Download Lesson Plan for TEDU 411

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:
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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:
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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)
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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:
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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):
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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):
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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:
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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:
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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:
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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.