Lesson Plan Guide

Teacher Candidate:

Abigail Marbibi

Date: 11/23/14

Grade and Topic:

4th Grade- Science

Length of Lesson:

Mentor Teacher:

Joey Weaver

School:

60 mins

University of Memphis- IDT 3600_

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
90407.1.1 Use illustrations or direct observations to compare and contrast the basic structures of plant and animal
cells.
90407.1.2 Create a basic model of the cell that illustrates different cell structures and describes their functions.

LESSON OBJECTIVE:
Given the Cell Game Activity, students will read through the whole tutorial for each required cellanimal and plant.
Given the Cell Game Activity, students will play the game and the quiz and receive 100% to show their
understanding of the cell parts.
Students will answer their worksheet of 11 questions100%.
Students will create a table containing cell part, an image demonstrating their interpretation, and a
description of why they chose that image for cell parts.
STANDARDS ADDRESSED:

State/ District and/ or Common Core Standards

GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
90407.1.1 Use illustrations or direct observations to compare and contrast the basic
structures of plant and animal cells.
90407.1.2 Create a basic model of the cell that illustrates different cell structures and
describes their functions.

ISTE Standard
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

d. Process data and report results

MATERIALS:

Pencil
Worksheet
Computers with Internet Access, and Microsoft Office
Projector with Screen
Internet Access to:
Sheppard Softwares Cell Games http://www.sheppardsoftware.com/health/anatomy/cell/index.htm

BACKGROUND and RATIONALE:

Key Concepts:
Recognition of the different kinds of cells
Recognition of the different parts of a cell (animal and plant)
Know the different roles of the different parts of the cell
Know the difference between animal and plant cells
Academic Language:
Cell
Cell membrane
Nucleus
Mitochondria
Endoplasmic reticulum
Golgi apparatus
Ribosomes
Cytoplasm
Lysosomes
Chloroplasts
Cell wall
DNA
This lesson is the beginning of a series of lessons that introduce the concept of cells and how it builds up to create
an organ, system, and then the body. This lesson also introduces the difference between plant, animal, and
bacterial cells.

This lesson serves as a scaffolding step for students to understand the concepts of the hierarchy of the
body make- up. Also serves as a guideline for future activities involving cells.

Differentiated Activities will need to be planned especially when students already know the material, and for
those who have not mastered the material. Modifications are not addressed.

PROCEDURES AND TIMELINE:

Introduction:
Show a piece of Lego and ask the students if they know what it is.
Explain how Legos and cells are similar because they are the building blocks of a model.
Briefly explain what they will be doing today: accessing the internet to go to an activity about cells,
answer their worksheet, and creating a table of their interpretation of 5 different cell parts

Procedures:
For all activities:
If there are not enough computers, it is fine. The students will only be navigating through one website that
requires minimal work. They will be primarily looking at pictures in the web to complete their activities. Students
may take turns using the mouse.
Activity A (15 minutes) Animal Cell
Teacher Procedures:
1.
2.
3.
4.

After the Introduction, students will be given pencils and worksheet.

Pull up the Cell Game Link
Direct them to pull it up as well on their own computers
Explain the purpose of the worksheets and the activity- They will answer the worksheet while doing the
computer activity.
5. Have students look at the overhead screen and show them how to use the program.
6. Ask questions from the worksheet and have them fill in their answers.
7. Discuss the answers with everybody.
Student Procedures:
1.
2.
3.
4.
5.

Open Safari/ Internet Explorer to Campus Weebly

When the teacher says to pull up the Cell Game link, pull it up. (May need help from assistants)
Wait for further instructions.
Pull up the Cell Game Link and answer questions from teacher.
Fill in answers in the worksheet.

6. Participate in the discussion

Activity B (15 minutes) Plant Cell

Teacher Procedures:
1.
2.
3.
4.
5.

Guide students to the next activity- Plant Cell

Using the same procedure, have students answer their worksheet.
Have students notify you when they are done.
If they are done early, have them go through the Bacterial Cell activity or help their peers.
Walk around the lab if a student needs help.

Student Procedures:
1. Follow instructions and go to the next activity.
2. As directed, answer your worksheet while going through the activity.
3. Wait for further instructions when finished.
Activity C (30 minutes) Cell Parts Interpretation
Teacher Procedures:
1. Open Microsoft Word as the final activity.
2. Open sample student work and explain to students what they will be doing.
3. Demonstrate how to create a table, and find pictures in Clip Art.
4. Tell students that they may use their worksheets to help finish their activity.
5. Walk around the lab if a student needs help.
6. Ask students to save and print their work.

Student Procedures:
1. Look at the screen where the teacher is displaying her activities.
2. Open Microsoft Word when instructed.
3. Create a table of 3 columns and 6 Rows.
4. Label the first row correspondingly- cell part, picture, description
5. Pick 3 cell parts you would like to use for your table.
6. Fill out the table as directed.
7. When finished, tell your teacher.
8. When you are given clearance, save your work and print it.
9. Sit quietly until given more instructions.

Closure: Review what the class learned today. Have students describe what picture they used for their
interpretations for their cell parts.

ASSESSMENT EVIDENCE:
Provide the formative and /or summative assessments that are part of this lesson.
Make sure there is a clear link between the Goals and Objectives and the Assessments.

Activity A- Animal
Cell

Activity B- Plant Cell

Needs Improvement
Did not engage in
Animal Cell
Activity. Filled little
to none of the
worksheet.
Did not engage in

Fair
Only slightly
engaged in the
animal cell activity.
Filled some of the
worksheet.
Only slightly

Great
Engaged and filled in
the worksheet.
Almost filled the
worksheet to
completion.
Engaged and filled in

Excellent
Was very engaged and
kept on task and filled
in the worksheet part
for Animal Cell in
completion.
Successfully answered

Plant Cell Activity.

Filled little to none
of the worksheet.
Activity C- Table

Did not engage in

the activity at all.

engaged in the plant

cell activity. Filled
some of the
worksheet.
Finished one row.

the worksheet.
Almost filled the
worksheet to
completion.
Finished 2 rows and
almost done with
filling out the
information.

navigation questions
with 100 % accuracy.

Finished 3 rows of
information 100% and
also saved and printed
off their work.

MODIFICATIONS:
For students who did not master the objectives, they will have to finish their work as homework or
during their free time before the day ends.
Students who are finish early may use other programs like toondoo, animoto or powerpoint to create
even more creative work to show their understanding of the lesson.

Name______________________________

Section______________________ Date_________

Match the definition to the correct cell part.

1. The outer lining of a cell.

A. Endoplasmic Reticulum

Controls what molecules pass in and go out of the cell

2. Prepares proteins for transport to the golgi apparatus

B. Golgi Apparatus

3. The packaging plant of the cell

C. Plasma membrane

4. Fluid that fills the cell

D. Nucleus

5. Directs much of the activity of the cell. Contains DNA

E. Cytoplasm

6. Break down waste and detoxify poison to clean up the cell

F. Ribosomes

7. Follows the instructions from the nucleus and creates proteins

G. Lysosomes and peroxisomes

8. Power house of the cell

H. Mitochondria

9. Responsible for Plant Shapes sturdy shape

I. Vacuoles

10. Converts sun rays into energy

J. Cell Wall

11. Holds water and nutrients for plant cells

K. Chloroplasts

Sample Student Work

Cell Part

My Picture

My interpretation

Golgi Apparatus

The golgi apparatus is in charge

of packaging materials to send
to other parts of the cell. When I
think of packages, I think of
boxes.

Ribosomes

Ribosomes create the protein

needed for the cell. Thats why I
chose the butcher who makes
sausages.

Mitochondria

Mitochondria produce ATP- the

energy molecule which the cell
uses to operate.