Middle School El Students- Carlos

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the

A slideshow or power point presentation can create a visual representation for teaching about similarities and differences between adjectives used to describe people. Or showing pictures of characters in a novel will help the students put an image to a written discretion that may not have been able to create with word only. This can also be used for other aspect within a novel like a setting, plot, themes, and symbols to meet the language objectives and the core content objectives.

1. Why do you think it is important to have a membrane surrounding each of our trillions of cells? Expect varying answers, but the idea is have the students understand the plasma membrane separates the cells from their environment and each other while also regulating the material within each cell. 2. What are two distinctive physical features of phospholipids? Heads are polar (water soluble, hydrophilic) and tails are nonpolar (water hydrophobic).

The teacher first poses a question to the students, such as ‘How do we study cellular structures?’, activating the engagement stage of the bscs learning model. Once the topic has been broached, the teacher will

Yo It's Greenberg, Pantalones and Calcetines. We're here to teach you a thing or two. There are two types of cells, plants and animals, doesn't sound too swell, but learning about them will make you well. First, we're going to tell you about the plant cell. We're going with the chloroplasts, it gives off as much energy as a rocket blast. Next is the lysosomes breaking them down, the don't mess around, 'cause they ain't no clown. The cell wall just like skin, a layer that’s so thin. The next lives in moss, and controls the plant like a boss. Up comes the ribosomes showing you how to make food, but it might not be too good. Endoplasmic reticulum, organelle with passageways that represents a "highway". Energy is produced in this area also known

The project consisted in a quick guide that can be used as an emergency kit for new graduate students within the Plant Pathology, Physiology, and Weed Science Department. At the beginning of the program, students tend to become overwhelmed by the information provided through orientations or paperwork to be done; therefore, they might dedicate less attention to subjects as Ethic, Plagiarism, Honor Code, etc. In addition, a certain nervousness may arise, as they begin to study or hear about these concepts, due to the complexity. Things get worse when orientations are missed, because the information that can help make the transition easier is omitted.

I chose to interview seventh grade life science students on the topic of cell division. Because I teach at a magnet junior high/ high school within Toledo Public students, the students I teach in the seventh grade are coming from a variety of different elementary schools both in and out of the district. This results in a wide variety of prior content knowledge in science. Based on the Ohio New Learning Standards for Science, in the sixth grade, students are introduced to the idea of mitosis and that cells come from pre-existing cells. However, based on my past two years of experience teaching seventh grade life science, this is often not the case. Most students have a basic understanding of cells, but have not been introduced to mitosis, nor the major component of cell theory that all cells come from pre-existing cells. It may also be important to note that my seventh grade class incorporates both seventh and eighth grade life science standards from the Ohio New Learning Standards for Science.

Two biological themes explained by this lab are: unity yet diversity and evolution as a theory to explain diversity. Unity yet diversity is explained through this lab by the different organelles present in the specimen. For example, a unifying organelle is the nucleus, or at least having DNA present in the cell. The DNA is needed to provide instructions for how the cell to function, grow, and divide, and even more. Without the DNA, the cell would not be able to do anything, therefore all cells have it. In many of the drawings, the nucleus or DNA is not visible. (Drawing 7.2, 7.5, 7.6, 7.8, 7.9, 7.10, 7.14, 7.15, 7.16, 7.17). Even though it is not visible, it is still present, and is just too small to be seen by a compound light microscope.

As I went through the terms, I had them watch my example/illustration and then have them create their own. While most of the students are still at the level where they copy my definition and example, it still allows for the more advanced students to process and comprehend the terms to write paraphrased definitions and construct their own examples/illustrations. Having the definitions already printed for the students who struggle with English helped with the class pacing. Because of that, the students were able to finish filling in their sheets in the time provided. Having the colored pencils also allowed the students to personalize and take ownership of their

January: In the last reporting period, we have covered our second unit “Cells & Systems” in Science 8. This unit looks at the interpreting life at a variety of levels, from individual cells to complex organisms and their body systems. Mariah continues to complete her work to a high degree. On her midterm, she exceeded at the following concept “Investigate and describe fluids used in technological devices and everyday materials” and struggled with “Investigate living things and interpret their general structure, function and organization” and “Investigate and describe the role of cells within living things”. She would still benefit by trying to expand written answers and making sure all parts of a question are answered to the best of her

Biology is the study of living organisms and their behaviors, anatomy, and physiology. In addition, living organisms are characterized by their cellular structure, and their ability to grow, reproduce, evolve, metabolize, and maintain homeostasis. Each part of what makes an organism itself is intimately connected to each of its other features. Throughout my study of biology this semester, I learned about these relationships and decided they could be best represented through a concept map. To optimize clarity and demonstrate my understanding of the topics, I used a detailed system of colors, shapes, and connections to create the concept map.

This item, Comparing Asexual and Sexual Reproduction, allows students to evaluate and communicate information about the basic similarities and differences between the two types of reproduction. Extend this item by having students create a two-column chart with headers “Asexual Reproduction” and “Sexual Reproduction” into which they add descriptions of organisms according to their mode of reproduction. This can be an ongoing project throughout the remainder of the lesson, giving students the opportunity to research and obtain information about different types of organisms and communicate this information via their

As per the cell hypothesis, the cell is the essential natural unit, the structure having the attributes of life. The principle target is to watch different cases of protected plant and animal cells to recognize contrasts between the two cell sorts and to distinguish regular organelles unmistakable in these examples. Cells can be characterized by sort, for example, prokaryotic or eukaryotic or plant or creature cells. These sorts have particular, identifiable contrasts that adjust the capacities and abilities of the cells. While plant and animal cells are both cases of a eukaryotic cell, there are contrasts that you ought to have the capacity to see in lab. The cell structures when viewed under different power of magnification, depicts different clarity of organelles.

Given the scientific theory of cells, the student will be able to identify what is and what is not a part of the cell theory, with 100% accuracy. (Knowledge)

1. To begin the lesson, I will explain today's lesson objectives and have students say them out loud. I will pass out graphic organizer worksheets and we will discuss what graphic organizers are and how we use them.