Intern Name: Jamie Hewett

Lesson Title (Subject/Topic): Plant and Animal Cells

Grade: 5th
Length of Lesson: 45 minutes
Date Taught: 3/17/22
LESSON PLAN TEMPLATE
In this lesson…
Students will be learning about plant and animal cells. Identifying and
Overview describing the different organelles within each type of cell.

5.5 The student will investigate and understand that organisms are made of one
or more cells and have distinguishing characteristics that play a vital role in the
organism’s ability to survive and thrive in its environment. Key concepts
include
Standards of a) basic cell structures and functions;
Learning b) classification of organisms using physical characteristics, body structures,
and behavior of the organism; and
c) traits of organisms that allow them to survive in their environment.

How can scientists classify different organisms such as plant and animal
organisms?
Essential Questions How do cells from different organisms different and how are they similar?
What are the basic functions of the organelles?

Students will be able to…

To classify organisms based on their characteristics.
Objectives To differentiate between plant and animal cells.
Describe the structure of plant and animal cells

I can classify organisms by their distinguishing characteristics.

I can differentiate between plant and animal cells.
Learning Target I can then explain the different functions of the organelles in each cell.

All living things are made of cells with different structures and functions
Necessary Prior that help them survive.
Knowledge
● White board or paper
● Pencils
Materials ● Science Textbook (for reference)

Cells Cells - Parts of the Cell Rap

Have students watch the video, discuss what they feel is the most important
Introduction/Hook organelle.
Discuss projects that were assigned earlier in the week.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Plant and Animal Cells
Instructional ● Have students be taking notes on their own separate sheet of paper
● Have students be drawing little sketches of each of the different types of
Activities & cells
Strategies Plant and Animal Cell Diagram WS

● Organism
● Cell
● Organelle
● Nucleus
● Cell Membrane
Key Vocabulary or ● Cell Wall
Concepts ● Cytoplasm
● Vacuoles
● Chloroplast
● Mitochondria

Students must create a 3D model of each plant cell and an animal cell.
Assessments
● https://wordwall.net/resource/30220104/plant-vs-animal
Closure Activity
Students that need to use google translate are allowed to use their computers.
All instructions will be read out loud for all students to hear.
Students that need the instructions reread to them will be able to call/ ask either
teachers to read them.
Accommodations Students are allowed any extra paper that may need to help them solve the
conversions.
Students are allowed to raise their hands and are encouraged to ask for help if
they find anything confusing.

● http://mrsmills5.weebly.com/uploads/1/0/6/0/106097935/5.5_life_scienc
e_study_guide.pdf
● http://star.spsk12.net/science/science_05.htm
Resources ● https://www.solpass.org/science4-5/cells/print/5-5-living-systems-final-k
ey.pdf?section=study-12
● https://www.youtube.com/watch?v=-zafJKbMPA8

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Jamie Hewett
Lesson Title (Subject/Topic): Plant and Animal Cells
Date of Lesson Taught: 3/17/22
Cooperating Teacher & School: Mr. Cress at John B Dey Elementary
Grade: 5th grade

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
The first steps I did was figure out the objectituive. I first talked to Mr. Cress who told me how they were
starting their cell unit. Mr. Cress had already done a mini intro lesson into the topic and asked if I wanted to
further their understanding of the topic. Once I understood my goal; which was to help students
understand/review the new information that they just learned, I got to work. I used online resources to help
figure out the specifics to my lesson. Using other teachers' lesson ideas and asking questions on the escat
information that needed to be taught. To edit my lesson I used my mother, who is a teacher at a college. She
looked through to make sure that everything I was doing was attainable. I also used Mr. Cress who looked over
the lesson.

2. How did the SOLs and Objectives help focus your instruction?
The SOLs and Objectives allowed me to stay on the complete course of what students need to know for their
test. This specific topic is able to go in depth and as a senior in high school who is going to study biology
(specifically human cells) I knew just how detailed I could get if I wasn’t too careful. The objectives made sure I
stayed on a fifth grade level of knowledge. I still added a little more depth ideas to tease for the future, but I
made sure the main objective points were hit.

3. What parts of the instructional plan worked as you anticipated?

The PowerPoint was a complete hit. During the whole lesson the students were diligently taking notes one the
content I was covering. They also asked questions related to the topic that used points highlighted in
Powerpoint but expanded on them. The students also really enjoyed when I used the digital white board. I was
able to ask the students directly about the content they just learned. They were able to actually use that
knowledge to complete the sort.

4. What, if any, adjustments needed to be made once you began?

I would fix the WordWall activity because it did not end up working. I also think it would be interesting if I
added some extension of knowledge questions throughout the lesson. Having those questions would make the
students start to use their knowledge from more than one subject or unit to answer it. Really developing their
critical thinking skills. I would like to add some more pictures throughout the powerpoint.

5. How well did you anticipate the materials needed?

I anticipated the materials needed really well. The lesson itself didn’t need too much material. As fifth graders
they are starting to learn how to take notes on their own, which is a skill they will need in middle and high

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
school. The main materials were just having a paper and pencil to write with. If students didn’t have any of
those Mr. Ctess had extra pencils and a bunch of paper.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The assessment was an assessment that Mr. Cress created from previous years. Mr. Cress and I worked together
in creating this lesson. He had already started teaching the topic of the class before and wanted to see if after
my lesson the students could handle a quiz. The assessment results were highly successful. Many of the
students got APs and Ps. Most students were able to dijects the material and reflect that into their assessment.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I feel this lesson was super successful because the students were asking questions and were able to correctly
distinguish the different organelles in each related cell. Also after the lesson was taught Mr. Cress had asked
what the students thought about my teaching and if Mr. Cress was gone. Could I be able to teach them? All the
students said yes.

8. How did the time spent preparing for your lesson contribute to it’s success?
The time spent on preparing for the lesson allowed me to brush up on my own skills. Going back to the
foundations of my knowledge and remembering exactly how I first got introduced to the topic. It also helped me
remember some of my favorite lessons and activities related to the lesson; which then I could use as inspiration
for my own lesson.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I feel I would want to have more challenging material added throughout the lesson. This would expand the
student’s thoughts and get them thinking like sixth graders. Make the students obtain a deeper understanding
of the knowledge they obtained.

10. Any last comments/reflections about your lesson?

The class was absolutely wonderful and was a great class to teach. Very respectful and engaging. Asked
amazing questions and are going to be great sixth graders in this upcoming fall.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)