Tennessee Tech University Lesson Plan Template

Name: Chelcie TuellDate: October 10, 2014Lesson Title: CellsGrade Level: 5thLength of Lesson (Minutes): 60 minutesCommon Core State Standards or State Standards(Include the number and the entire standard. Highlight relevant portion emphasized in this lesson.)Standard 1: CellsGLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.

90507.1.1 Label drawings of plant and animals cells.90507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.

SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell membrane, cell wall, and cytoplasm.SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.

CCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-LITERACY.RI.5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-LITERACY.W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CCSS.ELA-LITERACY.W.5.2.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-LITERACY.SL.5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Central Focus of Unit/Learning Segment(The single instructional theme or essential question across the planned learning segment that is aligned with content standards and relevant learning objectives.)All living things are made of cells that perform functions necessary for life.

Lesson Objectives(Observable statements that specify what students will be able to do at the conclusion of a lesson. Such objectives should be aligned with relevant content standards and should include verbs that allow formeasurement of students’ achievement of the desired outcome.)The learner will:

Tennessee Tech University Lesson Plan Template

Label drawings of plant and animals cells. Compare and contrast the basic structures and functions of plant and animal

cells. Identify the major parts of plant and animal cells such as, the nucleus, cell

membrane, cell wall, and cytoplasm.Language DemandsLanguage Function & Key Learning Task( Identify a language function central to the learning segment and a key learning task that provides students with the opportunity to practice using it. A language function is the purpose for using language in the learning task or what students will use the language to do; it’s typically represented by an action verb in the lesson objective. Examples include, but are not limited to: analyze, argue, categorize, compare/contrast, describe, explain, interpret, justify predict, question, retell, summarize…)

Compare and contrast the basic structures and functions of plant and animal cells.

Content/Academic Vocabulary(List and define the content vocabulary taught in the lesson.)Cell- basic, functional unit found in all organisms

Function- activities required of a specific thing

DNA - the storage of information about how the organism will look and function

Photosynthesis- process by which plants make their own food using energy from the sun.

Chloroplast- a cellular part that contains chlorophyll and is the location of photosynthesis

Matter- the substance of which a physical object is composed; especially: the material substance that occupies space, has mass, and makes up the observable universe

Magnify- to enlarge in fact or in appearance

Microscope- an optical instrument consisting of a lens or a combination of lenses for making enlarged or magnified images of minute objects

Building block- a unit of construction or composition

Nucleus- the center of the cell, and directs all the cellular activities.

Cell membrane- the outside covering of the cell, very similar to our skin!

Cytoplasm- the jelly-like substance that fills the inside of the cell.

Organelle- small structures that help carry out day-to-day operations of the cell.

Mitochondria- one of the round or long bodies found in the cytoplasm of cells outside the nucleus that are rich in fats, proteins, and enzymes and are important centers of metabolic processes which use oxygen and produce energy

Tennessee Tech University Lesson Plan Template

Lysosome- a cell organelle that serves as recycling and disposal center for the cell.

Golgi apparatus- a stack of flattened sacs of membranes in the cytoplasm of a cell that is active in the formation and transport of cell products -- called also Golgi complex

Chromosome- one of the rod-shaped or threadlike DNA-containing bodies of a cell nucleus that contain all or most of the genes of an organism and can be seen especially during cell division

Cell wall- the firm nonliving layer that encloses and supports the cells of most plants, bacteria, fungi, and algae

Vacuole- a cavity in bodily tissues or in the cytoplasm of a cell that is usually filled with fluid

Plastid- any of various small bodies (as chloroplasts) that occur in the cytoplasm of cells of photosynthetic organisms (as plants) and that often serve as centers for special activities (as storage of starch)

Centriole- one of a pair of minute bodies that are located next to the nucleus of a cell, are important in cell division, and consist of a cylinder-shaped central part surrounded by a circle of nine tiny tubes

Discourse & Syntax(Describe how students will use one or both of the following. Include language that you will expect students to use verbally and in written form.)

Discourse (how students talk and verbally communicate in knowledge construction in ways specific to discipline)

o Singing and discussing the Cells, Cells- Parts of the Cell Rapo Discussing what each ingredient stands for in the Edible Cell activity.o Q&A and discussion during the Cells Jeopardy

Syntax (set of written conventions specific to discipline for organizing symbols, words, & phrases together into structures, for example, sentences, formulas, staffs in music, etc.)

o Venn diagram of animal and plant cells in interactive notebooko Higher order thinking questions in interactive notebook

Supports(What opportunities AND supports will you provide for students to use the language function, practice and apply content language/academic vocabulary, and integrate discourse and syntax? Describe how you & students will use these supports. (i.e., graphic organizer, anchor chart, foldable, chart, model, word wall, and strategies such as think, pair, share, etc.). Consider how you will use/differentiate these supports to meet the needs of learners with different levels of language learning.)

“Cells, Cells- Parts of the Cell Rap” YouTube video and song mp3Interactive science notebook: vocabulary, higher-order thinking questionsVenn diagram: compare/contrast plant and animal cellsAnchor chart of animal and plant cells

Tennessee Tech University Lesson Plan Template

Language Function, Academic Vocabulary, and Discourse:

Cells, Cells- Parts of the Cell Rap

Assembling their edible cells

Cells Jeopardy review game.

Higher order thinking questions in interactive notebook

Materials/Resources(What do you need for this lesson?)Cells, Cells- Parts of the Cell Rap song lyrics“Cells, Cells- Parts of the Cell Rap” YouTube video and song mp3Document camera or other form of projectionComputer with internet accessCells JeopardyPaper TowelsSugar Cookies (round and rectangle)White Icing (Cytoplasm)Plastic knivesPull n’ Peel Twizzlers (Cell Wall)Mini Reese’s Cups (Nucleus)Green Mike and Ikes (Chloroplast)Red Mike and Ikes (Mitochondria)Yellow Mike and Ikes (Animal Vacuole)Circus Peanuts (Plant Vacuole)GlueInteractive Science NotebookVenn diagram (interactive notebook)

Assessment/Evaluation Criteria

Tennessee Tech University Lesson Plan Template

Formative Assessment(A range of assessment procedures used by teachers during the learning process in order to modify teaching and learning activities to improve student achievement occurring throughout the lesson.)

The teacher will observe the students while they are: Singing the cells song Completing edible cells Participating in the review game.

As a pre-assessment, students will be asked to perform a quick write describing all the similarities and differences of plant and animal cells and any other pertinent information that they remember from the previous year of study.During instruction, students will be answering high-order thinking questions in their interactive notebooks. Teacher is to look for common misconceptions and address immediately.The teacher is looking to see that all students are listening, paying attention, and staying on the task at hand.

Summative Assessment(Summative assessments occur at the end of the lesson to determine what students know and do not know. What evidence will you collect and how will it document individual student learning/mastery of lesson objectives? Include evaluation criteria such as a checklist, rubric, answer key, % earned for mastery, etc. Attach copies of any documents that will be used as evidence.)

Students will demonstrate mastery of the lesson if they correctly complete the edible cell activity within 3 tries. Also, students will demonstrate mastery of material by earning 80% or better on end of unit test over cells and grading of interactive science notebooks.

Academic Feedback(Based on your formative and summative assessments, How will you monitor and/or give academic feedback? How will students use the academic feedback? What opportunities are you giving students to use academic feedback?)

Formative feedback will be provided throughout the duration of the lesson. Classroom discussion and oral Q&A will take place during the “Cells, Cells- Parts of the Cell Rap,” edible cell activity, and Cells Jeopardy review game.

Summative feedback will be provided in grading of interactive science notebooks and test at the end of the unit study of cells.

Instruction(Include a suggested time for each major activity in the plan below.)

Be sure to include both form formative and summative assessment within your instructional plan. This plan should be highly detailed and carefully sequenced with information so that another teacher could implement your plan. The plan explains both student and teacher actions.

Higher-Order Thinking QuestionsIdentify high order thinking questions that cannot be answered with a yes or no.

Set/Hook/Motivator(This brief section at the beginning of the lesson grabs the students’

The word cell has many different contexts. What are

Tennessee Tech University Lesson Plan Template

attention and focuses their thoughts on the learning objectives by utilizing knowledge of students’ academic, social, and cultural characteristics.)

15 minutesAs an engagement into the lesson, the teacher will play the “Cells, Cells- Parts of the Cell Rap” YouTube song and video. After listening to the song, the lyrics to the Cells, Cells- Parts of the Cell Rap song will be passed out to students by the teacher and discussion over the parts of the cell will ensue. The lyrics are to be glued into students’ interactive science notebooks and serve as a form of notes. (Engagement Theory, Social Learning Theory, Multiple Intelligences, Bloom’s Taxonomy, Marzano’s Questioning Strategies, Zone of Proximal Development, Scaffolding, VARK Modalities/ Fleming and Mills.)

some of the contexts and meanings of the word “cell?”

List all the similarities and differences of plants and animals that you can think of.

What is the function of a cell in our body? What is meant by the phrase “a cell is a building block?”

Why is a plant cell different from an animal cell? Give specific examples.

What is an organelle?

Instructional Procedures(This is the body of the lesson plan; it is the way in which information is shared with students and the methods used to help them assume a level of mastery of that material.)

30 minutesThere are two main types of cells- animal and plant. This edible cells activity accesses the student’s understanding of the differences between plant and animal cells.

* Teacher is to check and consult for known student allergies and has the right to change candies if needed.*Have students spread the icing on the cookie (round for animal and rectangular for plant) but leave a thin line all the way around to represent the cell membrane!

Instructions:

1.) Setup

List what each item represents on the board

Prepare a bowl of each organelle

2.) Provide instructions

Assign animal (round cookie) and plant (rectangular cookie) to each student

Tell students what each item represents (including the cell membrane)

What three structures do plants cells have that animal cells do not? Name and describe them.

What two structures do animal cells have that plant cells do not? Name and describe them.

What in the real-world acts like a . . . nucleus? Golgi apparatus? Etc.

How does structure relate to function? Is this true of other things, besides cells? Examples?

What is the connection between the organelle’s function and the cell’s function, and what would happen if a cell didn't have this organelle?

Which organelle in a cell do you think is the most important? Why?

Tennessee Tech University Lesson Plan Template

Once they have finished, students are to raise their hands until the teacher can check their work.

4.) Let students select their own materials

Send them to the materials table in groups of 3-4

5.) Check their work

If they do not have it right give them two chances to correct it

Once all students have finished, discuss the animal and plant cells. What is conducive to each type of cell? Refer to anchor charts of plant and animal cell for assistance.

Complete an annotated drawing in interactive notebooks.

When all students have everything correct, they can eat their EDIBLE CELL!

(Social Learning Theory, Multiple Intelligences, Bloom’s Taxonomy, Marzano’s Questioning Strategies, Constructivism, Zone of Proximal Development, Scaffolding, VARK Modalities/ Fleming and Mills.)Closure(The closure provides an opportunity for STUDENTS to demonstrate that they’ve met the learning objectives for the lesson by actively engaging in a short task. Examples of tasks include exit tickets, think-pair-share, use of clickers, etc. The closure can include your summative assessment.)

10 minutesStudents will be divided into three teams and play a version of the TV show Jeopardy on cells. This review game is on animal and plant cells and questions include labeling cell parts, functions of cell parts, identifying cells and questions on how cells make systems. (Engagement Theory, Social Learning, Multiple Intelligences, Bloom’s Taxonomy, Marzano’s Questioning Strategies, Zone of Proximal Development, Scaffolding, VARK Modalities/ Fleming and Mills.)

Adaptations to Meet Individual Needs(How will you adapt the instruction to meet the needs of individual students?)

Tennessee Tech University Lesson Plan Template

High-Level Learners: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and Mills, Engagement Theory, Social Learning Theory, Zone of Proximal Development)

Encourage the student(s) to assist peers that may be struggling.

Encourage the student(s) to find current cell research online.

Have the student(s) log related science news articles in his/her interactive notebook and reflect on the articles’ course-related topics.

Assign a specific technology to investigate and report (for example, the student could study the Scanning Electron Microscope and present the subject to the class in a mini-lesson; the student could also study and compare other technologies that are revolutionizing the study of life science and medicine, such as transmission electron microscopes, acoustic microscopes, scanning tunneling microscopes, magnetic resonance and other imaging technologies, computerized axial tomography and ultrasound.)

On-Level Learners: See Instruction section above.

Struggling Learners: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and Mills, Zone of Proximal Development)

Assign specific, more precise tasks in team productions, focusing on individual strengths of the student.

Provide a checklist that breaks down individual tasks into component parts.

Allow additional time for completing assignments and working on online tutorials.

Allow the student to complete exams orally.

Request assistance of resource aides

English Language Learner: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and Mills, Social Learning Theory, Zone of Proximal Development)

Ask the ELL support teacher to help the student develop a glossary of terms in both English and the student’s first language.

Enlist the help of bilingual students to help with translating and interpreting concepts.

Allow for partner or group work.

Allow for visual representations to reduce the language load.

Allow for realia for tactile and multidimensional connections between learned material and the object of the lesson.

Write vocabulary terms on a chart as they are introduced.

Allow the student to write material in the student’s first language for later translation.

Tennessee Tech University Lesson Plan Template

Other individual needs of the students/class you are teaching?

The VARK Modalities and Gardner’s Multiple Intelligences are used to enhance student learning. Not all students learn the same way so this lesson is using different learning styles to enhance each student’s experience.Management/Safety Issues(Are there any management and/or safety issues that need to be considered when teaching the lesson? What supports and behavioral management strategies are you providing to your students to facilitate a smooth and structured lesson. Provide classroom-wide strategies as well as those needed for specific students.)

During each activity, the teacher will observe the students to make sure that the class is listening, paying attention, and staying on task. If the students are not on task, the teacher will redirect their attention to the objective. If a student or students continue to be off task and distracting to others, the teacher will modify the behavior by having students deduct money from their “personal money” behavior system. (Behaviorism, Kohlberg’s Stages of Moral Development.)During transitions between activities, the teacher will remind students that they are to be behaving like “model” students. They are not to run, horseplay, or touch each other. Students are to be respectful of one another, as well as of the teacher, and use manners when transitioning. (Behaviorism, Kohlberg’s Stages of Moral Development.)Students are to be listening and paying attention during the parts of the cell discussion. They are not to talk while the teacher or peer is talking and they are to raise their hand to answer a question or make a comment. This will allow all students to share their thoughts and ideas, and help cut down on other unrelated conversations. (Behaviorism, Kohlberg’s Stages of Moral Development.)Due to different abilities, some students may finish the edible cell activity before others. Students are to work in their interactive notebooks until the remainder of the class has finished or time is called. It will be important for the teacher to remind students to be respectful, patient, and quiet to the other students who need more time to finish. (Multiple Intelligences, VARK Modalities/ Fleming and Mills.)

The teacher is: To check and consult for known student allergies and has the right to change candies if

needed for the edible cell activity. Monitoring discussion and implementation during the edible cells activity. Serving as a judge during the Cells Jeopardy review game

Rationale/Theoretical ReasoningRationale(Describe suggestions and research-based best practices for teaching the specific content in your lesson. This should not be generic information that could be applied to any lesson.)

See Uncovering Student Ideas Volume 1 Cells PDF (attached below)

This lesson is meant to help students understand the different organelles of a cell and how important each organelle's functions are for the purpose of the cell. Students will be able to show the different organelles of a cell, their functions, and that importance of the function in the cell. Though it may not be evident right away, understanding the study of cells means that students understand living things, and that we have interactions with various living organisms on a daily basis. Students have the chance to compare two types of cells (plant and animal), which can be very similar in some regards, but also very different in other ways. Understanding why

Tennessee Tech University Lesson Plan Template

plants cells are composed the way they are ties in what they can physically see in plants. Contrary to this, animal cells are comprised a specific way, one in which students can relate to, because it explains further mechanisms of life they can observe, and learn about in the future. On a global scale, specific cell processes within animal cells, like humans, explain skin color, eye color, hair color, and other visible traits, as well as diseases and conditions like cancer, or color blindness, or cystic fibrosis. These things that are relatable to students, make the importance of understanding what is going on at a microscopic level within the cells, that much more important.

Theory(Include a description of the theory and how it specifically applies to your lesson. Theorists such as Piaget, Vygotsky, Dewey, Gardner, etc.)

This lesson includes:

Engagement Theory Social Learning Multiple Intelligences Bloom’s Taxonomy Marzano’s Questioning Strategies Constructivism Behaviorism Zone of Proximal Development Scaffolding VARK Modalities/ Fleming and Mills Kohlberg’s Stages of Moral Development

Common Misconceptions or Difficulties(What are some common areas in which students are likely to have misconceptions or difficulties pertaining to the specific content that you are teaching?)

Students may: Not make the connection between humans and animal cells. Say that different types of cells look different, but will focus on the differences in cell

shape, not cell organelle type and frequency. Confuse the organelles (i.e. an animal cell has a cell wall, etc.). Confuse the functions of the organelles. Confuse the real-world analogies.

See Uncovering Student Ideas Volume 1 Cells PDF (attached below) for more misconceptions and difficulties.

References(List the sources used in this lesson for activities, vocabulary, rationale, theory, misconceptions, etc.)Cells, Cells- Parts of the Cell Rap http://www.youtube.com/watch?v=-zafJKbMPA8Cells Jeopardy https://jeopardylabs.com/play/cells-jeopardy-gameCell Structure and Function - Science and Literacy Lesson Set (Common Core) http://www.teacherspayteachers.com/Product/Cell-Structure-and-Function-Science-and-Literacy-Lesson-Set-Common-Core-910386

Tennessee Tech University Lesson Plan Template

Cells Gr. 5-8 http://www.teacherspayteachers.com/Product/Cells-Gr-5-8-337796Merriam-Webster Student Dictionary http://www.wordcentral.com/home.htmlDifferentiating Cells Lesson Plan http://www.usc.edu/org/cosee-west/LACSSP Lesson Plans/files/Grade 7 Lessons/Differentiating Cells Grade 7/Lesson Plan-Differentiating Cells.doc.Interactive Cell Animations http://www.cellsalive.com/cells/cell_model.htmCell to Cell Unit Plan http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/cell-to-cell.html?wapkw=cell+to+cellLesson Plan: Plant and Animal Cell Structure https://secureweb.education.ucsb.edu/webdata/instruction/tepweb/Student_Teaching/LessonPlanning/SST_LP_Examples_09%20copy/Science/LP_SCI_LMCA.PDFCytology: https://sites.google.com/site/allaboutbeccawren/performance-based-standards-for-colorado/educ-485/ii-unit-topic-and-rationaleVaults: Kids Definitions http://www.vaults.arc.ucla.edu/pages/kids-defin Uncovering Student Ideas Volume 1 Cells PDFReflections/Future Modifications

(To what extent did the class learn what you intended them to learn? Describe student progress toward mastery of objectives. What trends can you identify?)

(How did students use the language function, vocabulary, syntax, and discourse that you identified in the Language Demands section of this lesson plan?)

(What will be your next steps instructionally? What goals do you have for immediate and long-term re-teaching and instruction based on feedback you provided to students with varied needs?)

(What did you learn about your students as learners? What have you learned about yourself as a teacher?)

(Provide principles from research and/or theory specific to the content of your learning segment and students’ needs to support your statements.)

Tennessee Tech University Lesson Plan Template

"Cells, Cells"Original Rap by Ms. Quitmeyer- Legal name now changed to: Emily Crapnell

Today's the day were gonna learn about the cellIf I teach it okay, you'll know it very well

So listen up 6th graders--no room left for haters-

lets talk about the building blocks of life- cells that make us.

Chorus: Cells, cells they're made of organelles

Try to pull a fast one, the cytoplasm gelsThe nucleus takes over controllin' everything

The party don't stop 'till the membrane blocks the sceneInside the vacuole we can float around for hours

Running round with chloroplasts, lovin' sunlight showersCells, cells, they're made of organelles

First things first, there's two different types-animal and plant cells that make up all life.

The little things that make up microscopic cells,The main structures- yeah, we call them organelles.Now let's break it down and get some information-

How do cells work? It's a crazy combination!

-Chorus-

The cell membrane is the border patrol,Who can cross over? The membrane lets 'em know

The gooey stuff inside, is called the cytoplasmIt holds the organelles- don't worry, plasm-has 'em!

In the middle of the cell you'll find the big brain,The nucleus surrounded by nuclear membrane

Don't forget the vacuole filled up with waterIt's a basic need for life when this rap keeps getting hotter!

-Chorus-

The mitchondria's something every cell needs,Breaking down the food and releasin' energy.

There's a place inside the cell where chemicals are stored, the squiggly golgi bodies, releasin' even more.Yo hangin' in the cell is endoplasmic reticulum, synthesizin' enzymes for respiration, and um...

If you still think that this rap is whack, remember ribosomes making proteins gettin' jacked!

-Chorus-

Lookin at the plant cell, weird and greentwo more parts is all it takes you see?

Cell wall knows what's up when it comes to keepin' structureStrong with cellulose, this cell can't get much tougher.

C-H- L-O- R-O -- Plast, These little green machines are havin' a blast

Photosythenisizing- filled with chlorophyll-they hit the cell club, runnin' up a high bill-

-Chorus-

Tennessee Tech University Lesson Plan Template

Venn Diagram Example:

Tennessee Tech University Lesson Plan Template

Anchor Chart

Uncovering Student Ideas Volume 1 Cells PDF

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template

Tennessee Tech University Lesson Plan Template