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Having kids make up their own analogies. Students are given an analogy of the cell as a city with each part being an important part of the city. Then, students are turned loose so they can come up with their own

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I have a Masters in Biology

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I am very strong in both of those topics

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Making vocab cards and then having students quiz themselves

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they need to make the terms relevant to themself with analogies.  They would discuss this in groups

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Start with cellular acellular, draws diagram , explains each organelles

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I need to make a child friendly E.Q for my students. I need to be familiar with viruses

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1)this helps me organize specific approach to lesson plan.  2. cell biology and organelles  3.  human organism and organs.

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Then, I would make the students draw pictures of the terms and match them to the definition

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2. You would need to be familiar with the cell structures in order to teach it

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2.  I would need to be familiar with the structure and functions of eukaryotic cells.

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2. You need to be familiar with cells and organelles.

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I would need to know all the parts of a the cell, and how the work together

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Define and label each part and their function

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2. Biology and cell structure

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1. This is information can be used to know what the students should know or be able to do by the end of the lesson. 2. functions of a cell and life sciences

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I would talk about analogies of the organelles - how the Golgi apparatus is a packaging and sorting station like gifts during Christmas or packages at Amazon

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Use the information in the standard to figure out what background information the students may need to already have and to determine what the outcome of your lessons should be (when planning you know the purpose of the lesson is for students to understand organelles, etc)

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You need to understand the standard well enough that you can teach it and carry out the objective.

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the standard information gives us guidelines to make sure that the most important contents are offered, it is up to us teachers to bring it across

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using pictures of the cell so students can see and differentiate the organelles

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1. You might use the information in the standard to break down the standard and touch on the most important parts of the standard.

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1. I would need to break this into multiple steps. I would first have to do a vocabulary lesson to get the students familiar with the terms. Then we may diagram the cells.

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called odd organelles

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1. I would use the information in the standard to talk about the different parts of a cell and how it works.

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One activity that is awesome is to pick up random objects around the classroom and then ask students to draw comparisons between that object and its purpose and an organelle and its purpose

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1. I would use the information from the standards and objectives to create lessons that spark independent learning.

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It would help to understand what specially needs to be taught or broken down.

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b)You'll have to know cells (Basics at least)

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By understanding this information I am able to know how to structure my class on what information that I am going to present.  I know that I am going to have to first understand the needed information, then I am going to design an effective way that will help get it across, so I need to know cellular biology, and I would use visuals to help get it across

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The lesson,.

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1.  I would specify definitions that need to be understood before teaching the less.

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1.  I would be able to break down each part of the the standard to hone in on the most important topics.

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You need to have a very good understanding of cellular biology and how each of the organelles works.

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a) This helps you know what to focus the lesson on,

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1. Use the information in the standard to break down the different aspects and build your lesson off of those pieces.

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How might I use this “information” in my planning?
What scientific topics do I need to be familiar with to teach this content?
Are there Crosscutting Concepts that are evident?