Subject: 9th Grade GE Biology

Lesson Title: To Live or Not to Live

Content Standard(s):
Compare the form and function of prokaryotic and eukaryotic cells and their cellular components:
S4C1PO2.
Language Objective:
Students will be able to write definitions of each of the qualities of life in their own words.
B
B

Students will be able to support in writing why they chose examples to represent each of the
qualities of life.

Terminal Objective:

After lesson on the seven essential qualities of life, students will be able to find and explain realworld examples of each quality.

Bell Work:
1. Compare and contrast the contributions of Anton Von Leeuwenhoek and Robert Hooke.
2. In your own words, describe each of the three components of the cell theory.
Anticipatory Set:
What are some things that you consider to be living?
What are some things that you do not consider to be non-living?

 What do you think are some qualties that scientists associate with living organisms?
Sub-Objective

1.Students will be able

to identify and describe
the components of the
cell theory and the work
of early scientists.

Time
5 min

Teaching Strategy

Bell work: Students will

answer review questions on
the subject of yesterdays
lesson.

Bell work: students will write answers

to bell work questions on a piece of
paper to be turned in at the end of
discussion. At least three different
students will be called on by
volunteering to answer questions.

Group discussion: Teacher

provides leading questions to
prompt contextualization
discussion (anticipatory set)
aimed at students identifying
seven essential
characteristics of life. Teacher
will circle the room listening
to conversations and
providing additional leading
questions.

Following group discussion students

will be asked to participate in a classwide discussion in which volunteers
will be asked to describe the findings
of their group. Teacher will write
correct characteristics on the board
as students describe them.

Bloom: Analysis
(compare)

2.Students will think

about living organisms
like a scientist.

10
min

Bloom: Synthesis

3.Students will be able

to describe key
characteristics of living

15
min

Active Student Participation/

Check for Understanding

Intermittent closure: at the end of

Direct instruction: Teacher
provides note-taker designed discussion about each characteristic

organisms.
Bloom: Understanding
10

4.Students will find and

min
describe examples of the
characteristics of life.
Bloom: Analysis

to help students glean

important information from
lesson. Teacher will present
using a PowerPoint
presentation.

teacher will call on volunteers to

describe the characteristic in their
own words.

Groups will be asked to submit

pictures of each example they come
Group discussion: Teacher
up with along with an explanation of
will ask groups to define each why they chose the picture to the
characteristic in their own
teacher via email.
words, and find a unique
example of each. Teacher will
circle the room listening to
conversations and providing
additional feedback and
leading questions.

Closure: Students will be asked to submit an exit ticket answering the following question: Which of the
characteristics of life to you think is most important in determining if an organism is living or not living?
Materials Needed:

PowerPoint presentation

Note-taker for direct instruction

White/smartboard and pen