Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question.

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2 Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question. 2

3 Instructional Approach(s): The teacher should present the information on the slide. You may want to speed through some of the video to get to the end. It will not take long for the students to get the point of the video. 3

4 Instructional Approach(s): The teacher should present the information on the slide. The teacher should question students until they can come up with the concept of energy. You may need to ask why they eat to help get to energy. However, if after a minute or two students have still not come up with an answer, tell them energy and move to the next slides. 4

5 Instructional Approach(s): Give each student a Cell Processes Foldable to use during the lesson to record important information. *Note: this lesson includes vocabulary that is not directly listed in the state standards; however, supplemental state documents identify these processes as necessary for cells to get food, remove waste, grow, reproduce, and make needed materials. Throughout the lesson, stress these aspects not all of the formal names of the processes. All of them are necessary to cells to conduct all of their functions. 5

6 Instructional Approach(s): The teacher should present the information on the slide. 6

7 Instructional Approach(s): The teacher should present the information on the slide. Students do not have to write down the definition of chemical energy. However, students will be applying the concepts throughout the lesson. 7

8 Instructional Approach(s): The teacher will present the information on the slide. Although students are not expected to necessarily know the input/output of the process of photosynthesis, most students already have knowledge about each component. 8

9 Instructional Approach(s): The teacher should present the information on the slide while the students record the important information for photosynthesis on their foldable. 9

10 Instructional Approach(s): The teacher should pose the question to the students. Give a minute or less to gather student responses. Students should be able to already come up with sunlight and water. They may even come up with carbon dioxide. Plants need these substances for Photosynthesis. 10

11 Instructional Approach(s): The teacher should present the information on the slide. Students are not expected to know the terms reactants and products, but it is helpful for students to know what is needed to conduct photosynthesis and what made through the process of photosynthesis. Try to focus on the overall process and how it will link to cellular respiration and the needs of living organisms. 11

12 Instructional Approach(s): The teacher should present the information on the slide. Give students a chance to briefly response to the question where do animal cells get their chemical energy? Students should hopefully indicate that animal cells get their energy from the food they eat. You may need to remind students that our body is made up of animal cells. This may make answering the question a little easier. Their responses should lead into the next slide. 12

13 Instructional Approach(s): The teacher should present the information on the slide. The students should record the important information about cellular respiration on their foldable. Make sure students understand that cellular respiration occurs in both plant and animal cells. 13

14 Instructional Approach(s): The teacher should present the information on the slide. However, students are not expected to know the reactants and products of cellular respiration. Use the information to help students understand the general process. 14

15 Instructional Approach(s): The teacher should present the information on the slide. Once again reinforce the larger concepts that plants release oxygen as a waste product in photosynthesis which is necessary for cellular respiration and plants take in carbon dioxide which is a waste product from cellular respiration which is necessary for photosynthesis. Therefore, plants and animals are essential to each other. 15

16 Instructional Approach(s): The teacher should use the diagram to illustrate the processes of photosynthesis and cellular respiration. 16

17 Instructional Approach(s): The teacher should present the slide and ask students to identify which is Photosynthesis and which is cellular respiration. How do you know? Continue to ask for more how do you know facts until all of the choices have been used. 17

18 Instructional Approach(s): The teacher should show the short animations and the video clip to reinforce photosynthesis and cellular respiration. 18

19 Instructional Approach(s): The teacher should present the information on the slide and then allow students to get with a partner to discuss the question. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Chloroplasts can be associated with solar panels because Chloroplasts use energy from the sun just like solar panels to produce a form of energy. Mitochondria can be associated with power generators because both use one form of energy (mitochondria use glucose/sugar as the form of energy) and change it into a form of energy that can be used (mitochondria changes the energy into ATP which is the form needed for cell functions and power generators produce electricity) 19

20 Instructional Approach(s): Students will do a comparison of Photosynthesis and Cellular Respiration. Use the link on the curriculum map. Differentiation: Provide some students/classes with the list of similarities/differences and have other students/classes use their notes to determine the similarities/differences 20

21 Instructional Approach(s): The teacher should use the slide to illustrate how energy from the sun is eventually turned into energy used in the cells to perform daily functions. 21

22 Instructional Approach(s): This is an optional activity in which the students can make their own story board similar to the previous slide. This may be an Anchor/Sponge activity or a homework assignment if time is limited in class. 22

23 Instructional Approach(s): Give the students about seconds to think on their own and then have them pair to discuss. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. 23

24 Instructional Approach(s): The teacher should indicate that so far they have been discussing how cells get the energy they need to perform daily functions. Now, they are going to examine how materials move in and out of the cell. You may want to ask students why is it necessary for materials to move in and out of the cell. 24

25 Instructional Approach(s): The teacher should present the information on the slide. The question at the end may just be a rhetorical question or one you pose to the students and briefly discuss before leading to the next slide. 25

26 Instructional Approach(s): The teacher should present the information on the slide. 26

27 Instructional Approach(s): The teacher should present the information on the slide. The word semi-permeable is not directly listed in the state standard, but other supporting documents from the state refer to semi-permeable. The students will apply the meaning of the word throughout the lesson when discussing the ability of some materials to move in and out of the cell membrane easier than others. 27

28 Instructional Approach(s): The teacher should show the animation to help students better understand the word semi-permeable and what it means in regards to the cell membrane. 28

29 Instructional Approach(s): The teacher should present the information on the slide which leads to the concepts that follow. 29

30 Instructional Approach(s): The teacher should present the information on the slide. Ask students which movement is easy in the images and which is more difficult. 30

31 Instructional Approach(s): Call a small group of students to the front. For this demonstration, tell the students that they are going to need to hold their hands up so their hands are not touching anyone. Take a rope or string and begin circling the students. Keep making the circle smaller so that students have to get closer and closer together. Do this to the point that you notice students are starting to get a little bit uncomfortable, but don t keep them in this position too long. Then ask some of the students in the group if they are uncomfortable and/or what it would take for them to feel more comfortable. Ask a student sitting down what he/she would expect students to do once the rope is removed. The students should come to the conclusion that the students will move apart. It is natural to move apart and want space. The same is true for particles. Particles naturally move from areas where they are crowded to areas where they are less crowded. 31

32 Instructional Approach(s): The teacher should present the information on the slide. Use the images to reinforce the concept. 32

33 Instructional Approach(s): The teacher should use the images to demonstrate the concept of particle movement from more crowded to less crowded 33

34 Instructional Approach(s): The teacher should present the information on the slide while the students record the important information about Passive Transport on their foldable. Ask the class the question how does this diagram represent passive transport? Hopefully students will point out that movement is occurring and that it seems to be moving quickly without any problems or additional help 34

35 Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Passive Transport on their foldable. Tie passive transport back to the natural movement of particles. Since particles naturally want to move from being crowded to less crowded, energy is not required for passive transport because the particles are already moving in the direction in which they would want to travel. 35

36 Instructional Approach(s): Give the students about seconds to pair and discuss. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. 36

37 Instructional Approach(s): The teacher should present the information on the slide. Note: In some cases, facilitated diffusion or diffusion that occurs using protein channels or doorways is called passive transport. Focus on the fact that passive transport does not require energy. 37

38 Instructional Approach(s): The teacher should present the information from the slide while the student records important information about Diffusion on their foldable. Once again, the particles easily move from high to low concentration which is their natural movement. Therefore, energy is not required so it is a type of passive transport. 38

39 Instructional Approach(s): The teacher should pose the question to the class and get a few student responses to the question before clicking to reveal the answer 39

40 Instructional Approach(s): The teacher should use the illustrations as examples of diffusion. You may want students to write a few examples down on their foldable. 40

41 Instructional Approach(s): The animated slide demonstrates diffusion 41

42 Instructional Approach(s): The teacher should select 1-2 of the animations to demonstrate diffusion 42

43 Instructional Approach(s): The teacher should pose the question to the class. Either ask the class or allow students to work in small groups 2-3 at most to discuss what is occurring. After a minute or so, listen to a few student responses. Explain the answer if needed: The ovals are crowded on the left side and are diffusing to the right side where they are less crowded. 43

44 Instructional Approach(s): The teacher may opt to use this as a formative assessment piece to determine student understanding of diffusion 44

45 Instructional Approach(s): The teacher should present the information on the slide while students record the important information about Osmosis on their foldable. 45

46 Instructional Approach(s): The teacher should show the animated illustration to demonstrate osmosis. The animation is slow so start the slide and just wait for it to move on its own. The teacher should read the explanations on the bottom of the screen during the animation. 46

47 Instructional Approach(s): The teacher should present the slide with the animation of osmosis. The animation should run as soon as the slide is shown. 47

48 Instructional Approach(s): The teacher should present the information on the slide. 48

49 Instructional Approach(s): The teacher should present the information on the slide. 49

50 Instructional Approach(s): The teacher should present the information on the slide. Ask students what is happening to the cell in the water and why? After a minute or less of discussing possible reasons, click the mouse to reveal the answer. 50

51 Instructional Approach(s): The teacher should select 2-3 of the animations to show to reinforce the concepts of Diffusion and Osmosis 51

52 Instructional Approach(s): This quick summarizer can be done as a class or in pairs. Spend a minute or two total time discussing and sharing examples of Diffusion/Osmosis. 52

53 Instructional Approach(s): These are optional activities to demonstrate the processes of Diffusion and Osmosis. The teacher should select no more than two of the activities as either demonstrations or student labs. Or, the teacher may decide to set up lab stations with several of the activities if appropriate. 53

54 Instructional Approach(s): The teacher should present the information on the slide. 54

55 Instructional Approach(s): The teacher should present the information on the slide. 55

56 Instructional Approach(s): The teacher should present the information on the slide. 56

57 Instructional Approach(s): The teacher should present the information on the slide. 57

58 Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Active Transport on their foldable. 58

59 Instructional Approach(s): The teacher should present the information on the slide. 59

60 Instructional Approach(s): The teacher should use the illustrations on the slide to reinforce the difference between passive transport and active transport. Notice the diagrams show moving from high to low concentrations and low to high. Remind students that ATP means Energy. 60

61 Instructional Approach(s): The teacher should use the diagram to further compare passive and active transport. 61

62 Instructional Approach(s): The teacher should show the slide with an animation of active transport. 62

63 Instructional Approach(s): The teacher should select 1-2 of the activities if needed to reinforce the movement of particles in cells 63

64 Instructional Approach(s): The teacher should present the information on the slide. 64

65 Instructional Approach(s): The teacher should present the information on the slide. 65

66 Instructional Approach(s): The teacher should present the information on the slide while the students record the important information about Endocytosis on their foldable. The image at the bottom is animated and comes in with a click of the mouse. 66

67 Instructional Approach(s): The teacher should use the image to reinforce the process of endocytosis 67

68 Instructional Approach(s): The teacher should present the information on the slide while the students record the important information on their foldable. 68

69 Instructional Approach(s): The teacher should use the illustration/animation to reinforce the process of Exocytosis. 69

70 Instructional Approach(s): The teacher should use the picture to illustrate the difference in endocytosis and exocytosis 70

71 Instructional Approach(s): The teacher should select 1-2 of the activities if needed on endocytosis and exocytosis 71

72 Instructional Approach(s): Students write a short story as a particle moving in or out of a cell. The teacher may want to use the short story as a formative assessment to determine student understanding of the concepts. The Cell Processes Distributed Summarizing document is linked on the curriculum map. 72

73 Instructional Approach(s): The teacher should present the information on the slide. 73

74 Instructional Approach(s): The teacher should present the information on the slide. 74

75 Instructional Approach(s): The teacher should present the information on the slide while the students records important information about mitosis on their foldable. 75

76 Instructional Approach(s): The teacher should show the short video clip of mitosis 76

77 Instructional Approach(s): The teacher should pass out the Amoeba Sisters Video Recap of Mitosis: The Amazing Cell Process That Uses Division to Multiply (on the curriculum map under videos/mitosis and Meiosis). Show only the first 5+ minutes of the video because it goes into phases of Mitosis which the students do not need to know 77

78 Instructional Approach(s): The teacher should present the information on the slide while the students record important information about Meiosis on their foldable. Meiosis will be covered in more depth during the genetics lesson. Just stick to meiosis and the formation of sex cells (one cell dividing to make four cells) for now. 78

79 Instructional Approach(s): The animated slide shows the steps involved in meiosis. Students should understand the general concept that meiosis is a process that results in 4 sex cells with half of the genetic material. 79

80 Instructional Approach(s): The teacher shows the first 3 minutes of the video clip to reinforce meiosis. 80

81 Instructional Approach(s): The teacher should select one of the links to compare mitosis and meiosis. The first link is an animation and the second link is a short video. 81

82 Instructional Approach(s): The teacher should select one or two of the activities as needed to review all of the cell processes covered in the lesson. Each activity is linked with additional details on the curriculum map. 82

83 Instructional Approach(s): Each student should complete the summarizer. The teacher should use the summarizer to place students into groups to complete the cell processes tiered differentiated task linked on the curriculum map. 83

84 Instructional Approach(s): The teacher should use the Cell Processes Summarizer to place students into groups to complete the Cell Processes Tiered differentiated activity linked on the curriculum map. 84