ED 345 Calvin College Lesson Planning Form

ED 345 Calvin College Lesson Planning Form
Teacher:
Elizabeth Mulcock
Date: Thurs, Oct 1
Subject/ Topic/ Theme: Science - cells
I. Objectives
What is the main focus of this lesson?
Comparing plant and animal cells
How does this lesson tie in to a unit plan? (If applicable.)
My unit breaks up the first lesson in the unit in a textbook called Cells to Systems. Learning about cells
then looking at how cells come together to form systems and organs.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Students will be able to organize given data into a Venn Diagram, based off of this standard.
5.IE.g. Record data by using appropriate graphic representations (including charts, graphs, and labeled
diagrams) and make inferences based on those data.
Students will be able to organize facts based on if they are true for animal cells, plant cells, or both animal
and plant
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Students know the main organelles of both animal and plant cells, they
know facts for both. This lesson looks to teach some new but mostly to
take all they know and bring it all together.
Answers given in class
How students fill out the worksheet
Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will do motions together

as a class.
Start by doing the motions for all

seven parts of plant and animal
cells.
Options for Language/Symbols
Options for Expression
Students will first see me say and write

facts on the board and will then write their
own facts down on their paper.
Students will be discussing where

to put facts with a classmate and
also sorting and writing facts into
categories
Options for Executive Function
Options for Sustaining Effort &

Persistence
RECOGNITION
Multiple Means of Representation
Options for Perception
Options for Comprehension

On worksheet is a diagram of cells.
Options for Self Regulation

Keep individual time short, tell
them exactly what you want them
to accomplish then pull them back
in.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
A copy of the worksheet for each student.

Have the seven names of organelles and their job either written on the
board or projected up onto the board so class can do a matching game.
Have either written or board or projected on board, different facts of animal
and plant cells that students will be prompted to put into the Venn Diagram
on their worksheet.
Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
Nothing special just have students near each other if you choose to have
them discuss some answers with a partner
III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Start by doing motions to all 7 parts of the animal and plant cell. Ask one student to
do a motion, another to say the name of the organelle, another to state the job, and
a last to say in which cells this organelle is located.
Ask for students to explain why we do these motions. What does each organelle do
in the cell? Have summary description of all seven organelles on the board and ask
for students to either as a class or first individually and then as a class, match up
the organelle with the description of its job. Ask what two organelles are just in
plant cells.
Ask review question about cellular respiration, what happens during this process and
where it happens.
Ask where chromosomes and DNA are located.
Remind students of the size of cells, that both are the same size and that both are
very small. Introduce the concept that just like us, cells grow. Introduce the concept
of a balloon, imagine that a balloon is like a cell and it will grow. As the cell grows
though, it gets harder to send information back and forth between the organelles.
Give students a minute to think individually or brainstorm with a partner as to how
cells can fix this problem that while they grow, it takes longer to send information
and food around.
If time, have some students share ideas.
Developm
ent
Introduce the idea of size, that while cells are so small, the size matters. If it is too
small there is not enough room for all its organelles, if it is too big it will have too
much space and it will take forever to send food and information from one organelle
to another.
Draw a picture of a cell on the whiteboard and introduce the concept that cells will
divide when they get too big. Draw out while you explain that cells will split down
the middle creating two identical cells. This happens in both animal and plant cells.
Pass out a copy of the worksheet to everyone. If time, first have students work
independently or with a partner or table group to fill out the first side of the
worksheet with the names of organelles. Otherwise just gather attention and walk
them through the first side with what each organelle is in both the animal and plant
cell. Then have them turn it over and work independently to fill in as much as they
know. Give the example of where to put something like the cell membrane (this
would go in the parts section of Venn diagram) and where to put something like
located in humans (this would go in the facts section of Venn diagram). If they
needed reminders you can turn in your books to page 39 (in the textbook I used
there was a page with most of the information I had taught in this unit) to do
research and find the answer.
Then provide on the board facts you want your students to come away from this unit
with.
I provided the seven organelles and the following facts . . .
Cell membrane, Cell wall, Nucleus, Mitochondria, Vacuole, Chloroplast, Cytoplasm,
located in humans, locates in animals, located in grass, grows and divide when it
gets too big, uses cellular respiration, has a firm, strong outer layer to help provide
protection, has DNA and chromosomes, smaller than a dot of a pen, can work
together like a city, takes in energy and sunlight from the sun
Encourage students to add in other facts they know or find in the book
10
min
Closure
Gather students attention and introduce the idea of give one, get one. How this
works is we will have a chance to move around the room and talk with a partner.
When you meet up with someone you will say (name) may I give you one of my
answers? If they say yes then give them one of your answer to add to their Venn
Diagram. Then they will say thank you, may I give you one of mine? and they will
share an answer to you. When you are doing give one, take one. 1) I never want to
hear you asking to take an answer, this is about sharing and when we share we give
but we also get something back in return. 2) I want all conversations to be on topic
and I want the noise level to stay at a whisper since we will have lots of students
talking. If my expectations are not met then we will head back to our seats and will
not finish partner work.
Give students less than 5 min to give one, get one.
Gather attention and have students share one answer they were given from a
classmate and write the facts on the board.
Homework for tonight is to look over this sheet to be ready for an activity in the next
science class.
Your reflection on the lesson including ideas for improvement for next time:

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ED 345 Calvin College Lesson Planning Form

Date: Thurs, Oct 1

Subject/ Topic/ Theme: Science - cells

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Students will do motions together

Start by doing the motions for all

Options for Language/Symbols

Options for Expression

Students will first see me say and write

Students will be discussing where

Options for Sustaining Effort &

Options for Comprehension

Options for Self Regulation

A copy of the worksheet for each student.

Do you need to set up

III. The Plan

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