Lesson Plan Guide

Teacher Candidate: Monica Plunk Date: April 23, 2017 _____

Grade and Topic: Grade 4, Life Science Length of Lesson:120 minutes

Mentor Teacher: Dr. Annette Cornelius School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson is an end of unit demonstration that cells are the building blocks of all living things by creating a graphic
organizer to do so.

LESSON OBJECTIVE:

Give the topic of cell functions, students will prepare a graphic organizer that illustrates either plant or animal
cell functions by using the rubric with 100% of accuracy.
Each student is excepted to research their topic and create a graphic organizer by participating in the use of technology.

STANDARDS ADDRESSED:

GLE 04071.1. Recognize that cells are the building blocks of all living things.
4.1.2. Students will exhibit a proficiency in the use of technology.
a. Use and apply appropriate computer terminology.
b. Demonstrate the proper sequence
of steps to operate a computer.
c. Recognize the different types of
file extensions and their respective
document types, such as picture,
bitmap, photo, word processing
document, spreadsheet document, etc.
d. Save to and retrieve from a
specific directory or drive.
e. Expand the use of various operating system features such as, opening
more than one application/program,
the menus, the taskbar, etc.
 MATERIALS:

Internet Explorer
Computer Lab
Printer/Printer paper
Interactive Whiteboard
Grading Rubric
Flash Drive
Supporting activity handouts to evaluate student understanding of the topic.
Animal Cell http://www.ecosystemforkids.com/4th-grade/cells/animal-cell-diagram.pdf
Plant Cell http://www.ecosystemforkids.com/4th-grade/cells/plant-cell-diagram.pdf
Inspiration Software
http://www.inspiration.com/Freetrial,
Sample of finished product, Map Organizer student finished product.jpg

BACKGROUND and RATIONALE:

Students demonstrate their knowledge of cell functions.

Students will demonstrate their proficiency in the use of technology.
This lesson is a part of a larger unit of the TN Science Standard- GLE 04071.1. Recognize that cells are the
building blocks of all living things.
After this lesson, students will be able to identify the different functions of cells and then apply that
understanding to transition into the next lesson, GLE 0407.3.1 Demonstrate that plants require light energy to
grow and survive
I am aware that the lesson will be differentiated for students who did not master the objectives and for students that need
the material to be enriched. Accommodating those students with less or more key concepts in the map organizer. Students
will also be allowed to be grouped in pairs to work on this assignment. However, each student will turn in a graphic
organizer.

PROCEDURES AND TIMELINE:

Introduction:
(10 minutes) A quick class discussion reviewing prior day lesson on what the class has already been instructed
on in the function of cells. Okay students, who can quickly remind us what we learned yesterday about cell
function? wait on student(s) response. Yes, that is correct; we learned that cells are the building blocks of all
living things and we can identify some of the functions in plant and animal cells. No lets review again as a
class and focus on the handout I just passed out. (2 mins)
Complete the handouts as a class. Ask and call on different students to provide the name of the different
function in each worksheet for plant and animal cells. Pointing to the handout, Can anyone provide the name
of this image on your cell handout? Wait on student(s) responses and every student fill in the blanks as a
class. (5 mins)
After the students complete the handouts ask if there are any questions. Okay class, is there any questions
before we move on, (1 mins)
Then proceed to explain to the students that todays lesson will focus on creating a graphic organizer with the
help of technology. Then allow students to get together in pairs to start on todays assignment. Today class
your assignment will be to construct a graphic organizer by demonstrating your prior knowledge of cell
functions and researching new information about a cell functions. You can either decide to do a graphic
organizer with a plant cell or an animal cells. Just make sure that you identify key information you have already
learned and research new information to demonstrate in this project. You will have the rest of the class period to
work on this and then you will present each graphic organizer in front of the class. (2min)
 Procedures:
Your graphic organizer that you create will either identify a plant or animal cell functions. You are to have a
maximum of twenty cell functions and no less than ten. You need to incorporate images, maximum of ten and
no less than five. You are doing this project to help demonstrate to me your understanding on the building
blocks of all living things and their functions. (1 min)
Before transitioning into the computer lab, explain to the students they are using the Inspiration Software that
they were taught in a previous lesson. Students today you will be using the software, Inspiration that was
taught and used in a prior lesson. Is there any questions on how to use Inspiration? (2 mins)
After the teacher answers all the questions, have students transition to the computer lab to begin their project. Students
we are now going to the computer lab. You can use your handout that we just filled out together to help guide you in
creating your graphic organizer. You are also to research other functions of cells that we may have not covered and apply
them to your project. If you have any questions you and your partner can not answer I will be glad to help. Otherwise I
will be walking around the computer lab making sure everyone is staying on task. As always good luck. (2 mins)
Students have been previously taught how to research on and use the computer with the software they will be using in this
graphic organizer.
Allow students to have ample time to work on their project. Students you will have fourth-five minutes to work on this
project. If we need more time I will increase the time frame; However, we are going to say fourth-five minutes should be
enough time to complete this. Now get started (45 mins)
Teacher should be walking around the classroom now answering questions and help guide the students any direction they
need to be successful in this project.
After the graphic organizer is created, students will be instructed to save their work how they have been previously taught
to do so. Students it is time to save your work to your flash drive and follow the computer lab procedure to exit out of
everything. (1 min)

Closure:
Okay students, now that your graphic organizer has been saved, we will return to class to present them to your
classmates. (1 min)
Each student will present their project and turn in their flash drive to the teacher to finish grading the material.
(40 mins)
 ASSESSMENT EVIDENCE:

Graphic Organizer Rubric

Category 4 3 2 1
The title is clearly The title is clearly The title is stated The title is not The title is not stated
stated and stated and on the graphic appropriate for the on the graphic
appropriate for the appropriate for the organizer but needs graphic organizer. organizer.
graphic organizer. graphic organizer. to be made more
visible on the
graphic organizer.

The graphic All 20 concepts of an 9 concepts of animal 5 concepts of animal 1 concepts of animal
organizer animal or plant cell and plant cell and plant cell and plant cell
demonstrates a function is functions is functions is functions is
maximum of twenty demonstrated in the demonstrated in the demonstrated in the demonstrated in the
cell functions and graphic organizer and graphic organizer. graphic organizer graphic organizer
minimum ten cell minimum of ten of
functions of either a ten is demonstrated.
plant or animal cell.
10 images are All 10 images are 7 images are 5 images are 1 images are
appropriate for the appropriate for the appropriate for the appropriate for the appropriate for the
graphic organizer and graphic organizer and graphic organizer and graphic organizer and graphic organizer and
they represent the they represent the they represent the they represent the they represent the
cell function of either cell function of either cell function of either cell function of either cell function of either
a plant or animal cell. a plant or animal cell. a plant or animal cell a plant or animal cell a plant or animal cell
The graphic The graphic The graphic slightly The graphic The graphic
organizer organizer demonstrates organizer lacks organizer dose not
demonstrates a clear demonstrates a clear understanding of understanding of demonstrate
understanding of understanding of prior knowledge and prior knowledge and understanding of
prior knowledge and prior knowledge and new knowledge form new knowledge form prior knowledge and
new knowledge form new knowledge form research on animal research on animal new knowledge form
research on animal research on animal and plant cell and plant cell research on animal
and plant cell and plant cell functions. functions. and plant cell
functions. functions. functions.
Correct Graphic organizer Graphic organizer Graphic organizer Graphic organizer
spelling/Creativity is creative with no is creative; a few needed more was not creative
spelling errors. spelling errors were creativity and and many spelling
made. several spelling errors.
errors.

MODIFICATIONS:
. I am aware that modifications will be made for students who did not master the objectives and for those ready for
enrichment.

Example of Handouts:
Animal Cell http://www.ecosystemforkids.com/4th-grade/cells/animal-cell-diagram.pdf
Plant Cell http://www.ecosystemforkids.com/4th-grade/cells/plant-cell-diagram.pdf
Student Example: