ED 345 Calvin College Lesson Planning Form

Teacher:

Elizabeth Mulcock

Date: Mon, Sep 28

Subject/ Topic/ Theme: Science - cells

I. Objectives
What is the main focus of this lesson?
Looking at the main parts of animal cells. What they do and what they look like.
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 act out motions for the parts of an animal cell and explain the function of the five
main parts of an animal cell based on what the motion is for that organelle and why we do it.
Students will be able to draw an animal cell and draw the five main organelles inside and correctly label
them.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students know the basic function of animal cells

They have a basic understanding of some parts already from last year.
The riddle sheet and their drawing on the back of the paper.

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

RECOGNITION
Multiple Means of Representation
Options for Perception

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

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

Students will be doing motions to

learn the parts of the animal cell.

Start by asking review questions

on the function of a cell and how
it is similar to a city.
Also have motions and sound
effects to help learn and
remember the parts of the cell.
Have the homework paper be
riddles and students have to
answer the riddle with one of the
organelles taught today.

Options for Language/Symbols

Options for Expression

Names of organelles in an animal cell will

be written on the board, have students
repeat the name of each organelle which
you teach it and write it on the board.
Have motions to help teach function of
each organelle.

Students will fill answer some

riddles to show what they have
learned.

Options for Comprehension

Options for Executive Function

Options for Self Regulation

There will be motions to help learn the

parts of the animal cell.

Students will draw out a cell with

the correct organelles inside and
correctly label them.

Most activities are class activities

so you can watch time. While
students work on their own or
with a partner on their riddle
sheet, walk around to ask
students what answers they have
on the riddle sheet.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Time
Parts

5
min
revie
w

3
min
moti
on

Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Options for Sustaining Effort &

Persistence

A copy of the riddle sheet for everyone for homework

Just have desks near each other so you can pair students up

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Who can tell me how a cell is like a city?
Call on students to share, look for answers like (have protection/wall, can work with
others or work independently, needs resources and gets rid of waste, has many
jobs inside, has leadership, . . . )
Say we are now going to take a look inside an animal cell and we are going to learn
motions to help us remember the key parts.
Write term on board, teach motion and practice saying the word as a class:
Focus on having students repeat the word after you say it, and have them practice
doing the motion to each of the organelles.
Cell Membrane (make a giant circle around body with hands and breath in and out)
Nucleus (point to brain)
Vacuoles (do vacuum motion where you start your hand away from body and pull it
in close and making sucking noise like from a vacuum)
Mitochondria (say HHaaa while flexing biceps)
Cytoplasm (have hands move around to show space)

Developm
ent

Say word, do motion, and then tell about the part:

5
min
expl
ain

Cell Membrane (make a circle with hands and breath in and out)
It is the wall around the cell. It lets stuff in and out of the cell. Who remembers
what the term is for how a cell takes in energy? Cellular Respiration. Teach about
cell membrane, what it looks like, what it does. Teach about cellular respiration
and what happens during this process in the membrane.
Nucleus (point to brain)
Teach about nucleus, what it does and what it looks like. This is where are the
decision are made, it is the smarts of the cell. It stores information and tells that
other parts of the cell what to do and when.
Vacuoles (say word then do vacuum motion and making sucking noise)
Teach about the vacuole, what it looks like and what it does. The vacuole acts like
the vacuum or stomach. It takes in material, breaks it down, and stores it until it is
needed. Stores food and energy and other materials the cell will need.
Mitochondria (say word and say HHaaa while showing arm muscles)
Teach about mitochondria. Its the powerhouse and produces the energy for the
cell
How does the cell take in energy? Ask a student to share, by cellular respiration

5/10
min
shee
t

Cytoplasm (have hands move around to show space)

This is all the material between the cell membrane and all its parts. It fills up the
empty space in the cell.
Pass out riddles sheet. Partner them up and either have them work for a few
minutes on it individually or with a partner near them.

10
min
draw

Gather students attention and have students turn their paper over and instruct
them to draw an animal cell on the back of their riddle sheet while you draw one on
the board. Draw one organelle at a time and make sure you explain it again while
you draw it. When drawing an organelle, say the name and what it looks like.
Then review the motion and ask a review question of what this organelle does
before going on to the next one.
Explain that a cell membrane is what holds the cell together and can be in any
shape. The Nucleus is a circle and it has a big job in the animal cell so it is the
biggest part, it is the brain of the cell and controls what most organelles do. The
Mitochondria looks like someone flexing, like tons of muscles bent. The vacuole is
a small little circle that sucks up material like a vacuum and breaks it down like a
stomach to store it. The cytoplasm is all the space in between all the other
organelles in the cell.
Encourage students to work individually on adding multiple organelles in their cell
because cells have multiple mitochondria and vacuoles.

5
min
draw
Closure

Gather students attention and then go over saying the names of the parts and do
the motions.
If time, let them work more on the riddle sheet. Try having them work individually
first, then let them pair up ad discuss to try to get the correct answer.
For homework, students have to turn in completed riddle sheet with drawing of the
animal cell on the back with the five organelles correctly drawn and labeled.

Your reflection on the lesson including ideas for improvement for next time: