SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions

PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

DETAILS
Brooke Hebrank
Science
5th grade
November 10, 2014
The cell is the basic unit of structure and function for all
living things.
What is the basic unit of structure and function for all
living things?
What components make up a plant cell?
What components make up an animal cell?
S5.B.1.1.1: Recognize that all organisms are composed
of cells.
S5.B.1.1.3: Compare the structure and function of basic
cell parts in organisms (i.e., plants and animals).
Activity one:
Students will be able to analyze the book Cells Are Us
one time individually or with a partner.
Activity two:
Students will be able to match definitions and words
about animals cells and plant cells one time on iCell (on
the iPad) individually or partners.
Students will be to label an animal cell and a plant cell
one time individually or with partners.
Activity three:
Students will be able to create and define parts of their
own plant cell and animal cell out of construction paper
individually one time.
Activity four:
Students will be to compare and contrast an animal cell
and a plant cell individually or with partners.
Formative Assessment:
Students will demonstrate their knowledge of cells by
work comparing the app of the plant or animal cell to
the cell they are working on. They will use this for
guidance and reassurance that they are completing the
activity correctly throughout their process. The will fill
in the worksheets as the use the app.
Summative Assessment:
Students will have completed all three activities. These
activities will be checked for competition and accuracy.

ISTE Standards
for Students

Framework for
21st Century

Creativity and innovation

Apply existing knowledge to generate new ideas,
products, or processes
Use models and simulations to explore complex
systems and issues

CK

Learning

Accommodation
s, Modifications

Students will engage in the common core area of

science.
Students will engage in technology skills by using the Ipad
Student with a physical disability will have a magnetic
cell and cell parts to put together. They will also have a
magnetic prewritten venn diagram to sort in to plant
cell and animal cell and both categories.
Student with a physical disability will have precut parts
of a cell to help them create their cell.
Student with a physical disability will work with a
partner.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge

Hook/Lead-In/Anticipatory Set

Big Idea Statement

The basic unit of structure and function for all living
things is a cell.
Essential Questions Statement
What is the basic unit of structure and function for all
living things?
What components make up a plant cell?
What components make up an animal cell?
Objective Statement

Transition

Key Vocabulary
Both:
Cell Membrane thin, flexible, living cell covering
Nucleus the cell part that controls activities of other
cell parts
Nuclear Membrane the double membrane surrounding

the inside of the nucleus

Mitochondria the power house or digestive system of
the cell
Vacuole storage sac in a cell
Cytoplasm the jellylike fluid between the cell
membrane and nucleus
Endoplasmic Reticulum making and packaging system
connected to the nucleus
Golgi Apparatus packaging system
Ribosomes make protein for the cell

Plant:
Cell Wall the thick covering of a plant cell made from
nonliving fibers
Chloroplast the green cell organelle in producers that
traps sunlight
Animal:
Nucleolus round body inside the nucleus
Centrioles help the cell divide
Lysosome digests food and breaks down cell after cell
death
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

PreAssessment of Students

Modeling of the Concept

Activity One:
Students will read the book Cells Are Us.
Activity Two:
The student will thoroughly review the animal cell and
the plant cell on the app iCell
The student will use the iCell app to complete the iCell
Activity located in the Discovery Box.
Students will use the Animal Cell and the Plant Cell
drawings for the next activity. The iCell app should be
reviewed and used while the students label the cell.
Students will label each part of the animal cell.
Students will label each part of the plant cell.
Activity Three:
Students will create a plant cell using the pre-cut out
construction paper materials.
Students will use the label and definitions provided
inside the bag to label each part of the cell.
Activity Four:
Students will fill in the Venn Diagram that compares and

contrasts the parts of a plant cells to animal cells.

Students should also fill in the both column where the
plant and animal cell have the same parts.
Guiding the Practice

Providing the Independent Practice

Transition

Adaptations/Accommodations for Students with Special

Needs

Evaluation of
Formative Assessment:
the
Students will demonstrate their knowledge of cells by
Learning/Master
work comparing the app of the plant or animal cell to
y of the
the cell they are working on. They will use this for
Concept
guidance and reassurance that they are completing the
activity correctly throughout their process. The will fill in
the worksheets as the use the app.
Informal Assessment:
Students will have completed all four activities. These
activities will be checked for competition and accuracy.

Closure
Summary & Review of the Learning

Homework/Assignments

Reading
iPad
Materials
iPad app iCell
Technology
Construction paper cut outs of plant cell
Equipment
Construction paper cut outs of animal cell
Supplies
Labels of cell part & definitions
Animal cell label sheet
Plant cell label sheet
Venn Diagram
Cells Are Us by Dr. Fran Balkwill illustrated by Mic Rolph
Teacher

Self-reflection