Download 6-8 Lesson Plan 5 - Delaware Access Project

Lesson Plan: 5
Teacher(s):
Subject: Science
Unit: 6-8 Plant & Animal Cells
Grade band(s): 6-8
Number of students:
Setting:
Lesson Objective(s):
Objective 1: Students will be able to identify the features and functions of a plant cell.
Objective 2: Students will identify similarities and differences between animal and plant cells.
Objective 3: Students will conduct a simple experiment that demonstrates the passage of material
through the cell membrane (osmosis).
Connections to the GBEs:
Standard(s):
Nature and Application of Science and Technology 8.2 Design and conduct investigations
with controlled variables to test hypotheses.
Essence: Conduct an investigation on a hypothesis
E1: Create a multi-step investigation to explore a hypothesis.
E2: Follow a multi-step investigation to explore a hypothesis.
E3: Given a multi-step investigation, identify materials that are needed.
Nature and Application of Science and Technology 8.3 Accurately collect data through the
selection and use tools and techniques appropriate to the investigation. Construct tables,
diagrams, and graphs, showing relationships between two variables, to display and facilitate
analysis of data. Compare and question results with and from other students.
Essence: Collect, record, and compare data
E1: Collect, display, and compare data related to an investigation.
E2: Collect, display, and compare data related to an investigation.
E3: Record data in a given chart or table.
Life Processes 7.3 (1) Explain that individual cells are able to carry out basic life functions that
are similar in organisms; however, explain that multi-cellular organisms, cells become
specialized, interdependent upon one another, and unable to survive dependently.
Essence: Cells and organisms
E1: Explain what happens to cells in multi-cellular organisms.
E2: Identify the function of individual cells.
E3: Identify if given examples are multi-cellular organisms.
Life Processes 7.5 Observe and sketch cells using microscopes and other appropriate tools.
Compare and contrast plant, animal, protest, and bacterial cells by noting the presence or
absence of major organelles) i.e., cell membrane, cell wall, nucleus, chloroplasts,
mitochondria and vacuoles) using the sketches and other resources.
Essence: Cell types
E1: Compare and contrast different cell types.
E2: Label the parts of a given cell.
E3: Identify given cells as plant or animal.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
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Create a multi-step
investigation to explore a
hypothesis.
Follow a multi-step investigation to
explore a hypothesis.
Given a multi-step investigation,
identify materials that are
needed.
Collect, display, and
compare data related to an
investigation.
Collect, display, and compare data
related to an investigation.
Record data in a given chart or
table.
Compare and contrast
different cell types.
Label the parts of a given cell.
Identify given cells as plant or
animal.
Explain what happens to
cells in multi-cellular
organisms.
Identify the function of individual
cells.
Identify if given examples are
multi-cellular organisms.
Materials:
Science Journal
Plant/animal cell models and diagram
Cell wonder story
Plant cell video (optional)
“Eggcellent” Experiment materials
KWHL chart
Activities:
1. Plant cell Introduction: Use a wonder story to
introduce the plant cell to students and talk about
the basic structure. Use plant cell model to
highlight similarities (refer back to digital pictures
taken with the Zoomy in Lesson 3 of plant
samples).
2. Plant cell structure and vocabulary
introduction: Highlight important vocabulary that
students will need to know about the structure
and function of a plant cell.
3. Plant cell anatomy video: Check out
YouTube, teacher tube or other online video
source that has educational videos to
supplement/enhance this lesson if needed.
4. Interactive structure of plant cell: This
diagram can be used for whole group or
independent practice with cell structures.
Students do not have to work on identifying all
the structures in this diagram, just those
determined by the teacher. This can be done at
the smart board and also serves as a formative
assessment.
http://www.neok12.com/diagram/Cell-Structures01.htm
Teacher should prompt students to identify
similarities and differences between animal and
plant cells. Be sure to highlight major differences
in shape (cell wall and chloroplasts can only be
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
5. “Eggcellent” experiment preview: See
instruction sheet. Talk about the cell membrane
and how this experiment will demonstrate its’
function. Introduce the term “osmosis.”
Osmosis: the distribution of liquid with a low
concentration flowing through a membrane into
an area with a higher concentration.
7. Students complete the “W” on the KWHL
chart: Direct students to complete the “W” for
what they would like to know about the topic. At
this time you can pose several questions to
students to get them thinking about how water
moves in and out of cells.
found in plant cells). Emphasize the fact that both
cell types have a cell membrane and explain the
function (passage of liquid in and out of cells from
low to high concentration).
6. Introduce to students to the KWHL chart:
Have students complete the “K” for what they
already know about the materials being used in
the experiment. Feel free to use picsyms or
object prompts when they are describing the
different materials they will be working with.
8. Hypothesis (prediction) statement: Prior to
beginning the experiment have students form a
hypothesis/prediction about what they think will
happen during the experiment. Students can
record this on the KWHL chart.
9. Exploration of materials: At this time allow
10. Conduct the “EggCELLent” Experiment:
students to manipulate materials. See if they can This can be done in pairs, small groups or whole
figure out he best method or mode to begin
group (detailed instructions are included).
conducting the experiment. Guide them to the
preferred mode to conduct the experiment and
have them complete the “H” for How can we find
out? on the KWHL chart.
Are they going to stir, mix or shake materials?
What tools will you need to use?
11. Read Concept Statement: Teacher
develops a concept statement “big idea” for
students. It’s the “take-away” from the lesson.
Example: Water travels in and out of cells
through osmosis. After students read this
statement have them complete the “L” for what
they learned on the KWHL chart (concept
statement).
12. Review Results of the Experiment: Make
sure you go back and talk about the students’
predictions.
Example: Did the egg placed in water get
smaller of larger? (low to high concentration)
13. Concept summarization: this is your
concept statement in a question format. This is
your formative assessment and a way for
students to communicate or show you what they
have learned (format can be set up similar
DCAS-Alt test providing 3 answer choices).
Example: During osmosis water moves from a
_____ to high concentration.
Warm-up:
Show students plant cell model and have them describe it features. Talk about how it is different from
the animal cell model.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Key Vocabulary:
Animal Cell
Science Journal
Concentration
Plant Cell
Observation
Cell membrane
Characteristics
Osmosis
Passage
Barriers:
Print
Non-verbal communication
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content
and materials be presented
to the students (the “what” of
learning)?
Actions/ Expression
How are the students able to
interact with the materials and
demonstrate knowledge (the
“how” of learning)?
Engagement
What interests and engages
students in the learning process
(the “why” of learning)?
Teaching Strategies:
Modeling
Brainstorming
Graduated guidance
Scaffolding
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Think aloud
Assessments:
Response mode:
Answering questions
Teacher observations/checklists
Lab activity
Possible accommodations to use with this lesson:
Picsyms
Multimedia
Closing Activity:
Completion of “Concept Summarization.”
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education