Lesson Plan Guide

Teacher Candidate: Callie Adams Date: December 4, 2017

Grade and Topic: Grade Level 4 Science; Topic: Given a diagram of a plant and animal cell, the student will recognize and label the basic structures with 100%
accuracy.

Length of Lesson: (1) lesson consisting of seventy-five minutes

Mentor Teacher: Professor Brian Johnson School: University of Memphis IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is a part of a unit plan on plant and animal cells.

LESSON OBJECTIVE:
TSBAT, given a chart of the organelles of the plant cell, the student will recognize the structures and define the
basic characteristics with 100% accuracy.
TSBAT, given a chart of the organelles of an animal cell, the student will recognize the structures and define the
basic characteristics with 100% accuracy.
TSBAT, given the appropriate resources (i.e. list of organelles, information from the video and interactive
activities), the student will define cell and explain the shared organelles and characteristics of plant and animal
cells and their differences with 100% accuracy.

* 100% accuracy indicates that a student has mastered a skill and completely understands the concepts of a
lesson, however for ELLs and students with special educational needs, this may be a very unrealistic
expectation. Students with certain attributes can qualify (if necessary) for assessment and activity
accommodations and modifications (such as, extra time to complete a test, assignment, or activity, individual
assessment, oral assessment instructions, etc.).

STANDARDS ADDRESSED:
TN State Standards Grade 4 (Life Science): Standard 1 Cells
TN State Standard 0407.1.1
Conceptual Strand 1: All living things are made of cells that perform functions
necessary for life.
ISTE Standard: 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:
Website (Cells with Bill Nye the Science Guy on YouTube) (with English subtitles to accommodate ELLs
and/or students with special needs): https://www.youtube.com/watch?v=7bDpYZsC8mQ
Interactive activity #1 (plant cell game):
http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_game.htm
Interactive activity #2 (animal cell game): http://www.sheppardsoftware.com/health/anatomy/cell/cell_game.htm
Fill-in-the-blank chart for plant and animal cells, to be completed using the computer, during the interactive
activities (handout to support the plan) (see below A.)
 Word list of cell organelles (on handout) (also, Key Terms):

Lysosome Cell Wall Cell Membrane Centrioles Nucleolus

Nucleus Chlorophyll Cytoplasm Golgi Bodies Endoplasmic Reticulum
Vacuole Mitochondria Nuclear Membrane Ribosome Chloroplasts

Graphic organizer of plant and animal cells, created on Inspiration 9 or a similar program (a student sample) (see
below B.)

A. Fill-in-the-blank chart of the organelles (handout to support the plan)

Directions: Complete the chart.

Organelle Function (Job) Animal Cell Plant Cell Both
1. Ex. Lysosome Breaks down Yes Yes Yes
dead cells
2. Nucleus

3. Cell Wall

4. Chlorophyll

5. Cell Membrane

6. Cytoplasm

7. Centrioles

8. Golgi Bodies

9. Nucleolus

10. Endoplasmic
Reticulum
 B. A student sample graphic organizer

BACKGROUND and RATIONALE:

The key concepts of the lesson are: 1. Cells are the building blocks of all living things. 2. Plant and
animal cells contain various organelles that function to support survival, growth, behavior, and
reproduction. 3. There are distinct differences between plant and animal cells.
The critical academic language addressed in this lesson are: cell, cell wall, cell membrane, cytoplasm,
nucleus, vacuole, chloroplast, lysosome, chlorophyll, mitochondria, ribosome, nuclear membrane,
nucleolus, endoplasmic reticulum, Golgi bodies, and centrioles.
This lesson connects with the previous lesson (TN standard 0407.1.1: Recognize that cells are the
building blocks of all living things.) Prior to this lesson, students learned how to recognize a living
organism and the definition of cells (What are cells?)
This lesson will be built upon in subsequent lessons in which students will learn how cell parts keep the
cell alive.
The lesson and/or technology use will be modified to meet the needs of diverse learners (ELLs or students with
special needs). Differentiated activities and/or assessments are planned to meet the needs of diverse learners and
 students who do not master the objectives upon assessment. Also, various problems have been anticipated and
contingency plans have been created (see Modifications).

PROCEDURES AND TIMELINE:

Introduction:
Warm-up: Hello, fourth grade explorers! Thanksgiving Day is almost here! Do you remember what we discussed
during yesterdays lesson? Yes, cells are the basic building block of all living things. What is your favorite food to
eat at Thanksgiving? Do you like to eat turkey or corn? What about pumpkin pie? Corn and pumpkins have plant
cells since they are plants. A turkey is a type of bird and birds are animals, thus a turkey has animal cells. Where
else could we find plant and animal cells? Share your ideas with your group and the class. 5 minutes. (Teacher
engages students with enthusiasm about the lessons concepts and prompts students to consider questions about
the topic - plant and animal cells.)
Procedures:
Activities:
1. Students will watch a video on YouTube ( https://www.youtube.com/watch?v=7bDpYZsC8mQ ) (with English
subtitles to accommodate ELLs) about plants and animal cells. 25 minutes. (The video is approx. 22 minutes, but
the teacher will pause the video, if needed, to further explain a concept, ask the students a question, and/or answer
students questions.)
2. Following this activity, students will be paired with a partner and they will receive a laptop to complete the two
interactive activities on plant and animal cells -
http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_game.htm and
http://www.sheppardsoftware.com/health/anatomy/cell/cell_game.htm 15 minutes.
3. In their small groups (approx. 2 students in each group), students will complete the fill-in-the-blank chart of the
organelles of both cell types. 10 minutes. This chart can be completed as the students do the interactive activities
for plant and animal cells or following the activities using additional internet research per an engine search (i.e.
Google or Bing). If students finish the interactive activities and the chart sooner than anticipated, they can begin
to work on their graphic organizers (a contingency plan).
4. Students will create a graphic organizer of plant and animal cells. 20 minutes. During the lesson (pair work with
interactive activities, handout, and graphic organizer assignment) the teacher is available to the students if any
questions should arise. The teacher also maintains a meandering presence in the classroom to reduce student
distraction and increase awareness of computer usage.
Closure:
The teacher will discuss the differences between a plant cell and an animal cell with the students.
Students will respond orally to questions. What organelles are found in plant cells? What organelles
are found in animal cells? Why do they need different organelles? What will happen if one of the
cell parts stopped working? (These questions could be used as an introduction to the subsequent
lesson.) As time allows.
A random selection of students will have the opportunity to present their graphic organizers to the whole
class. As time allows.

ASSESSMENT EVIDENCE:
Students will be assessed on their ability to meet the lessons objectives of recognizing and defining the structures
and basic characteristics of the organelles of plant and animal cells via the fill-in-the-blank chart. Students will
also be assessed on the content of their graphic organizers. The graphic organizers demonstrate the students
abilities to meet the lessons objectives by recognizing and defining the individual structures of plant and animal
cells, their shared characteristics, and their differences.
The students graphic organizers of the two basic cell types will be evaluated based on: participation and
cooperation during pair work, time management and ability to stay on task (included in the participation score
on the rubric), and the accuracy and neatness of the graphic organizer.
Rubric for the graphic organizer:
# Poor 1 Needs Very Good 3 Excellent 4 Score
Improvement
2
Participation Very little or no Participated Good Excellent 50 points
and Time participation somewhat with participation participation
Management with team team and/or with team with team
and/or partner. partner. Mostly and/or partner. and/or
Did not completed the Completed the partner.
complete the graphic graphic Completed
graphic organizer. organizer the graphic
organizer. within time organizer
limit. within time
limit.
Graphic Graphic The layout of Graphic Graphic 50 points
Organizer organizer is the graphic organizer is organizer is
missing organizer is neatly designed neatly
information somewhat and labeled. All designed.
and/or difficult neatly organelles are Cell types are
to read designed. Cell included and correctly
(disorganized). types are labeled. May labeled and
labeled. Some contain less are not
organelles may than 2 small missing
be missing or errors that do organelles.
incorrectly not interfere Graphic
labeled. with organizer is
understanding free from any
of graphic errors.
organizer.
Total Score: 100 points

MODIFICATIONS:
For students who did not master the objectives of the lesson, additional instruction will be provided through
centers, small group support (approx. 4 students) with the teacher, and activities that reinforce the lessons
concepts. Accommodations and modifications for assessments and activities will be made for ELLs and students
with special educational needs. Examples of these accommodations and modifications are: additional time to
complete an assessment, assignment, or activity, individual assessment, and assessment instructions read aloud to
the student.
Students who did master the lessons objectives and are ready for enrichment activities will continue to expand
upon their skills with plant and animal cells. Additional activities that are increasingly challenging will be offered
to these students. These students will encounter the subsequent lessons main concept of how cell parts
(organelles) collaborate to keep the cell alive.