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Intel® Teach Program
Essentials Course
Unit Plan Template
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Unit Author
First and Last Name
DeWana Jackson
School District
Westmoreland County
School Name
Montross Middle School
School City, State
Montross, Virginia
Unit Overview
Unit Title
Cell-A-Bration
Unit Summary
The primary purpose of this unit is to introduce students to ways of working on and thinking about life science that may b
them. In a sense, the unit is an overall introduction to the similarities and differences of plant and animal cells. This will a
many students to get involve and discover the difference and similarities and parts of the plant and animal cells. In this un
emphasis is placed on developing the ability to think about and explore cell parts. The cell theory tells us that the cell is th
unit of life, all organisms are made up of cells, and new cells come only from other living cells. Whether you are a simple
organism, an amoeba, made up of only one cell or a complex organism, a human, made up of many cells, each cell is buil
way. Cells can also work together to perform some complicated functions.
Subject Area
Life Science 7
Grade Level
7th Grade Inclusion students
Approximate Time Needed
1 week 90 minutes block session
Unit Foundation
Targeted Content Standards and Benchmarks
SOL(s): L.S. 2 a, b,
a) The student will investigate and understand that all living things are composed of cells. Key concepts include (
membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast
b)
Similarities and differences between plant and animal cells;
Student Objectives/Learning Outcomes
The student will Distinguish between plant cells and animal cells in terms of their appearance and the organelles that each
possesses
Curriculum-Framing Questions
Essential Question
© 2000-2007 Intel Corporation. All Rights Reserved.
 What keeps your pets and plants from falling apart?
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Intel® Teach Program
Essentials Course
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Unit Questions
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Content Questions
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What can plant and animal cells tell us about life?
How are plants important to all living things?
How are animals important to all living things?
What makes a plant cell different from an animal cell?
Determine whether the cell part(s) belong in a plant cell, an animal cell or
types of cells
Write the function(s) of the cell part(s).
Assessment Plan
Assessment Timeline
Before project work begins



Brainstorm
Making
Inferences
Journal entry
 K-W-L Chart
Students work on projects and
complete tasks

Power point
Presentation

Descriptive
pattern

Pictograph

Graphic
organizer
After project
is comple
 Venn
 Presentation
diagram
Rubric
 Edible cell  Edible Cell
Project
 Journal
entry
 graphic
Assessment Summary
This activity was designed for a lower level Science class, but can be easily modified to meet the needs of your
no matter what the level. Students will be completing a KWL chart as a pre-assessment about the plant and anim
They will be making inferences, completing a descriptive pattern, graphic organizer, pictograph, Venn diagram
cells project in a power point presentation as well as hands-on activity. Students will also be making models of
and animal cells and doing group presentation. There are some things to keep in mind as the students complete
Make sure when the students begin to draw their structure that you keep an eye on the size of the structure as w
amount of structures they are making. It is also a good idea to double check the information that they will be re
on for accuracy. The first group to do their presentation will report on the plant cell and the second group will b
animal cell. This group will draw their structures directly onto the butcher paper. They will trace the pencil outl
was drawn by the teacher. The rest of the presentations do not have to be in any particular order, I have found th
order outlined in the Cell Part Notes works best. After each presentation, the group should label their cell part.
group will present their cell part(s) to the class. Each member of the group must participate in the presentation.
© 2000-2007 Intel Corporation. All Rights Reserved.
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Intel® Teach Program
Essentials Course
the presentation, explain the information your group researched then place your cell part(s) on the butcher pape
appropriate place for both the plant and animal cell. Students will also be allowed to eat their model if they cho
These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thin
processes, performances, and products; and reflect on learning throughout the learning cycle.
Unit Details
Prerequisite Skills
The students will need to know how to complete a K-W-L chart and have a working knowledge of how to do a power p
Students should have some technology skills knowledge. Students show proficiency and familiarity with the schoo
network by logging into the system and accessing the internet.
Instructional Procedures
The Instructional cycle for this unit will be for a week. This unit will consist of the following: The students will look
of the plant and animal cell. They will predict, question, summarize and infer. Write responses in science notebooks
and discuss within their groups. Students will be responsible for a Venn diagram to compare similarities and differen
cells. The students will be given a descriptive pattern organizer. (Non-linguistic representation) to show their underst
key vocabulary terms. They will then start to work on a graphic organizer to write important facts about each cell and
feedback after their completion. (See Organizer). Students will also design a pictograph to help them process informa
the plant and animal cell in a different modality. This will allow for a second processing of the information which wil
deepen the students’ understanding of the new term or phrase. To complete the unit on cells the student will be given
complete a project where they will be required to create an edible model of the plant and animal cell and do a group
presentation identifying their cells. Students will be graded by a rubric and they will also do a power point presentatio
Accommodations for Differentiated Instruction

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Resource
Student
Nonnative
English
Speaker
Gifted Student

According to Students IEP
Repeat/clarify directions
Extended time on sessions
Read aloud
Specific accommodations per individual student

Dictionary per students language
Bilingual staff
Extended time on sessions
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Higher-level questions
Development of rubrics
Advanced material

Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other Smartboard
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
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Intel® Teach Program
Essentials Course
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Supplies
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Text book
graphic organizers
Venn diagram , Overhead projector,
Drawing paper, Colored pencils or crayons
Science Journals
Workbook/ CD Prentice Hall
Rice crispies cereal, jelly beans, marshmallow, red hots, sugar, butter, skittles, paper
plates , M&Ms
http://www.doe.virginia.gov/VDOE/dueproc/
Internet Resources
http://www.ask.com/web?q=Plant+Cell+Diagram&qsrc=6&o=0&l=dir&ni=
edhelper.com
Computer lab
Collaboration with co-workers
Other Resources
Brain pop program
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
© 2000-2007 Intel Corporation. All Rights Reserved.
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