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ED 345 Calvin College Lesson Planning Form


Elizabeth Mulcock

Date: Mon, Oct 5

Subject/ Topic/ Theme: Science - cells

I. Objectives
What is the main focus of this lesson?
Having the students show me what they know and have learned in this unit on animal and plant cells.
How does this lesson tie in to a unit plan? (If applicable.)
This is the assessment of the unit
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.
Students will be able to create a 3-D model showing the five parts of an animal cell and correctly label the
parts they created that will help them understand what makes up matter. Based off of the following
5.PS1.1. Develop a model to describe that matter is made of particles too small to be seen.
Students will be able to explain the similarities and differences between animal and plant cells
II. Before you start
Prerequisite knowledge
and skills.

(formative and

Students know the 5 main organelles of an animal cell, and the 7 main
organelles of a plant cell. They know their names and their job. They know
the process called cellular respiration and that sugar is the plants energy
source. They know about their relative sizes and that they both grow and
The whole lesson is working towards creating a 3-D model that will assess
what they learned during this unit. Students will create a model and will
answer some questions that look to show what they know. This is a
summative assessment of what they have learned this unit.

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

Options for Perception

Multiple Means of Expression
Options for action/interaction

Multiple Means of
Options for recruiting interest
Start by going over motions of the
seven total cell parts.

Options for Language/Symbols

Students will be creating a model

out of given supplies placed on
their table.
Options for Expression

Have the names of the parts of the cell on

the powerpoint so students know how to
spell it. Expectations will also be shown
so students can see them and check to
make sure they have everything.

The whole class time will be

having the students show me
what they learned through
making a model and answering a
few questions.

Multiple Means of Representation

Options for Sustaining Effort &

Sustaining persistence can
happen by walking around and
checking in with students, asking
questions, and continuing to show
your sample

Options for Executive Function

Options for Comprehension

Students will be showing what they
comprehended. They can show it through
creating a model and writing out answers
to some questions.

Options for Self Regulation

Give them time warnings of how
much time is left while they
create their model. Pause maybe
halfway through the time to have
them stop and start writing the
paper portion of the assessment.
Then let them choose to either
work on the model or the paper

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

Pencil and scissors for each student (students have those)

A paper plate for each student
A sample you made to help show what you want students to do
Bring materials for creating a 3-D model of an animal cell:
Some sharpies or black markers for writing names and titles
String/pipe cleaners/ribbon
Construction paper
White paper for making labels
Glue bottles
Peanuts/beans/raisins/crackers/buttons/ or any other supplies that could
be organelles
Lined paper to answer questions
Powerpoint with what is expected and names of the organelles of the cell
DEPENDING ON TIME, you might need a copy of the questions you want
students to answer depending if you have time in class to have students
answer or if instead you assign it for homework that will be due in the next
science class.

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Have the tables in cluster groups so that you can place supplied for a few
students on a cluster and the students at the desk in the cluster can share
supplies. (I had cluster of 5)

III. The Plan


The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Review names of organelles in the cell, their motions, and their jobs. Introduce the
activity, that students will be creating an animal cell on a paper plate using supplies
at their table.
Show powerpoint slide with expectations/requirements of the model.
My expectations for my students were

For the 3-D model:

Write your name and a title
Create and label the five organelles found in an animal cell out of the supplies
Label where Cellular Respiration happens
Bonus Point: create and label DNA
For the written portion:
Write your name,
Write down the seven organelles based on motions you give,
Then answer the following questions in complete sentences
Do animal and plant cells have different organelles? Are they different sizes or the
same size?
Do they both grow and then divide or just one?
Show all the supplies. Show example you made. Take questions.

Students will start working to construct their model of an animal cell using the
materials given at their table.
POSSIBILITY: After 10 minutes gather students attention. Pass out a piece of paper
to everyone and show the first slide on powerpoint in regards to the paper portion.
Have them first write their name and number on top. Then explain that you will be
doing one of the cell organelle motions and they have to write the name of the
organelle based on the motion you demonstrate.
Then show the slide where you have the expectations for what they are to write.
Explain what you want, then let them loose to start writing. Let them know that
before class ends they have to finish answering the questions and making their
Let them get back to work on their model and on their writing portion.
OR if you choose not to stop after the first 10 or so minutes. Then let them work for
the whole class on making their model and stop them with about 10 minutes left in
class to explain your expectations for the written portion and give them a slip of
paper with the expectations so they can complete it for homework.
Gather students attention with 5 minutes to go. Tell them that its time to clean up.
Have students make a common pile of each of the supplies on a side table on the
edge of the room. Also have all students stack their models in a pile on a side table
in the room.


If there is time, show the introductory video again from the first day of the unit. Ask
what parts of the cell were shown in the video.
If more time, show the cell wrap video found on youtube.
For homework, I told students they only had this class period to finish their model,
but for homework they could finish answering the questions (Its good to have a slip
of paper with expectations typed out that students could take) and have the
answers turned in for homework on the next day you have science so students can
attach their paper with their answers to the back of their paper plate model.

Your reflection on the lesson including ideas for improvement for next time:
The powerpoint with expectations worked ok for the first time I taught this lesson, but if I
taught it again, I think instead I would have pieces of paper that had all the requirements I
would be grading on the rubric and have them on a checklist so while students are working
they can be self-checking themselves to make sure they have everything.