Ensign Impact Study - Web Version

Running Head: IMPACT STUDY
Impact Study
Ensign
UMW College of Education
2014
I pledge on my honor that I have neither given nor received unauthorized aid on this assignment.
-S. A. Ensign
IMPACT STUDY
Table of Contents
Demographic Profile
Introduction
Community Background
The School and School Division
Student distribution by grade
Student distribution by gender
Student distribution by ethnicity
Student distribution by economics
Per pupil expenditure
Teaching staff distribution by ethnicity
Teaching staff distribution by degree
Teaching staff distribution by provisional licensure
Teaching staff distribution by qualification
The Classroom
Background
Demographics
Exceptional Education
10
Attendance
10
Design
11
Reflection
13
IMPACT STUDY
Table of Contents (cont.)

Unit Plan
14
Introduction
14
Modifications to class structure
15
Modifications to content organization
16
Goals
18
Assessment Plan
23
Daily Lesson Plans
24
Data Analysis
38
Averages by Period
39
Averages by Gender
46
Averages by IEP
47
Reflection
Self-growth
49
53
Appendix A
56
Appendix B
59
Appendix C
71
Appendix D
77
Appendix E
93
Appendix F
101
Appendix G
107
IMPACT STUDY
Demographic Profile
Introduction
The following profile explores various demographic conditions of a division of education
in central Virginia and a high school that it serves. The city division encompasses approximately
23,800 students from the region in grades K-12. The urban high school for this impact study is a
provisionally accredited Title 1 school that includes nearly 800 of the 5,500 division high school
students. Data in the profile is presented as a comparison between the high school and division
level for the 2013-2014 school year, unless otherwise stated.
Community Background
According to the 2010 census, the majority of the population in the division of interest
were between the ages of 0-54 years of age, with the median age being 32 years. Out of the
nearly 84,000 households, almost half had an annual income of under $35,000. Establishments of
employment are varied and range from small family-owned stores to large business, government,
and medical corporations. The education of workforce in individuals 25 years and older reflects
the diverse economic opportunities within the community:
Table 1. Workforce Education Attainment.
Education Attainment
Less than 9th grade
High School (no diploma)
High School Graduate
Higher Education No Degree
Higher Education Associates/Bachelors
Higher Education Graduate/Professional
Percentage (%)
9.4
10.2
22.5
18.3
25.9
13.6
There are several higher education institutions in either the immediate division community or
surrounding areas that range from community colleges, technical institutions, and well-known
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four year universities that attract students from across the country. Programs in the medical,
business, and technical fields are dominant among these educational establishments.
The School and School Division
As stated, the division encompasses 23,775 students in grades K-12. To service these
students, the division includes 26 elementary schools, 8 middle schools, and 5 high schools. In
addition, there are 3 specialty schools, including governors schools and technical centers.
Student distribution by grade. The high school of this study was responsible for the
education of 777 of the 5,534 students in division high schools. The discrepancy between the
number of students in the upper and lower grades of the school may be due to the 13.3% dropout
rate (the provisional standing of the high schools accreditation is due to conflicts with
graduation rate); similarly, the division dropout rate during the 2013-2104 school year was
13.6%.
Table 2. Student distribution across grades in the school and division.
Level
Grade 9
Grade 10
Grade 11
Grade 12
202
229
165
181
School
1,682
1,440
1,259
1,153
Division
Totals
777
5,534
Student distribution by gender. In the high school, the data reflects a slightly larger
male population of students, whereas the division displays the opposite with more females than
males.
Table 3. A comparison of genders between the school and division.
Level
Female Students
Male Students
373
402
School
2,793
2,741
Division
Totals
775
5,534
Student distribution by ethnicity. The trends in student ethnicity are similar between
the high school and division, with the majority of students having an African-American descent.
The division is more diverse in inclusion of a range of ethnicities compared to the high school.
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Table 4. A comparison in percentage (%) of ethnicity/race between the school and division.
Level
School
Division
Asian Hispanic White Black

0.26
0.64
5.53 93.44
0.67
9.96
9.59 78.30
American Indian
0
0.15
Hawaiian Two or More

0
0.13
0.09
1.23
Figure 1. A pictorial comparison in percentage of ethnicity/race between the school and

division.
High School Level
Division Level
Student distribution by economics. There is a noticeable difference between the high

school and division level in the total percentage of students considered to be economically
disadvantaged. In 2012, the number of students eligible for free or reduced lunches was 74% in
the division. It is important to note that due to the overwhelming number of students that are
unable to afford lunches and the impact that has on students daily lives (especially in the
academic arena), all students in the division receive free breakfast and lunch meals as of the
2014-2015 school year.
Table 5. A comparison of economically disadvantaged students from the school and the division.
Level
Grade 9 Grade 10 Grade 11 Grade 12
Total
Percent of High
School Population
169
189
129
136
623
80%
School
1,339
1,055
896
748
4,038
17%
Division
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Per pupil expenditure. In the 2013-2014 school year, per pupil expenditure divisionwide was $13,022. This included day school, food, adult education, educational program, and
summer school expenditures.
Teaching staff distribution by ethnicity. This particular data was unavailable; however,
estimates were made based on observations during faculty meetings and throughout the impact
study experience. Of the instructing population, it is estimated 15% are of a White, .2% are of an
Indian, and 84.8% are of a Black ethnicity.
Teaching staff distribution by degree. The percentages of teachers with degrees of the
same higher educational level is consistent from the high school to the division level.
Table 6. A comparison of the percentage (%) of teaching staff with higher education degrees in
the school and the division.
Level
Bachelors
Masters
Doctoral
42
53
0
School
44
53
1
Division
Teaching staff distribution by provisional licensure. Nine percent of the teaching staff
at the high school level are provisionally licensed, whereas the division only has 6% of its
teaching staff provisionally licensed.
Teaching staff distribution by qualification. The qualification of teachers is measured
by whether or not they are teaching within their content area specialization. The teaching
population at the high school of interest has 3% of educators teaching outside of their specific
content endorsements, while the division has 5% teaching outside of endorsement areas.
The Classroom
In this impact study, the content course being examined is biology. Usually, biology is
taught at the 9 and 10th grade levels; however, at the high school of interest, biology is taught
during the 11th and 12th grades. In addition, the study was conducted under the supervision of
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two mentors. The basic information on all classes is provided in the following sections, but only
the primary mentors classroom is physically described.
Background. The general classroom averages 20 students, with specialized classes
(collaborative, honors, and credit recovery) only containing about 10 students per class period.
Students attend four 90 minute blocks per day that alternate even and odd periods. Typically, on
days that have even dates students report to periods 2, 4, 6, and 8. Alternately, on odd days,
students attend 1, 3, 5, and 7. The first block of the day begins at 7:15 am and ends at 2:05 pm.
The periods of biology in this study include 1, 3, 5, 7, and 8. These are split with 1 and 7
being taught by one instructor, 3 and 8 being taught by collaboratively between general content
educators, and with 5 being taught collaboratively by one general and one exceptional educator.
Periods 1, 5, and 7 are taught in one classroom for biology and chemistry classes, while 3 and 8
are taught in another classroom specialized for biology and earth science.
Demographics. Of the 67 total students in the biology classes of this impact study,
99.97% are of African-American decent, 0.015% are of Asian descent, and 0.015% are of
Caucasian descent. The demographics for gender and IEP of each period is displayed below:
Table 7. Demographic profile (gender, IEP, and course type) for biology content courses.
Period
No. Males No. Females Total Students
IEP
Course Type
8
10
18
2
General
1
5
5
10
1
Honors
3
8
3
11
6
Collaborative
5
5
6
11
4
Credit Recovery
7
6
11
17
3
General
8
Exceptional education. Students with IEPs at this high school are either in selfcontained courses with an exceptional education specialist, in a collaborative course with a
general and exceptional education specialist, or are in general biology. There is only one
exceptional education specialist for the science department. The majority of IEP
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accommodations are centered on small group testing, teacher proximity, and allowing extra time
to complete tasks. Few students have accommodations to have assessments read aloud. One
student in period 5 needs teacher attention the majority of class and has a 1-1 adult assistant that
accompanies the student during the school day and helps with organizing/facilitating classwork.
This student needs notes provided in a printed format and papers modified to accommodate for
large handwriting. For the most part, students simply struggle with staying on task or need more
time to complete tasks in class. These blockades are remedied with behavior management
strategies and a more slowly paced learning environment. The students with exceptional
education programs do well on assessments when testing accommodations are followed.
Attendance. Attendance is a major concern for the high school in general, especially as
repeated absences are an indication that a drop out may occur. Unfortunately, many students are
chronically absent from or tardy to class. Students that are chronically tardy miss important
directions/overviews for the day and usually miss the warm-up and first part of instruction and
those that are absent do not often stay after to make up missed work. Absence and tardy policies
from the division only pertain to arrival to school, not to arrivals at individual classrooms. This
seems to perpetuate the issue of chronically absent and late students. Communication with
parents indicates that they are often unaware of their childs absences. Even with parental
involvement there is little, if any, noticeable changes in behavior of chronically absent students.
Often times the student of concern will attend the class after a parent-teacher conference, but
then again be absent thereafter. To counter some of the issue in attendance, chronic tardiness to
individual classes is being addressed for the first time this year; however, the unclear procedures,
inconsistent participation by school staff, and few resource staff has hindered the initiative.
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Table 8. Number of chronically absent students in biology content courses.

Period
Chronically Absent Number of Students
Percent (%) Total
5
18
28%
1
2
10
20%
3
3
11
27%
5
3
11
27%
7
4
17
24%
8
Design. The classroom is designed as an efficient and safe learning environment, with
long benches to facilitate science learning common to most laboratory-based classrooms. This
allows for easy pairing of students, along with grouping by having students of one bench turn to
face the bench behind. For safety reasons, the benches are bolted to the floor. Student folder bins
are provided so that students may leave snapshot (warm-up) sheets in the classroom, and
provides a spot for students to keep their notebooks when not needed for homework or studying.
Supplies are often left at home by students, or students simply cannot afford to purchase
supplies. This is remedied with a supply station in the room. The school provided some, while
students that can afford to bring in extra supplies to share. Content posters that include
vocabulary and concepts fill the walls, along with motivational posters.
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Figure 2. Diagram of the classroom environment (periods 1, 5, and 7).
Figure 3. Classroom view from entrance.
Figure 4. Student Bench 4, Folder Bins, and

extra supplies.
Figure 5. Front of room with Periodic Table.
Figure 6. Student Folder Bin.
Figure 5. Student Folder Bin
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Reflection
Based on the demographic profile, it is clear that students may not see school as a top
priority in their daily lives. Many students may be distracted from school by occupations, picking
up and watching siblings, or finding a meal or place to stay for the night after school lets out for
the day. Some students in the classes impacted by this study have children of their own to be
concerned for in addition to themselves. Moreover, many student lack supplies necessary for
school or do not have resources at home, such as internet, which may be needed for some
formats of classroom assignments. With this information in mind, it becomes a top priority to
provide a supportive classroom that facilitates content learning in creative ways, interest among
the students, and a trusting relationship between the students and teacher.
Smart boards are a beneficial resource for engaging students in a course like biology. It is
easy to incorporate chances for students to participate in lessons through the use of the smart
board. This is also beneficial as most students do not have exposure to such programs or have the
use of internet at home. Other innovative ways to entice students into coming to class and
participating is creative hands-on projects or activities each class period. This may be as simple
as a manipulative exercise to reinforce or introduce topics. On example from this study was
hatching and raising an organism from egg to adult in order to understand the characteristics of
living organisms.
In terms of homework, it must be brief and to the point so that students are more willing
to spare time from their after school schedules practicing and reinforcing biology content;
however, it is important to not lose sight of skill practice, like reading comprehension, in such
assignments. Similarly, studying instructions need to be direct, so that students know exactly
what content is most essential during their study time.
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Relating content to student lives is key to the success of effective teaching, student
learning, and maintaining student interest, especially in an urban setting. It is also one of the
most challenging aspects of teaching students at the target high school. As mentioned, these
students are not always mentally (or physically in some cases) present in the classroom. Taking
each piece of content and relating it to something directly in the lives of the students not only
allows a reference for remembering the content, but serves as a validation for why the student is
in the classroom at all. An example from this impact study was asking students to consider how
they would transport a basketball versus a couch to a new home in order to introduce them to
membrane transport. Most students have experiences with both objects and in some cases,
moving from one home to another.
Many of these students come from single parent homes, homes in which the parents have
split, are living with extended family, or have no homes at all. Establishing a trusting relationship
is often needed in these cases for the student to emotionally and mentally invest in the class.
Daily verbal support and 1-1 mini conferences for behavior management or even encouragement
are key to the development of such relationships in students that regularly attend class. In
addition, brief meetings and encouragement with chronically absent or tardy students have also
proven to help increase the likelihood of returning to class.
All of the above considerations were based on the demographic data and incorporated
into teaching the targeted biology classes. As the semester moved forward, other areas of
concern became clear and further modifications were made instructional strategies utilized in the
classroom. These changes are reflected in the following sections of the impact study.
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14
Unit Plan
Introduction
The students in the classes impacted by this study have not mastered key skills to
effectively apply learned content material when presented with test questions, such as the
multiple choice format often found on standardized tests, like the SOL. These skills are vital to
excel on such exams as they necessary to graduate from high school. In addition, students in this
particular urban setting often focus their attention on concerns that are impacting them outside of
the school environment (discussed in the previous reflection section).
During the first nine weeks key skill deficiencies were uncovered in most students. Low
test scores were reported to be a norm during the first 9 weeks, attributed to student apathy for
school after returning from the summer break. This trend was described by faculty as common
among each new group of students at the start of the year. Suspicions of something amiss grew
as students continuously scored low on assessments throughout the first nine weeks on content
that students were able to verbally explain. The first nine week test confirmed suspicions that
something else was contributing to unfavorable student behavior and poor performance.
After the first nine week exam, it became apparent that students simply do not have the
skills necessary to apply what they have learned to a testing situation; they cannot dissect a
question to discover what it is truly asking, pick out key information, recognize concepts they
have learned, etc. This pattern was discussed in a science department professional learning
community meeting. It was decided that the format of testing and knowledge acquisition would
need to change during the second nine weeks to focus student attention in the classroom and
build the skills necessary for finding and applying key concepts and material. Those changes are
reflected in this unit plan and discussed in detail in the following sections.
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Modifications to class structure. In order to facilitate learning in the classroom and to

foster growth in key skill areas reading, comprehension, note taking, test taking strategies, etc.
the structure of learning in the classroom was changed at the start of the second nine weeks.
The focus in class structure became one of fostering growing in skill development and
scaffolding students for success on standardized tests. For example, the format of homework
assignments drastically changed. Instead of giving students worksheets to complete which may
or may not be correct or done with care, students now read a passage of information that reviews
the lesson covered in class and are expected to create notes based on the reading. These notes are
then used to assist on a quiz at the beginning of next class that serves as a review of content
material. This directly demonstrates to students how notes on content material are translated into
questions on an assessment.
Before the quiz on the previous nights reading, students participate in a question and
answer review to assist in activating their prior knowledge. Upon entering the classroom,
students pick a piece of paper out of a cup. On that piece of paper is a question that not only
covers material from the previous class, but also highlights important concepts from the
homework reading. Students are then given time to review the questions and prepare their
response. The review session helps all students, but especially focuses on those that may not
have completed the reading or notes. These students in particular should be able to still succeed
on the quiz due to the depth of the review discussions. This question and answer strategy is also
a great formative assessment tool to determine which points need reinforcement, which can
occur during that review session or throughout the daily instruction.
After the quiz, students complete a warm-up that introduces the new topic in a way that
relates it to student life experiences, which provides students with a concrete platform from
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which to build new content knowledge for the day. Instruction on the new topic then begins,
followed by practice of the concept(s). Lessons include verbal, pictorial, and written depictions
of the content material to help students of all learning styles connect with content. As often as
possible, application is hands-on to again provide students with a concrete representation of what
they are learning. This reinforces concepts in a kinesthetic manner.
During closure the application is evaluated by the instructor and students to review
concepts learned and identify any gaps. The teacher also checks that the daily so what, or the
essential question, has been covered and reviewed. The last activity of the day, a vocabulary ball
toss, reinforces essential vocabulary from the start of the year up to the current class session
material. Students catch the ball and describe the vocabulary word closest their thumb to peers.
The ball is then passed to the student that knew the correct term for the description or the teacher
suggests a student to toss the ball to if someone is not getting a chance to participate. The need to
describe the word to others, rather than define it, enhances critical thinking and communication
skills as students must process the meaning of the term and be able to explain it to others.
Modifications to content organization. The unit for this impact study introduced
students to the characteristics of life and the study of cells. Typically, these topics are taught by
first investigating characteristics of life, the discoveries leading to the cell theory, distinguishing
the similarities and differences between living cells, exploring all the organelles and their
functions all at once (i.e.: all organelles structures and functions are covered together within a
few class periods), then moving on to cell division as the next unit and DNA thereafter. It was
decided as a department that students in this study would likely be overwhelmed with this
traditional content instruction, and be unable to master a deep understanding of key content
material. Their focus would be too widely spread in trying to learn all components at once. As
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17
stated, the desired outcome for students to develop skills necessary to effectively mastery
concepts and apply their knowledge in a testing situation. Therefore, the department decided to
break the traditional trend in content coverage.
The unit of this impact study covers the same material as the traditional approach, but
divides key areas differently with practical applications that help students submerge themselves
into the content, fostering interest and engagement. For example, when exploring the
characteristics of life, students hatched and grew Triops to observe the characteristics of life in
an organism of which they had no previous knowledge or interaction. After characteristics of
life, students explored the scientists that contributed to the current cell theory through reading of
their experiments and creating a timeline with pictures and key information. Then, students were
introduced to different cell types, highlighting key differences and similarities. Finally, students
began to investigate organelles of cells. This is where the biggest difference in content structure
came into play.
Instead of focusing on all organelles at once, like the traditional instructional model,
students studied structure first and then determined how structure helped the organelles in their
functions, benefiting the cell and organism as a whole. For example, the structure of the plasma
membrane relates directly to its function in letting substances in and out of the cell. Similarly, the
structure of control center of the cell, the nucleus, controls what may go out and what remains
inside, vital DNA. Furthermore, the structure of DNA allows for the creation of RNA, which
relies on several other organelles within the cell to create proteins that make up the majority of
multicellular organisms. Usually the nucleus and DNA replication are taught in separate units.
Similarly, RNA and protein synthesis are taught after exploration of all organelles in the cell.
With content structure formed in this fashion, students can easily follow the relationship between
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structure and function throughout the cell. The unit content for this particular impact study
covers through the cell membrane structure and function. Students are currently learning the
structure of DNA and RNA, as outlined above.
Goals
The required division lesson plan was newly introduced to faculty at a division wide
professional development day the start of this 2014-15 school year. The table below outlines
standards and objectives, along with other criteria that go beyond the required sections of newly
introduced lesson plan requirements in the target division. The format of the unit outline is my
preferred organization of key components, and does not match the exact format of the divisions
lesson plan template. It is important to note that each Day listed in the unit plan outline
represents two days, one even period day and one odd period day.
Table 9. Outline of Unit Content, Standards, and Objectives.
Content
Characteristics of Life (BIO.6a), Cell Theory (BIO.3a), Cell Types (BIO.3b), and the Plasma
Membrane (BIO.3c-d)
Standards of Learning
BIO.6: The student will investigate and understand bases for modern classification systems.
Key concepts include
a) structural similarities among organisms
BIO.3: The student will investigate and understand relationships between cell structure and
function. Key concepts include
a) evidence supporting the cell theory b) characteristics of prokaryotic and eukaryotic cells
c) similarities between the activities of the organelle in a single cell and a whole organism d)
the cell membrane model
Unit Objectives
1. The student will be able to apply knowledge of the characteristics of life in recalling and
recognizing all 9 characteristics, and able to identify examples of each in relation to
themselves and other organisms with 80% accuracy (BIO.6a).
2. The student will be able to apply knowledge of the history leading to the Cell Theory by
recognizing the important scientific contributions by scientist and discovery details that lead to
the creation of the Cell Theory with 80% accuracy (BIO.3a).
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3. The student will be able to apply knowledge of cells types in comparing and contrasting
eukaryotic and prokaryotic cells along with plant and animal cells, and evaluate the role of the
cell(s) in providing support to the survival of unicellular and multicellular organisms with 80%
accuracy (BIO.3a-e).
4. The student will be able to apply knowledge of the plasma membrane in identifying key
components of structure that allow for its function as a selectively permeable membrane, and
how its function affects the cell and organism as a whole with 80% accuracy (BIO.3c-d).
5. The student will be able to apply knowledge of the movement across the cell membrane by
explaining the similarities and differences between passive and active transport, specifically
diffusion, osmosis, facilitated diffusion, pumps, endocytosis, and exocytosis with 80%
accuracy (BIO.d).
6. The student will be able to apply knowledge of the osmosis and concentration gradients in
predicting which way water will flow (in or out of a cell) when present in solutions hypertonic,
isotonic, and hypotonic solutions with 80% accuracy (BIO.d).
Essential Understandings
1. Identify are the 9 characteristics of life among all living organisms and provide examples.
A: All living things reproduce, maintain homeostasis, grow and develop, obtain and
use energy, contain DNA, respond to stimuli, are made of cells, are highly organized
and evolve.
2. Identify the main events leading to the cell theory and who are the contributing scientists.
A: Lazzaro Spallanzani (supported biogenesis), Louis Pasteur (pasteurization &
biogenesis), Robert Hooke (cork non-living cells), Francesco Redi (biogenesis),
Anton van Leeuwenhoek (views living cells), Robert Brown (nucleus & cytoplasmic
streaming), Matthias Schleiden (plants made of cells), Theodore Schwann (animals
made of cells), Rudolph Virchow (cells from cells), Lynn Margulis (endosymbiotic
theory)
3. What are the 4 main parts to the cell theory?
A: All living things are composed of cell(s), cells are the basic unit of living structure
and function, all cells come from pre-existing cells, and all cells contain DNA that is
passed on during division
4. Compare and contrast eukaryotic and prokaryotic cells.
A: Prokarytoes are unicellular with no nucleus or membrane-bound organelles, have a
nucleoid, and have a capsule (Bacteria)
A: Eukaryotes are often bigger and more complex with membrane-bound organelles,
including a nucleus. (Plant, Animal, Fungus, and Protists)
A: Pro/Eukaryotes have DNA, a plasma membrane, cytoplasm, and ribosomes.
A: Plants/Fungi/Prokaryotes have cell walls
A: Animals/Prokaryotes can have cilia and flagellum
5. What are the major organelles in plant and animal cells and their functions? (ONGOING)
A: Nucleus (DNA storage), Centriole (mitosis), Golgi Apparatus (packaging),
Nucleolus (makes ribosomes), Cell Wall (support for plant cells), Cytoplasm (hold
organelles), Nuclear Membrane (protect nucleus), Cell Membrane (protect cell,
transport, etc.), Mitochondria (create energy), Cilia/Flagella (movement), Chloroplasts
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(capture and convert light energy), Cytoskeleton (rigid structure of cell), Rough
Endoplasmic Reticulum (production of proteins), Ribosome, Smooth Endoplasmic
Reticulum (production of fats & steroids), Lysosome (decomposition), Vacuole
(storage)
6. Identify the structures of the plasma membrane and describe the functions of each; why is it
referred to as a fluid mosaic?
A: Phospholipids (hydrophilic phophate head and two hydrophilic fatty acid tails)
make up the main membrane in a double layer; cholesterol molecules keep it flexible;
proteins act as channels to let materials in and out of cell, structure, enzymes,
messengers, cell-cell recognition; it is a fluid mosaic because it is flexible and the
proteins can move about across the entire membrane surface area and the membrane
is like a mosaic because of all the molecules it contains
7. Identify the different types of membrane transport and be able to discuss the similarities and
differences (compare and contrast).
A: Passive Transport (high to low concentration for small hydrophobic molecules)
including Osmosis (water movement high to low), Facilitated diffusion (passive
transport with channel or carrier proteins for ions, macromolecules and hydrophilic
substances)
A: Active transport (transport with ATP and protein channel against concentration
gradientlow to high) including Pumps (sodium/potassium pump), Endocytosis
(bulk transport in with vesicles), and Exocytosis (bulk transport out with vesicles)
8. Describe what happens to water movement across a membrane at different solute
concentrations outside a cell.
A: Isotonic Solution (same solute inside and out no movement of water); Hypotonic
Solution (more solute inside the cell water moves in); Hypertonic Solution (more
solute outside the cell water moves out)
Lesson Objectives
Previous Unit Homework/9 week testing week: Characteristics of Life
1. Students will apply prior knowledge in completing a summative pre-test assessment
(BIO.6a/BIO.3a-d).
2. Students will read and complete a matching on the characteristics of life (BIO.6a). Unit
objective 1; essential understanding 1
Day 1-2: Cell Theory
3. Students will be able to recall and recognize examples of the characteristics of life by
labeling a visual representation of each characteristic (BIO.6a). Unit objective 1; essential
understanding 1
4. Students investigate the cell theory by becoming experts on scientists and their discoveries
through a critical reading and creating a cell theory timeline (BIO.3a). Unit objective 2;
essential understanding 2 and 3
5. Students will distinguish the overlap between the characteristics of life and the cell theory
(BIO.6a/BIO.3a). Unit objective 1 and 2; essential understanding 1-3
6. Students will examine the characteristics of life in a model organism, by hatching and
growing Triops (BIO.6a) Unit objective 1; essential understanding 1
Day 3-4: Cell Types
7. Students will compare and contrast the prokaryotic and eukaryotic cells by completing a
Venn-diagram (SOL BIO.3b). Unit objective 3; essential understanding 4
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8. Students will be able to compare and contrast prokaryotes and eukaryotes with a colorcoded diagram coloring exercise and questions (SOL BIO.3b). Unit objective 3; essential
understanding 4
Day 5: Plasma Membrane (Structure)
9. Students will explore the cell membrane structure and function by making a class mosaic of
a cell membrane and its parts, coloring that organelle on their color-coded diagram, and
function chart in order to explain and identify key components of the membrane (SOL BIO.3cd). Unit objective 4; essential understanding 5 and 6
Day 6-7: Plasma Membrane (Function Transport)
10. Students will understand the difference between active and passive transport and their
importance for moving substances in and out of the cell via the plasma membrane (BIO.3d).
Unit objective 5; essential understanding 7
11. Students will understand the effect of differing solute concentrations inside and outside the
cell and be able to apply this given hypertonic, isotonic, and hypotonic solutions (BIO.3d).
Day 8: Laboratory
12. Students will apply their knowledge of characteristics of life, cell theory, and cell types
through an exploration laboratory with live specimens and microscopes (BIO.6a/BIO.3a-b).
Unit objective 1-5; essential understanding 1-7
13. Students will apply their knowledge of solute concentrations effect on osmosis through an
exploration laboratory with live specimens and microscopes (SOL BIO.3c-3). Unit objective
6; essential understanding 8
Day 9: Summative Post-test Assessment
14. Students will demonstrate their mastery of unit content through a summative post-test
assessment (BIO.6a/BIO.3a-d).
Essential Vocabulary
Characteristics Cell Theory:
Cell Types:
Plasma Membrane:
of Life:
Endosymbiotic Theory
Cell
Membrane
Reproduce
Francisco Redi
Nucleus
Phospholipid
Homeostasis
Lazzaro Spallanzani
Cell Wall
Cholesterol
DNA
Louis Pasteur
Cytoplasm
Protein (carrier,
Stimulus
Robert Hooke
Cell
transport, receptor,
Cells
Robert Brown
Membrane
glycoprotein)
Evolve
Anton von Leeuwenhoek
Eukaryotic
Hydrophobic
Mathias Schleiden
Cilia/Flagella
Hydrophilic
Theodore Schwann
Prokaryotic
Passive Transport
Rudolf Virchow
Unicellular
Diffusion
Lynn Margulis
Multicellular
Osmosis
Ribosome
Biogenesis
Facilitated Diffusion
Organelle
Nucleus
Active Transport
Cytoplasmic streaming
Pumps
Pasteurization
Endo/Exocytosis
Pino/Phagocytosis
Instructional Strategies
Identifying similarities and differences
Generating and testing hypothesis
- Scientist contributions to Cell Theory
- Scientist contributions vs. theory
IMPACT STUDY
22
- Characteristics of Life vs. Cell Theory

- Compare and contrast types of cells
- Eu-/Prokaryotes
- Form vs. function cell membrane
- Plant/Animal cells
Questions, cues, and advance organizers
Summarizing and note taking
- Organizers/Overview
- Cell Theory & scientists
- Vocabulary with pictures
- Reading and note taking homework
- Concept maps & tables
- Organizers
Reinforcing effort and providing
- Venn diagrams
recognition
- Timeline
Homework and practice
- Coloring Pro/Eukaryotes
- Review sessions
- Practice worksheets
Nonlinguistic representations
- Characteristics of Life (reading w/
- Vocabulary Pictures and Mnemonics
q/a)
Cooperative learning
- Microscope exploration
- Cell Theory exploration
- Reading homework and quizzes
- Who am I cell organelles
- Compare/Contrast cell types
Setting objectives and providing feedback
- Formative Assessments: Reading
Quizzes, Exit Tickets, Group
knowledge checks during instruction
Misconceptions
1. The cell/plasma membrane, fluid mosaic,
Vocabulary:
Prokaryotes vs. Eukaryote
and phospholipid bilayer all refer to the cell
Nucleus vs. Nucleoid
membrane.
Cell Membrane vs. Cell Wall
2. Science is boring (Students must be engaged
and participating in the learning; connections
Plant Wall & Cell Membrane
must be relevant and clear.)
Hyepr/Hypotonic and Isotonic
3. Science isn't important in my life (Lessons must
Hydrophobic vs. Hydrophilic
make connections to student interests and
Active vs. Passive Transport
connections must be made to their daily
Different types of proteins
lives.)
All scientists and their contributions
4. Science entails a lot of math, therefore if I
Spontaneous generation vs. Biogenesis
*These issues will be addressed through clear am not successful in math I will not succeed
in science class (Biology does not entail an
identification of each term from the
excess of math, but rather relies on
vocabulary list and the use of both physical
processes).
and pictorial representations of each.
5. The complexity is overwhelming
(Activities must break down content and
allow students to organize and easily retain
the information).
IMPACT STUDY
23
Assessment Plan
The pre-test (Appendix A1) and post-test (Appendix G1) align with the objectives and
essential understandings for this unit. A breakdown comparison of the test content is provided in
the Analysis section. It is important to note that solution concentrations with osmosis was not
included on the pre-test, but was added to the post-test; however, the data presented in this
impact study only compares the same 25 questions between each test and does not include the
last two questions on concentrations from the post-test. The assessment goals are as follows:
Students will complete a final assessment on the characteristics of life,
discoveries leading to the Cell Theory, the Cell Theory, cell types, and the
Plasma membrane (structure and functions) to demonstrate their
understanding and mastery of the objectives and essential knowledge.
Evidence of Mastery: Students will display mastery of the unit content by
consistently scoring at a "C" or above range on all assessments. Success and mastery
will also be shown by increasing scores from the beginning of the unit to the end of
the unit as documented via oral and written formative assessments throughout the
unit. Overall mastery of the content and successful learning of the targeted objectives
will be measured by assessing student understanding of key characteristics of life,
scientific discoveries leading to the Cell Theory, the Cell Theory, prokaryotic
vs. eukaryotic characteristics, and organelle structure and functions of the plasma
membrane (including parts, transport, and osmosis movement) via a mixed format
summative assessment. Mastery will result in score 80 out of 100 points on the
formative assessments and final assessment scores at or above "C".
Formative assessments for this unit are in the form of oral question and answer sessions,
whole group and small group discussions, worksheets and other application activities in class,
and content or reading quizzes. The review sessions at the beginning of class, discussed in earlier
sections, are vital formative assessments. By the time of these reviews, students have seen the
information in class and had a reading on it with extra note taking. It is thought that students not
succeeding on the reading note quizzes following the review sessions, that usually cover all quiz
questions, are not invested in the class and need extra attention from the instructor to determine
the best course of action to assist the student in setting goals for success.
IMPACT STUDY
24
The summative post-test is a mixed format assessment, meaning it contains short answer,
listing, matching, multiple choice, true/false, etc. Students expect multiple choice format
assessments, but have proven within the first nine weeks that they do not have the skills to assess
and properly apply their knowledge to questions in the multiple choice format. In order to help
scaffold knowledge, the majority of this test is listing and short answer. As students become
more familiar with reading quizzes, which show students how notes become test questions, and
unit tests, which require student to rely on their own knowledge and understanding of content,
they will be able to answer multiple choice questions on larger exams of multiple units. For
example, students will be taking tests on subsequent unit material that also include information
learned in this unit of study. This will help build student knowledge and student information
retention skills. Once all organelles and functions are covered, students will have a large test that
checks their knowledge in a multiple choice format test. At that point, students should have the
practice, knowledge retention, and skills necessary to effectively apply their knowledge to
multiple choice questions.
Daily Lesson Plans
The daily lesson plans below are also modified versions of the required format in the
target division. They have extra details included to help educators clearly follow and understand
the structure and purpose of each class so that they may obtain the same or similar desired
outcomes. The content is spaced across several days in most cases, but lessons were moved up or
pushed back depending on the needs of students in each class.
Table 10. Lesson Plan for Day 1-2.
Day 1-2
th
Instructor: Mrs. Ensign/Smith (5 )

Content: Characteristics of Life and Cell Theory
Standards of Learning: BIO.6a and BIO.3a
Subject: Biology
Grades: 11-12th
IMPACT STUDY
Structure:
Day 1
Students will enter and complete the review
activity (5 min - Evaluate/Engage).
Teacher will discuss the review activity with
class and fill in any information gaps that may
be present (Evaluate - 5 min).
Students will complete the warm-up (5min
Engage & Evaluate).
Teacher will review the warm-up with students
to activate prior knowledge, review, and
introduce material; teacher will collect
homework and review any key parts, if needed
(5 min - Engage).
Teacher will lead the two engagement activities
(10, 5, 5 min - Engage).
Students will complete the reading portion of
the cell timeline activity (Appendix B4), in
which students play reading bump. One
student volunteers or is chosen at random to
start reading the first two sentences on the first
scientist; then, the student bumps the reading
to another student in the classroom. The teacher
may suggest a student for reading if some
students are not participating students cannot
immediately pass the reading back to the person
that chose them. As each scientists passage is
read, the teacher will prompt students on what
information they want to write down for each,
filling in gaps as needed, in order to scaffold
note taking and critical reading skills. The
teacher can also use the videos from the
engagement activity and other pictures found
online to reinforce each scientists contribution
(40 min Explore, Elaborate, & Evaluate).
Alternative to timeline activity: In groups,
students become experts on a given scientists
discoveries leading to the cell theory by reading
a provided passage; they then create a poster to
report back to the class about their scientist;
students create a timeline as peers present on
each scientist; in the end, all students should
have a completed timeline that reflects the
major contributors and contributions that lead to
25
Lesson Objectives:
3. Students will be able to recall and
recognize examples of the
characteristics of life by labeling a
visual representation of each
characteristic (BIO.6a). Unit objective
1; essential understanding 1
4. Students investigate the cell theory by
becoming experts on scientists and their
discoveries through a critical reading
and creating a cell theory timeline
(BIO.3a). Unit objective 2; essential
understanding 2 and 3
5. Students will distinguish the overlap
between the characteristics of life and
the cell theory (BIO.6a/BIO.3a). Unit
objective 1 and 2; essential
understanding 1-3
6. Students will examine the
characteristics of life in a model
organism, by hatching and growing
Triops (BIO.6a) Unit objective 1;
essential understanding 1
Materials:
Appendix B items
Scissors
Glue sticks
Student notebooks
Completed sample timeline
Highlighters
Colored Pencils/Markers
Triops hatching kit (Smithsonian or
similar providerhttp://www.amazon.com/Smithsonian52041-Prehistoric-SeaMonsters/dp/B00200JX2O/ref=sr_1_4?i
e=UTF8&qid=1416718261&sr=84&keywords=triops+kit)
Review:
IMPACT STUDY
the postulates of the cell theory (50 min

Explore, Elaborate, & Evaluate).
Students will clean up their supplies and
complete the exit ticket (5 min - Evaluate).
Teacher will distribute homework, if any, and
clearly explain expectations.
Students will play with the vocabulary review
ball (5 min Engage, Elaborate, & Evaluate).
Day 2

activity and warm-up (10 min Evaluate/Engage).
Teacher will discuss and review the warm-up
with students to activate prior knowledge,
review, and introduce material, in addition to
filling in any information gaps that may be
present (Engage & Evaluate - 5 min).
Teacher will collect homework and review any
key parts, if needed (5 min - Engage).
Students will complete the visual portion of the
timeline activity by cutting, matching, and
pasting the scientist, date, and experiment
pictures into the information for each scientist
on their timelines. If needed, reading bump can
be played again to finish any missing scientists.
Optional extension: The teacher can play the
Organelle Song while students cut pictures to
26
Day 1 Students receive a

Characteristics of Life organization web
(Appendix B2). Using what they learned
from the reading (Appendix B1), they
identify each characteristic pictured on
the web. When finished, students are to
cut out the web and glue into their
notebooks.
Day 2 Students are to review the cell
timeline and begin the warm-up activity.
Warm-up (Appendix B3):
Day 1 Living things are very complex.
We must understand the levels of
organization in both nonliving and
living things to realize the complexity to
life!
List the following nonliving things in
order from simplest to most complex
macromolecule (compounds), atom
(element), organelle and molecule
List the following living things in order
from simplest to most complex
organism, organ, cell, organ system,
and tissue
Day 2 Predict which discoveries from
the timeline became part of the Cell
Theory using the information recorded
on your timeline last class.
IMPACT STUDY
introduce them to the vocabulary for the rest of

the second nine weeks and it reinforces the
scientists and tenants of the Cell Theory
(https://www.youtube.com/watch?v=dngsFl2X
3nc) (35min Explore, Elaborate, & Evaluate).
Teacher will again ask students to provide their
predictions of which contributions seem most
important from the timeline, and provide the
actual parts to the cell theory so that students
may record the tenants in their notebooks. A
class discussion can be held to determine why
these 4 items were chosen for the theory (20
min Explore & Elaborate).
Students will check on the Triops to determine
if their prediction was wrong or still valid
(hatched or not hatched) (5 min Evaluate).
27
Engagement:
Day 1
1. Introduce students to the Triops
hatching and growing. Have them
record a prediction of how long they
believe the Triops will take to hatch, and
draw a picture of it from the poster
provided in the kit. Have students
decide which characteristics will be
observed in the organisms.
2. Have students observe cork cells
(http://biology.clc.uc.edu/fankhauser/La
bs/Cell_Biology/Cells_Lab/cork_100x_
PA021953c.JPG) and write observations
in their notebooks. Then, have students
observe living cells in pond water
(https://www.youtube.com/watch?v=cw
gGJaNlGKM)) and write observations.
Discussion should highlight how
students described what they saw. This
leads into the timeline activity with the
discoveries of Hooke and Leuwenhoek.
Day 2 Warm-up activity.
Exit Ticket (Essential Question Review):

Day 1 Explain why the processes of scientific inquiry (learned previously) are important to
the discoveries that lead to the cell theory.
Day 2 Determine the overlap between the characteristics of life and the cell theory tenants.
Homework:
Day 1 None
Day 2 Finish theory timeline if not done cutting and pasting
Checking for Understanding:
Question and Answer
Small group
Whole group
Class discussion
Differentiation:
One alternative to the theory timeline is discussed in Day 1. Students can be provided an
outline template (Appendix B6) for those that need more guidance in the activity. The
images and names can be provided. Alternatively, all information can be provided in a
matching activity which can be done in small or large groups or as a whole class.
The IEP of individual students should be reviewed before the lesson to ensure all modified
documentation is prepared, such as larger print, printed PPT slides, etc.
IMPACT STUDY
28
It is recommended that the students set-up their Triops water containers per the kit
instructions, but the teacher should administer the egg mixture into the water.
Technology Utilized:
Smart board, projector, Internet (Youtube and online images)

Day 3-4
th

Content: Cell Types
Standards of Learning: BIO.3b
Structure:
Day 3
Students will enter, check the Triops, and
complete the review activity. The teacher
should be feeding the Triops and maintaining
them per the instructions in the kit for use
during the lab on Day 8 (5 min
Evaluate/Engage).
be present and administer the quiz (12 min Evaluate).
Students will compete the quiz (10 min
Evaluate)
Students will complete the warm-up (5 min
Engage & Evaluate).
to introduce material; teacher will check that
students have completed their timelines
(laboratory grade) and review any key parts, if
needed. It would be beneficial to present
students with ways to remember the 5 key
scientists; for example, Schwann discovered all
animals are made of cells so students can
think of a swan to remember Schwanns
discovery (5 min - Engage).
Students will use a table and pictures (Appendix
C4) to compare and contrast prokaryotes with
eukaryotes in a Venn diagram to strengthen
their skills in reading and analyzing information
presented in a visual or table format (25 min
Subject: Biology
Grades: 11-12th
Lesson Objectives:
7. Students will compare and contrast
the prokaryotic and eukaryotic cells by
completing a Venn-diagram (SOL
BIO.3b). Unit objective 3; essential
understanding 4
8. Students will be able to compare and
contrast prokaryotes and eukaryotes
with a color-coded diagram coloring
exercise and questions (SOL BIO.3b).
Unit objective 3; essential
understanding 4
Materials:
Appendix B3 and C items
Scissors
Glue sticks
Student notebooks
Document Camera
Individual Whiteboards
Review:
Day 3
1. Students will each take a piece of
paper with a question on it that reviews
key scientists, their discoveries, the cell
theory, and characteristics of life. These
questions are developed by the
individual teacher as desired to review
the specific content and depth necessary.
Any questions with images should be
put under the document camera for all
students to see as the one student gives
the explanation.
IMPACT STUDY
Students will color the parts of a bacteria,

animal, and plant cell to realize the major
similarities and differences in a color visual
display (25 min Explore, Elaborate, &
Evaluate).
Alternative to coloring: This can be done as a
matching game instead or the teacher can help
students in coloring by using the document
camera and having students tell the teacher
what color to fill in each organelle (complete it
together as a class instead of individual with
teacher guidance).
29
2. Quiz (Appendix C1) on the scientists

and cell theory.
Day 4
1. Students will each take a piece of
paper with a question on it that reviews
the key differences and similarities
between prokaryotes and eukaryotes.
2. Students will complete a reading quiz
(Appendix C3) for which they are to use
their homework reading notes.
Warm-up (Appendix B3):
Day 3
Make 3 observations about the cells in
the pictures (can be similarities,
differences, simple observations, etc).
Day 2

activity (5 min Engage & Evaluate).
Teacher will discuss the review with students to
activate prior knowledge and review, in
addition to filling in any information gaps that
may be present and check homework (10 min Engage & Evaluate).
Teacher will administer the quiz on which
students use notes from the reading homework
(2 min).
Students will complete the quiz (10 min
Evaluate)
Students will complete the warm-up (5 min
Engage)
1.
2.
3.
Day 4
Label each cell as either a plant or
animal cell. Then, list 3 organelles a
plant cell has that an animal cell does
not have.
1.
2.
3.
IMPACT STUDY

to review and reinforce concepts learned (5 min
Engage).
Students will complete eukaryotes vs
prokaryote worksheet these worksheets vary
in nature. The teacher should choose one that
best suits his/her students and covers the
appropriate material to review (25 min
Students will be shown cell types (online
images) and use white boards to write if the cell
is a eukaryote animal or plant or prokaryote
bacteria and how they can tell. This should
also be done with identifying key organelles
common or different between the cell types.
Students will state what the organelle is and to
which cell type it belongs (20 min Evaluate).
30
Engagement:
Day 3 Review questions and warm-up
activity.
Day 4 Review questions, quiz, and
warm-up activity.

Day 3 List two differences between prokaryotes and eukaryotes.
Day 4 Why are eukaryotes more complex (complicated or advanced) than prokaryotes?
Homework:
Day 3 Reading on prokaryotes/eukaryotes (Appendix C2) and notes.
Day 4 None
Question and Answer
Class discussion
Quiz
Whiteboard answering
Differentiation:
If a student has trouble coloring, they can instead be given a matching or labeling activity
to see the differences between pro/eukaryotes or can be given a practice sheet after the
Venn diagram activity with questions prompting recognition of the differences and
similarities.
Coloring can be done individually or in groups, along with the practice worksheet.
IMPACT STUDY
31
Smart board, projector, Internet (Youtube and online images), Document Camera
Table 12. Lesson Plan for Day 5.

Day 5
th

Content: Plasma Membrane (Structure & Function)
Standards of Learning: BIO.3c-d
Structure:
Day 5
activity (5 min).
Students will complete the warm-up (5min
Engage & Evaluate).
to introduce material (5 min - Engage).
Teacher will lead the video engagement activity
with a follow-up discussion and show students
the completed cell membrane that they will be
making as a class (10 min - Engage).
Students will complete the reading portion of the
membrane construction activity (Appendix D3),
in which students are either divided into
numbered groups (1-5) with all the 1s in a
group, all the 2s in a group, etc. OR students
work in one group containing 1-5 members. The
number corresponds with the piece of the cell
membrane they are to read about and fill in their
chart on the function. Once the group is finished,
the teacher should check to ensure they have the
correct functions for each piece of the
membrane, then hand out each corresponding cut
out. If groups are done by individual numbers,
the groups then need to be formed with each
Subject: Biology
Grades: 11-12th
Lesson Objectives:
9. Students will explore the cell
membrane structure and function by
making a class mosaic of a cell
membrane and its parts, coloring that
organelle on their color-coded diagram,
and function chart in order to explain
and identify key components of the
membrane (SOL BIO.3c-d). Unit
and 6
Materials:
Appendix D items
Scissors
Glue sticks
Student notebooks
Completed Membrane (Appendix D2)
Document Camera
Review:
Day 5 Students will each take a piece
of paper with a question on it that
reviews the key differences and
similarities between prokaryotes/
eukaryotes and plant/animal cells. Any
questions with images should be put
under the document camera as before.
Warm-up (Appendix D1):
Day 5
IMPACT STUDY
32
having members of 1-5. The students have

become experts on their piece and share the
function with the group. Once all have the
functions, then cut outs can be given to these
groups (Appendix D3) (20 min Explore,
Elaborate, & Evaluate).
Alternative to activity: Groups can be done as
described Expert groups (1, 2, 3, 4, and 5),
then sharing groups (1-5) in which each groups
makes a membrane; Sharing groups (1-5) in
which each group makes a membrane; or done
as an entire class with differing numbers of each
part (one 1, two 2, one 3, etc.) and they make
one membrane as a class.
Students will color in their parts to the
membrane, cut them out, piece them together (25 How are these two images similar and
different (compare and contrast)?
min Explore & Elaborate)
Teacher will lead the class in a discussion of the
functions and use the document camera to fill in
Engagement:
functions to ensure students have the correct
Day 5 Review, warm-up, video on
information (10 min Elaborate & Evaluate).
the cell membrane
Students will pass the membrane around the
class or groups as each part is discussed and add (https://www.youtube.com/watch?v=Pf
u1DE9PK2w), membrane construction
pieces to the membrane.
Exit Ticket (Essential Question Review): Explain why the membrane is like a fluid mosaic
and name 2 pieces of the membrane and their functions.
Homework: Membrane structure reading (Appendix D4) & notes
Question and Answer
Small group
Whole group
Class discussion
Differentiation:
The activity for membrane construction should be modified to meet the need of students
for each class (see structure for alternative grouping suggestions).
IMPACT STUDY
33
Smart board, projector, Internet (YouTube), Document Camera

Day 6-7
th

Content: Plasma Membrane (Transport)
Standards of Learning: BIO.3d
Structure:
Day 6
activity (5 min).
Students will complete the reading quiz for
which they use the notes made from the reading
homework (5 min - Evaluate).
Students will complete warm-up (5min
Engage & Evaluate).
to introduce material (10 min - Engage).
Teacher will begin leading students through
membrane transport (passive and active) and
their examples using the PPT and note sheet
(Appendix E3). The engagement demonstration
is to occur during the diffusion notes (40 min
Engage & Explore).
Alternative to demonstration: Students can
complete this as a mini-experiment in small
groups or with elbow partners.
Students will complete the back of the notes in
labeling the type of transport depicted (5 min
Extension: Students will complete a transportrelated practice worksheet at the discretion of
the teacher. The worksheet chosen should
reinforce the 2 types of transport and examples
(10 min - Explore, Elaborate, & Evaluate).
Subject: Biology
Grades: 11-12th
Lesson Objectives:
10. Students will understand the
difference between active and passive
transport and their importance for
moving substances in and out of the cell
via the plasma membrane (BIO.3d).
Unit objective 5; essential
understanding 7
11. Students will understand the effect
of differing solute concentrations inside
and outside the cell and be able to apply
this given hypertonic, isotonic, and
hypotonic solutions (BIO.3d). Unit
Materials:
Appendix D1 and E items
Student notebooks
Document Camera
Food Coloring
Plastic zipper bag
2 Large beakers
Corn Starch
Iodine
Review:
reviews the key aspects of the plasma
membrane structure. Any questions with
images should be put under the
document camera as before.
reviews the key aspects transport
(Appendix E1). Any questions with
images should be put under the
document camera as before.
IMPACT STUDY
Day 7
activity (5 min - Engage & Evaluate).
be present (5 min Engage & Evaluate).
Students will complete the reading quiz for
which they use the notes made from the reading
homework (5 min - Evaluate).
Teacher will lead the demonstration, asking
students to predict what will happen to the bag
contents, the water, and the iodine given their
knowledge of semi permeable membranes (10
min Engage).
Teacher will begin leading students through
osmosis and solution concentration (hypertonic,
hypotonic, and isotonic) material using the PPT
and note sheet (Appendix E6). Then, the
teacher will lead students through the first two
example applications on the back of the notes
sheet (Appendix E6). (40 min Engage &
Explore).
Students will check on the demonstration to see
if their predictions were correct, and students
should discuss what happened based on their
new knowledge of osmosis (10 min Elaborate
& Evaluate).
Alternative to demonstration: Students can
complete this as a mini-experiment in small
groups or with elbow partners.
34
Warm-up (Appendix D1):

Day 6
Date: _________
If you were moving, explain the

difference between transporting your
basketball versus your couch.
Day 7 Review questions.
Engagement:
Day 6 Review, quiz (Appendix E2),
warm-up, demonstration of diffusion.
Diffusion demonstration: The teacher is
to fill two beakers with water, one hot
and one cold and obtain food coloring.
Then the teacher prompts students on
where there is more concentration of
food coloring, in the bottle or in the
beaker (answer: bottle). Then two drops
are added to each beaker and students
share observations. This matches with
the notes in the PPT for diffusion from a
high to low concentration.
Day 7 Review, quiz (Appendix E5),
warm-up, demonstration with iodine in
baggie.
Iodine in baggie demonstration:
The teacher is to place corn starch in a
baggie with a small amount of water.
That bag is placed into a beaker with
water and iodine. Because there is more
water outside of the bag, it will move
into the bag, along with the iodine. This
represents osmosis at different solute
concentrations (specifically a hypotonic
IMPACT STUDY
35
solution) and the semi permeability of

membranes.

Day 6 What are the two main types of membrane transport and how are they different (2
ways)?
Day 7 Which way will water move in a hypertonic, isotonic, and hypotonic solution?
Homework:
Day 6 Membrane transport reading and notes (Appendix E4)
Day 7 None
Question and Answer
Quiz
Whole group
Class discussion
Differentiation:
Students could do the demonstrations in small groups or with elbow partners depending on
timing of the class structure.
Smart board and projector
IMPACT STUDY
36

Day 8
th

Content: All unit content
Standards of Learning: BIO.6a/BIO.3a-d
Structure:
Students will enter and prepare for the
laboratory by copying down the microscope
part labels from the Document Camera (5 min).
Teacher will discuss the parts to the microscope
and how to calculate magnification, then divide
the class into lab groups (2 min).
Students will complete the laboratory exercises,
coming to the teacher with their slides as they
move from one specimen to the next (75 min
Alternative to laboratory activity: This can be
done as a demonstration or have pre-set lab
stations for student rotation.
ball (5 min Engage, Elaborate, & Evaluate)..
Subject: Biology
Grades: 11-12th
Lesson Objectives:
12. Students will apply their knowledge
of characteristics of life, cell theory, and
cell types through an exploration
laboratory with live specimens and
microscopes (BIO.6a/BIO.3a-b). Unit
objective 1-5; essential understanding
1-7
13. Students will apply their knowledge
of solute concentrations effect on
osmosis through an exploration
laboratory with live specimens and
microscopes (SOL BIO.3c-3). Unit
Materials:
Appendix F items
Microscope
Elodea
2 Large beakers (1 salt water solution
with Elodea and 1 regular tap water
with Elodea)
Gummy bears
4 Small beakers
Electronic balances
Triops, Daphnia, or protist
Onion
Document Camera
Slides
Review: None
Warm-up (Appendix C1): None
Engagement: Laboratory exploration
Exit Ticket (Essential Question Review): Hand in lab packet
Homework: Complete answers for the study guide to study for test next class (Appendix F2).
Laboratory
Differentiation:
IMPACT STUDY
37
The laboratory can be completed as a demonstration or as pre-set stations with student
rotation.
Smart board, projector, document camera, microscopes

Day 9
Instructor: Mrs. Ensign/Smith (5th)
Content: All unit content
Standards of Learning: BIO.6a/BIO.3a-d
Structure:
Students will enter and complete the
review/warm-up activity (20 min Engage &
Evlauate).
Teacher will administer the test (Appendix G1)
(2 min).
Students will complete the test (50 min
Evaluate).
Students will complete the DNA/RNA prior
knowledge (Appendix G2) (10 min Evaluate).
Students will complete the DNA/RNA coloring
(Appendix G3)
Exit Ticket (Essential Question Review): None

Homework: Finish DNA/RNA coloring
Whole group
Test
Differentiation:
Subject: Biology
Grades: 11-12th
Lesson Objectives:
14. Students will demonstrate their
mastery of unit content through a
summative post-test assessment
(BIO.6a/BIO.3a-d).
Materials:
Appendix G items
Scissors
Glue sticks
Student notebooks
Review: Warm-up, asking questions of

teacher on areas of confusion, and class
discussion of answers to study guide.
Warm-up (Appendix C1):
Take out and study your answers to the
essential questions (given last class) so
that we can review before the first cell
test!
Engagement: None
IMPACT STUDY
38
documentation is prepared, such as large printed test. In addition, small group testing or
read aloud must be verified and those students moved and assisted as needed.
Technology Utilized: None
Data Analysis
There were 20 identical questions on the pre-test and post-test that were point based,
meaning students earned points for every correct answer up to the value assigned to that
question, and 1 bonus vocabulary question. The total point value of the test was 51 with the
bonus question. Again it is important to note that the last two questions on the post-test were not
included in this analysis. The average score among all students on the pre-test was 12 when
scaled to a 100 point value. Comparatively, the average score among all students on the post-test
was 46. The overall gain among students was 37. A breakdown of this information is provided in
the following sections. The test results show students will need more practice on membrane
transport, most likely because it was the last material covered and there was not a lot of practice
with these concepts (for example, when compared to the prokaryote and eukaryotes activities). A
table with assessment question number, points, question format, and objective/essential
understanding is displayed below.
Table 16. Breakdown of test value, format, and content.
Question Possible
Question Format
Unit Objective/Essential Understanding
Points
1
9
Listing
2
1
Multiple Choice
Unit objective 2; essential understanding 2 and 3
3
1
Matching
4
1
Matching
5
1
Matching
6
1
Matching
7
1
Matching
8
4
Listing
9
1
True/False
10
1
True/False
IMPACT STUDY
11
12
13
14
15
16
17
18
3
2
2
3
2
1
3
4
19
20
8
1
39
Identify
Circle all that Apply
Short Answer
Multiple Choice
Drawing and Labeling
Label the drawing and
short answer
Short Answer
Multiple Choice

Averages by period. Analysis of the pre-test and post-test scores is provided in the tables
and graphs below, divided by class period. Students are numbered and gender is indicated with a
M for male students and a F for females. The scores were taken as out of 50 (excluding the
bonus questions) and scaled to percentages. Gains are indicated per student. Students with a *
are known to be chronically late, absent, and/or do not participate in class. Scores of a 0 on
either assessment or a negative gain indicates the student was absent or refused to take one or the
other assessment. Students that have been suspended, dropped from the class, or did not take
either assessment were removed from the analysis data and are indicated. Gains with a **
indicate that the negative values were not included in the average calculation.
Period 1 starts early in the morning with the first bell ringing at 7:15am. Most students
are tardy to class for reasons varying from oversleeping, a long breakfast line, and waiting on
transportation to school, etc. As stated before, students that are chronically tardy miss the review
sessions that are vital to success in class. In addition, most students do not complete the
homework in this class. Students that fall into these categories had the lowest gains in the class,
some of which were negative; the lowest positive in a student having taken both versions was a
gain of 38. Students that readily participate in class had the highest gains in the 60 range.
IMPACT STUDY
40
Table 17. Period 1 General biology

Student
Gender
Pre-Test
1*
M
2*
M
3
F
4
F
5
F
6*
M
7
M
9
F
12*
F
13
F
15
F
16
F
18
M
Class Average
Post-Test
Gain
20
36
94
0
94
18
74
60
0
0
94
44
46
45
20
36
64
-18
62
18
64
46
-8
-20
70
40
38
45**
0
0
30
18
32
0
10
14
8
20
24
4
8
13
Students 8, 10, 11, 14, & 17 were removed from the data
Figure 7. Graph of student pre-test and post-test scores Period 1.
Student Gains: Pre vs. Post-test Scores

Period 1
35
30
25
20
15
10
5
0
Student
Pre-Test 1
Period 3 is the biology honors course. Students in this class are intrinsically motivated
and want to perform well. Most complete all homework assignments. Most students are never
tardy or absent from class on a regular basis. One female was moved to this class because she did
IMPACT STUDY
41
not focus well in the 8th period biology class. She has shown vast improvement in academics, but
is still chronically tardy or absent. The highest gain in a student that participated in both
assessments was an 86, while the lowest gain was a value of 24. Overall this period performed
better than any other period, which was expected. Pictures of their exams are also included
below to demonstrate the level of their academic ability on a test that was otherwise difficult for
most students.
Table 17. Period 3 Honors biology
Student
Gender
Pre-Test
19
20
21*
22*
24
25
26
27
28
M
F
F
F
M
F
M
M
F
Class Average
Post-Test
Gain
104
98
14
50
70
38
98
74
80
70
86
58
14
50
58
24
98
34
52
53
18
40
0
0
12
14
0
40
28
17
Students 23 was removed from the data

STUDENT GAINS: PRE VS. POST -TEST SCORES

PERIOD 3
40
22*
21*
14
12
0
20
0
19
14
18
28
38
40
50
70
74
80
98
Post-Test 1
98
104
Pre-Test 1
24
25
26
27
28
IMPACT STUDY
42
Figure 9. Two samples of work on the post-test assessment from period 3.
Period 5 is the collaborative biology course. Many students in this course have an IEP
that address issues with students maintaining focus for long periods of time. This is readily seen
throughout instruction, as students sit and stare for long periods of time before being reminded of
the task at hand. Most students are never tardy or absent from class on a regular basis. One
female student is very studious, but has emotional outbursts. This class is also split with lunch
starting 20 minutes after the class begins. In a class with so many IEP students, the interruption
to instruction limits what can be accomplished before the lunch bell and serves as a distraction,
creating the time-consuming task of refocusing when they come back from lunch. The highest
gain in a student that participated in both assessments was 50, while the lowest gain was a tie
between two students at 12; however, one student did not know as much on the pre-test, earing 2
points, and the second student knew 22 more points-worth of information. Overall, this class
performed poorer on this assessment than any other class. The format may have had a lot to do
with the low scores for these students. Their ability to retain and rewrite information in a short
answer format is not as developed as students of the general classes.
IMPACT STUDY
43
Table 18. Period 5 Collaborative biology

Student
Gender
Pre-Test
29*
30*
31
32
33*
34
35*
37
38*
39
40
M
M
F
M
F
M
M
M
F
M
M
Class Average
0
0
26
8
2
24
0
22
28
8
0
11
Post-Test
Gain
26
24
76
24
14
36
14
56
28
30
26
32
26
24
50
16
12
12
14
34
0
22
26
22**


PERIOD 5
Post-Test 1
31
32
26
8
33
34
35*
30*
8
0
29*
30
28
28
14
22
24
14
24
26
24
26
36
56
76
Pre-Test 1
37
38*
39
40
Period 7 is the credit recovery biology course, meaning students have taken this course
several times before, but are unable to pass the required SOL assessment associated with the
class. Two students in this class were suspended for 10 days just before the start of this unit, and
did not return with the same focus they had before leaving. One male student was transferred to
IMPACT STUDY
44
another school, and another rarely attends class. One female has repeated missed class for
medical reasons, but has not made up the work necessary to be successful. The other students in
the class are usually on time and rarely miss class. They are able to follow instruction well and
answer oral formative assessment, but are not able to apply their knowledge well in a testing
situation. They need should benefit from the scaffolding put in place for quizzing based on
homework notes, but most do not take the notes. The highest gain in a student that participated in
both assessments was 62, while the lowest gain was a tie between two students at 28. Overall,
this class performed in the middle of the spectrum when compared to the other classes.
Table 19. Period 7 Recovery biology
Student
Gender
Pre-Test
41
42
43*
45
46
47
48
49
50
51
M
F
M
F
F
F
F
M
M
F
Class Average
36
0
42
0
14
38
16
18
12
10
17
Post-Test
Gain
20
38
0
38
58
68
44
46
48
72
43
-16
38
-42
38
44
30
28
28
36
62
38**
IMPACT STUDY
45

PERIOD 7
72
Post-Test 1
10
12
18
16
14
43*
0
42
46
44
38
38
42
38
36
20
41
48
58
68
Pre-Test 1
45
46
47
48
49
50
51
Period 8 is the other general biology course; however, these students have the opposite of
the lethargic behavior from period 1 students. Students in this period are usually energetic and
easily distract each other with side conversations that distract from instruction. The female
student that was removed to period 3 was one cause of the problems, but one male student
remains and is often out of his seat, talking with other students, or even touching students and
going through their belongings. Management actions are underway to deal with his distracting
behavior. In addition, several students are chronically absent or tardy to this class and do not
perform make up work necessary to be successful. The highest gain in a student that participated
in both assessments was 70, while the lowest gain was a 6. Overall, this class performed in the
middle of the spectrum when compared to the other classes.
Table 18. Period 8 General biology
Student
Gender
Pre-Test
52
53
55
F
M
F
20
0
18
Post-Test
Gain
48
44
80
28
44
62
IMPACT STUDY
57
58
59*
60*
61
63
64
65
67
68*
46
M
F
F
M
F
F
F
F
F
M
Class Average
0
16
0
8
20
14
20
0
0
0
7
46
72
50
34
48
84
26
58
36
18
43
46
56
50
26
28
70
6
58
36
18
70
Students 54, 56, 62, & 66 were removed from the data
STUDENT GAINS: PRE VS. POST -TEST

SCORES
PERIOD 8
18
20
26
14
20
0
57
58
59*
60*
61
63
64
55
53
52
16
18
20
34
36
48
46
50
58
72
80
44
48
Post-Test 1
84
Pre-Test 1
65
67
68*
Averages by gender. When compared by gender, the average scores for female students
were higher in each assessment and gains than male students. This may be attributed to the
absence and attendance trends, along with focus and desire to do work. It seems the male
students may have more trouble in these areas than the female students.
Table 20. Average by gender for all classes.
Gender Pre-Test Post-Test Gain
F
M
15
11
52
41
42
36
IMPACT STUDY
47
Figure 13. Graph of average trends by student gender for all classes.
Class Averages by Gender on Pre-test, Post-test,

and Gains
60
52
50
41
42
36
40
30
20
15
11
10
0
Pre-Test
Post-Test
F
Gain
Averages by IEP. The students with IEP accommodations scored lower on average in all
assessments, and thus had lower gains when compared to the averages of all general education
biology students. In most cases, class sizes are small and therefore meet the IEP requirements
listed on most forms provided by the school. There is no information presented on the need for
differing material or testing formats; however, this may be something to investigate in the future.
On the same hand, unless otherwise stated, these students need to be able to perform on the same
tests as their peers with the same success rates. When divided by gender, the female students
with IEP accommodations scored higher than the males. This is consistent with the averages of
all female and male students in the prior section.
Table 21. Averages by gender for all IEP students.
Gender Pre-Test Post-Test
Gain
M
F
8
12
29
50
30
38
IMPACT STUDY
48
Figure 14. Graph of averages by gender for all IEP students.
Averages for IEP Students by Gender

60
50
40
30
20
10
0
Pre-Test
Post-Test
M
Gain
Table 22. Averages comparison between all IEP and general education students.
Student Pre-Test Post-Test
Gain
IEP
General
10
14
40
50
33
41
Figure 15. Graph of average comparison between all IEP and general education students.
Averages for IEP versus General Education

Students
60
50
40
30
20
10
0
Pre-Test
Post-Test
IEP
General
Gain
IMPACT STUDY
49
Reflection
Student success is paramount in any teaching environment. The goal of teaching is to
help students grow academically and as individuals. Several factors are involved in ensuring
student success. The teacher must have the right strategies or tools available and mastered to
effectively teach students. This includes a wide range of skills from setting up daily lessons in
order to reach set academic goals to modifying those lesson to meet the needs of not only each
class period, but each individual student. This was one area I focused on throughout the
semester, but really brought to the forefront after the discussions resulting from student
performance during the first semester. On a similar note, students must put forth the effort and
want to succeed in order to experience growth in school. Motivating students to complete tasks
and have the desire to succeed was a struggle during the entirety of the study. Methods were
pushed during the start to the second nine weeks, but given the results of the unit analysis it does
not seem that the new strategies are working for the majority of students. I do feel the majority of
students are doing better in class than they were at the start of the year, per the normal trend
reported among teaching peers, and my own skills have grown as an educator through my
experiences with the students.
The main concerns in student performance and areas of weakness have been discussed,
along with the resulting modifications to teaching, in previous sections. The goal now becomes
to address why all students are not succeeding given the modifications to class structure and
content material coverage. First, students in general are doing better with linking concepts
together as demonstrated through formative assessments in class. The structure to content
material with organelle structure then function seems to be working; however, students are still
scoring low on summative assessments. One reason to this is not completing the reading
IMPACT STUDY
50
homework and taking notes. Reading is not a strength among the students of this impact study,
and thus they need the practice. Their reading skills have been assessed through class bump
reading exercises and reading the review questions out loud during the review sessions at the
start of class. Therefore, we know the majority of students are capable of the reading. It was
thought that using the notes on the quizzes would be incentive enough for students to complete
them, but the general trend is that students are not taking notes. In attempt to remedy the
situation, two grades are now given one for notes and one for the quiz. Thus far, this incentive
is not working either. I believe posting the new grades after the first few reading quizzes may
motivate students into doing the work. This has seemed to make a difference in the past. The
format of the quizzes, pre-test, and post-test presented may have presented as another issue to
students ability to score high marks on summative assessments.
The format of testing, as discussed, was changed. It was thought the easiest way for
students to apply what they know is to retell it in a short answer or listing format. Students had
already proven they cannot perform on multiple choice assessments. Students that had the
biggest struggle with this format were choosing answers that did not even match the content of
the unit. For example, an exercise was performed in class before the 9 weeks test, in which
students were asked to examine a figure of the water cycle. The students read the question and
were able to decipher the answer given the image despite having not learned about the water
cycle; however, when faced with the multiple choice answers, they could not recognize the
answer that represented what they had verbally explained. In addition simplifying tests to
information recall, the quizzes help to show students how notes are directly translated into test
questions (although students must do the notes to benefit). Unfortunately, the unfamiliarity with
the new testing format distressed many students. For the summative assessment, they were
IMPACT STUDY
51
provided a study guide (Appendix F2) that directly matched each question section of the test.
Nevertheless, when presented with the necessity to list the answers (despite the study guide
saying they needed to be able to do so), students were not able to perform. This leads me to
believe that students need more scaffolding and perhaps more time to learn material.
Students in this impact study were provided all opportunities to succeed that the
department could manage to devise using our teaching tool boxes. Classes were planned so that
they incorporated all learning styles in the presentation and practice of material. In moving
forward, I would suggest providing more scaffolding, such as note taking skill practice in class
with a reading homework done as a whole group. A study session in the class before an
assessment would likely prove beneficial as well. The students can answer the study questions
using their own notes, then work with a partner to quiz each other in their abilities to answer the
questions. In this way, the students can determine their own personal areas of weakness and
review that material more in depth at home. Connecting material to student lives has been
successful, and I would recommend continuing this trend. The educator must be careful to ensure
students are remembering the biological concepts behind the example and not just the example
itself. For example, not just moving a ball and couch are like membrane transport, but why and
which kind each represents. Bringing in exciting and engaging activities that are hands-on has
also been a success in enticing students to come to class and participate. This is something I will
continue to do in my future classrooms and encourage educators to include in their future
planning as well. Researching the needs of urban students of today would be a great professional
development task for the educators and may provide insight into new teaching tools that may
serve the students of this impact student well in their academic pursuits. I will be doing this to
help broaden my own professional teaching knowledge of this particular demographic of student.
IMPACT STUDY
52
Even with the modifications for scaffolding and instruction as they currently are and those that
may be added, student attitudes must change if they are to succeed. Providing more time
practicing content should also be considered. On the post-test, students performed best on the
sections that had the most days of coverage, and did not perform as well on the material at the
end of the unit. Perhaps working in more practice worksheets for application would prove
beneficial in addition to the review at the start of every class.
Some students still sit in class and refuse to do work or repeatedly do no homework and
become upset when they repeatedly receive low scores on tests. In addition, students that miss
class do not stay back for extra help or make up work. The only way to work with these students
is to seek assistance in the form of parental support and to conference/work one on one with
students. Phone calls are made to parents/guardians of students that are chronically absent, tardy,
have behavioral issues, or are performing poorly on class assignments. For the majority of
parents, the trend has been one of surprise that their student is not behaving as expected for a
school environment. Most parents want continued contact, but these efforts have not shown a
significant difference in student behavior outcome. Those that are still at the bottom of the class
are still slipping behind peers, and those that are succeeding are continuing to do well, if not
increasing in performance academically. The next modification in seeking support is just starting
and will be in the form of letters mailed home with progress reports attached. The last part of the
puzzle is having procedures in place for the struggling students.
Currently there are little to no procedures in place to help students that are chronically
absent/tardy or refuse to do work. There are no influential consequences, nowhere to send
students for discipline, or strategies for helping them refocus in or out of the classroom. I plan to
have expectations clearly in place in my own classroom in the future. In the very least, students
IMPACT STUDY
53
should know the expectations of individual teachers and be able to match or exceed those
expectations when in that environment. I struggled with establishing this within the teaching
environment during the semester as I did not feel comfortable encroaching on the existing norms,
but I have come to realize that those norms were not enforced on a regular basis by myself or
peers across the school. It is something I should have established, and will make a priority in the
future.
Self-growth. Throughout this teaching experience, I have overcome many obstacles,
planned for my future classroom, and been able to observe myself grow as an educator. Upon
first entering the classroom, I was a bit uncomfortable. I had worked with students of this
demographic before, but had never been in this particular high school. I did not know what to
expect, but throughout the experience the students have proven themselves as well-natured
individuals with great potential.
Learning student names was one challenge I faced, as I had never been in a classroom
long enough to learn names in previous experiences. To assist with this task in the future I will
have a questionnaire for students that asks about interests, among other typical beginning of the
year questions, which will help in making associations with each student individually. Sharing
personal interests helped to form relationships in the classroom during this impact study. That
relationship motivated some students to quickly modify unfavorable behaviors when prompted
and attend class regularly when they would have otherwise been chronically absent or tardy.
I also found that students thrive on positive individual feedback. It took a while for me to
figure out a system for this, aside from writing on test or homework, but I now realize it can be
as simple as a sticky note during notebook checks or verbal commendations. Once an individual
student receives praise, others seek it as well. This turned into a great management tool for
IMPACT STUDY
54
modifying and redirecting student behavior. Even short conferences with students that were not
necessarily complimentary-based was beneficial for the development of student-teacher
relationships and the correction of unfavorable behaviors.
Putting myself in the students shoes was one of the hardest feats for me this semester,
especially with my limited experience in the urban school setting. I understand the needs of
urban students better now through this experience. I incorporate opportunities to physically
explore concepts as often as possible and getting students to make connections between their
own lives and content in the classroom. At the same time, a worksheet can go a long way in
practicing and mastering a concept. Finding a balance between the learning strategies that meet
all student needs is something I will continue to work on throughout my educational career.
Instruction involved many tactics and tools that I did not necessarily expect. I had to find
my teacher voice very quickly in the semester, another necessity in this particular urban
classroom environment. I tend to be soft spoken, but am now able to maintain a good voice
quality for the duration of class, which has helped me in classroom management development. In
addition, I focused on transitions during instruction. I still have room for improvement here. I
have learned maintaining student attention is key to the learning process and management of
behaviors. Engagement is another tool for this. I thoroughly enjoyed bringing science to life for
these students. For example, these students had neither hatched nor seen a Tirop nor had they
necessarily seen living organisms under a microscope. They have now had both of those
experiences and have learned more about the living world around them because of these simple
explorations. There is even a classroom aquarium that will remain with them to help in future
units, such as ecosystems and population interactions. I hope I am able to do similar activities in
my own future classroom.
IMPACT STUDY
55
Teaching is no easy feat. So much is involved in being able to take ones own knowledge
and present it to others so that they may too grow in their own understandings of the world. This
study and experience has impacted me in so many positive ways, as discussed above, and helped
me grown as not only an educator, but an individual. I feel that I am able to confidently enter my
own classroom and educate students in biology with many strategies and tools that will make the
content accessible to all students in creative and engaging ways.
IMPACT STUDY
56
Appendix A1
Prior Knowledge - Cells! Name: _________________ Date: ________ Pd: ___

Characteristics of Life:
1. List the 9 characteristics of living organisms:
2. Letting go of a hot pot handle would most likely be an example of which characteristic of life:
a. Growth and development
b. Responding to stimuli
c. Containing genetic information
d. None of these
Cell Theory:
Match the scientist to his discovery
3. ______ Anton von Leeuwenhoek
4. ______ Robert Hooke
5. ______ Matthias Schleiden
6. ______ Rudolf Virchow
7. ______ Theodor Schwann
8. List the 4 parts to the cell theory:
A. Observed animalcules in pond water.

B. Discovered all cells come from other
living cells.
C. Discovered all plants are made of cells.
D. Observed cork and coined term cells.
E. Discovered all animals are made of cells.
S. STARK CYTOLOGY UNIT LESSON 1 (FORMAL)
57
Cells:
9. Prokaryotes are simpler than Eukaryotes. T / F (circle one)
10. A eukaryote cell has a membrane-bound nucleus and a prokaryote does not. T / F (circle
one)
11. Write each type of cell on the line below the correct picture: Bacteria, Plant, or Animal
___________
___________
12. Which of the following is a/are Eukaryote(s) (circle all that apply):
Animal Cell
Bacteria Cell
Plant Cell
___________
13. The following have a cell wall (circle all that apply):
Animal Cell
Bacteria Cell
Plant Cell
14. The following have a plasma membrane (circle all that apply):
Animal Cell
Bacteria Cell
Plant Cell
Cell Membrane:
15. Why is the cell membrane like a fluid mosaic?
16. This type of transport allows molecules to move freely across the cell membrane without
the help of a protein or the use of energy a. Diffusion
b. Active Transport
c. Facilitated Diffusion
d. None of these
S. STARK CYTOLOGY UNIT LESSON 1 (FORMAL)
58
17. Draw a phospholipid and label the hydrophobic and hydrophilic regions.
18. Label the transport protein and phospholipid bilayer

in this picture of a plasma membrane. Describe the
function of each.
19. Explain the processes of diffusion, osmosis, facilitated diffusion, and active transport (what
are the main points of each; think of the differences).
Diffusion
Osmosis
Facilitated Diffusion (include the two types)
Active Transport (include the two types)
20. The type of energy used during active transport is from:

a. glucose
b. ATP
c. proteins
d. none of these
21. What do we call the type of effort in science that involves working together to achieve a
goal? (+1 if you get it right
S.STARK CYTOLOGY UNIT LESSON 1 (FORMAL)
59
Appendix B1
Characteristics of Living Things

Science is the active and continuous study of the
world around us. It is divided into many fields, such as
biology, chemistry, ecology, anatomy, and many more!
Biology is the study of living organisms, from the biggest
Aardvark
animals and the plants to even

Arapaima fish
the smallest single-celled
organisms. Although they may all seem very

different, they share some
Amoeba
common characteristics!
Fungus
1. All living things are made of cells. Some organisms may only consist
of a single cell, like a euglena! Others, like humans, plants, and fungi,
are made of many cells. They are called multicellular organisms. In
multicellular organisms, especially complex animals, cells differeinciate
(become different from each other) in order to carry out unique tasks.
Red Blood Cells

Euglena
For example, cells lining the stomach are very different from the cells
that make up the heart!
2. All living things obtain and use energy. This is another way organisms are similar, but
also different. Plants are able to make their own food with the help of the
Food chain
sun and special organelles (small organs) called

chloroplasts. Fungi are decomposers, meaning they
absorb nutrients from decaying matter. Animals get
Leech
food different ways too; some are carnivores (eat meat), some
are herbivores (eat plants), and some are omnivores (eat both). There are even organisms
that get energy from thermal vents in the ocean or get nutrients from a host organism,
like leeches that suck the blood of other animals.
S.STARK CYTOLOGY UNIT
60
3. All living things contain DNA. Deoxyribonucleic acid (DNA) is the

blueprint for life that describes how all cells and organisms look and
function!
DNA - double helix
4. All living things reproduce within their species. There are two forms of
reproduction. In asexual reproduction, a clone is made. In sexual reproduction, each

Splitting Cells
offspring is unique (except for twins, of

course!).
Bird Eggs
Hydra division
5. All living things maintain homeostasis (stable internal environment). Living organisms
can maintain this even when put in an unfavorable external environment. For example,
when humans get too hot, they sweat to cool down (with evaporation) in order to lower
the body temperature. Similarly, when it is cold out, humans shiver to burn energy and
warm the body back up!
6. All living things grow and
Growth of a baby chick
develop.
7. All living things respond to stimuli from their
environment. Even in organism that do not have
the ability to run, like plants, respond to the
environment by moving towards light (phototaxis
Responding to hot handle
movement towards or
away from light).
Phototaxis
8. All living things are highly organized. Multicellular organisms are very complex, but
well organized. For example, there are separate systems for breathing, digesting, etc. but
they work together to fuel an entire organism. Even in small single cells, organelles work
together to fuel the cell!
9. All living things change over time (evolve).
Possible evolution of the bird
Questions:
1. List the characteristics of life
2. What does multicellular mean?
3. Name 3 ways organisms can obtain energy:
4. Why is DNA important for living organisms?
5. Name the 2 forms of reproduction:
6. What is homeostasis and name one way humans maintain it?
7. Name one stimulus you have responded to today.
61
62
Appendix B2
63
Appendix B3
Class Participation Log: (Dates)
Name ___________________________________________ PD ___________
Date:
__________
__________
_________
_________
_________
Tardy:
__________
__________
_________
_________
_________
Date: __________
Todays Topic: 9 Weeks Testing & Review
Finish and review the study guides for the 9 weeks test & take 9 weeks test on assigned day!
Also set goals on blue cards for 9 week test and semester grade.
Complete the Prior Knowledge Cells questions during this week!
Date: __________
Todays Topic: Life & the Cell Theory
Living things are very complex. We must understand the levels of organization in both
nonliving and living things to realize the complexity to life!
1. List the following nonliving things in order from simplest to most complex
macromolecule (compounds), atom (element), organelle and molecule
_________________ ________________ ______________ ____________________
2. List the following living things in order from simplest to most complex
organism, organ, cell, organ system, and tissue
_________________ ________________ ______________ ____________________
Date: __________
Todays Topic: Cell Theory
Predict which discoveries from the timeline became part of the Cell Theory using the
information recorded on your timeline last class.
Date: __________
64
Todays Topic: Cell Types
Make 3 observations about the cells in the pictures (can be similarities, differences, simple
observations, etc).
Observations:
1.
2.
3.
Date: __________
Todays Topic: Cells Types
List 2 organelles a plant cell has that an animal cell does not have (use the pictures below,
you need to figure out which one is a plant and which is an animal cell)! And note one big
(hint, hint) difference between an organelle of the plant cell versus the animal cell.
1.
2.
3.
Based on the previous snapshot image, are these two cells prokaryotes or eukaryotes?
65
Appendix B4
Major Discoveries Leading to the Cell Theory

Robert Hooke was a British scientist that lived from 1635 to 1703. He is
most famous for observing the first nonliving tissue under a microscope.
Using his updated version of the microscope, Hooke saw dead cork plant
tissue. What he saw reminded him of the little box shaped rooms religious
monks lived in, called cells, and we have been using the term ever since!
Francesco Redi, an
Italian physician, was
born in 1626 and died in
1697. During his time,
many people believed that
maggots (fly larva) came
from meat that was left
outside. This was called
spontaneous generation.
He performed an experiment with
three jars, which is pictured above. He found that the flies were attracted to the meat with
the screen, but could not get to the meat in that jar or the jar with the lid. The jar that was
open allowed the flies to enter, lay eggs, and hatch larva; thus, he concluded spontaneous
generation is not true. Nonliving things can not make living things (meat can not make
larva), only living things can make living things (flies make larva). We call this biogenesis!
Anton van Leeuwenhoek was a Dutch microscope maker and lived from 1632 to
1723. In 1673, he became famous for observing the first living organisms in pond
water, which he described as animalcules (small
animals).
Lazzaro Spallanzani lived from 1729

to 1799 and was both a biologist and
Catholic priest. His experiment with
bacteria and heat (pictured) helped
support biogenesis. He found that heat
killed bacteria and growth only
happened when the flask was opened
afterward!
Louis Pasteur, a French chemist, lived from 1822

to 1895. He is most famous for his experiments
(similar to Spallanzani) that supported biogenesis
and lead to the process of pasteurization
(sanitizing liquid foods)!
Robert Brown (1773-1858) was a Scottish botanist (studies plants) that

named the DNA-containing organelle in cells, the nucleus. He also
described the movement of the liquid inside cells (cytoplasm), and called
it cytoplasmic streaming.
Matthias Schleiden, a German botanist, was born in 1804 and died in

1881. He is most famous for the discovery that plants are made of cells
in 1838. Because of this, Schleiden is known as a cofounder of the cell
theory.
Theodore Schwann lived from 1810 to 1882 and was a German

zoologist. He is another cofounder of the cell theory for his
conclusion that all animals are made of cells.
66
67
Rudolph Virchow, a German doctor was born in 1821

and died in 1902. Using a microscope, he observed cells
dividing. He concluded that all cells come from preexisting cells through cell division!
Lynn Margulis was an American biologist born in 1938 and died recently in
2011. In 1970, she developed the Endosymbiotic (endo means in and
symbiotic means beneficial) Theory. Each cell has a surrounding
membrane as do the organelles inside. Some, like mitochondria (animal and
plant cells) and chloroplasts (plant cells) have TWO membranes. Lynn
believes these organelles were once individual cells that were engulfed (eaten)
by other cells. Because both cells benefited from one being inside the other, the
relationship stayed the same (see picture below).
68
ON A SEPARATE SHEET OF PAPER OR IN YOUR NOTEBOOK
After making your timeline, answer the following questions for the reading
on the scientists:
1. How were cells discovered and who found them?
2. What is spontaneous generation? What is biogenesis?
3. Who are the two cofounders of the cell theory?
4. Explain the Endosymbiotic Theory (use the picture and reading to
help).
Apply what you read:
5. How was the microscope essential (needed) for the development of the
cell theory?
6. Explain how the development of the cell theory represents the
continuous process nature of science.
Start to brainstorm for class discussion:
7. Which discoveries from your timeline do you think became part of the
cell theory (there are 6 parts to the cell theory)?
69
Appendix B5
Science is a continuous process of discovery! Use the reading and the images below to
construct (in your notebook) a timeline of events that lead to the cell theory.
1635-1703
1810-1882
1821-1902
1970
1838
1673
1822-1895
1626-1697
1773-1858
1729-1799
70
Appendix B6
71
Appendix C1
Introduction to the Cell
Development of the Cell Theory
_________________________- a Dutch microscope maker was the first to see
LIVING ORGANISMS.
_________________________- used a microscope to examine a thin slice of cork and

saw little boxes
_________________________- concluded that ALL PLANTS are made of cells
_________________________ concluded that ALL ANIMALS ARE MADE OF CELLS
_______________________- saw dividing cells in the microscope and concluded

cells come from other cells
Cell Theory
1. All living things are ________________________________.
2. Cells are the basic unit of ________________________ & _______________________

in an organism.
(cell = basic unit of ________________)
3. Cells come from the reproduction of ________________ cells.
4. All cells contain _____________________________.
72
Appendix C2
73
Appendix C3
Pro/Eukaryote Reading Quiz

Name: _______________________________ Date:______ Pd:____
1) What is one main difference between prokaryotic and eukaryotic cells?
2) Give an example of a prokaryotic organism: ______________________

3) A major difference between prokaryotic and eukaryotic cells is that:
a. Prokaryotic cells have a flagellum
b. Eukaryotic cells have a nucleus
c. Prokaryotic cells have cytoplasm
d. Eukaryotic cells have ribosomes
4) What is found inside both a nucleus and nucleoid? What is a nucleoid?
5) Are viruses alive? Explain why or why not:
74
Appendix C4
Characteristic
Size
Type (examples)
Nucleus
DNA
Ribosomes
Plasma Membrane
Cell Wall
Capsule
Prokaryotes
Small
Bacteria
Absent (Nucleoid)
Present (circular) and
plasmids (independent
DNA)
Present (small)
Present
Present
Present
Eukaryotes
Large
Plant, Animal, Fungi
Present w/ membrane
Present (chromatin in
nucleus)
Present (larger)
Present
Present in plants & fungi
Absent
75
76
Appendix 5
77
Appendix D1
Class Participation Log

Name ___________________________________________ PD ___________ Seat # _________
Date:
__________
__________
_________
_________
_________
Tardy:
__________
__________
_________
_________
__________
Date: __________
How are these two images similar and different (compare and contrast)?
Date: _________
If you were moving, explain the difference

between transporting your basketball versus your
couch.
Date: __________
Take out and study your answers to the essential questions (given last
class) so that we can review before the first cell test!
Date: __________
RNA and DNA are pictured.

What type of macromolecule are these?
Compare and contrast the RNA to the DNA by writing
some observations of each.
Date: __________
How would you describe this diagram to an alien

that wants to know more about DNA, RNA, and
proteins (yes, the alien can speak English)?
78
79
Appendix D2
Completed membrane (teacher & student examples)
80
Appendix D3
Group 1: Phospholipid Bilayer (Cell Membrane)
The cell membrane is known as the phospholipid
bilayer because of its composition (make-up). It is
made of two layers of phospholipids that each have 1
phosphate head and 2 fatty acid tails. The head is
hydrophilic (water loving), so it faces the
extracellular (outside cell) and intracellular (inside
cell) fluid.
The cell membrane is semipermeable, meaning only
some molecules or elements can pass through the
membrane without help. For example H2O, CO2,
and O2 can pass through the membrane easily without
help because they are lipid-soluble. Ions,
macromolecules, and hydrophilic molecules cannot pass through the membrane without help;
they need proteins to help them.
Cholesterol is also located in the membrane. It helps to keep the membrane flexible.
Group 1: Phospholipid Bilayer (Cell Membrane)

The cell membrane is known as the phospholipid bilayer
because of its composition (make-up). It is made of two
layers of phospholipids that each have 1 phosphate head
and 2 fatty acid tails. The head is hydrophilic (water
loving), so it faces the extracellular (outside cell) and
intracellular (inside cell) fluid.
The cell membrane is semipermeable, meaning only
some molecules or elements can pass through the
membrane without help. For example H2O, CO2, and
O2 can pass through the membrane easily without help
because they are lipid-soluble. Ions, macromolecules and
hydrophilic molecules cannot pass through the
membrane without help; they need proteins to help them.
Cholesterol is also located in the membrane. It helps to keep the membrane flexible.
81
82
Group 2: Channel Proteins

Channel proteins are transmembrane proteins, meaning they
stretch across the two layers of the cell membrane. This helps
with the function in helping large objects come in and out of
the cell. These solutes are too big or hydrophilic and cannot
cross the membrane by themselves.
Channel proteins vary in size and shape, meaning that each
channel protein works with specific elements and molecules.
Because channel proteins act as a simple path for substances to
flow across the membrane, their type of transport is known as
facilitated diffusion.
Channel proteins are integral proteins, meaning they are
permanently attached to the membrane where they are located.
Group 2: Channel Proteins

Channel proteins are transmembrane proteins, meaning
they stretch across the two layers of the cell membrane.
This structure helps with their function in helping large
objects come in and out of the cell. These solutes are too big
or hydrophilic and cannot cross the membrane by
themselves.
Channel proteins vary in size and shape, meaning that each
channel protein works with specific elements and
molecules. Because channel proteins act as a simple path
for substances to flow across the membrane, their type of
transport is known as facilitated diffusion.
Channel proteins are integral proteins, meaning they are
permanently attached to the membrane where they are located.
83
84
Group 3: Carrier Proteins
85
Carrier proteins are

transmembrane proteins,
meaning they stretch across the
two layers of the cell membrane.
This structure helps with their
function in helping large objects
come in and out of the cell. These
solutes are too big or hydrophilic
and cannot cross the membrane
by themselves.
Carrier proteins vary in size and
shape, meaning that each channel protein works with specific elements and molecules. The
molecule must bind to the protein in order for the protein to change shape, allowing the molecule
to cross the membrane. Those that do not use energy to do this task use facilitated diffusion;
however, if energy is used the transport is called active transport.
Channel proteins are integral proteins, meaning they are permanently attached to the membrane
where they are located.
Group 3: Carrier Proteins
Carrier proteins are

transmembrane proteins,
meaning they stretch across the
two layers of the cell membrane.
This structure helps with their
function in helping large objects
come in and out of the cell.
These solutes are too big or
hydrophilic and cannot cross the
membrane by themselves.
Carrier proteins vary in size and shape, meaning that each channel protein works with
specific elements and molecules. The molecule must bind to the protein in order for the protein
to change shape, allowing the molecule to cross the membrane. Those that do not use energy to
do this task use facilitated diffusion; however, if energy is used the transport is called active
transport.
Channel proteins are integral proteins, meaning they are permanently attached to the membrane
where they are located.
86
Group 4: Glycoprotein
These membrane proteins are made of a protein and carbohydrate chain.
Glycoproteins, like Glycocalyx, act as I.D. tags. They are vital to cells for
recognition between cells and other substances. Glycolcalyx specific helps the
body of a multicellular organism recognize its own healthy body cells, diseased
cells, transplanted cells, and even invading cells.
Glycoproteins are integral proteins, meaning they are permanently attached to the
membrane where they are located.
87
88
Group 5: Receptor Protein

These membrane proteins have specific chemical messengers that bind to
them. These chemicals are very different from one another and carries a
specific type of message, so each receptor protein can only accept one
kind of chemical. The messenger binds to the receptor protein, which
sends the message to the cell. This signals the cell to make something,
change the electrical charge, stop making something, etc.


89
90
91
The Lipid Bilayer (aka: Plasma or Cell Membrane)

1
Structure
Lipid Bilayer
Phospholipid
Cholesterol
Channel Protein
Carrier Protein
Glycoprotein
Receptor
Protein
Function
Cell Type
Label the pictures below with the numbers from the chart above (label the structure
EVERYWHERE you see it):
92
Appendix D4
93
Appendix E1
What are the types of passive transport?

What are the types of active transport?
What are the two structures used for movement in bacteria and some eukaryotes
that are made from the cell membrane?
What is the difference between diffusion and facilitated diffusion?
What is osmosis?
Which substances are too large to cross the membrane by diffusion?
What are crenation and plasmolysis?
Is a virus alive? Why or why not?
What two types of proteins are used in facilitated diffusion?
What type of proteins are used in active transport?
What is endocytosis/exocytosis?
What is the difference between osmosis and simple diffusion?
Which type of transport requires energy?
What is phagocytosis/pinocytosis?
Which type of transport moves from a high concentration to low (with the
concentration gradient)?
Which type of transport moves from a low to high concentration (against the
concentration gradient)?
What type of transport is pictured? What type of transport is pictured?
What type of transport is pictured?
What type of transport is pictured?
94
Appendix E2
Membrane Reading Name: __________________________ Date:___________ Pd:______

What are the functions of the plasma membrane? And what cell types have membranes?
Describe a phospholipid, including what it looks like, what its made of, the hydrophobic part
and hydrophilic part (you can draw a picture and label).
What are the other molecules in the membrane and describe their functions?
Name the two extensions of the cell membrane and describe their functions.
95
Appendix E3
CELL TRANSPORT
Types
Energy?
Movement
Types
Label the different types of transport in the cell.

1. Diffusion _____and _____
2. Osmosis _____
3. Facilitated Diffusion _____
4. Active Transport _____
5. Endocytosis _____ and _____
6. Exocytosis _____
96
97
Appendix E4
98
Appendix E5
Membrane Transport Name:_______________________ Date:_________ Pd:______

1. What is the main difference between diffusion and facilitated diffusion?
2. During diffusion, substances move from an area of ____________ concentration to an area

of ____________ concentration.
(a) higher, lower
(b) lower, higher
(c) higher, equal
(d) lower, equal
3. What is the main difference between passive and active transport?
4. What is the difference between channel and carrier proteins?
5. Endocytosis and exocytosis

(a) are both a type of vesicle transport.
(c) are both a form of active transport.
(b) move very large molecules either in or out of

the cell.
(d) all of the above
99
Appendix E6
MOVEMENT ACROSS THE CELL MEMBRANE
Hypertonic
Isotonic
Hypotonic
Osmosis Worksheet
100
Name ______________________
Below are animal cells placed in beakers of various concentrations.

1. Draw an arrow to show which way the water would move by osmosis
2. Fill in any missing percentages (water or solute)
3. Identify the type of solution (isotonic, hypertonic, or hypotonic)
Hypotonic
101
Appendix F1
Cell Structure & Transport Exploration Lab

Name:_______________________ Date:________________ Pd:_______
I. Follow along with the instructor to label all the pieces to the microscope:
II. Determining total magnification:

Eyepiece (usually 10) x Objective Power = Total Magnification
1. Look at your microscope to determine each objective magnification, then calculate the total
magnification for each power.
Power
Low Power
Medium Power
High Power
Eyepiece
Magnification
Objective
Magnification
Total Magnification
102
III. Animal & Protist Cells

1. Observe the multicellular and unicellular animal and protist specimens under the microscope.
Here are some pictures to help you identify what you see:
Daphnia Multicellular Animal
Paramecium Unicellular Protist
2. Draw what you see and record your observations:
Observations
Total Magnification = ____________________
3. Observe a triops using a hand lens. Draw what you see and record your observations:
Observations
How is this specimen similar to the

microscopic organisms above?
103
IV. Plant Cells & Osmosis

1. Obtain a slice of onion & place on a slide.
2. Draw what you see and record observations below. Label the cell wall and nucleus (if visible)
in your drawing!
Observations -

3. Clean off your slide.
4. Obtain a leaf from an Elodea plant in regular water & place on a slide.
5. Draw what you see and record observations below. Label the cell wall and chloroplasts in
your drawing!
Observations -

7. Obtain a leaf from an Elodea plant in salt water & place on a slide.
8. Draw what you see and record observations below. Label the cell wall and chloroplasts in your
drawing!
Observations -
104

Questions:
1. How are the onion and regular water Elodea similar/different?
2. How are the regular water and salt water Elodea similar/different?
3. What happened to the Elodea cells in salt water?
4. Why do grocery stores need to sprinkle the vegetables (lettuce, herbs, etc.) with water?
V. Osmosis in a Gummy Bear

1. Obtain and mass a gummy bear (record on table below)
2. Place the gummy bear in water for 20-25 minutes (record on table below)
3. Take gummy bear out of water and pat dry with a paper towel.
4. Record mass of gummy bear (record on table below)
Specimen
Gummy Bear
Initial Mass
Final Mass (after ________ minutes) Change in Mass
Question:
1. What happened to change the mass of the gummy bear? Why did this happen?
Labeling answers
105
106
Appendix F2
Stuff to Review for Cell Test 1

1. Be able to list the 9 characteristics of life & identify examples of each
2. Know the discoveries of Leeuwenhoek, Hooke, Schleiden, Virchow, & Schwann
3. Be able to list the 4 parts of the cell theory
4. Know the differences between prokaryotes and eukaryotes
5. Know the similarities between prokaryotes and eukaryotes
6. Be able to identify an animal, plant, and bacteria cell
7. Be able to explain why the membrane is a fluid mosaic
8. Be able to draw and label all parts to a phospholipid and explain its function
9. Be able to identify key parts to the plasma membrane
10. Know all the types of passive and active transport and be able to explain the
characteristics of each.
11. Know the type of effort in science that involves working together to achieve a
goal!
12. Be able to identify hypertonic, hypotonic, and isotonic concentrations in cells
and know which way the water will move.
107
Appendix G1
Intro to Cells Test!
Name: _________________ Date: ________ Pd: ___
Characteristics of Life:
1. List the 9 characteristics of living organisms:
2. Letting go of a hot pot handle would most likely be an example of which characteristic of life:
a. Growth and development
b. Responding to stimuli
c. Containing genetic information
d. None of these
Cell Theory:
Match the scientist to his discovery
3. ______ Anton von Leeuwenhoek
4. ______ Robert Hooke
5. ______ Matthias Schleiden
6. ______ Rudolf Virchow
7. ______ Theodor Schwann
8. List the 4 parts to the cell theory:
F. Observed animalcules in pond water.

G. Discovered all cells come from other
living cells.
H. Discovered all plants are made of cells.
I. Observed cork and coined term cells.
J. Discovered all animals are made of cells.
Cells:
9. Prokaryotes are simpler than Eukaryotes. True / False (circle one)
10. A eukaryote cell has a membrane-bound nucleus and a prokaryote does not.
True / False (circle one)
11. Write each type of cell on the line below the correct picture: Bacteria, Plant, or Animal
___________
___________
12. Which of the following is a/are Eukaryote(s) (circle all that apply):
Animal Cell
Bacteria Cell
Plant Cell
13. The following have a cell wall (circle all that apply):
Animal Cell
Bacteria Cell
___________
Plant Cell
14. The following have a plasma membrane (circle all that apply):
Animal Cell
Bacteria Cell
Plant Cell
Cell Membrane:
15. Why is the cell membrane like a fluid mosaic?
16. This type of transport allows molecules to move freely across the cell membrane without
the help of a protein or the use of energy a. Diffusion
b. Active Transport
c. Facilitated Diffusion
d. None of these
17. Draw a phospholipid and label the hydrophobic and hydrophilic regions.
18. Label the transport protein and phospholipid bilayer

in this picture of a plasma membrane. Describe the
function of each.
19. Explain the processes of diffusion, osmosis, facilitated diffusion, and active transport (what
are the main points of each; think of the differences).
Diffusion
Osmosis
Facilitated Diffusion (include the two types of proteins used)
Active Transport (include the three types)
20. The type of energy used during active transport is from:

a. glucose
b. ATP
c. proteins
d. none of these
21. What do we call the type of effort in science that involves working together to achieve a
goal? (+1 if you get it right!)
22. Identify the following as hypertonic, hypotonic, or isotonic AND draw the arrows to show
which way the water will move.
23. Fill in the missing % values, then identify the following as hypertonic, hypotonic, or isotonic
AND draw the arrows to show which way the water will move.
Running Head: IMPACT STUDY
Appendix G2
Prior Knowledge DNA/RNA
Name: _____________________________ Date: _______ Pd: ______________

1. Label each picture as DNA or RNA:
______________________________
________________________________
2. The backbone of DNA and RNA is made of a __________________ and a _______________.

(a) sugar, phosphate (b) nucleic acid, sugar
(c) phosphate, protein
(d) sugar, protein
3. Name two of three differences between DNA and RNA (+1 for all 3).
4. What nucleotide bases form pairs in DNA?
5. What nucleotide bases are found on RNA?
6. Complete the complimentary strand of this DNA template:

ATGTCCAAGTAC
______________________
7. Which two nucleotide bases from DNA are purines? Pyrimidines?
8. DNA is located in the _______________________ of the cell.

(a) mitochondria (b) nucleus (c) rough endoplasmic reticulum (d) plasma membrane
9. A nucleotide is formed from a phosphate, sugar, and base. True/False (circle one)
10. DNA codes for proteins, but this message is copied to and delivered by mRNA. True/False
(circle one).
IMPACT STUDY
112
Appendix G3
Color the following images, then cut and paste them (and the color guide) in
your notebook & answer the questions in your notebook.
Color thymine orange.
Color deoxyribose (D) blue.
Color adenine green.
Color uracil brown.
Color guanine purple.

Color cytosine yellow.
Color ribose (R) pink.

Color phosphate (P) red.
Questions:
DNA
1. Name 3 differences between

DNA and RNAs structure.
2. What are the similarities
between DNA and RNAs
structure?
3. Which bases (the nucleotides
thymine, adenine, guanine, and
cytosine) pair with each other
in DNA?
4. Which nucleotide is missing
from RNA? What is used
instead?
IMPACT STUDY
113

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Ensign Impact Study - Web Version

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Running Head: IMPACT STUDY

The School and School Division

Student distribution by grade

Student distribution by gender

Student distribution by ethnicity

Student distribution by economics

Per pupil expenditure

Teaching staff distribution by ethnicity

Teaching staff distribution by degree

Teaching staff distribution by provisional licensure

Teaching staff distribution by qualification

Table of Contents (cont.)

Modifications to class structure

Modifications to content organization

Daily Lesson Plans

Asian Hispanic White Black

Hawaiian Two or More

Figure 1. A pictorial comparison in percentage of ethnicity/race between the school and

High School Level

Student distribution by economics. There is a noticeable difference between the high

Table 8. Number of chronically absent students in biology content courses.

Figure 2. Diagram of the classroom environment (periods 1, 5, and 7).

Figure 3. Classroom view from entrance.

Figure 4. Student Bench 4, Folder Bins, and

Figure 5. Front of room with Periodic Table.

Figure 6. Student Folder Bin.

Figure 5. Student Folder Bin

Modifications to class structure. In order to facilitate learning in the classroom and to

- Characteristics of Life vs. Cell Theory

Instructor: Mrs. Ensign/Smith (5 )

the postulates of the cell theory (50 min

Students will enter and complete the review

Day 1 Students receive a

introduce them to the vocabulary for the rest of

Exit Ticket (Essential Question Review):

Table 11. Lesson Plan for Day 3-4.

Instructor: Mrs. Ensign/Smith (5 )

Students will color the parts of a bacteria,

2. Quiz (Appendix C1) on the scientists

Students will enter and complete the review

Teacher will review the warm-up with students

Exit Ticket (Essential Question Review):

Table 12. Lesson Plan for Day 5.

Instructor: Mrs. Ensign/Smith (5 )

having members of 1-5. The students have

Smart board, projector, Internet (YouTube), Document Camera

Instructor: Mrs. Ensign/Smith (5 )

Warm-up (Appendix D1):

If you were moving, explain the

solution) and the semi permeability of

Exit Ticket (Essential Question Review):

Table 14. Lesson Plan for Day 8.

Instructor: Mrs. Ensign/Smith (5 )

Table 15. Lesson Plan for Day 9.

Exit Ticket (Essential Question Review): None

Review: Warm-up, asking questions of

Unit objective 3; essential understanding 4

Table 17. Period 1 General biology

Student Gains: Pre vs. Post-test Scores

Students 23 was removed from the data

STUDENT GAINS: PRE VS. POST -TEST SCORES

Figure 9. Two samples of work on the post-test assessment from period 3.

Table 18. Period 5 Collaborative biology

Prior Knowledge - Cells! Name: ___________ Date: Pd: _

2. Cells are the basic unit of __ & _