Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
The student will learn that all living things are made of cells that perform functions necessary for life.

Cayley Baker Grade 4, Science

Date: 4/28/2014 Length of Lesson:1 hour 10 minutes School: University of Memphis

LESSON OBJECTIVE: Given designated websites, students will create a Venn Diagram comparing and contrasting the basic structures of plant and animal cells with 100% accuracy. The students will support their graphic representations by writing rationale citing evidence from the websites. (Common Core, Blooms taxonomy Applying) STANDARDS ADDRESSED:

State/District Standards
TN Science- SPI 0407.1.1 Compare basic structures of plant and animal cells.

ISTE Standard(s) Standard 3: Research and Information Fluency: Students will locate, organize, and evaluate information from a variety of sources to report accurate results. Standard 1: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products using effective technology.

MATERIALS: 1. 2. 3. 4. 5.

Worksheets (Venn Diagram) Access to two computers per group Website listed on the board to play Plant and Animal Hangman if a group finishes early. Sticky notes Labeled chart

Students will be using the computer to research information about plant and animal cells. Biology4Kids (an overview of plant and animal cells) Ask a Biologist (parts of plant and animal cells)

Interactive Cells (an interactive website to view both plant and animal cells) BACKGROUND and RATIONALE: Students will demonstrate a clear understand of plant and animal cells by providing visual representations and written reflections.

Academic Language is not addressed in IDT 3600. This lesson is a continuation of the Tennessee State Standard SPI 0407.1.1. We will refer to the classification of plant and animal cells when going over the unit on cells.

I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for enrichment. However, modifications are not cover in this course and are not part of this particular lesson. PROCEDURES AND TIMELINE: Introduction: As we have learned throughout this week plants and animals contain cells, but do they contain the same organelles? Have students answer if they think animals and plants have to same cells or not out loud in class. (Teacher) Plants and animals have the some of the same organelles but also some different ones. Today we are going to look at cells and their organelles within plants and animals.

Procedures:

Prior to the Computer (10 Minutes) Teacher Procedures: 1. After the Introductions, the students will be given time to get in their groups of 4 (forming pairs in those groups) and gather their supplies (computer and hangout of Venn Diagram). Student Procedures: 1. Student will get into their designed groups of 4 (forming pairs in those designed groups), will get 2 computers per group, and grab a Venn Diagram worksheet from the students desk. At the Computer (45 Minutes) Teacher Procedures: 1. Direct students to turn on their computers and go to the given websites. 2. Direct students to continuously fill out their side of the Venn Diagram while finding the information on the given websites (parts of a organelle). 3. Monitor and assist if needed. Student Procedures:

1. Students will use their given websites to fill in their side of the Venn Diagram of what organelles are in the cell. 2. Students will list what organelles are in their given cell.

After the Computer: (15 minutes) Teacher Producers: 1. Wrap up. 2. Collect handouts from students, after they collaborate with the opposite partners. Students Producers: 1. Students will work together to complete their Venn Diagram worksheet. 2. Students will return computers, turn in handouts, and sit back down in their seats.

Closure Exit ticket: Students will be given sticky notes with names of cells within plants and animals. There will be a chart hanging by the door (picture of a plant and animal cell with missing organelles) and the student place their sticky note under what they think the cell belongs to (plant or animal). The teacher will use the chart to get formative data to assess what the students learned.

ASSESSMENT EVIDENCE: Criteria Venn Diagram shows thoughtful decisions of the correct part of a cell. Ability of working well together in a group. Exit Ticket: placing the correct part of the cell on the correct part of 1 Very few or none of parts of the cell are correct. 2 Only a few of the cells are in the correct category. 3 Almost all of the cells are listed correctly. 4 All of the cells are listed correctly.

Was rarely ever on task, teacher had to reinforce them to do their assignment. The student did not know where to place their sticky note and gave up,

Sometimes on task, teacher having to ask them to keep on task. The student attempted to place the sticky note on the chart, placed it

Mostly on task, teacher reminding the students once to stay on task. The student place the sticky note on the right cell (plant or animal) and was

The groups were on task, no reminding from the teacher. The student placed the sticky note on the right cell and on the right location

the chart.

showing that they understand the assignment.

on the wrong cell (plant or aninmal) and wrong part of the cell.

close to where it belonged on the chart.

where it belonged.

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objective those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.