Greensburg Salem Lesson Planning Template
NAME: Andrea Redinger
COURSE: Biology
UNIT/LESSON TITLE: Unit 5 - Cells
What is this unit/lesson about?
In this unit, students build upon recently
acquired knowledge and understanding of
the characteristics of life and biochemical
make-up of cells. This unit focuses on cell
structures, locations, and functions
comparatively in prokaryotic and eukaryotic
cells. Plant and animal cells will also be
compared and contrasted.
What are the standards for learning
addressed, assessed, and evaluated in this
unit/lesson?
3.1.B.A1
Compare and contrast the cellular structures
and degrees of complexity of prokaryotic and
eukaryotic organisms.
Explain that some structures in eukaryotic
cells developed from early prokaryotic cells
(e.g., mitochondria, chloroplasts).
Stage 1 Desired Results
Transfer Goals / Big Ideas
Why do all students need to learn and develop the skills associated with this unit/lesson?
Big Idea #3: Cells are the basic unit of structure and function for all organisms.
Big Idea #5: Eukaryotic cells can differentiate and organize making it possible for
multicellularity.
Meaning
Learning Targets / Understandings ESSENTIAL QUESTIONS / I CAN STATEMENTS
Students will understand these concepts: I can identify the 5 parts common to all cells.
Describe and interpret relationships between I can compare and contrast prokaryotic and
structure and function at various levels of eukaryotic cells, identifying cell parts.
biological organizations (i.e. organelles, cells,
tissues, organs, organ systems, and I can compare and contrast animal and plant
multicellular organisms). cells, identifying cell parts.
Describe the fundamental roles of plastids I can explain cell part functions and how
(e.g., chloroplasts) and mitochondria in structure is related to function.
energy transformations.
Describe how the structure of the plasma
membrane allows it to function as a
regulatory structure and/or protective
3.1.B.A5
Relate the structure of cell organelles to their
function (energy capture and release,
transport, waste removal, protein synthesis,
movement, etc.).
barrier for a cell.
Describe how membrane-bound cellular
organelles facilitate the transport of
materials within a cell.
Acquisition
ALL Students will know (include key Students will be skilled at (able to do)…
vocabulary)
Labeling and identifying cell parts.
cell membrane, cytoplasm, genetic material,
chromosome, bacteria, capsid, capsule, Relating cell functions to cell analogies (i.e.,
shapes of bacteria, conjugation, binary school).
fission, virus, capsid, vaccines, protist, fungi,
plant, animal, prokaryote, cell theory, history Designing, creating, and constructing an
of cells, organelles, eukaryote, unicellular, edible cell.
multicellular, autotrophic, heterotrophic, cell
wall, cytoskeleton, microtubules,
microfilaments, DNA, nuclear membrane,
nuclear pore, nucleus, nucleolus, smooth ER,
rough ER, golgi apparatus, vesicles,
ribosomes, vacuole, chloroplast, plastids,
mitochondria, cristae, lysosome, cell
respiration, photosynthesis
Prioritized knowledge and ideas for students Prioritized skills for students with
with complex/exceptional instructional complex/exceptional instructional needs
needs:
Learning support
Learning Support
Gifted – Research and share findings on the
Gifted endosymbiotic theory connecting Evolution
Big Ideas (9th grade) to Cells Big Ideas.

Design and create a diorama of your choice to

represent cell parts and functions (i.e., cell
city, cell skate park, etc.).
 Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
What evidence will be used to evaluate how student meet the What assessments and feedback will be used to determine students
learning targets? are making progress toward learning the key knowledge in this
unit/lesson?
Lab – Cells
Edible Cells
Quiz – Cell Analogies
Individualized Cells Station Review

Exam - Cells
NAME:
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Unit/Title:

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

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NAME:
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Individualized Student Planning

Student Name Standards Aligned IEP/GIEP Student-Specific IEP/GIEP Student-specific supports,
Goals accommodations, or
modifications