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Emina Susic TEDU 411 Lesson Plan for TEDU 411 Purpose of SOL 5.5: The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Emphasis will be on basic cell structures and functions. Objectives: Students will know how to draw, label, and describe the essential structures and functions for plant and animal cells Students will be able to design an investigation to make observations of cells Students will be able to compare and contrast plant and animal cells and identify their major parts and functions Procedures: Introduction o The teacher will have the students take a few minutes to fill out a K-W-L chart about cells while he/she creates one on the board to demonstrate. o Once the students have completed the “K” portion of their chart, the teacher will then ask for students to share information they know regarding cells that the teacher will write on the board under the appropriate section. o Students will then fill out what they “Wonder” about cells and share the information, which the teacher will again demonstrate by filling out the chart on the board. Development o The teacher will then use the questions that the students came up with in the “Wonder” section to incorporate in the lesson while teaching students about cells, focusing on plant and animal cells. The teacher will present a short PowerPoint talking about cells with the students: Information that will be on the slides will include: Living things are made of cells. Cells carry out all life processes. New cells come from existing cells. Cells are too small to be seen with the eye alone. By using a microscope, many parts of a cell can be seen. Though plant and animal cells are similar, they are also different in shape and in some of their parts. Plant cells tend to be rectangular, while animal cells tend to be spherical or at times irregular. Plant cells would include the nucleus, cell wall, cell membrane, vacuole, chloroplasts, and cytoplasm. Animal cells would include the nucleus, cell membrane, vacuole, and cytoplasm. o For the activity, students will work individually to draw and paint a plant cell and an animal cell using a sheet that will be provided for them as a reference for their art. After students are done, they can get into small groups and talk about the differences they observe in the pictures and work together to label the parts of the cell. (How the lesson will go) o The teacher will provide a handout on plant and animal cells and have students note the difference by talking about it in small groups. o The students will pick up a piece of paper and a watercolor set, along with any other tools (markers, colored pencils, or crayons) in order to be able to label the two cells so that they can compare the different parts. Summary o The teacher will end by having students finish filling out their K-W-L charts by writing down what they “Learned” from the lesson. o Students will receive a worksheet so that they will be able to identify what they learned about cells and note the differences between plant and animal cells that will be completed by using a Venn diagram. Materials and Resources: An information sheet on plant and animal cells with a picture to use as reference Paper Watercolor Paintbrushes Pencils Markers Colored Pencils Crayons Evaluation/Assessments (Part A): The teacher will evaluate what the students know about cells beforehand by having students fill out the K-W-L chart and share what they know with the class as the teacher puts it up on the K-W-L chart on the board. Adaptations/Remediation (students with learning challenges): The teacher will look at IEPs to accommodate for students that need special attention. Students will be allowed to work in partners if they need help with painting, or students will be given the option to finger paint if it will be easier. The teacher will ask students who speak another language if they need any help with translations, and will be allowed to work with a partner for help with identifying the parts of cells and to understand the functions. Extensions: The teacher will ask students to work together and look at the difference between the two cells that they drew/painted. The teacher will have students discuss what they learned with each other and have them share it so that the teacher can add it to the K-W-L chart on the board. Evaluation Part B: To ensure that the students met the objective, the teacher will walk around to ensure that the paintings/drawings are accurate to what a plant and animal cells look like and that the functions they discuss in small groups is accurate. The teacher will provide a worksheet for the students to work on after the activity, with one side containing a few multiple choice questions about cells and the different structures in the plant and animal cells along with function identification while the other side contains a Venn diagram for students to fill out along with the teacher in order to identify the differences between plant and animal cells. The strengths of this lesson would be the K-W-L chart so that students will be able to share knowledge about cells and identify what they would like to know, which we could investigate together if they don’t find the answers in the PowerPoint. The weaknesses of this lesson might be the activity taking up too much time with students having to paint both animal and plant cells (so an accommodation to make might be to have students work in partners and have one student illustrate the animal cell while the other illustrates the plant cell). Wrap-Up: The teacher will wrap up this lesson by showing pictures of cells and have students identify the different structures and describe the functions. The teacher will also show different pictures of plant cells and animal cells and have students identify which cell it is and why by using specific examples in the picture. The teacher will wrap up this lesson by having a class discussion about what students learned about cells and what they take away from the lesson.