words.
a. Can a tree produce enough oxygen to keep a person alive? Explain.
b. Can a plant stay alive without light?
c. Can a plant survive without oxygen? Explain.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Potato measuring spoon, 3 beakers, salt, pen, stirring rod, balance, plastic wrap or foil Scalpel, ruler, projector, PowerPoint, presenter, handouts, worksheets.
- State of Minnesota Standards Covered
- 1. Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce.
2. Plants and animals undergo a series of orderly changes during their life cycles.
3. All living organisms are composed of one or more cells which carry on the many functions needed to sustain life.
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The structure and function of cells.
2. the similarities and differences of plant and animal cells.
3. The specific organelles including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
4. Function of the organelles in the context of homeostasis.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Be reminded and be expected to know the content of the cell theory.
2. Understand the difference between plant and animal cells and which organelles are present in which type of cell.
3. Create a memorable way to think of each organelle in the analogy activity.
4. Learn the organelles of the cell, what their role is within the cell, and how they function within the cell.
Students will express their knowledge by a paired research project.
5. Explain how the different organelles in the cell are connected. Students will do this by applying information gathered in the research activity to the Journey into the Cell activity.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Build prior knowledge about the structure and function of cells.
2. Use models of plant and animal cells to compare and contrast the similarities and differences.
- Language Objective:
- Students will be able to:
1. Discuss the parts of a cell.
2. Write sentences to compare and contrast the function of the organelles.
- Main Activity:
- Discussion of Cell structure and Organelle.
Animal Cell Organelles/Function
1. CELL MEMBRANE ‐ the thin layer of protein and fat that surrounds the cell.
2. CENTROSOME ‐ a small body located near the nucleus ‐ it has a dense center and radiating tubules. This is where microtubules are made. During cell division (mitosis), the centrosome divides and the two parts move to opposite sides of the dividing cell.
3. CYTOPLASM ‐ the jellylike material outside the cell nucleus in which the organelles are some cells have more than one.
4. NUCLEUS ‐ spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis) and contains DNA (in chromosomes).
5. RIBOSOME ‐ small organelles composed of RNA‐rich cytoplasmic granules that are sites of protein synthesis.
6. ROUGH ENDOPLASMIC RETICULUM ‐ (rough ER) a vast system of interconnected, membranous, infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough appearance. Rough ER transports materials through the cell and produces proteins in sacks alled cisternae (which are sent to the Golgi body, or inserted into the cell membrane).
7. LYSOSOME ‐ (also called cell vesicles) round organelles surrounded by a membrane and containing digestive enzymes. This is where the digestion of cell nutrients takes place.
8. MITOCHONDRION ‐ spherical to rod‐shaped organelles with a double membrane. The inner membrane is infolded many times, forming a series of projections (called cristae). The mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for the cell. They are represented by raisins.
9. NUCLEAR MEMBRANE ‐ the membrane that surrounds the nucleus.
- Evaluation:
- Vocabulary:
- Cell membrane Centrosome Cytoplasm Nucleus Ribosome Rough endoplasmic reticulum Lysosome Mitochondrion Nuclear membrane.
- Homework:
- Learning Objective:
- Students will be able to:
1. use and create models of plant and animal cells to compare and contrast the specific organelles including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
2. Utilize text features to gather information about the structure and function of organelles.
3. Apply text features to illustrate the structure of organelles within a cell.
- Language Objective:
- Students will be able to:
1. Use adjectives to summarize how the structure of a plant cell is different from an animal cell.
2. Orally present how the model of plant and animal cells can be used to compare and contrast the specific organelles.
- Main Activity:
- Fill in the chart below while reading information at the following website:
http://www.beyondbooks.com/lif71 /4a.asp
A Busy Factory
In the second column of the chart, write the name of the organelle that functions most like the factory worker described in the first column. In the third column, write a brief description of the function of the organelle in the cell.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Atom, protons, neutrons, electrons, quarks, Thomson Model, Bohr Model, Rutherford Model, Modern Atomic Model
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Plan and create a two‐, or three‐dimensional mobile sculpture or model that illustrates the structure and function of the organelles of either a plant or an animal cell.
2. Utilize text features to summarize how the structure of a plant cell is different from an animal cell.
3. Compare and contrast the function of the organelles in the context of homeostasis.
- Language Objective:
- Students will be able to:
1. Use adjectives to summarize how the structure of a plant cell is different from an animal cell.
2. Orally present how the model of plant and animal cells can be used to compare and contrast the specific organelles.
- Main Activity:
- This projects lets the student make an edible, 3‐D model of an animal cell. The various organelles of the cell are
represented by fruits and candies. When you've finished making your cell and writing about it, you can eat it.
Make the light‐colored Jello or gelatin, but make it with a bit less water than the instructions call for (this will n1ake the gelatin a little stiffer and will make the cell components stay in place better). The gelatin will represent the cytoplasm of the cell.
First, heat the water to boiling (use about three‐quarters of what is called for in the instructions). Dissolve the gelatin in the hot water and carefully stir it. Carefully add the same amount of cold water.
Place an open plastic bag (we used 1‐ gallon ziplock bags) inside a sturdy container (like a large bowl or pan) – this makes pouring the Jello easier. Slowly pour the cooled gelatin into the bag ‐ make sure that there is room in the bag for all the cell components that will be added later. Seal the bag and put it in the refrigerator.
When the gelatin is almost set (this takes about an hour, but depends on the temperature of your refrigerator), open the bag and start adding the components of the cell. (Also, have the student label the cell components using this printout, including the name of each cell component and what they used to represent it using the animal cell glossary.)
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- 1. Gelatin, either a light‐coloreel lello (like lemon) or unflavored gelatin with sugar or juice added.
2. Water
3. Spoon (to stir the gelatin)
4. Microwave or stove (used to heat the water)
5. A small but sturdy plastic bag to make the gelatin in (we used I‐gallon ziplock bags)
6. Various fruits and candies used to represent the parts of the cell: raisins, gummy worms (plain and sour), gumdrops, gum ball, jelly beans, grapes, mandarin orange sections, sprinkles, M&M's, jaw breakers, a small stone fruit (like a plum), dried fruit, and/or hard candy.
7. Refrigerator (used to set the gelatin)
8. Powerpoint
9. Presenter
10. Notes
11. projector
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The photosynthetic processes.
2. How light energy is packaged and how its absorption is related to wavelength.
3. How electrons are captured by and transferred through the various molecules of a plant.
4. The two main stages of photosynthesis in general terms.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. State the overall equation for photosynthesis and explain why water is included on both sides.
2. Describe the structure of a chloroplast, listing all membranes and compartments.
3. Perform an experiment and identify the different pigments found in a leaf using chromatography.
4. Describe the structure of a chloroplast, listing all membranes and compartments.
5. Write a summary equation for photosynthesis.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Understand that ENERGY can be transformed from one form to another.
2. Know that energy exist in two forms; free energy ‐ available for doing work or as heat ‐ a form unavailable for doing work.
3. Appreciate that the Sun provides most of the energy needed for life on Earth.
4. Know why plants tend to be green in appearance.
5. Equate the organelle of photosynthesis in eukaryotes with the chloroplast.
6. Describe the organization of the chloroplast.
- Language Objective:
- Students will be able to:
1. Explain why photosynthesis is so important to energy and material flow for life on earth.
- Main Activity:
- Warm Up:
Class starts with Biology trivia.
Checking of homework.
Direct Instruction:
1. Distribute Guided notes of the lesson.
2. Introduce the concept with the Cell Energy. The point of this exercise is to uncover prior knowledge find out (as the teacher) where student understanding is at this point.
3. Using PowerPoint presentation, discuss Photosynthesis.
4. Part three of the first day is handing out the word sort cards. Students should work in pairs and try to make some sense of the words and what they mean. As they sort their words into groups, circulate and ask lots of probing questions. Encourage them to sort them any way they see fit. Lastly, have them record the pattern they sorted their words into in the box on their paper. Collect the cards and the student’s Cell Energy handouts.
- Evaluation:
- Completed worksheets
- Vocabulary:
- Photosynthesis, ATP, Electron TransportChain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
- Homework:
- Interpreting Information
Scientists estimate that only 10 percent of the energy present at each level of the food chain is available to the next level.
Scientists also estimate that only 1 percent of the light energy from the sun that reaches photosynthetic organisms is converted to chemical energy during photosynthesis. Use this information and the two food chains below to answer the questions that follow.
Read each question, and write your answer in the space provided:
1. Assume that 1 million kilocalories (kcal) of energy from the sun are available to the autotrophs in the food chains above. Determine the amount of energy that will be available at every level of each food chain.
2. Say you had a food chain that included rice and vegetables on one level and humans on the other level. Assume that 1.5 million kcal are available from the sun. Determine the amount of energy available in this food chain.
3. Explain why most food chains consist of no more than three or four levels.
4. What do you think happens to the stored energy that does not advance from one level of the food chain to the next? Give two possibilities.
5. Earth’s population is increasing at a rate that may outpace our ability to produce enough food for people. Think about how much land is needed to raise vegetable crops compared with how much land is needed to raise livestock. Based on this analysis, explain why vegetarianism might be a good way to produce more food for more people.
- Learning Objective:
- Students will be able to:
1. Understand that ENERGY can be transformed from one form to another.
2. Know that energy exist in two forms; free energy ‐ available for doing work or as heat ‐ a form unavailable for doing work.
3. Appreciate that the Sun provides most of the energy needed for life on Earth.
4. Know why plants tend to be green in appearance.
5. Equate the organelle of photosynthesis in eukaryotes with the chloroplast.
6. Describe the organization of the chloroplast.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm Up:
What is photosynthesis?
Direct Instruction:
1. Continue the discussion on Photosynthesis, concentrating on the 2 phases: Light reaction and Dark Reaction
2. Apply knowledge by Interpreting Information; Students will answer the Science skills worksheet:
Scientists estimate that only 10 percent of the energy present at each level of the food chain is available to the next level.
Scientists also estimate that only 1 percent of the light energy from the sun that reaches photosynthetic organisms is converted to chemical energy during photosynthesis. Use this information and the two food chains below to answer the questions that follow.
- Evaluation:
- Completed worksheets and guided notes on Photosynthesis
- Vocabulary:
- Photosynthesis, ATP, Electron TransportChain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
- Homework:
- Learning Objective:
- Students will be able to:
1. Locate information on each topic or question researched, using more than one source.
2. Collect information on a clearly defined topic and organize the information.
3. Organize information gathered from the Internet by selecting and recording the data.
4. Develop an understanding of how to use the Internet by linking to a variety of sites.
- Language Objective:
- Students will be able to:
1. Communicate the data and results from internet surfing by answering questions.
- Main Activity:
- Type in the following link:
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
Read the introduction entitled “Illuminating Photosynthesis” by Rick Groleau
Click on the link that reads: “Go to Illuminating Photosynthesis.”
Read the introductory poem.
Click on “The Cycle” at the top of the box.
1. Click on each of the following items, and explain what happens:
a. The shade over the window:
b. The container of water:
c. The child:
2. a. What gas does the child provide for the plant to use?
b. What gas does the plant provide for the child to use?
c. Will the plant continue to produce this gas if the shade over the window is closed? (try it out to see!)
3. According to this animation, what 3 main things does the plant need for photosynthesis to occur?
(1)
(2)
(3)
Click on “The Atomic Shuffle” at the top of the box.
Read the introductory poem, and click on “next”
4. What type of molecule is shown in the leaf? ___________________
5. Draw one of the molecules below, as it is shown in the leaf.
6. According to the reading, these molecules “do not come from the tap.” What two places do they come from?
(1)___________________ (2)___________________
Click on “next” and watch carefully. You may click on “replay” to watch this again.
7. a. What is “stripped” from each water molecule? ________
b. From where does the cell get the energy to do this?___________________
c. The stripped molecules form pairs. Where does it go after this?
Click on “next”
8. a. What gas enters the leaf? _______________________
b. This gas enters through “holes” in the leaf. What are they called? ________________
Click on “next”
9. What molecule is formed once again?
Click on “next”
10. Another molecule is formed (“and boy is it sweet”). Draw this molecule below as shown.
11. What is the name of this molecule? ________________________________
Click on “Three Puzzlers” at the top of the box.
12. Answer each of the following questions, and explain in your own words.
a. Can a tree produce enough oxygen to keep a person alive? Explain.
b. Can a plant stay alive without light?
c. Can a plant survive without oxygen? Explain.
- Evaluation:
- Completed Worksheets
- Vocabulary:
- Photosynthesis, ATP, Electron TransportChain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
- Homework:
- Do the photosynthesis worksheet and bring the following tomorrow for the lab:
Isopropyl alcohol
Green leaf
Coffee filter or chromatography paper
Coin
Beaker
Ruler
Scissors
Pencil
Tape
Colored pencils or crayons
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Identify the many colors in leaves by making chromatography strips.
2. Change their ideas about seasonal changes through guided scientific inquiry.
3. Experiment with plant pigments and try to separate them using chromatography.
4. Discover that the colors we see can contain other colors.
- Language Objective:
- Students will be able to:
1. Communicate the data and results from internet surfing by answering questions.
- Main Activity:
- Warm up:
Class starts with trivia.
Procedure
*Paper chromatography is a process that uses special filter paper to separate and identify the different substances in a mixture. Chromatography means “to write with color.” The substances in the mixture dissolve in the alcohol and move up the paper. The heavier substances move up the paper more slowly. The lighter substances move up the paper more quickly. So heavy and light substances get separated from one another on the paper.
*Plants contain chlorophyll, a green pigment, as well as carotenoid, a pigment that ranges in color from red to orange to yellow.
1. Obtain a strip of chromatography paper or cut a 2 ½ cm strip from a coffee filter.
2. Use a ruler to measure and draw a light pencil line 2 cm above the bottom of the paper strip.
3. Wrap a leaf around a coin with the waxy side of the leaf facing outward. Now rub the leaf along the light pencil line on the paper strip until you make a dark green line. DO NOT RUB THE LEAF ABOVE OR BELOW THE LINE. RUB THE LEAF ON THE LINE ONLY.
4. Tape the top of the paper strip to a pencil so that the end of the strip with the green line hangs down.
The pencil should be able to sit across the top of the beaker with the bottom of the paper strip just touching the bottom of the beaker. Cut off any excess paper from the top of the strip if it is too long. DO NOT CUT THE BOTTOM OF THE STRIP WITH THE GREEN LINE.
5. Remove the pencil/paper strip from the beaker for now.
6. Carefully add isopropyl alcohol to the beaker until it reaches a depth of 1 cm in the beaker.
7. Lay the pencil across the top of the beaker with the paper strip extending into the alcohol. MAKE SURE THAT THE LEVEL OF THE ALCOHOL IS BELOW THE GREEN LINE ON YOUR PAPER STRIP. IF THE ALCOHOL IS GOING TO COVER THE GREEN LINE, POUR OUT SOME ALCOHOL BEFORE YOU GET THE GREEN LINE WET.
8. Observe as the alcohol gets absorbed and travels up the paper. This may take up to 20 minutes. Do not touch your experiment during this time.
9. Using colored pencils or crayons, draw your results.
Students would answer the ffg questions:
1. Why is paper chromatography an appropriate technique to use to determine if different pigments are present in a leaf?
2. How does paper chromatography work?
3. Did the leaf you tested contain different pigments? Use your results to support your answer.
4. Based on what you have learned, explain why leaves tend to change color in the fall.
5. Leaves in New England change color in the fall. However, leaves in Florida do not change color in the fall. Why is this so? (Hint: Think of a difference between the two locations that might act as a trigger for leaves to change color in the fall.)
6. Was your hypothesis correct? If not, rewrite your hypothesis here so that it is correct.
- Evaluation:
- Completed Lab sheets from students.
- Vocabulary:
- Carotenoids, Chlorophyll A, Chlorophyll B, Anthocyanin
- Homework:
- Materials / Resources (including technology)
- Isopropyl alcohol, Green leaf, Coffee filter or chromatography paper, Coin, Beaker, Ruler ,Scissors, Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The Cell membrane and its functions.
2. How nutrients are entering the cell.
3. Distinguish between passive and active transport.
4. Distinguish between diffusion and osmosis.
5. Distinguish between autotrophic and heterotrophic nutrition.
6. Understand the discovery of the photosynthetic processes from an historical perspective.
7. Understand how light energy is packaged and how its absorption is related to wavelength.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List types of active and passive transport with examples.
2. Explain how equilibrium is established as a result of diffusion.
3. Explain how substances cross the cell membrane through facilitated diffusion.
4. Explain how ion channels assist the diffusion of ions across the cell membrane.
5. Describe the sodium‐potassium pump.
6. Compare and contrast endocytosis and exocytosis.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Plan and create a two‐, or three‐dimensional mobile sculpture or model that illustrates the structure and function of the organelles of either a plant or an animal cell.
2. Utilize text features to summarize how the structure of a plant cell is different from an animal cell.
3. Compare and contrast the function of the organelles in the context of homeostasis.
- Language Objective:
- Students will be able to:
1. Use adjectives to summarize how the structure of a plant cell is different from an animal cell.
2. Orally present how the model of plant and animal cells can be used to compare and contrast the specific organelles.
- Main Activity:
- This projects lets the student make an edible, 3‐D model of an animal cell. The various organelles of the cell are
represented by fruits and candies. When you've finished making your cell and writing about it, you can eat it.
Make the light‐colored Jello or gelatin, but make it with a bit less water than the instructions call for (this will n1ake the gelatin a little stiffer and will make the cell components stay in place better). The gelatin will represent the cytoplasm of the cell.
First, heat the water to boiling (use about three‐quarters of what is called for in the instructions). Dissolve the gelatin in the hot water and carefully stir it. Carefully add the same amount of cold water.
Place an open plastic bag (we used 1‐ gallon ziplock bags) inside a sturdy container (like a large bowl or pan) – this makes pouring the Jello easier. Slowly pour the cooled gelatin into the bag ‐ make sure that there is room in the bag for all the cell components that will be added later. Seal the bag and put it in the refrigerator.
When the gelatin is almost set (this takes about an hour, but depends on the temperature of your refrigerator), open the bag and start adding the components of the cell. (Also, have the student label the cell components using this printout, including the name of each cell component and what they used to represent it using the animal cell glossary.)
- Evaluation:
- Vocabulary:
- Homework:
- Read about Plasma Membrane and it’s function, and prepare for an interactive discussion.
- Learning Objective:
- Students will be able to:
1. Describe the structure of cell membrane.
2. Name the different types of membrane proteins.
3. Describe the transportation of molecules across cell membrane.
4. Describe passive transport processes including diffusion, osmosis, and facilitated transport
5. Explain factors that affect the rate of diffusion across a cell membrane
6. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
7. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain why phospholipid is best suited for cell membrane.
2. Explain the molecular basis of cell membrane.
- Main Activity:
- Warm up:
1. Class starts with trivia.
2. Checking of papers and reviewing concepts.
3. Teacher shows animations of animal cells and plant cells again for reinforcement.
Direct Instruction:
1. Ask students: How do you build a barrier that keeps the watery contents of the cell separate from the watery environment?
2. Teacher shows a presentation on cell membrane and its movement on particles.
3. Teacher shows animations for students to have a better grasp of the concept.
4. Interactive questioning comes after.
5. Handouts given after the discussion.
6. Students answer the worksheets given:
· Explain how diffusion differs from facilitated diffusion.
· For each of the situations below use an arrow to indicate the net movement of sugar into or out of the cell. (Assum that the cell membrane is permeable to sugar molecules.)
· Does a cell expend energy when molecules diffuse in or out of the cell?
· Discuss the similarities and differences between diffusion and osmosis. You can use a Venn diagram in your discussion.
· What would happen to a cell if placed in the following solutions (describe and illustrate).
a. Isotonic solution:
b. Hypotonic solution:
c. Hypertonic solution:
- Evaluation:
- Completed worksheets from students.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic,
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the transportation of molecules across cell membrane.
2. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
3. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
4. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain factors that affect the rate of diffusion across a cell membrane.
- Main Activity:
- Procedure:
1. Label one beaker "water" and the other beaker "salt." Place 100 mL of water into each beaker.
2. Place 3 tablespoons of salt into the salt beaker and stir until the salt is dissolved.
3. With a knife, cut two cubes of potato (without skin) that measure 2 cm on each side. Use caution when cutting the potato. Cut away from the body.
4. Using a balance, measure and record the mass of each potato piece. Then place one piece in the water beaker and the other in the salt beaker. Record the texture of the potato cubes before soaking (hard or soft).
5. Cover the beakers with plastic wrap or aluminum foil and allow them to sit undisturbed overnight.
6. On the second day, carefully remove the potato cubes one at a time and blot them dry on the outside. Weigh the pieces and record their masses. Observe any changes in the texture of each cube.
- Evaluation:
- 1. Describe what happened to the mass of each cube after soaking.
2. Describe what happened to the texture of each cube after soaking.
3. Explain the changes you observed in terms of osmosis.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic
- Homework:
- Materials / Resources (including technology)
- Potato measuring spoon, 3 beakers, salt, pen, stirring rod, balance, plastic wrap or foil Scalpel, ruler, projector, PowerPoint, presenter, handouts, worksheets.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Cellular respiration.
2. How glycolysis produce ATP.
3. How ATP is produced in anaerobic respiration.
4. Why fermentation is important.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the structure of a mitochondria.
2. Write a summary equation for cellular respiration.
3. Accomplish a concept map of the cell respiration cycle.
4. Answer the worksheets for cell division in preparation for next week’s discussion.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the transportation of molecules across cell membrane.
2. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
3. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
4. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain factors that affect the rate of diffusion across a cell membrane.
- Main Activity:
- Procedure:
1. Label one beaker "water" and the other beaker "salt." Place 100 mL of water into each beaker.
2. Place 3 tablespoons of salt into the salt beaker and stir until the salt is dissolved.
3. With a knife, cut two cubes of potato (without skin) that measure 2 cm on each side. Use caution when cutting the potato. Cut away from the body.
4. Using a balance, measure and record the mass of each potato piece. Then place one piece in the water beaker and the other in the salt beaker. Record the texture of the potato cubes before soaking (hard or soft).
5. Cover the beakers with plastic wrap or aluminum foil and allow them to sit undisturbed overnight.
6. On the second day, carefully remove the potato cubes one at a time and blot them dry on the outside. Weigh the pieces and record their masses. Observe any changes in the texture of each cube.
- Evaluation:
- 1. Describe what happened to the mass of each cube after soaking.
2. Describe what happened to the texture of each cube after soaking.
3. Explain the changes you observed in terms of osmosis.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within past weeks.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Photosynthesis, ATP, Thylakoid, Chlorophyll, Carotenoids, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma
- Homework:
- Read and Review the concepts of Light and Dark Reaction
- Learning Objective:
- 1. Describe the overall reaction for glucose breakdown.
2. Examine the role of NADH redox reactions in cellular respiration.
3. Evaluate where each carbon molecule goes in a 6‐carbon glucose molecule.
4. Describe where in the cell that glycolysis takes place.
5. Compare the amount of carbon between input and output of glycolysis.
6. Compare the benefits and drawbacks of fermentation.
- Language Objective:
- 1. Explain how ATP can continue to be produced in the absence of oxygen.
1. Explain the fate of each carbon during the complete aerobic metabolism of glucose.
2. Explain how the structure of mitochondria and chloroplasts enable a flow of energy through living things.
- Main Activity:
- Read pages 228‐232 of your textbook and answer the following questions:
1. Describe the process of cellular respiration.
2. Write the chemical equation for cell respiration.
3. What are the reactants of cell respiration?
4. What are the products of cell respiration?
5. Describe the process of glycolysis.
6. What is the net gain of ATP molecules from glycolysis?
7. Does glycolysis require oxygen?
8. Describe fermentation.
9. Does fermentation require oxygen?
10. What are the 2 types of fermentation?
11. What organisms use alcoholic fermentation?
12. In what cells of your body is lactic acid fermentation used and when?
13‐15. Name 3 food products that prokaryotes, employing lactic acid fermentation, are used in the process of making.
- Evaluation:
- Accomplished worksheets.
- Vocabulary:
- aerobic, anaerobic, fermentation, Krebs Cycle, Glycolysis, pyruvate, lactic acid.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- 1. Review the chemical equation for the photosynthesis process.
2. Review the overall chemical reaction during the carbon fixation cycle.
3. Learn that the final product of photosynthesis is the production of glucose.
- Language Objective:
- 2. Explain how ATP can continue to be produced in the absence of oxygen.
3. Explain the fate of each carbon during the complete aerobic metabolism of glucose.
4. Explain how the structure of mitochondria and chloroplasts enable a flow of energy through living things.
- Main Activity:
- Warm up:
After plants are consumed by animals and humans, what will happen to the energy?
Procedure:
PART A
1. Students are given handouts to answer after the discussion.
2. Students fill in this concept map:
3. Teacher discusses cellular respiration and its two main types plus subtypes.
4. Teacher shows video clips of the processes.
5. Question‐answer activity.
PART B:
1. Students are given handouts to answer after the discussion.
2. Teacher discusses the rest of cellular respiration. (Lactic Acid and alcoholic fermentation)
3. Teacher shows video clips of the processes.
4. Question‐answer activity.
- Evaluation:
- Completed guided notes.
Completed concept map.
Verbal answers from students.
- Vocabulary:
- NAD, lactic acid, alcohol, aerobic, anaerobic, fermentation, Krebs Cycle, Glycolysis, pyruvate, lactic acid.
- Homework:
- Materials / Resources (including technology)
- Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter, computer, projector
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The Cell membrane and its functions.
2. How nutrients are entering the cell.
3. Distinguish between passive and active transport.
4. Distinguish between diffusion and osmosis.
5. Distinguish between autotrophic and heterotrophic nutrition.
6. Understand the discovery of the photosynthetic processes from an historical perspective.
7. Understand how light energy is packaged and how its absorption is related to wavelength.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List types of active and passive transport with examples.
2. Explain how equilibrium is established as a result of diffusion.
3. Explain how substances cross the cell membrane through facilitated diffusion.
4. Explain how ion channels assist the diffusion of ions across the cell membrane.
5. Describe the sodium‐potassium pump.
6. Compare and contrast endocytosis and exocytosis.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the structure of cell membrane.
2. Name the different types of membrane proteins.
3. Describe the transportation of molecules across cell membrane.
4. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
5. Explain factors that affect the rate of diffusion across a cell membrane.
6. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
7. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain why phospholipid is best suited for cell membrane.
2. Explain the molecular basis of cell membrane.
- Main Activity:
- Warm up:
1. Class starts with trivia.
2. Checking of papers and reviewing concepts.
3. Teacher shows animations of animal cells and plant cells again for reinforcement.
Direct Instruction:
1. Ask students: How do you build a barrier that keeps the watery contents of the cell separate from the watery environment?
2. Teacher shows a presentation on cell membrane and its movement on particles.
3. Teacher shows animations for students to have a better grasp of the concept.
4. Interactive questioning comes after.
5. Handouts given after the discussion.
6. Students answer the worksheets given:
- Explain how diffusion differs from facilitated diffusion.
- For each of the situations below use an arrow to indicate the net movement of sugar into or out of the cell. (Assum that the cell membrane is permeable to sugar molecules.)
- Does a cell expend energy when molecules diffuse in or out of the cell?
- Discuss the similarities and differences between diffusion and osmosis. You can use a Venn diagram in your discussion.
- What would happen to a cell if placed in the following solutions (describe and illustrate).
a. Isotonic solution:
b. Hypotonic solution:
c. Hypertonic solution:
- Evaluation:
- Completed worksheets from students
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic,
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the transportation of molecules across cell membrane.
2. Describe passive transport processes including diffusion, osmosis, and facilitated transport.
3. Predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells.
4. Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis.
- Language Objective:
- Students will be able to:
1. Explain factors that affect the rate of diffusion across a cell membrane.
- Main Activity:
- Procedure:
1. Label one beaker "water" and the other beaker "salt." Place 100 mL of water into each beaker.
2. Place 3 tablespoons of salt into the salt beaker and stir until the salt is dissolved.
3. With a knife, cut two cubes of potato (without skin) that measure 2 cm on each side. Use caution when cutting the potato. Cut away from the body.
4. Using a balance, measure and record the mass of each potato piece. Then place one piece in the water beaker and the other in the salt beaker. Record the texture of the potato cubes before soaking (hard or soft).
5. Cover the beakers with plastic wrap or aluminum foil and allow them to sit undisturbed overnight.
6. On the second day, carefully remove the potato cubes one at a time and blot them dry on the outside. Weigh the pieces and record their masses. Observe any changes in the texture of each cube.
- Evaluation:
- 1. Describe what happened to the mass of each cube after soaking.
2. Describe what happened to the texture of each cube after soaking.
3. Explain the changes you observed in terms of osmosis.
- Vocabulary:
- Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic
- Homework:
- Learning Objective:
- Students will be able to:
1. Compare and contrast structures of cells.
2. Identify various parts of the cell in slides, pictures, and/or lab models.
3. Demonstrate knowledge of the cell as a basic unit of life by constructing a three dimensional model of a plant or animal cell and identifying its components and functions.
- Language Objective:
- Students will be able to:
1. Discuss the parts of a cell.
2. Write sentences to compare and contrast the function of the organelles.
3. Use adjectives to summarize how the structure of a plant cell is different from an animal cell.
4. Orally present how the model of plant and animal cells can be used to compare and contrast the specific organelles.
- Main Activity:
- CELL PARTS AND FUNCTIONS
The components of the cell work together to carry out the functions of life. Introduce the individual components, pointing them out on pictures, models or slides. Then divide the class into groups of two or three students. Give each group a slip of paper labeled with a particular cell organelle. Have each group explain to the class the following: Would you find this cell component in a plant or animal cell or both? What is this organelle's function and how does it help the cell? What would happen if this component was missing from the cell? For example, the cell membrane is found in both plants and animals, lies on the outer boundary of the cell and controls the movement of materials in and out of the cell. Without a cell membrane, its contents would leak out and harmful substances could get in.
BUILDING A MODEL
Build a three dimensional cell model. Materials can include large styrofoam spheres (pre‐cut half spheres can be obtained from a craft store) or a shoebox for the cell shell, colored or plain playdough or clear gelatin for the cytoplasm, colored chenille sticks (pipecleaners), puff balls, buttons, yarn, pasta and other items to represent the cellular components. Encourage the students to be creative and use lots of different material in their model and that they should choose items to accurately represent each organelle in size, shape, and location. Have them follow these guidelines for the project:
1. Choose a plant or animal cell.
2. Make a list of components you would find in your cell. A plant cell would contain a cell wall, cell membrane, cytoplasm, nucleus, DNA, ribosomes, chloroplasts, Endoplasmic reticulum (smooth and rough), golgi complex, ribosomes, lysosomes, and vacuoles. An animal cell would contain a cell membrane, cytoplasm, nucleus, DNA, mitochondria, endoplasmic reticulum (smooth and rough), ribosomes, golgi complex,ribosomes, lysosomes, and vacuoles. Select different materials to represent each of the organelles present in that cell. Shape and size the material to realistically resemble the organelle. Place each in its appropriate location in cell body.
3. Label each of the components. Print out organelle names, cut them into small labels and use toothpicks to attach to each label with some tape.
4. Create a separate key that shows each of the cell components and describes its function in the cell.
CREATE A STAND FOR CELL MODEL
‐ You may use a paper towel roll with tape or the top from a gift box to place your cell model on. You will want to tape or glue the bottom of your model to reduce wobbling and make it secure.
- Evaluation:
- A. Creativity and Design
- Animal or plant cell model is appropriate shape. Animal cells are round and plant cells are square.
- Construction is a 3‐D model using four or more different media/materials. The model must be 3‐D and not a drawing. Materials may be edible or nonedible. Be creative in choosing materials. Use your imagination and look for things around the house (buttons, chennile sticks, dried pasta, yarn, playdough, gelatin, candy of different shapes and sizes)
- Care is taken to choose materials that accurately represent each cellular component in shape, size and location in cell. For example, the mitochondria and chloroplasts are kidney‐bean shaped and are roughly the quarter of the size of the nucleus. The nucleus is round, located in the center of the cell body and should be the largest organelle in the cell model.
B. Organization
- Cell components for that particular cell (plant or animal) are present with none missing. Components are accurate as well. For example, mitochondria are found in animal cells but chloroplasts are found in plant cells. - Cell components are labeled appropriately. - Separate key lists cellular components and their functions. C. Extra points for the following: - Create a particular type of animal cell (muscle, nerve, bone, blood) with accurate representation of cellular components. Example: skeletal muscle cells have many nuclei; red blood cells have none because their nuclei pop out before entering the blood stream from the bone marrow. - On a separate piece of paper give a simple explanation for photosynthesis and state which organelle is involved with this process.
- Vocabulary:
- cytoskeleton
· cell membrane
· cytoplasm
· centriole
· nucleus
· endoplasmic reticulum (smooth and rough)
· chromosomes
· DNA
· golgi apparatus
· ribosomes (on ER as well as free floating ribosomes in the cytoplasm)
· mitochondria
· lysosome
· vacuole
· Cell wall
· Cell membrane
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
4. Compare and contrast structures of cells.
5. Identify various parts of the cell in slides, pictures, and/or lab models.
6. Demonstrate knowledge of the cell as a basic unit of life by constructing a three dimensional model of a plant or animal cell and identifying its components and functions.
- Language Objective:
- Students will be able to:
5. Discuss the parts of a cell.
6. Write sentences to compare and contrast the function of the organelles.
7. Use adjectives to summarize how the structure of a plant cell is different from an animal cell.
8. Orally present how the model of plant and animal cells can be used to compare and contrast the specific organelles.
- Main Activity:
- CELL PARTS AND FUNCTIONS
The components of the cell work together to carry out the functions of life. Introduce the individual components,
pointing them out on pictures, models or slides. Then divide the class into groups of two or three students. Give each group a slip of paper labeled with a particular cell organelle. Have each group explain to the class the following: Would you find this cell component in a plant or animal cell or both? What is this organelle's function and how does it help the cell? What would happen if this component was missing from the cell? For example, the cell membrane is found in both plants and animals, lies on the outer boundary of the cell and controls the movement of materials in and out of the cell.
Without a cell membrane, its contents would leak out and harmful substances could get in.
BUILDING A MODEL
Build a three dimensional cell model. Materials can include large styrofoam spheres (pre‐cut half spheres can be obtained from a craft store) or a shoebox for the cell shell, colored or plain playdough or clear gelatin for the cytoplasm, colored chenille sticks (pipecleaners), puff balls, buttons, yarn, pasta and other items to represent the cellular components. Encourage the students to be creative and use lots of different material in their model and that they should choose items to accurately represent each organelle in size, shape, and location. Have them follow these guidelines for the project:
5. Choose a plant or animal cell.
6. Make a list of components you would find in your cell. A plant cell would contain a cell wall, cell membrane, cytoplasm, nucleus, DNA, ribosomes, chloroplasts, Endoplasmic reticulum (smooth and rough), golgi complex, ribosomes, lysosomes, and vacuoles. An animal cell would contain a cell membrane, cytoplasm, nucleus, DNA, mitochondria, endoplasmic reticulum (smooth and rough), ribosomes, golgi complex,ribosomes, lysosomes, and vacuoles. Select different materials to represent each of the organelles present in that cell. Shape and size the material to realistically resemble the organelle. Place each in its appropriate location in cell body.
7. Label each of the components. Print out organelle names, cut them into small labels and use toothpicks to attach to each label with some tape.
8. Create a separate key that shows each of the cell components and describes its function in the cell.
CREATE A STAND FOR CELL MODEL
‐ You may use a paper towel roll with tape or the top from a gift box to place your cell model on. You will want to tape or glue the bottom of your model to reduce wobbling and make it secure.
- Evaluation:
- D. Creativity and Design
- Animal or plant cell model is appropriate shape. Animal cells are round and plant cells are square.
- Construction is a 3‐D model using four or more different media/materials. The model must be 3‐D and not a drawing. Materials may be edible or nonedible. Be creative in choosing materials. Use your imagination and look for things around the house (buttons, chennile sticks, dried pasta, yarn, playdough, gelatin, candy of different shapes and sizes)
- Care is taken to choose materials that accurately represent each cellular component in shape, size and location in cell. For example, the mitochondria and chloroplasts are kidney‐bean shaped and are roughly the quarter of the size of the nucleus. The nucleus is round, located in the center of the cell body and should be the largest organelle in the cell model.
E. Organization
- Cell components for that particular cell (plant or animal) are present with none missing. Components are accurate as well. For example, mitochondria are found in animal cells but chloroplasts are found in plant cells.
- Cell components are labeled appropriately.
- Separate key lists cellular components and their functions.
F. Extra points for the following:
- Create a particular type of animal cell (muscle, nerve, bone, blood) with accurate representation of cellular components. Example: skeletal muscle cells have many nuclei; red blood cells have none because their nuclei pop out before entering the blood stream from the bone marrow.
- On a separate piece of paper give a simple explanation for photosynthesis and state which organelle is involved with this process.
- Vocabulary:
- · cytoskeleton · cell membrane · cytoplasm · centriole · nucleus · endoplasmic reticulum (smooth and rough) · chromosomes · DNA · golgi apparatus · ribosomes (on ER as well as free floating ribosomes in the cytoplasm) · mitochondria · lysosome · vacuole · Cell wall Cell membrane
- Homework:
- Materials / Resources (including technology)
- Potato measuring spoon, 3 beakers, salt, pen, stirring rod, balance, plastic wrap or foil Scalpel, ruler, projector, PowerPoint, presenter, handouts, worksheets.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The “key events” in the evolution of life on Earth.
2. How evolution is linked to how closely two species are related.
3. The examples of variations.
4. Darwin’s theory.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Identify “key events” in the evolution of life on Earth.
2. Explain how evolution is linked to how closely two species are related.
3. Give examples of variations and explain their importance to natural selection.
4. Compare and contrast the theories of Darwin and Lamarck and explain why Darwin’s theories are still accepted today.
5. Explain why evolution is accepted even though it is “just a theory”.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Discuss how natural selection of variants within populations may lead to the evolution of different species.
2. Describe evidence for evolution as supported by the fossil record.
3. Describe how biogeography of extinct and extant species can be used to support evolution.
- Language Objective:
- Students will be able to:
1. Briefly explain how fossils can be dated.
- Main Activity:
- Warm up:
Class starts with Life trivia
Direct Instructions
1. Ask questions to assess student views and concerns about evolution. Encourage student to understand a scientific approach to the topic.
2. Ask students what they know about evolution. What have they heard about Darwin? Some students may raise religious objections to evolution. Explain that students are welcome to form whatever opinions they wish about evolution, but that in this class we
3. will be discussing a scientific approach to the topic.
4. Read this quote from Darwin: “A fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.”
5. Ask students whether this means they should be willing to consider just one side, or more than one side of the scientific evidence about evolution.
6. Explain that good scientists look at all the evidence, ask hard questions, and then form an opinion. Ask students whether they think science is always correct, or whether sometimes scientists can be wrong.
7. Explain that in these lessons, students will be learning about both the scientific evidence for and against evolution. Encourage them to think critically about the scientific evidence on both sides, and then form their own scientific opinions.
- Evaluation:
- Completed Evolution Word puzzles
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Understand how gene frequencies change from one generation to the next due to mutation, migration, genetic drift, nonrandom mating, and selection.
2. Discuss the case of sickle‐cell anemia as an example of evolutionary adaptation.
3. Define a species and a population.
- Language Objective:
- Students will be able to:
1. Explain how natural selection favors different forms of peppered moths in different situations.
2. Explain and give examples of the three types of selection.
- Main Activity:
- In this lesson students become unwitting subjects in a demonstration of natural selection. Students select candies from a
bowl and have an opportunity to think about what traits brought about the “survival” of some candies.
Lesson Concepts:
1. Not every feature is an adaptation.
2. Adaptations often persist in a population because they are in some way advantageous.
3. Adaptations are preserved in a population by natural selection.
4. Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.
5. Random factors affect the survival of individuals and of populations.
6. Natural selection acts on individuals and populations in a nonrandom way.
Procedure:
1. Discuss the theory of evolution using power point presentation.
2. Make the candy dish accessible in advance so students can pick candies over a period of time, or the dish can be passed around the room a couple times. You can avoid commenting about it at all, or you can make very innocent remarks about providing a treat for the students.
3. After more than half of the candy has been removed, gather the class together. Start the discussion by pointing out that there is often great variation among individuals of animal species. For example, students can look around the room and list the characteristics that vary among humans. Then, ask the students why variation is significant. (One reason variation is important is that variation allows for differential survival of individuals.)
4. Show them the candy bowl and the remaining candies. Count what candies remain and list them on the board.
Ask them if they remember which candies were originally available. Make a list on the board of the original set of candy.
5. Now ask them to list the traits of the candy they selected from the candy dish. (Examples include: chocolate flavor, large size, favorite brand, etc). These are the traits that led to the removal of certain candies.
6. Make a list now of the traits of the candies that were not selected (examples: bad flavor, small size). These are the traits that allowed the candies to survive being passed around the room.
7. So, the fact that there were different candies with different traits resulted in some candies being eaten and others surviving. This is what natural selection does with individuals in a population. Each individual has unique traits; some traits will help an individual survive and some traits do not.
Extensions:
Teacher could continuously add candy into the candy bowl according to the proportions left in the candy bowl. For example, if after the first round all the Hershey kisses disappeared but there were a lot of green Starbursts, add more green Starbursts but do not add any more kisses. This will accentuate the loss of favorite candies and the proliferation of the remaining ones. In addition, this extension will simulate the production of new generations, similar to the evolution of populations over time. Another possibility is that you will see students taking their second choice of candies, simulating the natural situation where predators will start consuming another prey item when their favorite prey item is eliminated.
- Evaluation:
- Ask students to explain how natural selection works
- Vocabulary:
- variation, selection, traits
- Homework:
- Read pages 417‐430 and Do the reinforcement and study guide handout
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- In this natural selection worksheet, students read a cartoon about cricket mating that explains natural selection, fitness
and evolution. They answer four questions about each of these topics
1. When it comes to crickets, what does fitness mean?
2. Is calling good or bad for a cricket's fitness?
3. Give some examples of selection at work in this cricket story.
4. How does selection favor calling? How does selection favor not calling?
This comic follows the efforts of a male cricket as he tries to attract a mate, and in the process, debunks common myths about what it means to be evolutionarily "fit."
- Evaluation:
- Discussion questions
1. When it comes to crickets, what does fitness mean?
2. Is calling good or bad for a cricket's fitness
3. Give some examples of selection at work in this cricket story.
4. How does selection favor calling? How does selection favor not calling?
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- This series of pictures shows natural selection in a population of cacti. Pictures 1 and 2 show what happened when a
deer came to eat, picture 3 shows the cacti a few weeks later (notice the flowers on the right‐hand cactus), and picture 4
shows the situation a few months later.
Complete the following table to describe how this cactus example illustrates the three necessary conditions for evolution by natural selection.
- Evaluation:
- Accomplished worksheets
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Variety of candies—has to include popular ones and unpopular ones (should have at least two candies per person plus
plenty of unpopular ones. Possibly include candies with different colors, sizes, brand names, etc. (avoid candies with nuts
for kids who are allergic).
Large dish, PowerPoint, handouts, projector presenter
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The major difference between analogous and homologous structures?
2. The structure that is the best evidence of evolution: analogous, homologous or vestigial
3. Fossils
4. Type of fossils
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Provide some of the evidence to back up the theory of evolution.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the quiz paper.
- Evaluation:
- Accomplished Quiz papers.
- Vocabulary:
- Artificial selection, reproduction, camouflage, mimicry
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
1. Explain how horses evolved from dog‐size browsers to present fleet‐footed grazers.
2. Explain why beak size in Darwin’s finches provides a classic example of evolution by natural selection.
- Main Activity:
- This series of pictures shows natural selection in a population of cacti. Pictures 1 and 2 show what happened when a
deer came to eat, picture 3 shows the cacti a few weeks later (notice the flowers on the right‐hand cactus), and picture 4
shows the situation a few months later.
Complete the following table to describe how this cactus example illustrates the three necessary conditions for evolution by natural selection.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
3. Describe of evolutionary information the fossil record provides and how we know that it is reliable.
4. Recognize how artificial selection by humans results in evolutionary change.
5. Understand why studies of homology, development, imperfect structures and vestigial structures provide important information supporting evolution.
6. Describe and give examples of convergent evolution.
7. Understand why there is still public controversy regarding the teaching of evolution.
- Language Objective:
- Students will be able to:
1. Explain how the molecular record provides evidence for evolution
- Main Activity:
- Review:
Yesterday’s theory of evolution. According to this theory, life started very simple and became more and more complex over billions of years. The reason for this is the fact that genes do not get copied perfectly from one generation to the next and this sometimes produces small changes within a species. Once in awhile, a change ends up being beneficial in terms of survival and therefore the genes that caused that change get passed on more and more. Finally, after millions of years, these small changes build upon other small changes until an entirely new species is born.
Direct Instruction:
1. Introduce the topic on evidences of evolution.
2. Ask the objective questions that students should answer at the end of the discussion.
3. Discuss:
· Fossils
Tell students When most animals and plants die, they rot or are eaten and are therefore gone for good. However, sometimes the remains of life forms are preserved in rock or other materials (e.g. ‐ ice, tree sap, mud, etc.). These are called fossils and some are millions of years old. They are useful because they can give us an idea of what life on earth looked like in the distant past.
· Comparative anatomy (comparing body parts)
Differentiate Analogous and Homologous structures.
· Vestigial organs (unnecessary body parts)
Sometimes animals have body parts that they no longer use any more (called vestigial organs). For example, dolphins and whales have bones for legs inside their body that they no longer use. This seems to indicate that as animals evolve, they sometimes stop using certain body parts or end up using them in different ways. Examples of vestigial organs in humans the appendix, the bump on the ear, wisdom teeth and goose bumps. This is further evidence that we evolved from other life forms and did not suddenly appear in the form we exist today.
· Embryological development
A fetus is what you call a baby before it is born. The fetuses of most animals look very similar at the beginning and then start to look different as they grow. Body parts that developed earlier in evolutionary history (such as the backbone) appear first whereas parts that developed later occur last (such as the cerebrum in humans ‐‐ the most complex part of our brain). Watching a fetus grow therefore gives us a small glimpse of how that particular animal evolved. · Biogeography
Species in the old world (Europe, Asia, and Africa) are often quite different than species in the new world (North & South America). Species in Australia and other remote islands are especially different. This seems to indicate that as animals spread over the earth, they evolved differently in different locations.
4. Ask the main objective questions. Students should be able to answer the questions.
5. Distribute activity worksheets to be answered by students.
- Evaluation:
- completed worksheets
- Vocabulary:
- transitional fossil record, analogous, homologous, vestigial
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe of evolutionary information the fossil record provides and how we know that it is reliable.
2. Recognize how artificial selection by humans results in evolutionary change.
3. Understand why studies of homology, development, imperfect structures and vestigial structures provide important information supporting evolution.
4. Describe and give examples of convergent evolution.
- Language Objective:
- Students will be able to:
- Main Activity:
- Show students a documentary film of evolution.
Let students answer the questions from the film.
- Evaluation:
- Answered questionnaires.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The concepts learned throughout the semester, through an engaging game and a test paper.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing food chains and food webs
• Labeling parts of cells, microscopes, biomes etc.
• Participating in the round robin activity
2. Reinforce concepts learned about cell structure, ecology and microscope through an engaging game.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Reinforce themselves with the knowledge learned since day 1.
2. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
1. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz Students’ scores in the game activity.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
3. Reinforce themselves with the knowledge learned since day 1.
4. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
2. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz
Students’ scores in the game activity.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past months.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
3. Answer the questions tackled within the past months.
4. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
4. Read the instructions carefully.
5. Verbalize misunderstanding of the instructions.
6. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 4. Students arrange their desks in a one‐seat‐apart set up.
5. They will be given 5 minutes to review their lessons.
6. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
5. Answer the questions tackled within the past months.
6. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
7. Read the instructions carefully.
8. Verbalize misunderstanding of the instructions.
9. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 7. Students arrange their desks in a one‐seat‐apart set up.
8. They will be given 5 minutes to review their lessons.
9. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Index cards
Pen
Papers
timer
- State of Minnesota Standards Covered
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The three major hypotheses for the origin of primates.
2. The characteristics of primates.
3. The differences between hominoids and hominids.
4. The characteristics of anthropoids.
5. The environment in which early anthropoids existed.
6. The three groups hominoids.
7. The diversity of monkey species and their geographical spread.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Define and contrast the three major hypotheses for the origin of primates.
2. Describe the characteristics of primates and
3. Compare the new world monkeys with the old world monkeys in terms of skeletal anatomy.
4. Explain the differences between hominoids and hominids.
5. Explain the characteristics of anthropoids.
6. Describe the environment in which early anthropoids existed.
7. Compare the three groups hominoids.
8. Explain the importance of apes moving back to Africa.
9. Describe the diversity of monkey species and their geographical spread.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Final Exam Re‐checking.
Completion of Requirements.
New set of classroom rules and policies.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the characteristics of primates and
2. Compare the new world monkeys with the old world monkeys in terms of skeletal anatomy.
- Language Objective:
- Students will be able to:
1. Define and contrast the three major hypotheses for the origin of primates.
- Main Activity:
- Warm up:
pairwork: Students visually analyze the primates’ picture and identify the similar features with humans; introduce primate evolution by looking at the adaptations of monkeys.
Direct Instruction:
Discuss the following:
I. Humans share a common ancestor with other primates.
A. Primate Characteristics
1. Moveable fingers and toes
2. Flat nails
3. Prehensile (grasping) hands
Color vision
Front facing eyes
Enlarged brains
B. Primates evolved into prosimians and anthropoids.
Prosimian = Lemurs
Prosimian = Lorises
Prosimian = Tarsiers
a. Characteristics of Anthropoids
Well developed collar bone
Rotating shoulder
Dental formula (molars, premolars, canine, incisors)
Opposable thumbs
C. Anthropoids are subdivided into the New World monkeys, Old World monkeys and hominoids.
New World Monkeys: Marmosets, Howlers, Spider Monkeys, Squirrel Monkeys
All live in trees
Many have prehensile tails
New World = Marmosets
New World = Howlers
New World = Spider
New World = Squirrel Monkey
2. Old World Monkeys: Macaque, Colobus, Baboon
Most travel and forage (at least part of the time) on the ground
Have larger brains that New World Monkeys
Old World = Macaque
Old World = Colobus
Old World = Baboons
3. Hominoids – Orangutans, Bonobos, Chimps
Hominoids are divided into hominids, great apes and lesser apes.
1. Hominids include living and extinct humans
a. Walk upright
b. Have long lower limbs
c. Opposable thumbs
d. Relatively large brains
2. Great apes include gorillas, chimps and orangutans
3. Lesser apes include gibbons
Great Apes = gorillas
Hominoids/Great Apes = Orangutans
Hominoids = Bonobos
Hominoids/Great Apes = Chimps
Hominoid/Lesser Apes = Gibbons
E. Walking Upright (a characteristic of humans)
1. Bipedal means walking on two legs which allows…
Foraging
carrying infants and food
using tools
Requires:
a. Cup shaped pelvis
b. S shaped spine
c. Toes aligned
d. Larger brain
1. Most hominids are classified either as Australopithecus or Homo.
2. Australopithecines were a successful genus.
a. Australopithecinusafarensis
i. Lived 3 – 3.9 million years ago
ii. Cranial Capacity is 1/3 of modern humans
iii. Humanlike limbs
3. The Homo genus first evolved 2.4 million years ago.
a. Homo habilis
i. Lived 2.5 – 1.6 mya
ii. “Handy man” – used tools
iii. Ate meat
iv. Speech
b. Homo Neanderthalensis
i. “Neanderthals”
ii. Larger cranial capacity than humans
iii. Thick brow ridges and protruding teeth
iv. Tools
v. Wore Clothing
Buried their dead
Replaced by modern humans
III. Modern humans arose about 200,000 years ago
1. Homo sapiens fossils date to 200,000 years ago
a. Human evolution is influenced by a tool‐based culture
b. There is a trend toward increased brain size in hominids
c. Characteristics:
i. High forehead
ii. No brow ridge
- Evaluation:
- Quiz students orally
- Vocabulary:
- Homework:
- Read about primate evolution on pages 450‐460 and answer the reinforcement and study guide handout.
- Learning Objective:
- 1. Describe the environment in which early anthropoids existed.
2. Compare the three groups hominoids.
- Language Objective:
- 1. Explain the differences between hominoids and hominids.
2. Explain the characteristics of anthropoids.
- Main Activity:
- 1. Most hominids are classified either as Australopithecus or Homo.
2. Australopithecines were a successful genus.
a. Australopithecinusafarensis
i. Lived 3 – 3.9 million years ago
ii. Cranial Capacity is 1/3 of modern humans
iii. Humanlike limbs
3. The Homo genus first evolved 2.4 million years ago
a. Homo habilis
i. Lived 2.5 – 1.6 mya
ii. “Handy man” – used tools
iii. Ate meat
iv. Speech
b. Homo Neanderthalensis
i. “Neanderthals”
ii. Larger cranial capacity than humans
iii. Thick brow ridges and protruding teeth
iv. Tools
v. Wore Clothing
Buried their dead
Replaced by modern humans
III. Modern humans arose about 200,000 years ago.
1. Homo sapiens fossils date to 200,000 years ago.
a. Human evolution is influenced by a tool‐based culture.
b. There is a trend toward increased brain size in hominids.
c. Characteristics:
i. High forehead
ii. No brow ridge
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- 1. Explain the importance of apes moving back to Africa.
2. Describe the diversity of monkey species and their geographical spread
- Language Objective:
- Main Activity:
- Students answer the activity questions using their text books.
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Powerpoint presentation, Textbook, handouts, worksheets
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The differences between bacteria and eukaryotic cells.
2. The different ways bacteria can obtain energy.
3. The external and internal structure of Escherichia coli.
4. Two ways that bacteria cause disease.
5. Three ways that bacteria benefit humans.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List seven differences between bacteria and eukaryotic cells.
2. Describe three different ways bacteria can obtain energy.
3. Describe the external and internal structure of Escherichia coli.
4. Distinguish two ways that bacteria cause disease.
5. Identify three ways that bacteria benefit humans.
6. View the bacteria in detail using a microscope.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Differentiate and compare prokaryotes versus eukaryotes.
2. Differentiate and compare archaebacteria with bacteria.
- Language Objective:
- Main Activity:
- Students will be evaluated in a form of a quiz about Kingdoms and Domains.
Checking of papers.
Teacher opens up the topic in Bacteria.
Show students different structures and forms of bacteria.
Tell students about:
· Evolution/Classification.
· Most numerous organism on Earth.
· Most Ancient.
· Microscopic Prokaryotes.
· Evolution has yielded many species adapted to survive where no other organisms can.
· Grouped based on:
Structure, physiology, molecular Composition, reaction to specific types of stain.
· Eubacteria= Germs/bacteria.
· Archaebacteria
· Kingdom Archaebacteria
Methanogens: Harvest energy by converting H2 and CO2 into methane gas.
Anaerobic, live in intestinal tracts.
Extreme halophiles: Salt loving, live in Great Salt Lake, and Dead sea.
Thermoacidophiles: Live in acid environments and high temps. Hot Springs, volcanic vents.
- Evaluation:
- Question‐answer activity.
- Vocabulary:
- Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
- Homework:
- Learning Objective:
- 1. Know the features and functions of structures found in bacteria.
2. Understand why mutation is important to the genetic diversity of bacteria.
3. Differentiate among photosynthetic, chemoautotrophic, and heterotrophic bacteria in terms of how they obtain energy.
4. Illustrate the importance of bacteria as pathogens.
- Language Objective:
- Main Activity:
- 1. Show students pictures of different bacteria.
2. Tell something about Gram Stain.
Gram‐positive retain stain and appear purple.
Have thicker layer in cell wall.
Gram‐negative do not retain stain and take second pink stain instead.
STRUCTURE OF BACTERIA
1. Discuss how bacteria get Nutrition and Growth.
1. Heterotrophic or Autotrophic.
2. Photoautotrophs – Use sunlight for Energy.
3. Chemoautotrophs.
4. Many are Obligate Anaerobes.
5. Oxygen = Death.
6. Some are Facultative Anaerobes.
7. With or without Oxygen.
8. Some are Obligate Aerobes.
· Tell students that Bacteria can grow really fast.
If unlimited space and food were available to a single bacterium and if all of its offspring divided every 20 minutes in just 48 hours they would reach a mass of approximately 4000 times the mass of the earth!
· Discuss Binary Fission and Conjugation.
· Discuss Spore Formation.
· Endospore.
- Evaluation:
- Give the function of each of the following features found in a bacteria cell.
- Vocabulary:
- Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished quiz papers.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Write a clear lab report summarizing complex data generated in the lab.
2. Employ a scientific approach to answer biological questions and test hypotheses.
- Language Objective:
- Students will be able to:
1. Construct a generalizable explanation.
- Main Activity:
- Materials
· Glass microscope slides
· Plastic cover slips
· Yogurt with live culture
· Toothpicks
· Paper towels or tissues
· Methylene blue solution (0.5 to 1%) Optional
Methods
1. Take a very small drop of yogurt with the toothpick and smear it for 2 to 3 seconds on the slide.
2. Place a small drop of methylene blue solution on a microscope slide (optional). Wear gloves.
3. Place a coverslip on top. Remove excess solution around the coverslip with a paper towel or tissue.
4. View in the compound microscope at 4 x or 10 x initially, before moving to higher magnification. Bacteria will appear small even at the highest magnification.
5. Answer the question at the back of this sheet.
6. NOTE: Step 2 is optional. You will be able to see the bacteria even without using the stain.
Bacteria
Bacteria can be found isolated, in pairs (diplo), in clusters or in threads (strepto), and they can have different shapes like rods (bacilli), sphere (coccus) etc.
Yogurt is made from the fermentation of the lactose in milk by the rod‐shaped bacteria Lactobacillus delbrueckii subsp. bulgaricus to produce lactic acid, which acts on milk protein to give yoghurt its texture and its characteristic acidic taste. Other bacteria found in yoghurt are Lactobacillus acidophilus or casei, Streptococcus salivarius subsp. thermophilus and Bifidobacteriumbifidus.
1. Draw the organisms you have identified under different magnification
2. Based from the structures of bacteria you have identified, classify it according to its shape.
_________________________________________________________________
3. If the culture contained two different types of bacteria, Lactobacillus and Pediococcus, is it possible to distinguish the two? Explain.
___________________________________________________________________________________________
4. What is the difference in appearance between cells that are considered to be Gram positive and those that are considered to be Gram negative? ______________________________________________________________________________________________ 5. Why do doctors need to identify if bacteria are Gram positive or Gram negative? ______________________________________________________________________________________________ 6. What benefits can we get from bacteria? Explain. _____________________________________________________________________________________________ _____________________________________________________________________________________________
- Evaluation:
- Accomplished Lab sheets
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Glass microscope slides
· Plastic cover slips
· Yogurt with live culture
· Toothpicks
· Paper towels or tissues
· Methylene blue solution (0.5 to 1%) Optional
· PowerPoint presentation, Textbook, handouts, worksheets, Set of image cards per group, Organism information per group, Pen and paper
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Viruses
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List the major components of a virus.
2. List the three criteria used to categorize viruses.
3. Explain why viruses are considered to be obligate intracellular parasites.
4. Outline the steps of bacteriophage reproduction, distinguishing between lytic and lysogenic cycles.
5. Outline the steps of animal virus reproduction, explaining how the process differs from that in bacterial cells.
6. Explain why retroviruses are unique.
7. Provide examples of human diseases that are caused by viruses, particularly emerging viruses.
8. Compare and contrast viroids and prions with one another and with viruses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Class starts with life science trivia.
Checking of homework.
Start class with bell ringer:
Ask students the reason why they sometimes have colds and flu…
Direct Instruction:
1. What are Viruses?
- A virus is a non‐cellular particle made up of genetic material and protein that can invade living cells.
2. Virology is the study of viruses.
- Viruses are “biological entities” containing either DNA or RNA that require another cell to survive.
3. Viruses have some, but not all, of the characteristics of life.
- *So are viruses living or non‐living?*
- Viruses seem to exist only to make more viruses!
4. Considered non‐living particles by most biologists because they:
- Do not carry out cellular respiration.
- Do not grow and develop.
- Cannot replicate on their own.
5. Viruses are named after:
- The disease they cause (poliovirus)
- The organ they infect (adenovirus)
6. Viruses are Specific.
- Each virus is specialized.
- Most viruses are species‐specific.
- Many viruses are also cell‐specific.
7. Viral Structure
- Genetic Material in the form of:
- DNA
- RNA
- Capsid: outer protein coat.
- 4 common shapes
- Polyhedral (Icosahedral)
- Helical
- Enveloped
- Bacteriophage or phage
- Evaluation:
- Verbalization of understanding; Question‐answer activity.
- Vocabulary:
- virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
- Homework:
- Give a copy of the worksheet in differentiating bacteria from viruses.
- Learning Objective:
- Language Objective:
- Main Activity:
- Warm up:
Class starts with life science trivia.
Checking of homework.
Students will be given coloring materials and sketch papers to differentiate a bacteria from a virus by means of illustration or drawing.
- Evaluation:
- Accomplished drawings.
- Vocabulary:
- virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
- Homework:
- Read page 525‐531 and answer the Reinforcement and study guide for viruses handout.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. How virus are considered non living.
2. Why it is important to reduce the number of viruses.
3. How to prevent viruses from invading the body.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List the major components of a virus.
2. List the three criteria used to categorize viruses.
3. Explain why viruses are considered to be obligate intracellular parasites.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. List the major components of a virus.
2. List the three criteria used to categorize viruses.
- Language Objective:
- Students will be able to:
1. Explain why viruses are considered to be obligate intracellular parasites.
- Main Activity:
- Warm up:
Checking of homework.
Start class with bell ringer:
Ask students the reason why they sometimes have colds and flu…
Direct Instruction:
1. What are Viruses?
- A virus is a non‐cellular particle made up of genetic material and protein that can invade living cells.
2. Virology is the study of viruses.
- Viruses are “biological entities” containing either DNA or RNA that require another cell to survive.
3. Viruses have some, but not all, of the characteristics of life.
- *So are viruses living or non‐living?*
- Viruses seem to exist only to make more viruses!
4. Considered non‐living particles by most biologists because they:
- Do not carry out cellular respiration.
- Do not grow and develop.
- Cannot replicate on their own.
5. Viruses are named after:
- The disease they cause (poliovirus)
- The organ they infect (adenovirus)
6. Viruses are Specific.
- Each virus is specialized.
- Most viruses are species‐specific.
- Many viruses are also cell‐specific.
7. Viral Structure
- Genetic Material in the form of:
· DNA
· RNA
- Capsid: outer protein coat
- 4 common shapes
· Polyhedral (Icosahedral)
·Helical
· Enveloped
· Bacteriophage or phage
- Evaluation:
- Verbalization of understanding; Question‐answer activity.
- Vocabulary:
- virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. List the major components of a virus.
2. List the three criteria used to categorize viruses.
- Language Objective:
- Students will be able to:
2. Explain why viruses are considered to be obligate intracellular parasites.
- Main Activity:
- Students will be given coloring materials and sketch papers to differentiate a bacteria from a virus by means of illustration or drawing.
- Evaluation:
- Accomplished drawings.
Accomplished Activity sheets.
- Vocabulary:
- virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. A virus is an infectious organism that reproduces within the cells of an infected host.
2. A virus is not alive until it enters the cells of a living plant or animal.
3. A virus contains genetic information wrapped in a protein coat.
4. Viruses can be useful as well as harmful.
5. A virus that mutates ensures its own survival by making itself unrecognizable to immune systems and vaccines.
6. Even viruses engineered for useful purposes can be harmful if unchecked.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- 1. Review with students what they know about viruses. Be sure they understand that viruses occur in plants, as
well as animals. (You might cite the tobacco mosaic virus, which kills tobacco plants.)
2. Tell students that they are going to work on a project in which they will suggest a useful purpose for a virus, but first they need to know more about how viruses work.
3. Have students use print research materials and the Internet to add to their knowledge about viruses.
Students should understand the following before they continue with the activity:
A virus is an infectious organism that reproduces within the cells of an infected host.
A virus is not alive until it enters the cells of a living plant or animal.
A virus contains genetic information wrapped in a protein coat.
A virus that mutates ensures its own survival by making itself unrecognizable to immune systems and vaccines.
4. Divide class into 3 groups. Ask group members to imagine that they are part of a team of scientists assigned to stop a local weed epidemic by genetically engineering a virus that will target a local pest plant, or weed.
5. Discuss with the class how such a way of using a virus, while useful in some ways, could create dangers to the environment. Challenge students to suggest ways of safeguarding against such dangers.
6. Allow time for students to research the names and characteristics of local weeds, if necessary.
7. Instruct groups to perform the following tasks to complete their assignment:
A. Make a sketch of the target weed.
B. Make a sketch of how the virus will look.
C. Make a series of sketches showing the stages in the virus's life cycle and the end result of its infection.
D. Describe safeguards you would take to keep the virus localized, make sure it isn't harmful to animals or nontarget plants, and ensure that it doesn't persist in the environment once the weeds are gone.
E. Make a display of your invention and post it in the classroom.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Adaptations
Have students work in groups to research viruses that have been used to control weed epidemics. Each group can write a report describing the outcome of such a program and the safeguards that were employed.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Answer Discussion Questions
1. Explain the way in which a virus is able to reproduce and cause disease in a host.
2. Explain how World War I contributed to the flu pandemic of 1914. If there were no war, what probably would have happened to the flu strain? Give supporting statements to back your explanation.
3. Compare and contrast the work of Edward Jenner to that of Jonas Salk. How can the triumphs of these two virologists set an example for modern scientists researching new threats?
4. How might viruses help cure genetic diseases?
5. Describe two instances from the documentary in which disease was used as a weapon. How effective were the weapons? Is this practice still in use today? What are some of the potential consequences of using viruses in this manner?
6. How might the destruction of rain forests help spread new viral diseases?
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Virus‐Cell Comparison
Have each student draw and label a diagram of an animal cell and a virus, and then make a list of all the similarities and differences between the two. Students should then write a paragraph answering the following question: "Why is a virus considered to exist between life and death?"
Smallpox: To Be or Not to Be?
Smallpox disease was eliminated in 1979 after a worldwide effort to inoculate every man, woman, and child on Earth.
Two collections of frozen smallpox virus have been preserved, one in Atlanta and the other in Moscow. Have students form discussion groups to talk about what they would do with the two collections. Students should list the pros and cons of keeping the smallpox virus in research laboratories, focusing on the ethics of eradicating life‐forms that threaten the human population. Students can continue their study by researching how the CDC (Centers for Disease Control and Prevention) in Atlanta works to protect us from other viral invaders. They might also create fictional stories or plays exploring possible consequences that could result if smallpox should ever be reintroduced into society.
- Evaluation:
- Accomplished tasks
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- • Computer with Internet access
• Research materials on viruses
• Research materials on local weeds
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The three major types of protists
2. The places where protists live
3. What protists eat
4. How protists grow
5. How protists reproduce
6. How protists benefit and harm humans
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Utilize inquiry skills to observe and research Kingdom Protista and develop and test hypotheses based upon their
observations, prior knowledge, and web research.
2. Observe and identify various protists as well as their appearance, modes of locomotion, and food intake.
3. Use web‐based learning to research information about various aspects of Kingdom Protista.
4. Generate relevant hypotheses based on their observations, web research and knowledge of protists.
5. Analyze the results of their experiments and generate appropriate conclusions about the behaviors they observed.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Understand why the protists are the most diverse eukaryotic kingdom.
2. Know the major shared characteristics of the six groups of protists.
3. Indicate the major characteristics for the six groups: Euglenozoa, Alveolata, Strameniophiles, Rhodophyta, Chlorophyta, and Choanoflagellida
- Language Objective:
- Students will be able to:
1. Explain how endosymbiosis is involved with the evolution of eukaryotic organisms from prokaryotic ancestors.
- Main Activity:
- Warm up:
Recheck papers.
Direct Instruction:
1. Tell students that Protists are unicellular organisms that have a nucleus;
2. Emphasize their Similar to Bacteria:
· Unicellular
· One of the first groups of living things on Earth. (1.5 billion years ago.)
· Microscopic
· Can cause disease.
· Can be parasites
3. Difference from Bacteria:
· Has a nucleus.
· Live in watery environment.
· Generally live as individual cells.
· Protists vary greatly in appearance and function.
4. Discuss the 3 Categories of protists:
· Animal‐like Protists.
· Plant‐like Protists.
· Fungus‐like Protists.
I. Animal‐like Protists
1. Sarcodines (SAHR‐koh‐dighnz)
2. Ciliates (SIHL‐ee‐ihts)
3. Flagellates (FLAJ‐ ehl‐ihts)
4. Sporozoans (spohr‐oh‐ZOH‐uhnz)
Sample pictures:
- Evaluation:
- Students answer questions
- Vocabulary:
- see above organisms
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Discuss the remaining slides from the presentation:
II. Plant‐like Protists
6 Groups of Plant like Protists
· Euglenoids (yoo‐GLEE‐noydz)
· Diatoms (DIGH‐ah‐tahmz)
· Dinoflagellates (digh‐noh‐FLAJ‐eh‐layts)
· Red Algae
· Green Algae
· Brown Algae
III. Fungus‐like Protists
· Three types: Slime Molds, Water & Downy Molds
Type: Water & Downy Molds
Live in water or moist places.
Tiny threads that look like fuzz.
Attack food crops.
Caused the Irish Potato Famine.
Type:
Reproduce by Fruiting Bodies:
The Fruiting Bodies contain Spores.
At first they look like amoeba, then later they look like mold.
Live on moist shady places.
Feed on bacteria and other microorganisms.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the general characteristics of a protist.
2. Summarize the unique and specific structural features of each group of protists, including how they reproduce and obtain food.
3. Identify several human diseases caused by protists, and explain why many are difficult to treat.
- Language Objective:
- Students will be able to:
1. Summarize what is known regarding the evolution of the first unicellular protist.
- Main Activity:
- Students will observe the following microorganisms using microspcopes and slides:
Students will draw or sketch the organisms they actually have seen under the microscope.
Students would answer conclusive questions that would help them understand the topic further.
- Evaluation:
- Accomplished lab sheets
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Powerpoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens, microscope slides, microscope, cover slips
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The three major types of protists
2. The places where protists live
3. What protists eat
4. How protists grow
5. How protists reproduce
6. How protists benefit and harm humans
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Understand why the protists are the most diverse eukaryotic kingdom.
2. Know the major shared characteristics of the six groups of protists.
3. Indicate the major characteristics for the six groups: Euglenozoa, Alveolata, Strameniophiles, Rhodophyta, Chlorophyta, and Choanoflagellida
- Language Objective:
- Students will be able to:
1. Explain how endosymbiosis is involved with the evolution of eukaryotic organisms from prokaryotic ancestors.
- Main Activity:
- Warm up:
Recheck papers
Direct Instruction:
1. Tell students that Protists are unicellular organisms that have a nucleus;
2. Emphasize their Similar to Bacteria:
· Unicellular
· One of the first groups of living things on Earth. (1.5 billion years ago.)
· Microscopic
· Can cause disease.
· Can be parasites
3. Difference from Bacteria:
· Has a nucleus.
· Live in watery environment.
· Generally live as individual cells.
· Protists vary greatly in appearance and function.
4. Discuss the 3 Categories of protists:
· Animal‐like Protists.
· Plant‐like Protists.
· Fungus‐like Protists.
I. Animal‐like Protists
1. Sarcodines (SAHR‐koh‐dighnz)
2. Ciliates (SIHL‐ee‐ihts)
3. Flagellates (FLAJ‐ ehl‐ihts)
4. Sporozoans (spohr‐oh‐ZOH‐uhnz)
Sample pictures:
- Evaluation:
- Students answer questions.
- Vocabulary:
- see above organisms.
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Discuss the remaining slides from the presentation:
II. Plant‐like Protists
6 Groups of Plant like Protists.
· Euglenoids (yoo‐GLEE‐noydz)
· Diatoms (DIGH‐ah‐tahmz)
· Dinoflagellates (digh‐noh‐FLAJ‐eh‐layts)
· Red Algae
· Green Algae
· Brown Algae
III. Fungus‐like Protists
· Three types: Slime Molds, Water & Downy Molds
Type: Water & Downy Molds
Live in water or moist places.
Tiny threads that look like fuzz.
Attack food crops.
Caused the Irish Potato Famine.
Type:
Reproduce by Fruiting Bodies:
The Fruiting Bodies contain Spores.
At first they look like amoeba, then later they look like mold.
Live on moist shady places.
Feed on bacteria and other microorganisms.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the general characteristics of a protist.
2. Summarize the unique and specific structural features of each group of protists, including how they reproduce and obtain food.
3. Identify several human diseases caused by protists, and explain why many are difficult to treat.
- Language Objective:
- Students will be able to:
1. Summarize what is known regarding the evolution of the first unicellular protist.
- Main Activity:
- Students will observe the following microorganisms using microspcopes and slides:
Students will draw or sketch the organisms they actually have seen under the microscope.
Students would answer conclusive questions that would help them understand the topic further.
- Evaluation:
- Accomplished lab sheets.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens, microscope slides, microscope, cover slips
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The three major types of protists
2. The places where protists live
3. What protists eat
4. How protists grow
5. How protists reproduce
6. How protists benefit and harm humans
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Utilize inquiry skills to observe and research Kingdom Protista and develop and test hypotheses based upon their
observations, prior knowledge, and web research.
2. Observe and identify various protists as well as their appearance, modes of locomotion, and food intake.
3. Use web‐based learning to research information about various aspects of Kingdom Protista.
4. Generate relevant hypotheses based on their observations, web research and knowledge of protists.
5. Analyze the results of their experiments and generate appropriate conclusions about the behaviors they observed.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Understand why the protists are the most diverse eukaryotic kingdom.
2. Know the major shared characteristics of the six groups of protists.
3. Indicate the major characteristics for the six groups: Euglenozoa, Alveolata, Strameniophiles, Rhodophyta, Chlorophyta, and Choanoflagellida
- Language Objective:
- Students will be able to:
1. Explain how endosymbiosis is involved with the evolution of eukaryotic organisms from prokaryotic ancestors.
- Main Activity:
- Warm up:
Recheck papers
Direct Instruction:
1. Tell students that Protists are unicellular organisms that have a nucleus;
2. Emphasize their Similar to Bacteria:
· Unicellular
· One of the first groups of living things on Earth. (1.5 billion years ago.)
· Microscopic
· Can cause disease.
· Can be parasites
3. Difference from Bacteria:
· Has a nucleus.
· Live in watery environment.
· Generally live as individual cells.
· Protists vary greatly in appearance and function.
4. Discuss the 3 Categories of protists:
· Animal‐like Protists.
· Plant‐like Protists.
· Fungus‐like Protists.
I. Animal‐like Protists
1. Sarcodines (SAHR‐koh‐dighnz)
2. Ciliates (SIHL‐ee‐ihts)
3. Flagellates (FLAJ‐ ehl‐ihts)
4. Sporozoans (spohr‐oh‐ZOH‐uhnz)
Sample pictures:
- Evaluation:
- Students answer questions.
- Vocabulary:
- see above organisms.
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Discuss the remaining slides from the presentation:
II. Plant‐like Protists
6 Groups of Plant like Protists.
· Euglenoids (yoo‐GLEE‐noydz)
· Diatoms (DIGH‐ah‐tahmz)
· Dinoflagellates (digh‐noh‐FLAJ‐eh‐layts)
· Red Algae
· Green Algae
· Brown Algae
III. Fungus‐like Protists
· Three types: Slime Molds, Water & Downy Molds
Type: Water & Downy Molds
Live in water or moist places.
Tiny threads that look like fuzz.
Attack food crops.
Caused the Irish Potato Famine.
Type:
Reproduce by Fruiting Bodies:
The Fruiting Bodies contain Spores.
At first they look like amoeba, then later they look like mold.
Live on moist shady places.
Feed on bacteria and other microorganisms.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the general characteristics of a protist.
2. Summarize the unique and specific structural features of each group of protists, including how they reproduce and obtain food.
3. Identify several human diseases caused by protists, and explain why many are difficult to treat.
- Language Objective:
- Students will be able to:
1. Summarize what is known regarding the evolution of the first unicellular protist.
- Main Activity:
- Students will observe the following microorganisms using microspcopes and slides:
Students will draw or sketch the organisms they actually have seen under the microscope.
Students would answer conclusive questions that would help them understand the topic further.
- Evaluation:
- Accomplished lab sheets
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Powerpoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens, microscope slides, microscope, cover slips
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The life cycle of a fungi.
2. how fungi act as decomposers.
3. ways how fungi are essential to the health of a forest ecosystem.
4. the parts of a fungus.
5. the way a fungus absorbs nutrients.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe how fungi act as decomposers.
2. Describe ways that fungi are essential to the health of a forest ecosystem.
3. Identify the parts of a fungus.
4. Describe the way that a fungus absorbs nutrients.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Relate the defining characteristics of each of the five major groups of fungi.
2. Summarize the life cycle of a black bread mold.
3. Provide examples of the ecological and economic significance of fungi.
- Language Objective:
- Students will be able to:
1. Explain how both sexual and asexual reproduction occurs in fungi.
2. Define dikaryotic and explain how the dikaryotic state fits into the fungal life cycle.
- Main Activity:
- 1. Allow some bread (preferably multigrain with seeds and without preservatives…propionic acid is a mold
inhibitor) and some fruit/vegetables to mold. Room temperature is best, and a partly sealed container is
important to retain moisture but prevent anaerobic bacteria from growing. Don’t attempt to mold potatoes,
onions or garlic. They are highly resistant to mold growth and will usually develop foul‐smelling anaerobic
bacteria before mold. (A good question to students would be “Why is this?”…answer…defenses from soil fungi.)
2. Collect a mixture of wild mushrooms and store‐bought mushrooms. Be cautious with wild mushrooms around children as some are deadly. Potentially poisonous mushrooms could be displayed in a transparent container.
3. If possible, obtain slides of non‐mushroom fungi (such as Sordaria, yeast, Nematode‐trapping fungi, etc.) as well as microscopes and slide‐preparation materials.
4. Familiarize yourself with the basics of fungal diversity, structure and nutrition.
- Evaluation:
- Accomplished worksheets
- Vocabulary:
- Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- 1. Describe the structure of fungus.
2. Examine the role of fungi in the environment.
3. Evaluate each mushroom whether it is poisonous of not.
4. Describe spores.
5. Compare the benefits of other fungi.
- Language Objective:
- 1. Explain how a mushroom can be poisonous.
1. Explain the study of fungus.
2. Explain the structure of fungi.
- Main Activity:
- Teacher explains and discusses Kingdom Mycota.
- Evaluation:
- Accomplished worksheets.
- Vocabulary:
- Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe how fungi act as decomposers.
2. Describe ways that fungi are essential to the health of a forest ecosystem.
3. Identify the parts of a fungus.
4. Describe the way that a fungus absorbs nutrients.
- Language Objective:
- Main Activity:
- Evaluation:
- Accomplished worksheets.
- Vocabulary:
- Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Microscope
Slides
Cover slips
Iodine solution
Lab sheets
Worksheets
Handouts
Computer
Projector
Presenter
Quiz paper
Sample bread molds
yeast
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The concepts learned throughout the semester, through an engaging game and a test paper.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card.
• Constructing concept maps.
• Studying the microorganisms.
• Participating in the round robin activity.
2. Reinforce concepts learned about cell structure, ecology and microscope through an engaging game.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished quiz papers.
- Vocabulary:
- Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- Students will be able to:
1. Reinforce themselves with the knowledge learned since day 1.
2. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
1. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz.
Students’ scores in the game activity.
- Vocabulary:
- Binomial Nomenclature, , Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi , Spore formation, Endospore Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation, Lytic cycle, Lysogenic Cycle, viroids, Prions, Mad cow, Herpes, Chickenpox, , algae, slime molds, euglena, flagellates, ciliates, sporozoans, Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- Students will be able to:
3. Reinforce themselves with the knowledge learned since day 1.
4. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
2. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz
Students’ scores in the game activity
- Vocabulary:
- Binomial Nomenclature, , Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi , Spore formation, Endospore Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation, Lytic cycle, Lysogenic Cycle, viroids, Prions, Mad cow, Herpes, Chickenpox, , algae, slime molds, euglena, flagellates, ciliates, sporozoans, Mycology, Spores, Hypha, Mycelium, Fruiting Body, bread mold, puff balls, bracket fungi, cup fungi, Imperfect fungi, Ringworm, Lichens, morels, chanterelles, boletes, amanitas, shelf fungi
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
3. Answer the questions tackled within the past months.
4. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
4. Read the instructions carefully.
5. Verbalize misunderstanding of the instructions.
6. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 4. Students arrange their desks in a one‐seat‐apart set up.
5. They will be given 5 minutes to review their lessons.
6. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Index cards
Pen
Papers
timer
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The major structures of a plant cell.
2. The process of photosynthesis.
3. The major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
4. The major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
5. The difference between non‐vascular and vascular plants.
6. The structures of a seed and each of their functions.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List the major characteristics of organisms classified within Kingdom Plantae.
2. Identify the major structures of a plant cell on a diagram and describe each of their functions.
3. Describe the process of photosynthesis and write out the chemical equation.
4. Describe the major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
5. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
6. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
7. Differentiate between the functions of xylem and phloem vascular tubes within stems.
8. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
9. Identify the structures of a seed and describe each of their functions.
10. Describe the various mechanisms by which seeds are actively and passively dispersed.
11. Identify the layers of a leaf and describe the function of each structure.
12. Identify the structures of a stem and describe each of their functions.
13. Differentiate between herbaceous and woody stems.
14. Determine the age of a tree along with major events in its life by analyzing a cross‐section of its trunk.
15. Identify the structures of a root and describe each of their functions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Midterm Exam Re‐checking.
Completion of Requirements.
New set of classroom rules and policies.
Prep students for Kingdom Plantae lesson.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. List the major characteristics of organisms classified within Kingdom Plantae.
2. Identify the major structures of a plant cell on a diagram and describe each of their functions.
3. Describe the process of photosynthesis and write out the chemical equation.
4. Describe the major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up: Class starts with biology trivia.
Direct Instruction:
1. Teacher introduces The Plant Kingdom.
This kingdom has organisms that are multi‐cellular, have cell walls and chlorophyll, produce their own food, and don’t physically move from one place to another.
2. Teacher discusses the following concepts:
· Vascular
· Non‐Vascular
· Photosynthesis
· Plant Cell
· Parts of a Flower
· Test Items
3. Non‐Vascular
plants that do not have tubes to carry water up the plant or tubes to carry food made in the leaves down the plant.
· Examples:
· mosses
· liverworts
· ferns
· hornworts
4. Vascular
Plants that have tubes to carry water up and food down the plant.
· Examples:
· American dogwood tree
· roses
· grass
5. Photosynthesis
Plant cells produce their own food through a process called photosynthesis. Photosynthesis allows plants to convert light energy into food energy.
6. Parts of a Flower
7. Plant Cell
- Evaluation:
- Short quiz and Q and A discussion
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Collect different leaves with different characteristics. Show them to class tomorrow.
- Learning Objective:
- Students will be able to:
1. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
2. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
3. Differentiate between the functions of xylem and phloem vascular tubes within stems.
4. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
5. Identify the structures of a seed and describe each of their functions.
- Language Objective:
- Students will be able to:
1. Explain why vascular tissue gives plants advantages.
2. Differentiate between the functions of xylem and phloem vascular tubes within stems.
3. Explain why seeds give plants advantages.
- Main Activity:
- Flowering vs non flowering plants
- Evaluation:
- Completed worksheets
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Identify the layers of a leaf and describe the function of each structure.
2. Identify the structures of a stem and describe each of their functions.
3. Differentiate between herbaceous and woody stems.
4. Determine the age of a tree along with major events in its life by analyzing a cross‐section of its trunk.
5. Identify the structures of a root and describe each of their functions.
- Language Objective:
- Students will be able to:
- Main Activity:
- Evaluation:
- Completed worksheets
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The major characteristics of organisms classified within Kingdom Plantae.
2. The major structures of a plant cell.
3. The process of photosynthesis.
4. The major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
5. The major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
6. The difference between non‐vascular and vascular plants.
7. The structures of a seed and each of their functions.
8. The various mechanisms by which seeds are actively and passively dispersed.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List the major characteristics of organisms classified within Kingdom Plantae.
2. Identify the major structures of a plant cell on a diagram and describe each of their functions.
3. Describe the process of photosynthesis and write out the chemical equation.
4. Describe the major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
5. Identify the layers of a bog and describe how a bog forms over time.
6. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
7. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
8. Differentiate between the functions of xylem and phloem vascular tubes within stems.
9. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
10. Identify the structures of a seed and describe each of their functions.
11. Describe the various mechanisms by which seeds are actively and passively dispersed.
12. Identify the layers of a leaf and describe the function of each structure.
13. Identify the structures of a stem and describe each of their functions.
14. Differentiate between herbaceous and woody stems.
15. Determine the age of a tree along with major events in its life by analyzing a cross‐section of its trunk.
16. Identify the structures of a root and describe each of their functions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Identify the parts of flower.
2. Know how plants reproduce.
- Language Objective:
- Students will be able to:
1. Explain why vascular tissue gives plants advantages.
2. Differentiate between the functions of xylem and phloem vascular tubes within stems.
3. Explain why seeds give plants advantages.
- Main Activity:
- Students contemplate on the following questions while listening to discussion:
- Evaluation:
- Accomplished worksheets
- Vocabulary:
- Homework:
- Answer the questions in the reinforcement and study guide handout
- Learning Objective:
- Students will be able to:
1. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
2. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
3. Identify the structures of a seed and describe each of their functions.
- Language Objective:
- Students will be able to:
1. Differentiate between the functions of xylem and phloem vascular tubes within stems in complete sentences.
2. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
- Main Activity:
- Warm up: Class starts with bellringer
Direct Instruction:
1. Teacher will discuss the following topics:
· Examples of Mosses
· Characteristics of Mosses
· Characteristics of Ferns
· Characteristics of Gymnosperms
· Monocotyledons
· Characteristics of Monocotyledons
· Dicotyledons
· Characteristics of Dicotyledons
· Plant Classification
- Evaluation:
- Short quiz and Q and A discussion
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
2. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
3. Identify the structures of a seed and describe each of their functions.
- Language Objective:
- Students will be able to:
1. Differentiate between the functions of xylem and phloem vascular tubes within stems in complete sentences.
2. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
- Main Activity:
- Students will have a lab activity with the following instructions:
OBSERVING WHOLE NON‐VASCULAR PLANTS
In the circle below, draw an example of a typical non‐vascular plant as seen in the microscope. Write the name of the plant under your drawing.
OBSERVING NAKED‐SEED VASCULAR PLANTS (GYMNOSPERMS)
In the circle below, draw an example of a typical seedless vascular plant as seen in the microscope. Write the name of the plant under your drawing. Use the cross‐section part of the stem or cut a portion of a leaf of the plant.
Questions:
1. Discuss how plants are being classified. Provide examples.
2. What are some of the characteristics of mosses?
3. What are the differences between gymnosperms and angiosperms?
4. What are the differences between a monocotyledon and dicotyledon?
- Evaluation:
- Accomplished lab sheets
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Classification animals into groups, the members of which have one or more characteristics in common.
2. Scientific classification groups of all animals on the basis of certain characteristics they have in common.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Understand how the animals are organized and how this organization is different from that of plants, fungi,
protists, and prokaryotes.
2. Know the five key transitions in body plans.
3. Compare and contrast asymmetry, radial symmetry, and bilateral symmetry.
4. Differentiate among acoelomate, pseudocoelomate, and coelomate organisms; indicate how they are evolutionarily related and give examples of each.
5. Understand the advantages of segmentation; give at least one example of segmentation in each of the coelomate phyla.
6. Compare the tradition methods using morphology in classification of animals to the new molecular systematics using DNA and RNA analysis to classify related animal groups.
7. Review the theories behind the emergence of body plans.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
Direct Instruction: Teacher will administer a chapter quiz.
- Evaluation:
- completed quiz sheets
- Vocabulary:
- Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
- Homework:
- Learning Objective:
- Students will be able to:
1. Classify animals as vertebrates or invertebrates.
2. Assemble an animal skeleton.
3. Identify basic animal structures.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Class starts with biology trivia
Checking of homework
Distribution of quiz papers
Direct Instruction:
1. With the use of scientific method and powerpoint presentations, Teacher introduces and deduces the animal kingdom:
Kingdom Animalia
· Multicellular, heterotrophic eukaryotes.
· Capable of controlled locomotion.
· Unique tissue: nervous and muscle.
· 35 phyla
-- 1 million described species.
· 3 ‐ 30 million estimated number of species.
· Flagellated sperm.
· Early stages of embryology.
· Common themes in animal body plans.
· Despite their morphological diversity, animals are monophyletic.
2. Students will take down notes of the following:
· Key Features in Animal Diversity.
· Level of organization.
· Symmetry.
· Body plan.
· Embryological development.
A. Levels of Organization
· Ancestral form had some specialized cells and some cooperation between cells.
· Subkingdom Parazoa, which includes the sponges, lack tissues.
· Evolution of tissues was next step in animal evolution.
· Compartmentalization into specialized “regions” was the next step.
B. Symmetry
· Teacher will ask: How many planes can a body be divided into along its long axis and still get mirror images?
· Teacher will show the figures of each body symmetry.
C. Body Plans
· Attributes considered for all animals.
· Presence or absence of different tissue types.
· Type of symmetry.
· Presence or absence of a true body cavity.
· Body Plans – Bilateral Animals.
· All animals based on one of three body plans.
· Different body plans provide different adaptive advantages.
· Apparent trend ‐ increased potential body size.
· Body cavity is area between body wall and internal organs.
· Body Plans – Bilateral Animals.
D. Embryological development of tissues
· Ectoderm
· Mesoderm
· Endoderm
- Evaluation:
- Notes taking and Question – answer activity.
- Vocabulary:
- Animal, Invertebrates, Vertebrates, Feedback Mechanism, Development, Blastula, Gastrula, Protosomes, Deuterosomes, Ectoderm, Endoderm, Mesoderm, Body Symmetry, Asymmetrical, Radial Symmetry, Bilateral Symmetry, Anterior, Posterior, Dorsal, Ventral, Cephalization, Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
- Homework:
- Learning Objective:
- Students will be able to:
1. Understand how the animals are organized and how this organization is different from that of plants, fungi, protists, and prokaryotes.
2. Know the five key transitions in body plans.
3. Compare and contrast asymmetry, radial symmetry, and bilateral symmetry.
4. Differentiate among acoelomate, pseudocoelomate, and coelomate organisms; indicate how they are evolutionarily related and give examples of each.
- Language Objective:
- Students will be able to:
- Main Activity:
- Evaluation:
- Completed worksheets
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets slips, dyes., microscope, lab sheets,
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The nine phyla of kingdom Animalia.
2. The examples of each phylum.
3. The different biological processes related to adaptations for each sub phylums.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Know and understand the seven levels of classification.
2. Apply that knowledge as they practice classifying animals.
3. Evaluate and compare the classification of animals.
4. Devise a classification system for the objects in their homes.
5. Create a new species and classify it according to the principles of classification.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the characteristics that separate the animal phyla from other phyla of living organisms.
2. Distinguish between protostomes and deuterostomes.
- Language Objective:
- Students will be able to:
1. Discuss the "colonial flagellate hypothesis" as it relates to the evolution of animals.
2. Explain the data used to develop the animal phylogenetic tree.
- Main Activity:
- Procedures:
1. Set up: Have students to turn computers on and make sure they are all working and have an internet connection.
Turn projector on so it will be ready to show students an example of the assignment. (Will have told students to meet in the computer lab from the previous class time) (5 min.)
2. Gain Attention: Tell students they will be surfing the internet today to do their assignment. (5 min.)
3. Inform Learner of Objectives: Ask students if they know what a mind map is. Then ask if they know how many taxonomic kingdoms there are and what they are and tell them they will be learning about the kingdom animalia today. Also remind them that they will need to use the scientific names and the common name of the example animal they use; along with organization and creativity of the chart will also be graded on. And of course the information has to be correct. (15 min.)
4. Present Stimulus Material: Show students and example of the mind map and the information that should be on it. (10 min.)
5. Provide Learner Guidance: Give examples of places on the internet to find their information along with using their textbook. Show how to create different parts of the mind map such as adding in information. (5 min.) 6. Elicit Performance/Provide Feedback: Have the students start creating their own mind map. Check on students (going around the room) and see if they are having any problems or are doing okay with the assignment. (20 min.)
7. Assess Performance: Tell students to email the mind map to me and print it out. (5 min.)
8. Enhance Retention and Transfer: At the end of class tell students that knowing which animal is closest related to another animal for science for a lot of reasons (and naming a few of them.) (5 min.)
Technology Integration:
Using this mind map will help to create a visual image for students of the separate parts of the kingdom animalia instead of just trying to tell them about it. Also with the students creating a mind map for them‐self helps them to retain the information because they are putting the information together.
- Evaluation:
- 1. The information on the chart needs to be correct such as connecting information and scientific names matching
common names.
2. The organization, clarity, and neatness of the chart will be evaluated.
3. Creativity with the use of media will be taken in account of too.
- Vocabulary:
- Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
- Homework:
- Learning Objective:
- Students will be able to:
1. Differentiate among acoelomate, pseudocoelomate, and coelomate organisms; indicate how they are evolutionarily related and give examples of each.
2. Understand the advantages of segmentation; give at least one example of segmentation in each of the coelomate phyla.
- Language Objective:
- Students will be able to:
- Main Activity:
- Teacher will discuss the following:
Characteristics
· Heterotrophs
· Eukaryotic
· Multicellular
· No cell wall, no chloroplasts
· Motile
· Sense Organs
9 phyla:
· sponges
· Cnidaria—jellyfish, sea anemones, coral
· Platyhelminthes—flatworms
· roundworms
· Annelida—earthworms
· Mollusks
· Arthropods
· Echinoderms
· Chordates
Phylum Porifera (sponges)
· Asymmetrical
· Pores—filter feeders
· Not motile (sessile)
· Provide habitat for other animals
· Eaten by starfish and some fish
· Most primitive animal
Phylum Cnidaria (jellyfish, sea anemones, coral)
· Digestive cavity called a coelenteron
· Radial symmetry
· Predators‐feed on crustaceans
· Corals provide important habitat for fish
· Coral used for decoration and threatened by pollution
· All have stinging cells
Phylum Platyhelminthes (planarians, tapeworms, flukes)
· Bilateral symmetry
· Cephalization‐ head and brain
· Acoelomate‐ no body cavity
· Incomplete digestive system (one opening)
· Some are parasites in digestive tract
Phylum Nematoda (roundworms)
· Also called nematodes
· Complete digestive system‐separate mouth and anus (2 openings)
· Pseudocoelomate
· Decomposers, predators (bacteria, inverts)
· Eaten by insects, mice
· Beneficial to garden by eating insects
Phylum Annelida (segmented worms)
· i.e. earthworms, leeches
· True coelom
· Sensitive to vibrations on ground‐rain
· Prey for robins, shrews, jays, snakes
· Leeches have cornified knobs to break skin, anticoagulant and anesthetic
Phylum Mollusca
· i.e. snails, slugs, clams, mussels, scallops, oysters, octopus and squid
· Variety in form
· Giant squid = sea serpent
· Introduction of garden snails
Phylum Arthropoda (jointed legged animals)
· i.e. insects, spiders and scorpions, shellfish (crustaceans), centipedes (1 pr legs per segment), millipedes (2 pr)
· Exoskeleton
· Metamorphosis
· Pheromones
· Molting ‐‐‐ shredding
· Insects
· Metamorphosis is a biological process by which an animal physically develops after birth or hatching, involving a quick change in the animal's body structure through cell growth
· MOLTING also known as shedding for some species, is the manner in which an animal routinely casts off a part of its body
Phylum Echinodermata (spiny‐skinned)
· i.e. sea stars = starfish,
· sea urchins
· Water vascular system
· Tube feet
Phylum Chordata (includes the vertebrates)
· i.e. fish, sharks, amphibians, reptiles, birds, mammals
· Notochord, nerve cord, gill slits, tail
- Evaluation:
- Question‐answer activity
- Vocabulary:
- Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
- Homework:
- Learning Objective:
- Students will be able to:
- Language Objective:
- Students will be able to:
- Main Activity:
- Evaluation:
- Completed worksheets
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
Direct Instruction: Teacher will administer a chapter quiz.
- Evaluation:
- completed quiz sheets
- Vocabulary:
- Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets slips, dyes., microscope, lab sheets,
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Functions of the Skeletal System
2. Types of Bone tissue
3. The anatomy of long bones
4. Types of bones
5. Ossification
6. The shoulder girdle
7. The pelvic girdle
8. The elbow
9. The Knee
10. The ankle
11. The hand and fingers
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Match descriptions of types of bone fractures with the correct term.
2. Match descriptions of skeletal system disorders with the proper term.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the structure of bone tissue.
2. Locate the bones of the skull.
3. Locate the bones of the spinal column.
4. Locate the bones of the rib cage.
5. Locate the bones of the shoulders, arms, and hands.
- Language Objective:
- Students will be able to:
1. Describe the structure of bone tissue.
2. Locate the bones of the skull.
3. Locate the bones of the spinal column.
4. Locate the bones of the rib cage.
5. Locate the bones of the shoulders, arms, and hands.
- Main Activity:
- Warm up:
Distribute quiz papers
Direct Instruction:
1. Teacher will introduce the body systems starting off with: Skeletal, Muscular and Integumentary System.
2. Body Systems.
3. Teacher will focus on Skeletal System and discusses using PowerPoint presentations:
· Skeleton Functions
- Supports and shapes the body
- Protection of internal organs
- Muscles and bones provide movement
- Mineral storage – calcium and phosphorus salts
- Blood cells formation
· Skeleton Parts
- Bone marrow – soft tissue at the center of bones.
- Joints – place where one or more bones meet.
- Cartilage – line surface of bones; does not contain blood vessels.
- Ligaments – elastic tissue that hold the bones together.
· Structure of Bones
- Periosteum – tough layer of connective tissue
- Compact bone – dense thick layer beneath the periosteum
- Spongy bone – at the end of long bones and in the middle of flat bones, add strength to bones
- Bone marrow – cavities within the bone that contain soft tissue
- Yellow bone marrow – cells store fat
- Red bone marrow – produces most types of blood cells
· Active sites of red bone marrow
- Evaluation:
- Question‐answer activity
- Vocabulary:
- Skeletal system, Bone, Cartilage, Ligament, Tendon, Joint, Marrow, Periosteum, Compact bone, Spongy bone, Osteoporosis, Ball and socket joint, Gliding joint, Hinge joint, Pivot joint, Fixed joint, Tissue
- Homework:
- Fill in the missing information about the parts of the skeleton.
- Learning Objective:
- Students will be able to:
1. Understand bone formation.
2. Locate the bones of the hips, legs, and feet.
3. Describe the three major types of joints and give examples of each.
4. Describe the common diseases and disorders of the skeletal system.
- Language Objective:
- Students will be able to:
- Main Activity:
- Teacher will discuss about:
· Bone Processes
- Osteoblasts – secrete mineral deposits that replace cartilage in developing bones
- Osteocyte – mature osteoblast, help maintain mineral in bones
- Bone Disorders
- Osteoporosis – weak bones due to loss of density
- Joints – permit bone to move without damaging each other.
- Immovable Joints
- Slightly Movable Joints
- Freely Movable Joints
- Ball‐and‐Socket Joint
- Hinge Joint
- Saddle Joint
- Pivot Joint
Students will answer worksheets from the discussion.
- Evaluation:
- Vocabulary:
- Skeletal system, Bone, Cartilage, Ligament, Tendon, Joint, Marrow, Periosteum, Compact bone, Spongy bone, Osteoporosis, Ball and socket joint, Gliding joint, Hinge joint, Pivot joint, Fixed joint, Tissue
- Homework:
- Study he concepts of skeletal system
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past week
2. Verbalize understanding or misunderstanding of the lessons covered
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up
2. They will be given 5 minutes to review their lessons
3. Please see attached document for the exam paper
Direct Instruction: Teacher will administer a chapter quiz.
- Evaluation:
- completed quiz sheets
- Vocabulary:
- Skeletal system, Bone, Cartilage, Ligament, Tendon, Joint, Marrow, Periosteum, Compact bone, Spongy bone, Osteoporosis, Ball and socket joint, Gliding joint, Hinge joint, Pivot joint, Fixed joint, Tissue
- Homework:
- Read about the Integumentary system and answer the following:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets,
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The functions of muscle.
2. The three types of muscle tissue including their locations and characteristics.
3. Structure of a skeletal muscle.
4. The major skeletal muscles of the body, giving the action of each.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
3. Explain how muscle tissue generates energy.
4. Describe the structure of a skeletal muscle.
5. Identify the major skeletal muscles of the body, giving the action of each.
6. Summarize the changes that occur to the muscular system as a person ages.
7. Describe the causes, signs and symptoms, and treatments of various diseases and disorders of the muscular system.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Check homework.
Distribute quiz papers.
Direct Instruction:
1. Teacher will introduce the body systems starting of with: Muscular and Integumentary System.
2. Teacher will focus on Muscular System and discusses using PowerPoint presentations:
· Types of Muscles
- Skeletal muscles – usually attached to bones
- Smooth Muscle ‐‐ Move your internal organs
- Cardiac Muscle
· Types of Muscles
- Voluntary Muscle: Muscles you can control: skeletal muscles
- Involuntary Muscle: Muscles you cannot control
· Exercise and Health
- important for good health
- Good body tone
- aerobic exercise – increase physical endurance
- Bone strength – thicker and stronger and less likely to be injured
- resistance exercise
- Live longer
- Evaluation:
- Question‐answer activity
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
- Language Objective:
- Students will be able to:
- Main Activity:
- Teach students that muscle tissue is different from any other tissue because of its ability to contract, allowing muscle to
perform various functions. Ask students to give examples of the functions of muscles (movement, stability, control of
body openings and passages, and warmth.)
Discussion Points
- Discuss how skeletal muscles provide movement through the placement of tendons over the joints, which also produce stability and heat production.
- Ask students to describe how sphincters control body openings and passages.
- Explain the role of neurotransmitters in muscle contractions, pointing out that the nervous system controls much of our muscular function.
- Review the three types of muscle tissue:
• Skeletal: respond only to neurotransmitter acetylcholine for contraction • Smooth: multi‐unit and visceral
• Cardiac: connected by intercalated discs; allows heart to work as a pump
Learning Activities - Teach (ROM) exercises to demonstrate how these exercises work to strengthen muscles and maintain the functions of the muscles. Then divide the students into pairs to practice ROM exercises on each other.
- Ask volunteers to list the three types of muscle tissue (skeletal, visceral, and cardiac), whether each type is voluntary or involuntary, striated or smooth, and the rate of contraction. Also ask volunteers to give a representative location of each muscle type.
- Evaluation:
- Question‐answer activity
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Break students into three groups and assign a muscle type to each group. Each group will create a poster or model of its specific muscle type, explaining the outstanding characteristics of this muscle type. Students may use Table 25‐1 as a starting point for this assignment, but are expected to do more in‐depth research to complete it. One member of the group should present the project to the class.
- Learning Objective:
- Students will be able to:
1. Explain how muscle tissue generates energy.
2. Describe the structure of a skeletal muscle.
3. Identify the major skeletal muscles of the body, giving the action of each.
- Language Objective:
- Students will be able to:
- Main Activity:
- 1. Emphasize the fact that because a lot of ATP (adenosine triphosphate)—a type of chemical energy—is needed
for sustained or repeated muscle contractions, a muscle cell must have multiple ways to store or make this
substance.
2. Review the three ways that muscle cells make energy:
- Aerobic respiration
- Lactid acid production
3. Ask your students the following questions:
• What is muscle fatigue?
A condition in which muscle has lost its ability to contract.) Explain that
when lactic acid builds up in muscles, it causes muscle fatigue because,
the muscle loses its ability to con‐ tract (fatigue). As a result, muscle
cramps can develop.
• What are muscle cramps?
Painful, involuntary contractions of muscles.
4. Ask your students to research the Internet to find out why it is important to replenish electrolytes after finishing an intense workout. Then have them plan a meal that involves eating foods and drinking fluids that are good sources of sodium, potassium, and calcium.
5. Tell students that skeletal muscle is composed of connective tissues, skeletal muscle tissue, blood vessels, and nerves.
6. Discuss the role of the prime mover or agonist versus the role of the synergists and antagonists.
7. Discuss and illustrate the types of body movements produced by the muscles.
8. Write the following terms for the body movements produced by skeletal muscle on index cards: flexion, extension, hyperextension, dorsiflexion, plantar flexion, abduction, adduction, rotation, circumduction, pronation, supination, inversion, eversion, retraction, protraction, elevation.
- Evaluation:
- Following a discussion on body movements, ask volunteers to pick an index card and demonstrate the movement in front of the class. Teacher will go through the cards several times until the students are familiar with the movements.
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Identify the major skeletal muscles of the body, giving the action of each.
2. Summarize the changes that occur to the muscular system as a person ages.
3. Describe the causes, signs and symptoms, and treatments of various diseases and disorders of the muscular system.
- Language Objective:
- Students will be able to:
- Main Activity:
- Students will fill in the missing information on the work sheet.
Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
- Evaluation:
- Completed worksheets
- Vocabulary:
- Cardiac muscle, smooth muscle, skeletal muscle, actin, myosin
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The functions of muscle.
2. The three types of muscle tissue including their locations and characteristics.
3. Structure of a skeletal muscle.
4. The major skeletal muscles of the body, giving the action of each.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
3. Explain how muscle tissue generates energy.
4. Describe the structure of a skeletal muscle.
5. Identify the major skeletal muscles of the body, giving the action of each.
6. Summarize the changes that occur to the muscular system as a person ages.
7. Describe the causes, signs and symptoms, and treatments of various diseases and disorders of the muscular system.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Check homework.
Distribute quiz papers.
Direct Instruction:
1. Teacher will introduce the body systems starting off with: Muscular and Integumentary System.
2. Teacher will focus on Muscular System and discusses using PowerPoint presentations:
· Types of Muscles
- Skeletal muscles – usually attached to bones.
- Smooth Muscle ‐‐ Move your internal organs.
- Cardiac Muscle
· Types of Muscles
- Voluntary Muscle: Muscles you can control: skeletal muscles.
- Involuntary Muscle: Muscles you cannot control.
· Exercise and Health
- important for good health
- Good body tone
- aerobic exercise – increase physical endurance
- Bone strength – thicker and stronger and less likely to be injured
- resistance exercise
- Live longer
- Evaluation:
- Question‐answer activity
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the functions of muscle.
2. Compare the three types of muscle tissue including their locations and characteristics.
- Language Objective:
- Students will be able to:
- Main Activity:
- Teach students that muscle tissue is different from any other tissue because of its ability to contract, allowing muscle to
perform various functions. Ask students to give examples of the functions of muscles (movement, stability, control of
body openings and passages, and warmth.)
Discussion Points
- Discuss how skeletal muscles provide movement through the placement of tendons over the joints, which also produce stability and heat production.
- Ask students to describe how sphincters control body openings and passages.
- Explain the role of neurotransmitters in muscle contractions, pointing out that the nervous system controls much of our muscular function.
- Review the three types of muscle tissue:
• Skeletal: respond only to neurotransmitter acetylcholine for contraction.
• Smooth: multi‐unit and visceral
• Cardiac: connected by intercalated discs; allows heart to work as a pump.
Learning Activities
· Teach (ROM) exercises to demonstrate how these exercises work to strengthen muscles and maintain the functions of the muscles. Then divide the students into pairs to practice ROM exercises on each other.
· Ask volunteers to list the three types of muscle tissue (skeletal, visceral, and cardiac), whether each type is voluntary or involuntary, striated or smooth, and the rate of contraction. Also ask volunteers to give a representative location of each muscle type.
- Evaluation:
- Question‐answer activity.
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Break students into three groups and assign a muscle type to each group. Each group will create a poster or model of its specific muscle type, explaining the outstanding characteristics of this muscle type. Students may use Table 25‐1 as a starting point for this assignment, but are expected to do more in‐depth research to complete it. One member of the group should present the project to the class.
- Learning Objective:
- Students will be able to:
1. Explain how muscle tissue generates energy.
2. Describe the structure of a skeletal muscle.
3. Identify the major skeletal muscles of the body, giving the action of each.
- Language Objective:
- Students will be able to:
- Main Activity:
- 1. Emphasize the fact that because a lot of ATP (adenosine triphosphate)—a type of chemical energy—is needed
for sustained or repeated muscle contractions, a muscle cell must have multiple ways to store or make this
substance.
2. Review the three ways that muscle cells make energy:
- Aerobic respiration
- Lactid acid production
3. Ask your students the following questions:
• What is muscle fatigue?
A condition in which muscle has lost its ability to contract.) Explain that when lactic acid builds up in muscles, it causes muscle fatigue because, the muscle loses its ability to con‐ tract (fatigue). As a result, muscle cramps can develop.
• What are muscle cramps?
Painful, involuntary contractions of muscles.
4. Ask your students to research the Internet to find out why it is important to replenish electrolytes after finishing an intense workout. Then have them plan a meal that involves eating foods and drinking fluids that are good sources of sodium, potassium, and calcium.
5. Tell students that skeletal muscle is composed of connective tissues, skeletal muscle tissue, blood vessels, and nerves.
6. Discuss the role of the prime mover or agonist versus the role of the synergists and antagonists.
7. Discuss and illustrate the types of body movements produced by the muscles.
8. Write the following terms for the body movements produced by skeletal muscle on index cards: flexion, extension, hyperextension, dorsiflexion, plantar flexion, abduction, adduction, rotation, circumduction, pronation, supination, inversion, eversion, retraction, protraction, elevation.
- Evaluation:
- Following a discussion on body movements, ask volunteers to pick an index card and demonstrate the movement in front of the class. Teacher will go through the cards several times until the students are familiar with the movements.
- Vocabulary:
- Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Identify the major skeletal muscles of the body, giving the action of each.
2. Summarize the changes that occur to the muscular system as a person ages.
3. Describe the causes, signs and symptoms, and treatments of various diseases and disorders of the muscular system.
- Language Objective:
- Students will be able to:
- Main Activity:
- Students will fill in the missing information on the work sheet.
Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
- Evaluation:
- Completed worksheets
- Vocabulary:
- Cardiac muscle, smooth muscle, skeletal muscle, actin, myosin
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The 5 main functions of the skin
2. The 3 basic components of the skin
3. Comparison between the Dermis to the Epidermis.
4. The descriptions of skin lesions to the respective term.
5. Descriptions of integ. System disorders with the respective term
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. List the 5 main functions of the skin
2. List the 3 basic components of the skin
3. Answer true/false questions that compare and contrast the Dermis to the Epidermis.
4. Answer MC questions about associated problems with the Integ. Syst. And burns.
5. Match descriptions of integ. System disorders with the respective term
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Describe the functions of skin.
- Language Objective:
- Students will be able to:
- Main Activity:
- Warm up:
Class starts with bell ringer.
Direct Instruction:
Teacher will discuss the following:
1. Function of Skin ‐ Protection
· barrier against pathogens and debris
· prevents body from drying out and UV radiation
· Nails protect fingers and toes
· temperature regulation – keep enough heat in to maintain normal body temperature
· Hair prevents heat loss from the head
· Excretion – release of sweat that contains waste products
· Sensory receptor – information gathering: pressure, heat, cold, and pain
· Vit. D production – needed for the absorption of calcium and phosphorus from the small intestine
- Evaluation:
- Vocabulary:
- Sweat glands, dermis, epidermis, hypodermis, nociceptors, thermoreceptors, radiation, keratin, collagen, nerves,
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the layers of skin and the characteristics of each layer.
2. Explain the factors that affect skin color.
- Language Objective:
- Students will be able to:
- Main Activity:
- Teacher will discuss the following
· Epidermis – outer layer of the skin
- Dead cells layer
- Living cells replace dead ones every 4‐6 weeks
- Keratin (protein) – basic component of hair and nails
- Melanin – absorbs UV radiation
· Dermis – lies beneath the epidermis
- Makes collagen
- Contains blood vessels
- Nerve endings
- Sebum – oily substance to keep the epidermis waterproof;
- Smooth muscle
- Evaluation:
- Vocabulary:
- Sweat glands, dermis, epidermis, hypodermis, nociceptors, thermoreceptors, radiation, keratin, collagen, nerves,
- Homework:
- Learning Objective:
- Students will be able to:
1. Describe the accessory organs of skin along with their structures and functions.
2. Describe the common diseases and disorders of the skin.
- Language Objective:
- Students will be able to:
1. Orally explain the process of skin healing, including scar production.
2. Summarize types of common skin lesions in 3 sentences.
- Main Activity:
- Teacher will discuss the following
Skin Problems
· Acne – develop when sebum and dead skin cells form a plug in the hair follicle.
· Hives – red welts caused by an allergic reaction to food or medicine.
· Skin cancer – abnormal growth of cells in the skin
o Melanoma – most dangerous form
- Evaluation:
- 1. Answer true/false questions that compare and contrast the Dermis to the Epidermis.
2. Answer MC questions about associated problems with the Integ. Syst. And burns.
- Vocabulary:
- Melanoma, hives, acne
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the week.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
Direct Instruction: Teacher will administer a chapter quiz.
- Evaluation:
- completed quiz sheets.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- PowerPoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. Identify features of the circulatory system.
2. Explore the needs of the human body by explaining the importance of good health in relationship to the body.
3. Understand the functions and care of the human body and its organs.
Weekly Procedural Knowledge Overview ‐ (Students
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. Use selected vocabulary appropriately when speaking and writing.
2. Identify the major functions of the circulatory and respiratory systems.
3. Understand how blood and oxygen move through the body.
4. Know the four components of blood.
5. Understand how the heart works.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to: 1. Identify the structural components of the respiratory system. 2. Explain the functions of each structure and cavity of the respiratory system.
- Language Objective:
- Students will be able to:
- Main Activity:
- Direct Instruction:
1. Read each statement on the handout. Decide whether you agree or disagree with the statement.
2. Check the appropriate box in the Before‐Viewing column. After you’ve viewed the program, read each statement again.
3. Decide if you still agree or disagree with each statement. Check the appropriate box in the After‐Viewing column.
4. Students get the next set of activity.
5. Below are diagrams that represent the circulatory system and the respiratory system.
6. Students match the words below to the correct system. Write an R after each word that involves the respiratory system and a C after each word that involves the circulatory system.
- Evaluation:
- Completed Worksheets
- Vocabulary:
- · Respiration ‐ ‐ The process by which cells break down simple food molecules to release the energy they contain.
· Cilia ‐ The hairlike projections on the outside of cells that move in a wavelike manner.
· Pharynx ‐ ‐ The throat, consisting of the vocal cords and epiglottis.
· Trachea ‐ ‐The windpipe; a passage through which air moves in the respiratory system.
· Bronchi ‐ ‐ The passages that direct air into the lungs
· Lung ‐ ‐ An organ found in air‐breathing vertebrates that exchanges oxygen and carbon dioxide with the blood.
· Alveoli ‐ ‐Tiny sacs of lung tissue specialized for the movement of gases between air and blood.
· Diaphragm ‐ ‐ A large muscle located at the bottom of a mammal's rib cage that functions in breathing.
· Larynx ‐ ‐ The voice box.
Vocal Cords ‐ ‐ Folds of connective tissue that stretch across the opening of the larynx and produce a person's voice.
- Homework:
- Do the Defnition of Terms with regard to Circulatory and Respiratory System
- Learning Objective:
- Student will be able to:
1. List three functions of blood.
2. Distinguish between open and closed circulatory systems.
3. Describe the composition and functions of blood.
4. Trace the path of blood in the human body. Begin with the aorta and name all major components of the circulatory system through which the blood passes before it returns to the aorta
- Language Objective:
- Student will be able to:
- Main Activity:
- Students will fill up the information below:
Noting what they know, what they want to know, and what they learned.
Direct Instruction:
1. Students are given an activity sheet and guided notes to use while Teacher is discussing concepts
2. Students can ask questions during the lecture
3. T introduces the use of a stethoscope and blood pressure apparatus
- Evaluation:
- Completed worksheets
- Vocabulary:
- Homework:
- Study the Blood and Blood components
- Learning Objective:
- Language Objective:
- Main Activity:
- No class
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Trace the pathway of blood from the time the blood enters the right atrium of the heart until it is pumped out through the aorta to all other parts of the body
- Language Objective:
- Students will be able to:
1. Recite the pathway of blood
- Main Activity:
- Lecturing/Demonstrating/Activity
1. Students will have an understanding of how every organism needs a way of transporting oxygen and nutrients throughout their body = transport. (click here)
2. The human heart will be introduced in a simple blueprint, before further detailed discussions take place (drawing shape of the heart and breaking it down into 4 components: right atrium, left atrium, right ventricle, left ventricle 3. Students will relate the size of their heart, to their fist; and be given some facts concerning the amount of work the heart performs
4. Once students have an appreciation for the size and work the heart entails, they will be ready for the finer details of heart structure, function, and will be given a copy of the human heart to trace along with the teacher. (click here) and (click here)
5. Students will gain further insight of the human heart through a demonstration. The heart is analogous to a house ‐ 4 rooms = 4 chambers, 1‐way opening doors = valves, partitioned rooms = closed circulatory system, etc. This heart house can actually be constructed using the link as a guide (click here)
6. Students will have a complete understanding of the heart's structure via heart house demo, which will be left in the classroom, for students review.
7. Students will then gain appreciation of how hard their hearts work, by pumping blood (ie: oxygen and nutrients) to all parts of their body; through an activity. Activity will involve group work in relaxation and exercise techniques and utilizing their results to produce a conclusion (click here)
8. Students will have had "hands‐on" learning about their heart ‐ how it pumps blood, where the blood travels, what it transports to and from the body and why. They will also have an understanding of how important it is to have a healthy heart (via activity) to effectively transport oxygen and nutrients to parts of their body.
9. For practice on becoming familiar with the terminology of the circulatory system, students will be given a crossword puzzle to do (click here).
In summary, the instructional methods to be used in dealing with this objective would involve lecturing to the class with class participation and involvement, demonstrating the heart using a hand‐made model of the heart, following the flow of blood with their own diagram, and finally, performing an activity.
- Evaluation:
- Students must gain understanding for the circulatory system in order to proceed with concepts of blood
- Vocabulary:
- Atria, ventricles, mitral valve, tricuspid valve, pulmonary arteries, pulmonary veins, aorta, semilunar valves
- Homework:
- Materials / Resources (including technology)
- Worksheets, Poster, handouts, PowerPoint, presenter, notes.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 1. The concepts learned throughout the semester, through an engaging game and a test paper.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- 1. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing animal kingdoms and plant vocabs
• Labeling parts skeleton, muscles, skin
• Participating in the round robin activity
2. Reinforce concepts learned about cell structure, ecology and microscope through an engaging game.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to:
1. Reinforce themselves with the knowledge learned since day 1.
2. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
1. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz
Students’ scores in the game activity.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
3. Reinforce themselves with the knowledge learned since day 1.
4. Answer recitation questions with complete details.
- Language Objective:
- Students will be able to:
2. Communicate their answers in an orderly manner, using good subject‐verb agreement.
- Main Activity:
- PART A
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card.
b. Writing the definition of the word in the upper right hand corner of the card.
c. Writing related vocabulary words in the upper left hand corner.
d. Writing down examples of the word.
e. Drawing/ illustrating the word.
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example.
3. Students will be asked to construct a diagram on the board and explain it.
PART B:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
- Evaluation:
- Short Quiz.
Students’ scores in the game activity.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past months.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past months.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to:
1. Answer the questions tackled within the past months.
2. Verbalize understanding or misunderstanding of the lessons covered.
- Language Objective:
- Students will be able to:
1. Read the instructions carefully.
2. Verbalize misunderstanding of the instructions.
3. Communicate their answers in an orderly manner, using good subject‐verb agreement on essay questions.
- Main Activity:
- 1. Students arrange their desks in a one‐seat‐apart set up.
2. They will be given 5 minutes to review their lessons.
3. Please see attached document for the exam paper.
- Evaluation:
- Accomplished Examination papers.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Index cards
Pen
Papers
timer
- State of Minnesota Standards Covered
-
View PDF