Lesson Plan Guide

Teacher Candidate: Lauren Tucker Date: April 27, 2014

Grade and Topic: 4th grade Life Science/Cell Mentor Teacher: Dr. Carmen Weaver

Length of Lesson: 2 days (1 hour & 55 mins each day) School: The University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: GLE 0407.1.1 Recognize that cells are the building blocks of all living things. LESSON OBJECTIVE: By completing this lesson, the student should be able to recognize and identify the parts of an animal cell and the cell parts function necessary for life. 0407.1.2 The student should be capable of creating a basic model of the cell that illustrates different cell structures and describe their functions. STANDARDS ADDRESSED: SPI 0407.1.1 Compare basic structures of plant and animal cells. MATERIALS: Computer Pencil Provided worksheet Technology will be integrated in this lesson plan for students to surf the web address provided and view the animal cell with a list of its parts and functions in order to complete the worksheet corresponding to this lesson and create their own cell using the white board activity. The needed technology and websites for this lesson would be the most up-to-date version of Word and the website they will go to in order to view the animal cell, parts and functions to would be http://www.cellsalive.com/cells/cell_model.htm BACKGROUND and RATIONALE: The key concepts of this lesson are that all living things are made up of cells in order to live and carry out life functions. The cells that are in living things contain specific parts that have certain functions in order for the living thing to live and breathe. The critical academic language that must be addressed in this lesson are the scientific terms of the animal cell parts and the definition of its function. This lesson connects with and builds on the previous lesson because the previous lesson was about the categorization of animals and what they ate to survive and this lesson goes further into how the cells within that animal break down the food consumed and carry out functions keeping the animal alive. I expect to build on this lesson in subsequent lessons by introducing the plant cell and having my students do a compare and contrast activity. I will you need to plan differentiated activities or assessments because not every student learn and complete assignments the same so by creating multiple activities or assessments, each student will be able to complete the work and be assessed on how well they are doing according to their specific learning style and ability.

PROCEDURES AND TIMELINE: Introduction: To help the students become focused or motivated to learn in this teaching segment I will start off by asking the students if they are aware of the multiple tiny cells floating within their body that is keeping them alive. I will inform them that just like them, and every other living thing, animals have cells in their body carrying out specific functions so that they can live. Procedures: Day 1: Introduction: 10 minutes To begin, I will start to pass out laptops within my classroom if we are not located in a lab where they would sit in front of the assigned desktop computer. 10 minutes Next, I would inform them of the website they are to go on to view the animal cells. I would allow 10 minutes for every student to access the web page and be ready to follow the next set of instructions. Then, I would pass out the worksheets I have created in correspondence with this lesson and this particular website for them to complete in its entirety. I would inform my students not to start on the worksheet until all instructions have been given and I give them the go ahead to start. Passing out the worksheets should take about 10 minutes and an additional 5 minutes may be used to make sure every student is where they need to be online and they have not started in the worksheet yet. Afterwards, I would instruct the students to go on the webpage click on the word Animal Cell to view the animated animal cells. I would inform them of the words under the cell which are the parts that are clickable to show you where that part is located within the cell and a description of its function would also appear. This part of instruction should take about 15 minutes for me to explain and/or show on my computer screen at the front of the class and make sure every student understands what they are to be doing. I would then let the students begin to fill out their worksheets. I would allow the students 40 minutes to complete the worksheet and read over each part of the cells and its function on the website in addition to filling in the information on their paper. When every student is finished, I will instruct the students to close out of the website, and take up the complete worksheets. Taking up all the worksheets and making sure every student has properly closed out of the Web should take about 15 minutes. Class dismissed! Day 2: I would briefly go over what the class did the previous day and ask them if they remember any parts and functions of the animal cell that they wrote on their worksheet. I would allow them to raise their hand and share some answers. This part of reintroducing the lesson should only take about 15 minutes. Next, I will tell the students that they are to pull up Word, find a blank picture of an animal cell without any parts or functions listed either with clipart from Word or through a Google search, and copy and paste it into their word document. Then they are to create moveable text boxes with words of all the parts of the animal cell so that are able to drag the correct word to the correct location naming the part. They also need to keep in mind or either create a vocabulary sheet of the functions because they will be required to correctly locate the part and state its function to the class. This instruction and making sure every student understand should take about 15 minutes also. I will allow the students 45 minutes to complete this activity while walking around making sure the students are completing the activity and answering any questions the students may have. Afterwards, all the students should be complete with their Whiteboard activity, and I will instruct them to make sure they save their work and email me their completed assignment to be graded. This should take them all of 10 minutes to do. Closure: To close the lesson, I would allow one or two students pull up their Whiteboard activity and have the other students come up one by one dragging and placing the text boxes where they belong. The students are to drag the labels to the correct part and recite the function of the part. Then I would explain to them the importance of knowing functioning parts and what they do in order to know how they are living and breathing as well as other living things. It is imperative to be knowledgeable about your body and its functions. This closure should take about 30 minutes allowing the students to review and get complete understanding.

ASSESSMENT EVIDENCE:
Criteria Completion of Activity 1 The student was not able to completely finish the activity and left off many of the cell parts and functions. The text boxes were not able to be drug and the activity could not be properly used on the smart board. 2 The student completed the activity but failed to include specifics such as instructions and complete definition of the function 3 The student successfully completed the activity. The student had a wonderful diagram, included all the text boxes of the parts and made them accessible to be drug on the board and the student also provided a function sheet giving the functions of each part listed. The student completed The student completed a the activity but it was creative and eye catching plain and lacked details activity in a timely in the function and not fashion. The activity enough color. contains all of the requirements and is full of color. The student completed The student completed the activity properly but this assignment with a some of the definitions of great diagram and proper the functions were either definition of the incorrect or incomplete. functions without leaving out any information.

Creativity and Time

Correct Use of Diagram and Vocabulary functions

The activity lacked color and creativity. The student took a little bit too long to complete the assignment and failed to complete in a timely fashion. The text boxes were not properly used and could not be dragged. The diagram did not correspond to the parts and the definitions of the functions were incorrect.

MODIFICATIONS: Specific modifications for students who did not master the objectives would just complete the worksheet filling in the information and having an extra day or two to understand the animal cells parts and functions and even be introduced to and provided a plastic model of one for them to view and have a more personal interaction for better understanding. Specific modifications for students who are ready for enrichment activities are to have an activity to complete for plant cells which would be similar to the activity of animal cells and compare and contrast the two cells with complete explanation.

Animal Cell Worksheet: Handout

Name: _________________ Date: __________________

Instructions: Fill in the name of the part of the animal cell and its function. If there are any parts of the animal cell you see on the website that is not included on this worksheet please add them in showing their location within the cell and their function also.

Whiteboard Activity: Student Sample

Name: ________________ Date: ________________

Instructions: Drag each of the text boxes below to the correct location of each part of the cell and state the function of the part you are dragging.

Microtubules

Nucleolus

Rough endoplasmic
Cell membrane Nuclear Membrane Cytoplasm Golgi body

Ribosome

Lysosome
Mitochondrion

Vacuole Smooth endoplasmic reticulum Centriole

Nucleus

Cytoskeleton

Microfilament

Functions: 1. 2. 3. 4. 5. 6. 7. 8. 9. Nucleus- The control center of the cell Ribosomes- Produce proteins (protein synthesis) Nuclear membrane- Controls what enters and leaves the nucleus Mitochondria- Powerhouse, produces ATP and provides energy to the cell (respiration). Lysosome- Break down materials in the cell Golgi bodies- Packages proteins Vacuole- Stores water, waste, and food Cytoplasm- Keeps organelles in their place and provides structure Rough Endoplasmic Reticulum- transports materials through the cell and produces proteins in sacks called cisternae (which are sent to the Golgi body, or inserted into the cell membrane 10. Smooth Endoplasmic reticulum- Canal network and message distribution 11.Cell membrane- Contains/defines the limit of the cell and controls what passes through 12. Centriole- Aids in cell division and is responsible for cellular reproduction 13. Nucleolus- Makes RNA 14. Cytoskeleton- Helps organelles move from place to place 15. Microfilament- Help cells change shape; structural support 16. Microtubules- Provide attachment places for organelles and provide tracks for organelle movement