Lesson Plan

Teacher Candidate: Shelby Lyle

Date: 18 September 2016

Grade and Topic: Grade 4, Science

Length of Lesson: Two days

Mentor Teacher: Dr. Townes

School: University of Memphis IDT3600

Unit Objective
This lesson plan will ensure that students understand that cells are the building
blocks of all living things while helping the students to differentiate between
animal and plant cells, and identifying the components of the different cells. This
is described in the TN standards for science 4.0.

Lesson Objective
Content Learning Goals and Objectives
Note: Any assessments used should be aligned to the learning goals and
objectives. Also consider aligning goals and objectives to Blooms taxonomy.
1.
Given images of plant cells and animal cells, the student will determine
which cell is plant and which is animal within a time span of 15 seconds.
2. Given a computer and internet access, the student will explore the parts of
animal cells and plant cells in an interactive game then will take a quiz about
them within 20 minutes.
3.
Given the computer and word processing software, the student will
construct a chart to label and explain the different parts of a cell with a three out
of four on the rubric.
Student Participation
The goal of this lesson is for students to demonstrate a clear understanding of
the functions of the parts of a cell using the given materials and time allotted.

Standards
State/District, Common Core Standards
TN Science - 0407.1.1 Recognize that cells are the building blocks of all living
things.
ISTE Standard(s)
1. Creativity and Innovation: Students demonstrate creative
thinking, construct knowledge, and develop innovative products and
processes using technology.
C. Use models and simulations to explore complex systems and
issues.

Lesson Plan
Materials
Materials Used
1. Cells Planning Sheet
2. Textbooks
3. Word Processing Software
4. Computer with Internet Access to:
5. Cell Interactive Game:
https://www.spongelab.com/interactives/buildacell/en/whole/index.cfm?
AssetID=514&Launch=Launch+Interactive
6. Pencil
7. Quiz
Technology Integration
Students will use the link listed above to play their interactive cell game. The
students will then take a quiz about the materials in the game. The students will
be shown two images on a screen and will have to decide which cell is an animal
cell and which is a plant cell.

Background and Rationale

Students will demonstrate a clear understanding of the
differences of the plant and animal cells, and be able to properly label
and define the parts of the cells.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN Science Standard 4.0.
We will use the charts and knowledge created here to continue
our study of the build of animals and heredity of people.
I am aware that the lesson will be differentiated for students
who did not master the objectives and for those ready for enrichment.
However, modifications are not covered in this course and are not
part of this particular lesson.

Procedures and Timeline

Introduction
Begin by displaying images of cells for plants and animals on a large
screen display, overhead, or whiteboard.
Provide on the different cells then explain the functions of each of
the different parts of each cell.
Give students a few minutes to study the structures and differences
of the cells.
Then discuss how to compare the functions of the different parts of
a cell with real life examples.
However, for the next two days, the students will be studying cells
to comprehend the difference between the two types and the functions of
their parts.
Procedures
Prior to the Computer (20 minutes)

Lesson Plan
Teacher Procedures:
1. After the Introduction, distribute the Cell
Planning Sheets and have the students pull out
their textbooks to search for possible images
for the parts of the cell.

Student Procedures:
1. Students complete their Cell
Planning Sheet by sketching
images for the parts of a cell and
using their textbooks to write down
their functions.

At the Computer (45 minutes)

Teacher Procedures:

Student Procedures:

1. Have students open both MS

Word and an Internet browser
2. Have the students search for
images for the cell parts .
3. Have students use their notes
for the definitions of the cell
parts.
4. Monitor and assist as needed

1. Open MS Word and an Internet browser

2.Search for an image for parts of the cell.
3. Add the following title: Parts of a Cell
4. Below the title, Insert a three-column 9row table
5. Add the following column names: Cell
Part; Picture; Function of Cell Part
6. Use pull-down menu to copy the image
7. Go to Picture cell in the Word document
8. Paste the Picture
9. Tell whether the cell part is in an animal
cell, a plant cell, or both.
10. Write the functions of the parts of a
cell
11. Save work
12. Repeat items 6-11 for the remaining
cell parts.
13. When all the parts are labeled, correct
any spelling errors
14. Print a copy

After the Computer (20 minutes)

Teacher Procedures:

Student Procedures:

1. Place students in groups of 3 to 4

students
2. Ask students to explain a part of the cell
to each other.

1. While in a group, students

explain the functions of the
parts of a cell to one another.
3. Students make a list of the

Lesson Plan
4. Give students 10-15
minutes to explain the functions of the
parts of a cell.
5. Have students mark the differences in
their cell functions from each other down.

different labels and pictures

they used for their cell parts.

Closure
Students volunteer to explain the functions of a cell part to the entire class. At
the end of class, the teacher collects the charts and polls the class for questions.

Assessment Evidence
Cell Rubric
Criteria

Graphic
images
represent
each
part of the
cell.

Very few or
none of
the chosen
graphics
represent
the cell parts

Only a few of
the
chosen
graphics
clearly or
somewhat
clearly
Represent the
parts of a cell

Almost all of
the
chosen
graphics
clearly
represent
the parts of a
cell

All of the chosen

graphics very
clearly represent
the parts of a cell.

Correct cell
labeling

Only one or
two of the cell
parts are
correctly
labeled and
tell which cell
they belong
in.

Only three to
four of the cell
parts are
labeled
correctly and
tell which cell
they belong in.

Almost all the

parts of a cell
are correctly
labeled and
tell which cell
they belong
in.

All of the parts of

the cell are correctly
labeled and tell
exactly which cell
they belong in.

Functions
are
completely
explained

The
explanation
shows the
student does
not
understand
the function of
the cell.

The
explanation
shows a vague
understanding
of the functions
of a cell.

The
explanation
shows the
student
somewhat
understands
the functions
of a cell.

The explanation
shows the student
completely
understands the
functions of all parts
of a cell.

Modifications
I am aware that modifications will be made for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part
of this particular lesson.

Lesson Plan

Student Sample

Parts of a Cell
Cell Part

Picture

Function

Cell Wall
Plant Cell

Layer of
protection
outside the
cell
membrane
which is
tough and
helps provide
support. Only
found in plant
cells.

Mitochondria Both

Glucose and
oxygen are
turned into
energy

Lesson Plan
Cell Membrane
- Both

Thin skin
around the
cell that
controls what
goes in and
out of a cell.