Grade Level:

Name of Teacher Candidate: 5th grade LESSON PLAN TEMPLATE FOR

Curriculum Area: Curriculum Area: MATHEMATICS AND SCIENCE
(Mathematics Strand or Science Disciplinary Core Content) TEACHER CANDIDATES
Erika Rodenbeck Science
LS3: Heredity: Inheritance and Variation
In this section below, identify which
Lesson Title or Topic: Time Required: (for example: 30 minutes, 60 minutes, 90 minutes;
Cell Structure and Functions two 55-minute sessions)  Science and Engineering Practices
 Standards of Mathematical
30 minutes for college students
Practice and
55 minutes for 5th graders  Cross Cutting Concepts
Instructional Groupings: Are you using whole group, small group, partners,
quads, homogeneous, heterogeneous?
are applicable in this lesson.
Small group of 6 college students
Whole group of 5th graders
Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

S5L3. Obtain; evaluate; and communicate information to compare and contrast the parts of plant SEP:
and animal cells. 1) Asking questions
S5L3a. Gather evidence by utilizing technology tools to construct an explanation that plants and 6) Constructing an explanation
animals are comprised of cells too small to be seen without magnification.
S5L3b. Develop a model to identify and label parts of a plant cell (membrane; wall; cytoplasm; CCC:
nucleus; chloroplasts; mitochondrion) and of an animal cell (membrane; cytoplasm; nucleus; 1) Patterns
mitochondrion). 4) Systems and System Model
S5L3c. Construct an explanation that differentiates between the structure of plant and animal cells. 6) Structure and Function
As a result of this lesson students will…
Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)
 Students will be able to explain the different organelles that are in a plant cell and animal
cell.
 Students will be able to explain the similar organelles that are in both a plant cell and animal
cell.
 Students will be able to explain that microscopes are technology and it helps make small
 things bigger.
 Students will be able to build and label a plant or animal cell out of playdough.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.
 What makes up a cell?

Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

 Cell Wall
 Vacuole
 Chloroplast
 Nucleus
 Cell Membrane
 Mitochondrion
 Cytoplasm
 Microscope
 Plant Cell
 Animal Cell
 Cell Organelles

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
 Pre-assessment: Padlet about the phenomena
 Feedback: The students and I will look at each other’s Padlet together and discuss the
responses.
 Formative assessment: Create a model of the cells using playdough. Then label the
organelles.
 Feedback: I will take a picture of the students’ playdough cells. Then I will look at the cells
to see where the students need more instruction. I will then explain to them that based on
their playdough cells I have shaped the next lesson.
Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and For example: Engage (Initiate here, carry
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social, through the lesson.)
and cultural characteristics to promote connections and engagement.)
Activate learning (Hook): (State how you will begin the lesson to engage the students.
Engage: To get the students
engaged in the lesson I have
planned a “Do Now” which is the
Padlet.
Introduction: I would like all my scientists to turn on their science brains because today we are For example: Explore (initiate here, may
going to explore why trees and other plants that do not have a skeleton can stand up straight like repeat throughout the lesson.)
animals that do have a skeleton. Explore: To get the students to
explore I am asking them to think
Activity: Scientists we are going to start our science lesson by spending 5 minutes on a Padlet. On about why a tree can stand without a
this Padlet you will see a picture of a phenomenon, which is a deer standing in front of a tree. On the skeleton. To do this the students will
Padlet I want you to write how you think the tree can stand if it does not have a skeleton like the need to refer to their prior
deer does. It is ok if you do not think you know the right answer, I just want you to try your best. knowledge and make inferences
After you are all finished with the Padlet we will look at some of your responses and decide what based on their prior knowledge.
responses we like the most and why.
(Then I will explain why the tree can stand without a skeleton. This will then launch us into the
main part of the lesson when I teach the students about plant and animal cells.)
*This is the phenomenon I will put in the Padlet for the students to see to start our lesson on cells*

Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the For example: Explore, Explain (Extend, E-
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning. learning, Elaborate, Evaluate if
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
appropriate)
1) The teacher will use a PowerPoint to teach the students about cells
2) The students will take notes on important information
3) The teacher will guide students in note taking and state important details for note taking
4) The teacher will ask the “students which microscope picture is an animal cell and which
microscope picture is a plant cell. Why?”
5) The students will state what type of cells are shown in the microscope picture and explain
why.
6) The teacher will play a video about cells
7) The students will watch the video about cells
8) The teacher will get the students excited about building a cell out of playdough
9) The teacher will pass out playdough and cell organelles labels to students
10) Students will build the cell of their choice with the playdough and use the cell organelles
labels to label their organelles.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the For example: Explain, Evaluate
standards addressed in the lesson. What process or strategy will be used? Explain: After I am finished talking
The teacher will take pictures of the student’s playdough cells to use as a formative assessment to to the students about what they put
make plans for the next lesson. on the Padlet I will explain the
reason why a tree can stand without
The teacher will restate the phenomenon question and ask the students “How can a tree stand a skeleton. Then I will official start
without a skeleton?” explaining to the students about
plant and animal cells.
The students will answer the phenomenon question with their new cell knowledge.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
To meet the needs of individual students I could print of the PowerPoint slides so they do not have
to take notes. I could also allow the students to draw the cells instead of them having to use
playdough to make a cell. I could also use more videos if the students learn better with videos
instead of definitions. The possibilities of how I could modify this lesson are endless.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
 Padlet (That I made)
 Phenomena picture from https://www.georgiascienceteacher.org/phenomena?filterT=276
Peacock, J. S. (2020, August 14). How can a tree stand without a skeleton? Georgia Science
Teachers Association. https://www.georgiascienceteacher.org/phenomena?filterT=276
 PowerPoint (That I made)
 Cell video from: https://www.youtube.com/watch?v=OssfJpkEjLk
2-minute classroom. (n.d.). Plant Cell vs Animal Cell. https://www.youtube.com/watch?
v=OssfJpkEjLk
 Playdough
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
 https://www.georgiascienceteacher.org/phenomena?filterT=276
 https://www.keslerscience.com/plant-and-animal-cells-lesson-plan-a-complete-science-
lesson-using-the-5e-method-of-instruction/
 https://sciencing.com/list-cell-organelles-functions-5340983.html

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
  Essential Questions: https://www.learningpersonalized.com/using-essential-questions-
engage-student-inquiry/
 Essential Questions: https://www.scholastic.com/teachers/articles/teaching-content/essential-
questions/
Connections to Technology and/or the Arts:
The teacher will show students pictures of plant and animal cells from a microscope. The teacher
will discuss that a microscope is technology that used to make small things bigger.