Lesson Plans

Teacher: Ms. Masters Unit: Cell Structure and Function Date: 10/23-10/27

Subject Area: Biology Grade level: High school (Periods 1 and 2)

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential
functions of life through systems of specialized cells. [Assessment Boundary : A ssessment does not include identification of specific cell or tissue ty pes,
whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]

The Big Ideas

Cells are the basic unit of all life and represent a vast array of types, yet they share many similarities. All living things are made up of cells whose work
carried out by many different types of molecules. Cellular and molecular biology has the power to explain a wide variety of phenomena related to the
organization and development of living systems.
Modern cell theory states that:
All organisms are made up of cells.
New cells are derived from pre-existing cells.
The cell is the structural and functional unit of all living things.
Cells contain hereditary information that is passed from cell to cell during cell division.
All cells are basically the same in chemical composition and metabolic activities.
Endosymbiotic theory, which proposes the chloroplasts and mitochondria were once free-living prokaryotes that developed such close relationships
with early cells and that they were eventually taken in as substructures, represents a major step in the evolution of eukaryotes, since it couples energetic
processes to cell function.
Evidence for the theory is striking:
chloroplasts and mitochondria both contain circular DNA, similar to prokaryotes
their cell membrane structures are similar to prokaryotes
they reproduce by binary fission, as do prokaryotes
their ribosomes are similar in structure to prokaryotes
Differences between types of cells: prokaryotic and eukaryotic, plant and animal, highlight features of form and function that relate to the specific role
of a given cell to its organism type.

ACTIVITIES:
 Monday
https://www.youtube.c
om/watch?v=GXka5pw
cV5s
I can review the cell I can identify the
theory and achieve 80
percent or higher on
my open note quiz.
#MindsetMonday.
Students will watch quick
inspirational video and
answer the warm up
questions to start the
week and share out to the Video reflection questions:
following questions ( 7
mins)
1.) How did this
video make you
feel? Why?
2.) Would you share
this video with a
friend? Why or
why not?
3.) How does this
video
demonstrate a
growth mindset?
4.) Tell me one thing
you did this
weekend!:)
Go over and discuss!
We will do a Kahoot
review together
stopping between to
discuss the question if
many students answer
Tuesday
https://www.youtube.co
m/watch?v=hD5f8GuNuG
Q differences between
basics and successfully
organelles of plant,
animal, and bacterial cells
and describe their
functions
#AcceptanceTuesday
warm up and reflection
questions/share out as
class (7 mins)
How did this video make Would you purchase this
you feel? Why?
Would you share this video
with a friend? Why or why Explain in your own words
not?
What can someone take
away or learn from impacts our society. Why?
watching this video?
Tell me one thing you did
this weekend! :)
Discuss and turn in!
Students will use Ipads to
complete cells alive
webquest. Students will
complete interactive lab
either independently or
with a partner. Students
will learn about the
similarities and differences
between prokaryotic
(bacterial), animal, and
plant cells by labeling their
Wednesday Thursday Friday-
https://www.youtube.com https://www.youtube.com/
watch?v=feEDugppdGg I can explain the
/watch?v=IPLcE6tn6us similarities and
I can practice gardening I can describe the
functions and prokaryotic and
eukaryotic cells
plant lettuce! importance of plant and
animal cell organelles.
#ThankfulThursday Warm up
#WonderWednesday #FlashbackFriday Warm
Warm up video and writing Begin cell theory unit! up- weekly reflection
response- 7 mins 7 mins turn in reflection sheet: covers successes
Video reflection questions:
Video reflection questions: and challenges from
How did this video make you
What was presented in this feel? Why? past week as well as
video? rating themselves on
Would you share this video behaviors and using this
with a friend? Why or why
to write goal for next
product? Why or why not? not?
week.
Explain how this video
demonstrates the Students will be
how you think this uses importance of gratitude and
positively or negatively assigned either a
kindness in the world.
prokaryotic or
How can you show gratitude eukaryotic cell to read
today?
Discuss and turn in! about and take notes.
At the end of the period,
Students will be working in Discuss and turn in!
the garden outside today they will have to be the
Students will take guided expert on their cell
for the first time with help
notes on cell organelles
from Ms. Scruggs and Mr. type and help partner fill
and complete practice
Listermann! Students will in their side of the note
sheet with organelles and
learn how to plant lettuce sheet and complete
function at end of class.
in the garden and learn venn diagram and
about other garden
jigsaw questions.
activities throughout the
Discuss as class and fill
year. Will print out
in class chart with each
gardening basics article for
groups contributions.
students that goes over
tools and the lettuce plant.
incorrectly. Then organelles and describing This will be turned in as
students will be allowed their functions. Students their exit ticket
to use their notes on may work in lab groups but
the quiz. complete own sheet to
turn in.
When finished, can
finish cell organelle
word search(extra
credit)

Lesson Plan
Teacher: Ms. Masters
Unit: Cell Theory

Subject Area: Middle grades science Grade level: Middle School (Periods 3 and 4)
Standards: 6.LS.1 Cells are the fundamental unit of life. All living things are composed of cells. Different body tissues and organs are made of
different kinds of cells. The ways cells function are similar in all living organisms. Note 1: Specific information about the organelles that need
to be addressed at this grade level will be found in the model curriculum. Note 2: Emphasis should be placed on the function and coordination
of these components, as well as on their roles in overall cell function.
6.LS.2 All cells come from pre-existing cells. Cells repeatedly divide resulting in more cells and growth and repair in multicellular organisms.
Note: This is not a detailed discussion of the phases of mitosis or meiosis. The focus should be on reproduction as a means of transmitting
genetic information from one generation to the next, cellular growth and repair.

Overview: Modern Cell Theory states that all living things are made of cells. Cells are the basic unit of
structure and function of all living things. Many organisms are single-celled and that one
cell must carry out all the basic functions of life. Other organisms are multicellular and the
cells that form these organisms can be organized at various levels to carry out all the
basic functions of life. Different body tissues and organs can be made up of different
kinds of cells. The cells in similar tissues and organs in animals are similar. The tissues and
organs found in plants differ slightly from similar tissues in animals. Use Modern Cell Theory
to exemplify how scientific theories are developed over time.

Monday Tuesday Wednesday- Thursday- Friday-

I can describe the three
I can identify the key I can practice gardening I can identify the key I can review for my cell
components of the cell
people and events leading basics and successfully people and events theory quiz with a goal
theory.
to the cell theory and plant lettuce! leading to the cell theory of 80 percent or
#MindsetMonday.
Students will watch quick describe some functions #WonderWednesday and describe some higher!
inspirational video and of cells. Warm up video and writing functions of cells.
#FlashbackFriday Warm
answer the warm up response- 7 mins
questions to start the #ThankfulThursday Warm up up- weekly reflection
week and share out to the #AcceptanceTuesday warm Video reflection questions: sheet: covers successes
following questions ( 7 up and reflection What was presented in this 7 mins turn in reflection
Video reflection questions: and challenges from
mins) questions/share out as video?
class (7 mins)
How did this video make you past week as well as
5.) How did this feel? Why? rating themselves on
Video reflection questions: Would you purchase this
video make you behaviors and using this
How did this video make product? Why or why not? Would you share this video
feel? Why?
with a friend? Why or why to write goal for next
6.) Would you share you feel? Why?
this video with a Explain in your own words not? week.
Would you share this video
friend? Why or with a friend? Why or why how you think this uses
Explain how this video
why not?
not? positively or negatively Students will do Kahoot
7.) How does this demonstrates the
What can someone take impacts our society. Why? importance of gratitude and review and review
video
demonstrate a away or learn from kindness in the world. crossword aftewards
watching this video? Discuss as class and turn where they will read the
growth mindset?
8.) Tell me one thing Tell me one thing you did in! How can you show gratitude
today? definition or clue and
you did this this weekend! :)
See above! write the correct answer
weekend!:)
 After turning in warm up,
students will take guided
notes on the cell theory as
a class. Students will take
turns reading and will fill in
blanks on note sheet.
Students will complete
practice sheet and turn in
using notes as support.
Discuss as class and turn
in!
Students will complete 4
of 8 stations today Students will complete
including:
-watch it- watch video with
paired multiple choice
questions
-read it- read one page cell
reading with 4 paired
multiple choice questions
-write it- answer 3 short
free response questions
-explore it- short inquiry
activity and free response
questions
Discuss as class and turn using notes as a
in resource
the remaining stations
today:
Research it- will complete
online interactive activity
and answer free response
questions
illustrate it- draw a
picture that depicts the
three components of cell
theory
Organize it- will organize
the cards into correct
categories and copy
down on paper
Assess it- four test style
multiple choice questions-
must be last station
 Lesson Plan
Teacher: Ms. Masters Topic: PE (Weekly)

Subject Area: PE/ Health Grade level: High school

ACTIVITIES:
Monday-PE Tuesday- Wednesday-PE Thursday- Friday
Recreational
Games PE OS- Basketball Games PE-OS- field/walk
Therapy
Miss Sarah CHNK

Lesson Plan
Teacher: Ms. Masters Topic: Intervention
This weeks topic: Writing
Standard: W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes
clear relationships among claims, counterclaims, reasons and evidence.
b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim
and reasons, between reasons and evidence, and between claims and counterclaims.
d. Establish and maintain a formal style and objective one while attending to the norms and conventions of the discipline in which
they are writing.
 Overview: Students will learn how to construct an argumentative essay using appropriate essay format, intro, body, and conclusion
paragraphs, and proper grammar and mechanics. Students will look at writing samples and practice assessing them and making suggestions
and improvements as well as spotting grammatical errors. We will write and type an argumentative essay as our end goal and also do some
free-write practice to help students understand what will be asked of them on the ACT.
ACTIVITIES:
Monday Tues Wednesday- Thursday- Friday
I can outline my paper
I can write my rough draft I can write my rough draft I can review my feedback I can review my
and write my thesis of my argumentative and write my final draft feedback and write my
of my argumentative
statement. essay using proper of my essay using proper final draft of my essay
essay using proper
formatting, supporting formatting, supporting formatting, supporting using proper
Students will take out evidence, and transitions. evidence, and formatting, supporting
evidence, and transitions.
topics sheet and choose transitions. evidence, and
topic they would like to Students will begin writing Students will continue to
transitions.
write about and pick their rough drafts today write rough drafts today. I will pass back students
claim. and MUST be turned in by Before turning in, they papers with edits and Students will continue
tomorrow. Will give must g
o t
hrough t
he corrections t
o f
ormatting, working on papers
I will review how to students argumentative checklist a
nd m
ake s
ure a
ll spelling/grammar, a
nd today. When finished,
write a thesis statement essay checklist to check off argumentative suggestions f
or s
tronger they must use their
by going over an components as they go: components a
re p
resent. evidence. S
tudents w
ill rubric/checklist to look
example on the board. transitions, body Students w
ill t
urn i
n b
y t
he use t
his f
eedback t
o w
rite for any errors.
Thesis needs to have paragraphs, three reasons, end o
f t
he p
eriod s
o t
hey their r
ough d
rafts o
ver
claim and three reasons 2-3 supporting examples can review feedback today and tomorrow.
they will be writing for each, etc. Students will tomorrow. I
f s
tudents They will use the same
about in their paper. continue to work on finish b
efore t
he e
nd, t
hey checklist as before,
papers for the duration of can s
witch w
ith a
p
artner except this time it is not
Students will need to the class period. Miss Carla at t
heir t
able t
o c
heck f
or just for a participation
complete outline today will be circulating the class spelling/grammatical grade, it is participation
and thesis exit ticket assisting students while I errors. and they will receive a
writing their claim and work with our students summative score using
three reasons they will with special needs at the the argumentative rubric.
introduce in their table by my desk. If
papers. Both must be students need help, Miss
turned in by end of the Carla and I will switch.
period.