Department of Leadership & Teacher Education
Lesson Plan Format
Name: Heather Pearman _______ Date: October 14, 2010___
School: Collier Elem. _ Grade Level: 4 ______
Teaching Strategy: Whole group/Individual Time Required: 40min___
I. Subject/Content Area
· Science/ Animal and Plant Cells
II. Course of Study
· 7. 5.) Identify major differences between plants and animals, including internal structures, external structures, methods of locomotion, methods of reproduction, and stages of development.
III. Concepts
· Respond to illustrations of plant and animal cells on smartboard
· Identify and describe Cell, Plant cell, Animal cell, Life processes, and Living things
· Differentiate and label a Vacuole, Cell wall, Chloroplast, Nucleus, Chromosomes, Mitochondria, Cell membrane, and Cytoplasm
IV. Behavioral Objectives
· TSWBAT respond to questions asked by the teacher about the illustrations on animal and plant cells.
· TSWBAT create visual and edible plant and animal cells as well as differentiate them with a written summary of its parts and functions.
· TSWBAT label Vacuole, Cell wall, Chloroplast, Nucleus, Chromosomes, Mitochondria, Cell membrane, and Cytoplasm on their created plant and animal cell.
V. Evaluation
· The teacher will listen for correct answers to questions asked about illustrations and concepts.
· The teacher will observe students correctly labeling as well as placing their parts of the cell on the plates.
· The teacher will take up and grade their summary of the plant and animal cell.
VI. Materials – candy, Mary Janes, nerds, marshmallows, sour sticks, orange slices, icing, small paper plates, candy key, smartboard, paper
VII. Teaching/Learning Procedures
A. Motivation
· Have you ever seen a cell up close and personal?
· Can you tell me where you might see cells?
· Can you see them on a chair, can you see them in your hair, and can you see them on your hand. What kind of tool can you use to see a cell?
· The teacher will then show them visuals on the smartboard of a microscope and cells.
· What items, objects, etc do you have at home that contain cells within them?
B. Instructional Procedures
· The teacher will then go over the previous day’s material about cells and their parts.
· The teacher will also differentiate between the animal and plant cells.
· The teacher will then ask the students about the differences they remember about animal and plant cells.
· The teacher will then show the students the candy key of the animal and plant cell on the smartboard.
· The teacher will ask students what each part of the cells function is.
· The teacher will go over each function as she explains the procedure.
· The teacher will allow the students to use icing for the cytoplasm and to glue down the candy parts of the cell.
· The students may label their cell parts on their plate or on another sheet of paper. If students choose to use another sheet of paper they must recreate candy key.
· The teacher will assign a candy passer for each cell part.
· Each student will receive the candy specified for their cell chosen.
· Students may choose to create an animal or a plant cell.
· Students will use their science textbook as a reference for animal and plant cell depictions.
· The teacher will also show the students an example of the animal and plant cell.
· Once the concept of making a cell is understood by all students each table may begin creating their cells.
· Students may write their names on the bottom of the plate for identification.
· While students are creating cell the teacher will ask questions to ensure understanding.
· What is the purpose of the Mitochondria?
· Are the animal and plant vacuoles the same?
· What is the purpose of the chromosomes?
· Does an animal cell need a cell membrane? Why or why not?
· Students will then write a small summary about animal and plant cells. They will also write about their similarities and differences.
· Students may eat their cells once they have finished this objective and turned it in.
· Clean up.
C. Closure
· Today we have reviewed animal and plant cells, we have seen visuals of microscopes and cells and we have created our very own cells.
· These cells are depictions of actual cells; they are not actual life cells. These are models that we have created to help you better understand their parts and functions.
· Cells do not taste this yummy!
· Tomorrow we will wrap up cells and their functions.
· I want you to think of some items to discuss tomorrow in class that have cells and that do not have cells. Differentiate between animal and plant.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
· Early Finishers: Early Finishers may draw a plant or animal cell with the markers, crayons, or colored pencils provided in the back of the room.
· Enrichment: Students who desire enrichment will be asked to draw a graph labeling the differences and similarities among the plant and animal cells. They will also be allowed to go to the library to check out books on animal and plant cells.
· Remediation: Students needing remediation will be taken to small group. We will go over cells and the basic functions by labeling each part one by one on a dry erase board. They will then be able to label their own and identify its functions.
IX. Professional Reflection
o What went well – The students animal and plant cells turned out wonderful. They were fully engaged and also answering questions to the illustrations on the smartboard.
o What didn’t go well – Classroom management during the time when we passed out the candy could have transitioned smoother.
o What will you do differently the next time you teach this lesson?-The next time I teach this lesson I will have better transitions in place for the students.
o Overall, the lesson was so much fun. I was happy to see the students involved and relating the information learned into the project at hand. It let me know I actually got through to them. This was the third day being introduced to cells so they were ready to create their own cells.
