Lesson Plan: 1

Unit 4: The Cell

Topic: Introduction to cells

Aim: How are cells important to living organisms?

Check In: Fill out the Cell chart handout

Standards:
1.2a Important levels of organization for structure and function include organelles, cells,
tissues, organs, organ systems, and whole organisms.
1.2f Cells have particular structures that perform specific jobs. These structures perform
the actual work of the cell. Just as systems are coordinated and work together, cell
parts must also be coordinated and work together.
5.2j Biological research generates knowledge used to design ways of diagnosing, pre-
venting, treating, controlling, or curing diseases of plants and animals.

Performance objectives:
1. Students will be able to explain the importance of cells by writing down at least
three reasons and submitting their responses for the Check out formative
assessment.
2. Students will be able to work together in groups to construct concept maps based
on their prior knowledge about cells from living environment and review
information about cells that they may have forgotten.
3. Students will explain what the cell theory is by discussing the importance of this
concept in living environment and state all the components that make up the
theory.

Vocabulary:
1. Cells- the basic unit of structure and function in all living organisms
2. Concept map- diagram that shows relationships between concepts
3. Cell Theory- one of the basic principles of biology

Materials:
1. For the demonstration: microscope, slides, laptop, and projector
2. For the lesson: Cell chart handout, Concept map poster, Concept map post- its,
PowerPoint slide, LGT (learning goal template) for Cell Unit and the Concept
Web Check Out handout.

Safety and Disposal: N/A
Anticipatory Opening: Demonstration of live cheek cells through microscope
projection to introduce to students the new unit to be taught on cells.

Development of Lesson:
Teacher Does Students Do
Greet students after their first period exam and display live
cheek cells image on smart board from microscope
demonstration to introduce the new unit on cells. (5 min)
Tell students to think about their prior knowledge on cells
from freshman year living environment class and fill out
The Cell Chart handout for their check in activity. (5 min)
Separate students into groups of four and introduce the
concept map activity. Explain to students how a concept
map works. (3 min)
Q: Has anyone ever used a concept map before? How
do they work?
A: A concept map is a diagram that shows
relationships between concepts. Each circle represents
a concept and each line connecting two circles has a
term or short fragment that links two concepts.
Distribute a poster and post-its to each group. Walk around
and assist groups in Concept Map activity (15 min)
Put up on board a concept map poster with all the answers
and tell students to fix any mistakes they have made in their
own poster. Let the students know that concept maps may
differ since everyone has their own perception on things but
as long as you were able to put together the terms in a
logical order then that is fine. After putting together the big
concept map, Ask students the fundamental question:
Q: Why do we study cells? (Hint: look at your concept
map for the answer)
A: Cells are the basic unit of life.
Q: Why is studying cells important to living organisms?
A: Understanding cells helps us understand how we as
humans function.
-By knowing this we can study what harms/helps cells
so we can answer what harms/helps us stay alive.
-Observe cells to diagnose disease
-Can treat cells to heal from illness
-Learn to make better choices to stop harming cells
-Can protect our cells.

Students observe the live cheek
cells obtained by teacher on the
smart board screen.
Fill out The Cell Chart handout
for check in activity.


Answer question then follow
instructions and get into groups of
four.



Concept map activity: students
help each other in their groups to
complete the assignment and
organize their concept map.




Answer questions and participate
in discussion




The principle that cells are the basic unit of life in
biology is one of the few that make up what we call the
Cell Theory.
Remember in the beginning of the year, for our first
unit on the nature of science, we learned the term
scientific theory.

Q: Who remembers what a scientific theory is?
A: Scientifically proven facts that are put together to
explain a big idea.

Open up PowerPoint slide to introduce the cell theory. Ask
students to write down the cell theory notes in their
notebooks. (10 min)
Tell students to look at the new unit LGT and explain how
there are some new terms but also concepts from the
concept map activity in which we will go into more detail on
then what is covered in regular biology.

Q: Looking at the LGT, what section did we cover
today?
A: #4 Explain what the cell theory is.
Remind students the LGT should be put in folders along
with the check out assignment. Check out is a concept web
sheet where students answer the aim by writing 3 reasons
why cells are important to living organisms. (5 min)




Answer question

Copy down notes

Students look at LGT



Students complete check out
activity and hand it in to be
graded once finished.

Differentiated Instruction:
On the first handout distributed to students to complete for the check in activity, there are three
columns in which students will fill in: any prior information they know about cells in the first
column, what they would like to know in the second and finally the third column is designed for
visual learners who prefer to use images or do drawing activities to better understand the
content. Also the concept map activity involves group work which is beneficial to higher
achieving students who get to teach and therefore solidify their understanding of content
material as well as lower achieving students who may feel overwhelmed by the task and can
learn from their peers.

Homework:
Studying Cells handout- Read and answer the questions.

Formative Assessment:
Concept web map handout to be handed in and graded.

Notes for Revision: