Note: I recommend that you first check out this resource in order to get the most out of this lesson!
In high school I took several drafting classes and, for a while, I had hoped to become an architect. With respect to planning instruction and teaching, I feel that I can still live out the detailed approach to building something intricate and complex even though the product is a lesson rather than a certain "built environment".
The lesson-planning document that I uploaded to this section is a comprehensive overview of how I approach lesson planning. This template includes the "Big Three" aspects of the NGSS standards: Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices. Of course, there are many other worthy learning goals, skills, instructional strategies, and assessments that can be integrated into a class session. I don't feel compelled to check every box but, rather, use it as a guide to consider various options and tailor the lesson in light of these.
With regard to this particular lesson I want students to:
1. Get to know the personal stories of three individuals whose lives (and health) are impacted by various (cell-dependent) health issues.
2. Consider and discuss how health issues related to cell disorders might have impacted you, your family, and/or friends.
I hope you get some value from my work! Please find the more intricate details of this lesson plan there.
The study of biology is very complex and yet it all begins with the form and function of the cell. Health and disease are the twin effects of proper cell action, or its absence. As we begin the study of how cells are made and the resulting functions that emerge, we take a look at the personal stories of three individuals who are challenged with different health disorders: Diabetes, Cystic Fibrosis (CF), Colorectal Cancer. In theory a number of different strategies may be chosen to activate prior knowledge and to prompt students to generate questions that are meaningful to them prior to a learning experience. I am most familiar with the KWL strategy and it is quite intuitive for students to use, therefore I frequently employ this as a classroom strategy, especially when teaching a new topic.
1. To start, have students brainstorm by using a KWL chart. Have them fill in at least four (4) things that they know about diabetes, cystic fibrosis, and/or cancer (K).
1. Word Wall: I like to review these verbally and visually (listed on a PPT slide) with my students in order to distinguish among the following common terms for clarity.
At this point, students may have questions about details of the video clips so I try to honor these and answer them as well as I can.
Students ought to complete the (L) column of the KWL chart and any incomplete sections of the lab investigation.
Note: This task may be assigned as homework depending on time constraints and student pacing.