ED 345 Calvin College Lesson Planning Form

Teacher:

Elizabeth Mulcock

Date: Thurs, Sep 24

Subject/ Topic/ Theme: Science - cells

I. Objectives
What is the main focus of this lesson?
Getting students introduced to the concept of cells and that they are the building blocks of living things
How does this lesson tie in to a unit plan? (If applicable.)
First lesson in the unit in a textbook called Cells to Systems. Learning about cells then looking at how
cells come together to form systems and organs.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
5.LS. g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in
carbon dioxide (CO ) and water (respiration).
Students will be able to organize given terms to show what words they recognize and what terms they
think is connected to cells.
Students will be able to describe basic functions of a cell by comparing it to a city.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students learned about cells last year, not sure what exactly they
remember.
Pre-assessment giving students terms that will be covered and see what
terms they recognize from last year.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

Students will work with a group to

do a pre-assessment

Show short 3 min clip to get them

excited and thinking about cells.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Persistence

Write main points on the board.

Students share ideas of what a

town down then connect those
points to a cell.

Have students sharing ideas of a

town then you make connection

Options for Executive Function

Options for Self Regulation

RECOGNITION
Multiple Means of Representation
Options for Perception

Options for Comprehension

Have students create chain link to show
that cells are the building block of life

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Tell them how much time they

have for two activities, sorting
papers, and making chain link.

Pieces of paper with all the pre-assessment terms for each group
Scissors and pencils for everyone
1/3rd of a sheet of construction paper for everyone

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Vid
is 3
min

Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Pre
asse
ss
5/10
min

Have desks in groups (4 to 6 or so desks in a group)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Play this clip from Youtube
https://www.youtube.com/watch?v=gFuEo2ccTPA
Ask students to predict what this next unit/chapter is going to be on. Call on
students to predict.
Then pass out one pack of papers with terms on it to each of the table groups.
Instruct them to sort all the terms into two piles, words they know and words they
dont. Have them record the list onto a piece of paper. Then they are to take the
pieces of paper that they put into the group of words they know and they are to
divide that pile up into two piles, words about cells and words not connected to
cells. After that they will underline the words on their list that they put in the pile of
words about cells.
Terms that get put on paper: nucleus, vacuole, cytoplasm, cell membrane,
chloroplast, follicle, ventricle, cell wall, aorta, mitochondria, endoplasmic reticulum,
neuron transmitters, phylum, eubacteria, organ, esophagus, capillary, valve, bicep,
centrioles, ribosomes, golgi apparatus
Terms students will learn in unit: nucleus, vacuole, cytoplasm, cell membrane,
chloroplast, mitochondria, and cell wall
Extra terms dealing with cells but arent in this unit: endoplasmic reticulum,
centrioles, ribosomes, golgi apparatus
All other terms are scientific but have nothing to do with cells.
After 5 or so minutes, gather students attention, have them paperclip the pieces of
paper with terms on it and collect everything.

Developm
ent

Ask what does a city need to survive?

Ask for students to answer, write on board answers like

 Need energy
Gets rid of waste
Needs people
Has leadership
Has many different jobs inside
Grow, move, and divide into two parts
Some cities can survive on their own, others need help of others
Cities make up states and countries
Did you know that a cell is just like a city?
Write next to points while talking about basic facts of a cell
Energy cellular respiration, takes in sugar for food, all cells need energy to
function
Gets rid of waste cells get rid of waste
People has many parts, each part or organelle inside has a different
job/function
Has leadership all cells have a brain or control center, called the nucleus
Many jobs many parts or organelles that each have a different function
Grow all living things grow, cells also grow (cells dividing is mentioned
later)
Survive on their own archeabacteria & eubacteria are single celled
organisms
Make up cells are building block of life

10
min
To
brai
nstor
m

5
min
to
teac
h

Cells are the smallest part of your body yet they do the same things other living
things do.

5
min
to
mak
e
grou
p
chai
ns

Before we go, lets look into the idea that cells are the building blocks of life
Give students a third of a piece of a construction paper. Instruct them to cut their
piece into two/three strips and attach them to the people in their table group. Each
group will make a paper chain, doesnt have to be a straight line, there could be two
or three links off of one link.

Closure

Then when table groups have them connected, have the five table groups connect
theirs to make one long chain.
Imagine one of these links is a cell. Some living things only need one cell to live
(archaebacteria and eubacteria) but most other living things need MANY cells to
live. Now that we have connected out cells and they are all functioning together
lets build a living thing.

10
min
for
Have students work together to make a tree or another living organism and
clas
demonstrate how cells work together to create the organism.
s
chai
n
Your reflection on the lesson including ideas for improvement for next time: