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CAST’s UDL LESSON BUILDER
Lesson Overview
Title:
Plant and Animal Cells
Author:
Johnetta Alfred
Subject:
Science
Grade Level(s):
6–8
Duration:
3 Days
Subject Area:
Plant and Animal Cells
Unit Description:
In this unit, the students will begin the unit by knowing that all
living organisms are made up of cells. The students will find
out what are the differences between plant and animal cells
and understand that all organisms are composed of cells that
carry on several roles needed to continue life. By learning the
differences between plant and animal cells students will begin
to explore and understand the ways in which plant and
animals are different. They will recall these differences
throughout the remainder of the unit.
Lesson Description for Day:
For the next three days, students will investigate why all living
organisms are made up of cells. These three-dimensional
cells are microscopic. They can be singular or multi-cellular.
They are composed of many parts that work together in order
for a cell to function. The students will identify plant and
animal cell parts, explain the function of plant and animal
cells, describe cellular parts of plant and animal cells and
differentiate organelles that are found in only plant, only
animal or both cells.
State Standards:
§112.19. Science, Grade 7
(4) The strands for Grade 7 include:
(b) Knowledge and skills.
(12) Organisms and environments. The student knows that
living systems at all levels of organization demonstrate the
complementary nature of structure and function. The student
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is expected to:
(D) differentiate between structure and function in plant and
animal cell organelles, including cell membrane, cell wall,
nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
Goals
Unit Goals:
By learning the differences between plant and animal cells
students will begin to explore and understand the ways in
which plant and animals are different.
Lesson Goals:
The students will develop an understanding of the function
and difference of plant and animal cells.
Day 1 – Students will differentiate the characteristics of
animal and plant cells and label parts of a plant and animal
cell.
Day 2 – Students will compare and contrast plant and animal
cells and describe function of each part of the cell.
Day 3 – Students will demonstrate and understand 3dimensional aspect of cell structure.
Methods
Anticipatory Set:
Brainstorming students for prior knowledge of plant and
animal cells using the following:
Recognition Network Matrix of Cell Parts
Lab: Cell Investigations
Diagram of Plant & Animal Cells
Have students brainstorm, using the board, what all living
things are made of. Discuss prior knowledge of cells. Have
students fill out Matrix A predicting the parts of plant and
animal cells.
Hand out diagrams of plant and animal cells. Students will fill
in Matrix B using the diagrams. On an overhead fill in the
matrix with the students. Discuss differences and similarities.
Use the Venn Diagram to make comparisons.
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Introduce and Model New
Knowledge:
Teacher will introduce new concepts and use interactive
whiteboard, PowerPoint slides, science websites, and
videos in reference to new material.
Computer Activity for Students - Day 1
Strategic Network Students will go to
http://school.discoveryeducation.com/lessonplans/interact/ve
mwindow.html
and explore the cells. Teacher will ask students questions
Affective Network on characteristics of each cell.
Lab on Cell Structure - Day 2
After studying the cell structure, the class will be divided
into groups of four. Distribute materials for
Recognition Network Lab: Cell Investigations. Ask each group to construct a
3-D model of both a plant and animal cell.
Structure and Function of Cells - Day 3
As each group adds a new cell structure, they will research
the function for the cell and write the name and function in
their notebook. All students are responsible for having the
function written down as well as a drawing of the structure.
Provide Guided Practice:
Day 1 - Students will be given a worksheet with examples of
both cells.
Recognition and Affective Day 2 - The students will label both the type of cell and the
parts of cell.
Networks
Day 3 - The students will identify, show, and recall the parts of
the cell from the three dimensional cell they constructed to
demonstrate their understanding.
The activities are structured for all levels of learning abilities
and physical abilities.
Provide Independent Practice:
Day 1 - The assignment has an individual independent
practice component included.
Recognition Network Day 2 - The homework assignment will include a student
reflection and a drawing that has been labeled and colored to
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identify a plant and animal cell.
Day 3 - The student will write a short paragraph describing
the differences between a plant and animal cell.
Assessment
Classroom observations, Rubric for assignments
Formative/Ongoing
Assessment:
The following is provided for use in assessing students’
understanding:
Recognition and
Strategic Networks
Paper-Pencil Test: Cell Investigations
Product: Cell Investigations
Rubric: Cell Investigations
Summative/End Of Lesson
Assessment:
Strategic Network
Project Rubric - poster showing the parts and functions of
plant and animal cells.
Materials
For each student:
Notebook
Pictures of Plant and Animal Cells
Markers
Science Book
Colored Pencils
Crayons
Poster Board
1 copy Matrix of Cell Parts
1 copy of Diagram of Plant & Animal Cells
For each group of students:
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1 copy of Lab: Cell Investigations
Play Doe (5 different colors)
Yarn or cooked spaghettiPepper
Plastic bubble packing
Plastic wrap
Pencil shavings
For the teacher:
Computers with Web Access
Computer Projection System
Overhead Projector
Whiteboard
Transparency of Matrix of Cell Parts
Transparency of Venn Diagram
Transparency of Plant & Animal Cells
CAST2006
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