Unit work Sample

Cells and
Organelles

Tyrone Aiken Jr
Bethune-Bowman Middle High School
6th-7th Grade

Fall 2016
1

Co
nt
ex
tu
al
fac
2

Section 2: Description of Students: Describe (1) the number of students,

(2) demographics of the students, and any other special features or
important information that you included in your long range plan as you
describe your students.
The school of Bethune-Bowman Middle High educates 350 students,
70% Black, 20% White, and 10% Hispanic. This school is a title 1 school
which makes it so that 100% of the school receives free lunch. In regards to
Ms. Bryants 1st period class, whom I will be completing this unit work sample
on, there are 25 students in total. There 17 boys in the class (16 African
American and 1 Caucasian). There are 8 females (7 African American and 1
Caucasian).

Section 3: Contextual Factors

Community Characteristics
Bethune-Bowman Middle high School is located in Rowesville, SC. A
small town that covers 0.8 square miles. According to the census of 200,
there were 378 people and 140 households that reside in the town. The
racial make-up of the town was 60.855 African American 38.89% White, and .
26% of two or more races. Hispanic and Latino made up .79% of the
population. In the town of Rowesville there is one grocery store, one Dollar
General, two gas stations and several small shopping center to
accommodate the residents of the town.
Bethune-Bowman is a public school located at 4857 Charleston HWY,
Rowesville, SC 29133. This school has approximately 350 students who
attend with an 11:1 Student teacher ratio. The school is one part of
Orangeburg Consolidated school district 5.
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Students Characteristics
With the 350 students who attend Bethune-bowman Middle School,
there is a slight culture difference within them. 70% of students are African
America, 20% are white and 10% are Hispanic. Students ages in the middle
school range from 11 to 16 years old. Most students participate in
extracurricular activities such as football, basketball, or band which seems to
be popular things at this school. These activities seem to keep a lot of these
students close to the school since a lot of the students who attend the school
live outside of the town limits.
Classroom Factors
My classroom is very conductive for learning. The colors and materials
(posters, books, and walls) are warm and inviting, and encourages learning.
Students work is constantly displayed throughout the classroom. Lab and
classroom expectations and rules are displayed in order for student to
understand how they should conduct themselves during instruction and class
activities. The classroom my corresponding teacher has set up also features
a smartboard with a lumens camera attached to display any content that is
necessary for instruction. Lastly, there is a class library to enhance literature
skills while in science class.
Implications for Instructional Planning and Assessment
I will adjust lessons and activities to ensure all students are provided
the opportunity to learn as much as possible from me. The results of the preassessments that will be given before each lesson will determine what
instructional methods will be used.

Overview of Unit
During this unit, students will learn about the 7th grade level of cells
and their organelles. Students will learn each organelle that is stated in the
South Carolina state standards and their function and importance to the cell.
Students will also learn the difference between a plant cell and an animal;
and the difference between a prokaryotic and eukaryotic cell.
There 8 grade level appropriate organelles in a cell which include:
1.
2.
3.
4.
5.
6.
7.
8.

Cell Wall
Cell Membrane
Nucleus
Vacuoles
Cytoplasm
Mitochondria
Chloroplasts
Lysosomes( recently added to standards this year)
5

In order for an organism to live, the organelles must function correctly.

The first part of the cell is the cell wall (only found in plant cells). The
purpose of the cell wall is to provide the cell with structure, support and
protection. The next organelle is the cell membrane. The cell
membranes job is to control what enters and leaves the cell. All things
good may enter and all things bad may exit through the cell membrane.
Then there is the Nucleus, which is the control center of the cell and
what also contains the cells DNA. After he nucleus are a cells vacuoles.
The vacuoles job is to store water and waste within the cell until the cell
needs to use it. Next we have the cytoplasm. This is what holds all the
cells organelles in one place within the cell. The part of the cell that is
responsible for providing other organelles with the energy to carry out
their function is the mitochondria. Its nickname is the powerhouse and
this is also where respiration takes place in the cell. Chloroplasts are
responsible to providing a place for photosynthesis and giving plants their
green color; they are also only found in plant cells. Lastly, there are the
lysosomes in the cell. Lysosomes act as the cells immune system in the
fact that it contains digestive enzymes that breakdown food particles,
break down worn out organelles, and engulf viruses and bacteria.

Cells and Organisms

Learning Goals
Upon the completion of Cells and
Organisms Unit the students will be
able to:
1. Identify the different parts of a
cell in order to learn what
function each part serves.
2. Recall the organelles within a cell
in order to learn what function
they serve.
3. Differentiate between animal and
plant cells in order to learn what
organelles each one contains.

Correlating Standard(s)/
Expectations
7.L.3A.1: Obtain and communicate
information to support claims that (1)
organisms are made of one or more
cells, (2) cells are the basic unit of
structure and function of organisms,
and (3) cells come only from preexisting
cells
7. L.3A.2: Analyze and interpret data
from observations to describe different
types of cells and classify cells as plant,
animal, bacteria or protist.

4. Create/ Illustrate the different

parts of cells and distinguish
between a unicellular and
multicellular

Learning Goals
Assessment

1. Identify the
different
parts of a
cell in order
to learn
what
function
each part
serves.

Description of
Assessment
A Teacher-made
Test will be used
to assess students
prior knowledge
before starting the
unit on Cells and
Organisms
The teacher will
assess students
understanding of
the lesson by
Observing them
during the lesson.
The teacher will
separate the class
into two different

Accommodations
The student
teacher will
provide
assistance to
students that
are having
trouble.

Evaluation
Criteria

Pre-Assessment
Group work
Partner work

During some
lessons/
assignments,
students will be
allowed to work
in groups or
work with a

Independent work
Oral Questioning
and Answering (Q
& A)

2. Recall the
organelles
within a cell
in order to
learn what
function
they serve.

3. Differentiat
e between
animal and
plant cells
in order to
learn what
organelles
each one
contains.

4. Create/
Illustrate
the
different
parts of
cells and
distinguish
between a
unicellular
and
multicellula
r

groups and have

them orally state
the different parts
of the cell and
their function(s)
The students will
orally Demonstrate
their ability to
summarize the
parts and functions
of the cell. The
students will also
be given a 9
question quiz to
assess their ability
to summarize the
parts and functions
of the cell
The students will
Demonstrate their
ability to illustrate
the different
organelles within a
cell. The students
will color and label
their diagrams in
the order that they
receive the
information on cell
organelles.
Students will
complete a project
where they create
a cell, this is an
opportunity for
students to use
their own creativity
to build a model
which resembles
what a cell actually
looks like.

partner.

*Observations*

The students will

be able to use
their books on
given
assignments
after the
material has
been discussed.

Workbook page
Class discussion
Quizzes
Projects

The student
teacher will
continually walk
around the
classroom to
monitor student
progress.
The student
teacher will give
clear and
consistent
directions for
students to
follow.
The student
teacher will
provide a
classroom
environment
that is conducive
to learning.
The student
teacher will
provide visual
aids and lessons
that engage the
students.

Assessment plan
10

The assessment plan for this unit on Cells and Organelles includes a
pre-assessment, a variety of formative assessments for each lesson, and a
final post-assessment. The pre-test will be aligned with the learning goals.
The teacher will administer the pre-test to determine how much the students
know before teaching the unit. The pre-assessment and the post assessment
may be different, depending on how much information from the pre-test is
covered and taught. The pre-assessment will allow the teacher to assess the
students prior knowledge before the unit/lesson is taught. The post
assessment will show the students progress once the lesson has been
taught. Attached are the different assessments that will be given throughout
the unit.
Results of Pre-assessment
Based upon the results of the pre-assessment, it is evident that a
majority of the students lacked prior knowledge on the unit material that was
assessed. From looking at the graph of the students pre-assessment, the
students scores varied from one extreme to another. Some students scored
extremely low and some scored average. In order to improve the postassessment scores, the students will be given a variety of instructional
strategies to help them understand and retain the information. The lessons
that will be taught also have to be interesting and actively engage the
students in the learning process. The graph below shows how the students
performed on the pre-assessment. During the unit, the students will be
observed and assessed as they complete activities to see if they are
comprehending the material being taught. The graph below shows how the
students performed on the pre-assessment.

11

Pre-Assessment
100

100
90
80

89
78

89
78

70

Grades

50
40

89

78
61

60
45

100 100

50

89

89

78

83

66

66
56

56

56

56
44

35

35

33

30
20
10
0

1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526
Student

Results of Post Assessment

The results of the post-assessment revealed that the students
performance greatly improved. Most of the students scores increased by at
least fifteen to twenty points. From having lessons that actively engaged the
students, the students were able to understand the material better and
retain the information being taught. I am truly pleased with the results of the
post- assessment and the students had a great time interacting with their
classmates and learning about the topics that were covered during the unit.
Below the graph shows how the students performed on the post-assessment.

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Post-Assessment
96

100 93

89

90
80

96
81

74

100

100

96

93

89

85

78

74

96

85

81
68

70
60
Grades

96

52

50
40
30
20
10
0

1 2 30 4 5 6 7 8 9 10
0 11 12 13 14 15
0 16 17 18 19 20 21
0 22 23 24
0 25 26
0
Student

Activities

Strategies

Materials

Resources

United Streaming:

Oral Q & A
Cooperative
Learning Groups
Think-Pair-Share
Open Response
Observations

Science Textbook
Science Journal
Internet (United
Streaming)
Smart board
Pencil
Paper
Smart board
Paper Plates
Markers and Crayons
Prongs
Water Cycle cutouts
I have, who has (game)

Science Standards
Science Support
Document
Smart Board
Cooperating
Teacher

The Magic
School Bus:
Cells and
organelles

Cells and
organelles
Pinwheels

Oral Q & A
Cooperative
Learning Groups
Hands-on Project
I have, who
has (game)
Open Response

Science Standards
Science Support
Document
Smart Board
Cooperating
Teacher

Unit
Objective(s)
Number

1&2

13

Cell
Replicas

Class
Discussion
Create Cell
Mobiles

Oral Q & A
Cooperative
Learning Groups
Hands-on Project
Open response
Wait time
Think-Pair-Share
Oral Q & A
Questioning
Cooperative
Learning Groups
Hands-on project
Open Response
Think-Pair-Share

Science Journal
Construction Paper
Smart board
Crayons/Markers
Scissors
Pencil
Paper
Glue
Science Journal
Smart board
Construction Paper
Crayons and Markers
Scissors
Glue

Science Standards
Science Support
Document
Smart Board
Cooperating
Teacher

Science Standards
Science Support
Document
Smart Board
Cooperating
Teacher

Lesso
n
Claflin University School of
PlansEducation
and
Activi
ties

EDUC 450: Science

14

Reflective Lesson Plan

Name: Tyrone Aiken

Date: November 2015

PART I: PLANNING
Cells and Organelles
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source

This lesson plan was created based on the schedule of

my cooperating teacher
Science

Subject Area (s)

7th
Grade Level
Curriculum Standards

7-2.1: Summarize the structures and functions of the

major components of plants and animal cells (including
the cell wall, the cell membrane, the nucleus,
chloroplasts, mitochondria, and vacuoles).
7. L.3A.1: Obtain and communicate information to
support claims that (1) organisms Are made of one or
more cells, (2) cells are the basic unit of structure and
function of organisms, and (3) cells only come from
existing cells.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background

During this lesson, students will review the cell as a
Information
whole (all organelles and functions). Specifically
pertaining to the cell membrane, students will be taught
the meaning of osmosis and diffusion. Students will also
create a 2-D model of a cell as a project to show they
understand each organelle and its function.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The students will be able to identify the different parts of

a cell in order to learn what function each part serves.
The students will learn the difference between osmosis
and diffusion which are both processes of how things
move across the cell membrane.
How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?

15

Varying Objectives for

Individuals Needs

For students who have mastered the material, they will

be placed in a group where they will be starting to make
their 2-D model of the cell.
For students who do not understand the material, there is
a set time cutout for a reteaching period. During this
time students will receive the information again orally
with any questions they have being answered. Students
will also be able to act out the part of the lesson they
are confused about.
For students who are currently learning English, I will
draw pictures and have videos installed in the lesson in
order for them to have different opportunities to see and
here the material
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Anticipatory Set

The students will be able to identify the different parts of a cell

in order to learn what function each part serves.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Science Journal

Video

Graphic organizer

H.w. sheet

Poster
Crayons and markers
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

The teacher will use the Ball Toss strategy to engage

students in reviewing key information about parts of a cell and
their function(s).

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

The teacher and students will orally review the h.w. completed
by the students the previous night
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

The teacher will:

1. Show a video on diffusion and osmosis of within cells.

2. Explain that diffusion is a way in which materials move across a
cell membrane. Osmosis is the diffusion of water across a
membrane.

16

What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for Understanding

The student will work together to complete a cell organelles

poster identifying the key organelles within an animal or plant
cell.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

Monitor and Adjust

Upon presenting information and allowing students to

practice the new learning, the teacher will monitor
students to determine who needs reteaching and adjust
the lesson accordingly
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

The students will complete a graphic organizer to go along

with the video on diffusion and osmosis.
How will I conclude the lesson and relate it to future experiences? How will you wrap up
the lesson to reinforce concepts taught during the lesson?

The teacher will use the Hot Seat strategy to engage the
students in reviewing key information from todays lesson
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)
Extension Activities

The students will complete a h.w. sheet matching parts of a

cell to their correct functions
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Through homework assignments the lesson objectives

and content will be reinforced.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology
The starboard and laptop will be used during this lesson
to give students a more animated view (video) of the
plants organelles and osmosis and diffusion.
How will you connect this lesson with other content areas across the curriculum?
The Arts: This

Connection Across the

Curriculum

lesson is connected to the arts because

students will be using construction paper, scissors,
markers, glue and crayons to create a 2-D cell diagram
that colorfully displays all cell organelles and their
functions
Health: With

this lesson I will explain to students that the

17

things they eat and drink effect the cells in their body. For
example too much salt can cause cell shrinkage and
drinking the right amount of water can keep a cell good
and healthy.
Physical Education:

I will also explain to students through the

course of the day they lose about 1 million cells. Through
all of their actions such as running, jumping, scratching
and walking, they will constantly be losing skin cells.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

The strengths of this lesson is that allowing students to

create their own model of a cell helped them to show
their own creativity and understanding while learning
from creative their classmates were able to be and what
they understood. Showing a video about cells really
intrigued the students and it helped them to understand
the shape and functions of all cell organelles.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

A weakness for this lesson I feel is that allowing them to

work in groups as they completed their models was not a
good idea. Some students had problems sharing
materials which distracted some students from finishing
in a reasonable amount of time.
What would you change when teaching this lesson again?

If I were to do this lesson again, I would not group

students. Students would work on their models
individually and be given a set time limit to finish.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

18

Analysis
of
Student
Learnin
g

After analyzing the students pre-assessment and post assessments,

and other methods of assessments (teacher observation, group assignments,
individual assignments, and by written assessments), the majority of the
19

students were able to achieve ninety percent of the objectives that were set
for the unit. The activities and lessons were created to actively engage
students in the lesson. Most importantly, the lessons also were design to
help students work towards achieving the objectives in the unit. The students
during the unit worked well with their classmates and participated a lot in
discussions and the activities that were given. During the unit, I was able to
see how the students interacted with each other and saw some student that
did not participate start to participate more. The students did an amazing job
and Im convinced that the students did take something away from the
activities and lessons that were taught.

Plot of Growth
Pre/Post Assessment

100
100
100 100 100
96
96
96
96
93
89
89 89
89
89
89
89
85
83 85
90
81
81
78
78
78 78
78
74
74
80
68
66
66
70
61
56 56
56
56
60
52
50
45
44
50
96

100 93

Grades

35

40

35

Pre-Test
Post-Test

33

30
20
10
0
0

Students

The graph shows both the pre-assessment and the post-assessment.

The pre-assessment is in blue and the post- assessment is in red. By looking

20

at the two test side by side, the graphs shows how each individual student
has improved from their pre-assessment to their post- assessment. I am glad
to know that the instructional strategies and activities I provided had a great
effect on the students performance.

Reflection and Self-Assessment

Reflection
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This unit on Cells and Organelles was a very informational unit. For
the unit, I administered a pre-assessment, a variety of formal and informal
assessments, and a final post- assessment. During the course of the unit, I
also used a variety of instructional strategies. Some strategies that were
used were cooperative learning groups, oral questioning and answering,
think-pair-share, games, demonstrations, class discussions, and hands-on
activities. Some assessments used throughout the unit were observations,
oral questioning and answering, projects, group assignments, teacher made
tests, demonstrations, and quizzes.
Since the majority of my students are visual, auditory, and kinesthetic
learners, I tried my best to create lessons that were engaging and let the
students work together more. By having the students work together, they
were able to learn from each other. One of the students favorite parts of the
unit was being on the hot seat. This was when students had a question
randomly taped under their desk and if they could answer it, they would win
a treat. The students enjoyed this because they never knew who would be on
the hot seat. By doing this activity, students would want to retain the
information for a chance to win the prize for that day. By observing the
students I could tell that their favorite lab during this unit was creating the
cell mobiles. Students were placed into groups of 4, and each group member
created cell replicas taught in the unit.
Self- Assessment

22

This unit was a learning experience for both the student and me. As
the students were learning about the different topics, I was also learning
about the different topics. If the students asked me questions and I did not
know the answers to them, we would look them up as a class either on the
computers or in the textbooks. During the unit, I prepared lessons and
activities that would engage the students. Luckily, my cooperating teacher
had a plethora of technology already placed within the classroom for my use.
This allowed me to frequently use technology to show/engage my students in
pictures, videos, power points, and games.
If I had to re-teach this unit or make adjustments to this unit, I would
definitely add more hands-on activities. When first introducing the new
topics within the unit, I would have students to read about it in the book and
show them a power point on it. Next time, I would try and engage the
students throughout the entire unit, even when introducing new topics. Also,
because of a time issue, I was not able to teach the lesson where the
students would create a 3-D cell model. Although it wasnt my fault, but a
time issue with activities already pre-set by the school, I really wish the
students could have been able to complete this lab, because Im sure they
would have enjoyed it. I really did have a good time interacting with the
students and bringing change to their regular routines. The unit went well
and the students learned a lot and were able to recall the information and
perform well on assessments that were given. I feel that I did my best to
prepare the students for the unit and teach the unit.
23

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