EDUC 420A: ELEMENTARY FIELD EXPERIENCE III

LESSON PLAN TEMPLATE

Subject/topic; Science grade/class; 5th Grade time/period; 8:30 a.m. lesson date:
November 16, 2016
SOL: 5.5 Living Systems: The student will investigate and understand that matter is
anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key
Concepts include:
a. Basic cell structures and functions
Content outline:
The purpose for this lesson is to inform students about plant and animal cells and the
differences between them. Key terms include: nucleus, cell wall, cell membrane, vacuole,
chloroplasts, and cytoplasm.
The Cell Membrane The cell membrane is a thin outer layer that surrounds the cell
and holds it together. It controls what comes into the cell and what leaves the cell (food,
water, oxygen, wastes). Cytoplasm Filling the inside of the cell is a jelly-like material
called cytoplasm. The rest of the cells parts are located in the cytoplasm.The Nucleus
Near the center of the cytoplasm is a round structure called the nucleus. The nucleus is
the cells command center. It controls all of the cells activities (making, using, storing
food). Vacuoles Also located in the cytoplasm are structures called vacuoles. Vacuoles
store food and water that the cell will use later. Some vacuoles also store waste materials
until the cell is ready to get rid of them.Chloroplasts Small round chloroplasts can also
be found in the cytoplasm. They use sunlight to produce plant sugars (food). The Cell
Wall In plants, a thick cell wall surrounds each cell. The cell wall protects the delicate
contents of the cell.
Rationale: This information is important because living things are made out of cells.
Cells carry out all life processes. Students need to know about how these processes
develop living things including themselves. These cells are the building blocks that make
up all living things. This topic will transition into further discussion and other realms of
science such as biology as the students get older. It is important to begin teaching them
about this topic now, so the foundation is set.
Objective(s) of the lesson:
After the lesson students will be able to create their own venn diagram of the differences
and similarities between an animal and a plant cell. We can do this as a closure with a
partner or as a class, so I as a teacher can fully assess whether they learned the
information properly. The students will be able to look back at their pop-up book we
made.
Lesson Opening:
(Hook) I will open the lesson by asking the students what they know about plants or
animals. It can be anything or any characteristic. I will make a list on the board and ask
the students if there are any similarities between the two. I will then transition this into
the connection between plant and animal cells.

Connection: The connection is that students know differences between plant and
animals. They know specific characteristics. They will be able to apply prior knowledge
about these two and use it to understand that along with these different characteristics
comes the difference in cells two and that they are also made up of different pieces in
order to survive.
Instructional Strategies/Processes:
1. Introduce Myself, get students settled into their seats (2-3 minutes)
2. (Hook) Ask students what they think they know about plants or animals. Write
these answers on the whiteboard to assess prior knowledge. (5 Minutes)
3. Begin Powerpoint, Slides 4-9.( 5-7 Minutes)
4. As I pass paper out I will explain the directions on how to make their own
flipbook. We will make the flip book together following my directions (5
Minutes)
5. As a class we will fill out the flip book together. The students will draw a picture
of the specific vocab word, whether it is cell membrane, or nucleus, etc. and then
flip the flap open and write a few keywords to help them remember what it
means. (10-15 Minutes)
6. Students will have a chance to color the drawings after the flip book is completed
(5-7 Minutes).
7. After we will play a game, table against table. Each table will get the different
parts of an animal and plant cell. Each table will have to correctly match the
specific name with where it is located on the cell. We will do this twice. Once for
the animal cell and once for the plant cell (5-10 minutes)
8. As a recap and closure we will complete a venn-diagram as a class about the
similarities and differences between the animal and plant cells. At the bottom of
their page, the students will write one new fact they learned today as their exit
ticket (10 minutes)
9. If we still have extra time, I have a brain teaser that is a word search for the
students to complete based upon plant and animal cells. (10 Minutes).
10. And if we still have extra time, my corresponding teacher gives the students a
study guide packet to fill out as they complete the powerpoint. The two
worksheets would be skipped over due to my teaching, so if there is extra time I
will let them complete those two worksheets to stay insync with the other class
periods. (10- 15 Minutes).
Products: The products will be the students flip books and then their own venn diagram.
Assessment: I will be able to assess students prior knowledge as I open my lesson. I will
also be able to assess the lesson based upon their responses in their flip book and how
correctly they match the statements with the specific cells during our games. I will see the
final assessment by how well they complete the venn diagram.
Closure: Working together as a class, the students and I will create a venn diagram
representing the differences and similarities between an animal and plant cell. On the
bottom of the page the students will write one new fact they learned today as their exit
ticket from the classroom.

Homework: None
Differentiation: There are a few students who have learning disabilities in the class.
They have a difficult time writing for a long time. I will have the writing portion of their
flip books completed so they can just work on their pictures. The other assignments will
be done as a class so the students will all work together making sure that each student is
included.
Materials/Equipment:
Powerpoint
Paper
Pencil
Coloring Utensils