Lesson Plan

Teacher Candidate: Emma Willard Date: September 17, 2017

Grade and Topic: Grade 4, Science Length of Lesson: 45 minutes for 2 days

Mentor Teacher: Brian T. Johnson School: University of Memphis IDT 3600

Unit Objective

The Plant and Animal Cell Comparison lesson is part of a unit plan on plant and animal cells as described
in the TN state Life Sciences standard.

Lesson Objective

Content Learning Goals and Objectives

1. Given text about plant and animal cells TLW select graphic images that represent each part of
the plant or animal cells with a score of three out of four on the rubric. (Blooms taxonomy:
comprehension)
2. Given the selected images, TLW support the decision for selecting each graphic with a written
rationale and will identify if it is found in the plant cell, animal cell, or both cells with a score of
three out of four on the rubric. (Blooms taxonomy: knowledge, comprehension, analysis)
3. Given a computer and word processing software, TLW write one or two paragraphs that
demonstrates a clear understanding of the different parts of the plant and animal cells with a
score of three out of four on the rubric. (Blooms taxonomy: synthesis)

Student Participation

The goal of this lesson is for students to demonstrate a clear understanding of the different roles the
parts of the plant or animal cell play. Students provide visual representations and write reflections on
the meaning of each part of the cell and will identify which cell each part belongs to (animal, plant, or
both).

Standards
State/District, Common Core Standards

TN Science - GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
ISTE Standard(s)

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

Materials

Materials Used

1. Textbook
2. Cell Comparison Worksheet
3. Computer
4. Microsoft Word
5. Internet Access to:
a. Cell Website https://owlcation.com/stem/Plant-Cells-vs-Animal-Cells-With-Diagrams
b. Google Images www.google.com
c. BrainPop: Cell Structures
https://www.brainpop.com/science/cellularlifeandgenetics/cellstructures/
d. Brainpop: Cells https://www.brainpop.com/science/cellularlifeandgenetics/cells/

6. Pencil
7. Overhead/Projector/Whiteboard

Technology Integration

Students will use the websites stated above as resources for cells and access to images. Word processing
software will be used to type, format, and add images to the Cell Comparison activity. Students, upon
completing the activity, will save their work to a shared Dropbox folder for their class. A sample of the product is
available here: Student Sample

Background and Rationale

Students will demonstrate a clear understanding the role of each part of the cell by
providing visual representations and written reflections on the meaning of each
part.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN science standard 4.0.
We will refer to the summary created here as we continue to explore cells. We will
also use our outlines for a unit on creative writing.
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 watching the two BrainPop videos as a class.

Display both the plant and animal on a large screen display, overhead, or whiteboard.
Provide some brief background information about each cell, while comparing and contrasting similarities
and differences.
Give students a few minutes to silently read the text about cells in the textbook; then have the class
orally explain what they have learned. Have a few student chart the similarities and differences on the
board with a Venn Diagram.
Follow this with a brief discussion pointing out that it may be a little difficult to the differences between
the two types of cells.
However, for the next two days, the students will be using pictures and images to make the differences
easier to understand.

Procedures

Prior to the Computer (15 minutes)

Teacher Procedures: Student Procedures:

1. After the Introduction, ask the
students to briefly describe a possible
picture or image that would illustrate
each part of the cell (the image does
not have to relate to the cell but
rather how they will remember the
role it plays).
1. Students complete their Cell Comparison
Worksheet by briefly describing a picture
for each part of the cell.
2. They then list two or three key words they
can use to search for the images.

At the Computer (45 minutes)

Teacher Procedures: Student Procedures:

1. Have students open both MS Word
and an Internet browser
2. Direct students to the Cell Website
3. Direct students to Google
4. Monitor and assist as needed
1. Open MS Word and an Internet browser
2. Go to Cell Website and write down what
each role plays and which kind of cell it is
found in
3. Go to MS Word
4. Add the following title: Picture the Cells
5. Below the title, Insert a 5-column 11-row
table
6. Add the following column names: Cell
Part, Role, Picture, Why Picture was
chosen, Plant, Animal, or Both?
 7. Copy and paste each Part of the cell into
the table.
8. Give a brief description of what that part
of the cell does.
9. Use key words to locate an image for the
first phrase.
10. Use pull-down menu to copy the image
11. Go to Picture the Cells in the Word
document
12. Paste the Picture
13. Write a brief rationale for why the picture
represents the part of the cell
14. Save work as PicturetheCells_YourName
15. Repeat items 7-14 for the remaining
parts.
16. When all parts are finished, correct any
spelling errors
17. Save Work
18. Print a copy

After the Computer (30 minutes)

Teacher Procedures: Student Procedures:

1. Place students in groups of 3 to 4 1. While in a group, students review each

students others work and note differences and
2. Ask students to pass their Picture the similarities between final documents.
Cells work to the person on the right. 2. Students discuss the different papers.
3. Students are to quietly review the 3. Students write one or two paragraphs
work and take notes of the key describing what the what they learned
similarities and differences, then pass about cells and/or still confused about,
the paper to the next person until and what else they still are curious about.
students have reviewed all the papers
in the group.
4. Give students 5 to 10 minutes to
discuss the differences.
5. Have students individually write a
reflection about what they learned
about cells: What did they already
know? What did they learn? What
confuses them?

Closure
Students volunteer to share their Cells reflections. At the end of class, the teacher collects reflections, checks for
assignment submissions, and polls the class for questions.
Assessment Evidence

Cells Rubric

Criteria 1 2 3 4

Graphic images Very few or none of Only a few of the Almost all of the All of the chosen
represent each the chosen chosen graphics chosen graphics graphics very
part of the cell. graphics represent clearly or clearly represent clearly represent
the concepts of somewhat clearly the concepts of the concepts of
their associated represent the their associated their associated
part of the cell. concepts of their part of the cell. part of the cell.
associated
part of the cell.

Rationale for The rationale for The rationale for The rationale for The rationale for all
using the very few or none of some of the almost all of the of the chosen
graphics the chosen chosen graphics chosen graphics graphics very
graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the concept. appropriate appropriate
the concept. representation representation of
the concepts.

Reflections The reflection does The reflection The reflection The reflection
not demonstrate an demonstrates a demonstrates a demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the part of the cell understanding of understanding of of the part of the cell
and/or what it the part of the cell the part of the cell and what it means
means to the and what it means and what it means to the student.
student. to the student. to the student.

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.
Student Sample
Picture the Cells (Sample)
Cell Part Role Picture Why Picture was chosen Plant,
Animal,
or
Both?
Membrane Surrounds I chose this picture because Both
and protects the membrane is like a wall
the cell, surrounding a city, only
allows certain letting some things in to
things to protect the city.
enter/exit
cell.
Cytoplasm Fluid that fills I chose this picture because Both
the cell it is what I imagine the
cytoplasm fluid to look like
inside of a cell.

Endoplasmic Sacs and I chose an image of a bus Both

Reticulum tubes that because buses transport
transport substances.
substances to
the Golgi
bodies.
Nucleus Command I chose this image because Both
center, this is what I think of when I
contains think of a command center.
genetic The InsideOut command
material center is similar because it
controls everything going on
and contains genetic
material.
Ribosomes Generate I chose this image because Both
proteins ribosomes create proteins
kind of like in this image.

Mitochondria Powerhouse; I chose this image because Both

converts food the mitochondria powers
into energy the cell.
Golgi Bodies Location I chose a bus stop because Both
where the bus stop is where buses
substances drop off passengers, kind of
are received like how the Endoplasmic
Reticulum drops off
substances here.
Vacuole Storage Units I chose this image because Both
(larger in vacuoles store substances in
plant cells the cell.
than animal
cells).

Centrioles Help move I chose a crutches because Animal

chromosomes centrioles help move
during cell chromosomes but are only
division. present when animal cells
are dividing, kind of like
crutches only help you
move when you are hurt.

Cell Wall Support the I chose this image because Plant

weight of the the cell wall supports the
cell weight of the cell kind of
like the blue people support
the weight of the orange
person.
Chloroplast Produce food I chose this image because Plant
the chloroplast is producing
food (glucose).