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LESSON PLAN TEMPLATE

Name: Cheyenne Mathis Date: Monday, November 2017

Lesson Title: Cells Grade/Level: 5th Grade Science


Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
GLE 0507.1.1 Distinguish between the basic
structures and functions of plant and animal cells. Central Focus: What is a cell?

5.FL.WC.4 Know and apply grade-level phonics and


word analysis skills when encoding words; write
legibly.
a. Spell grade-appropriate words correctly,
consulting references as needed.
b. Write legibly in manuscript and cursive.

5.FL.SC.6 Demonstrate command of the conventions


of standard English grammar and usage when
speaking and conventions of standard English
grammar and usage, including capitalization and
punctuation, when writing.
- Explain the function of conjunctions, prepositions, and
interjections as used in general and in particular sentences.
- Form and use the perfect verb tense.
- Use verb tense to convey various times, sequences, states, and
conditions.
- Recognize and correct inappropriate shifts in verb tense.
- Use correlative conjunctions.
- Use punctuation to separate items in a series.
- Use a comma to separate an introductory element from the rest of
the sentence.
- Use a comma to set off the words yes and no, to set off a tag
question from the rest of the sentence (e.g., Its true, isnt it?), and
to indicate direct address.
- Use underlining, quotation marks, or italics to indicate titles of
works.
- Write multiple cohesive paragraphs on a topic.
Lesson Objective(s)
Objectives are measureable.
- (Teacher Version) Students will be able to identify the major parts, organelles, in the animal cell such as, the
nucleus, cell membrane, mitochondria, and small vacuoles animals cells.

- (Student Version) I can tell what an animal cell is along with the cells organelles (nucleus, cell membrane,
mitochondria, and small vacuoles).

Vocabulary/ Academic Language


What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
- Animal Cell - Nucleus
- Cell Membrane - Mitochondria
- Small Vacuoles - Organelles

Questions for higher order thinking and assessment


These cannot be answered by yes or no.
- Do I understand what each organelle does, and how they work together to make up the cell? Why or why not?

Assessment/Evaluation

Informal: H
ow will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
At the end of the lesson, students will have a writing prompt. The students will answer the writing prompt question
What do I know about cells? The students would write everything they know about cell. This is a great way for the teacher
to know what the students already know, or what they need a little more review on before actually teaching the material.
Also, it is a great way to work on their cursive writing and paragraph formantation.
Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

Materials
What do you need for this lesson?
- Paper & Pencil
- Chromebooks
- Powerpoint

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will come into class and do their warm up question(s) that they have every day.
The students have a scientific notebook that they will answer their warm ups in the question of the day is...
- What do you know about cells?

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher would read a short book called Cell City. This book is a short and fun way to get students engaged on what
they are about to learn and research.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will give the students a little lesson on research by showing them with her computer and promethean board.
The teacher will reteach/teach the students how to research. The teacher will show them what are good site and what are
bad site to get information from. The teacher will show them keywords, in order, to search exactly what they are looking
for.

Guided and Independent Practice


This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The students will go and get their assigned chromebook from the cart. They will then begin their research with a friend.
The students will be looking up what does a cell do? What does a cell look like? The students will begin to explore to see
what they come up with. After the students have spent some time looking these questions up, the teacher and the students
will all go back to the meeting carpet and talk about what the students found.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will direct the students to go back to their desk with a piece of paper. The students will fold their paper
hamburger style, and the teacher will direct the students to draw a picture of what they researched on one side. On the
second side, they will write a short paragraph of what they found in their research.

Adaptations to Meet Individual Needs


How will you adapt the instruction to meet the needs of individual students?
The students are able to work in groups. This allows students to collaborate ideas together, and it gives extra help they
may need. The teacher will be walking around the classroom listening to their ideas on what they found on their research.
The teacher will also give guidance and help to those students who need it.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson allows students to work on their writing and research skills along with learning a new topic. Research allows
them to take what they have read and apply what they have learned. It is a great research and reading comprehension
skills for them to obtain.

LESSON PLAN TEMPLATE

Name: Cheyenne Mathis Date: Tuesday, November 2017

Lesson Title: Cells Grade/Level: 5th Grade Science


Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
GLE 0507.1.1 Distinguish between the basic
structures and functions of plant and animal cells. Central Focus: What are organelles?
Lesson Objective(s)
Objectives are measureable.
- (Teacher Version) Students will be able to identify the major parts, organelles, in the animal cell such as, the
nucleus, cell membrane, mitochondria, and small vacuoles animals cells.

- (Student Version) I can tell what the cells organelles are (nucleus, cell membrane, mitochondria, and small
vacuoles).

Vocabulary/ Academic Language


What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
- Chloroplast - Nucleus
- Cell Membrane - Mitochondria
- Small Vacuoles - Organelles
- Large Vacuole - Cell Wall

Questions for higher order thinking and assessment


These cannot be answered by yes or no.
- What are organelles?
- What does each organelle do?
- Why is it important for each organelle to work the correct way?
- (What is the bigger picture of how each little organelle makes up the whole cell?)

Assessment/Evaluation

Informal: H
ow will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
At the end of the lesson, students will turn in an exit ticket that answers two questions.
- What did the student learn from the lesson today?
- What does the student want to learn more about?

Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

Materials
What do you need for this lesson?
- The teacher will need to set up the classroom into six centers before the students come in.
- Each center will need the information that they need to remind them what each organelle is, plus the metaphor
worksheet for them to write their words on.
- The teacher will need a promethean board and pen.

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will come into class and do their warm up question(s) that they have every day.
The students have a scientific notebook that they will answer their warm ups in the question of the day is...
- What do you think an organelle is?

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will be split up into groups based upon the group that they will be in during the guided and independent
practice center activity. The students will have puzzle pieces of organelles they will have to put together to see which group
can complete the puzzle the fastest.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will use an interactive powerpoint on ActivInspire to ensure that the students are engaged in the lesson. The
lesson will have a picture of each organelle and a description of its function. The powerpoint will be very interactive for the
students to erase to find the answer, match different definitions with the word, along with other interactive slides. To wrap
up the lesson, the teacher will show them a cell rap video on youtube before they move on into independent practice.
https://www.youtube.com/watch?v=-zafJKbMPA8

Guided and Independent Practice


This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The teacher will already have the six stations set up for the Metaphorical Cell Activity. The teacher will explain that the
students will separate into six different groups with three to four students per group. Each group of students will be given
two organelles to focus on. At each station, it will have the two organelles listed and paper with empty boxes. The students
will write their name and group number on the top of their paper to receive credit. The students will make a list of two or
more things they could use as a metaphor for each organelle. The teacher would review with them what a metaphor is. (A
metaphor is a comparison of two things that are not alike without using the words like or as.) The teacher will give the
students an example. The teacher will say, For example, the nucleus controls the the cells activity, so what is something in
our body that helps control us? The students will give their answers, and the teacher will say, The brain is what controls
our bodies. Therefore, the nucleus is the brain of the cell. So, in the students box for the nucleus organelle the students
can write the brain for one of their answers. The teacher will remind the students to defend and explain each answer that
you use. After the first station, the students will read the organelles and their functions as well as the other students from
different groups. Students are not allowed to use the same word as another group. If someone in your group does not
understand another groups thinking of why the chose that word, the student will highlight that word. After everyone has
completed all six stations, each group will explain and defend the word they chose for each organelle. Students will have
five minutes at each station.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
After all the stations are completed by the students, the teacher and the students will come together on the carpet to
explain what each group chose and why they chose that particular word. The teacher will ask question to scaffold class
discussion, while the students answer the teachers guiding questions.

Adaptations to Meet Individual Needs


How will you adapt the instruction to meet the needs of individual students?
The students will work in groups, which tends to help struggling students. The teacher will pick the groups of the students,
and the teacher will make sure to mix up the struggling students and the higher students. The teacher will also allow more
time if she see that they need a little bit more time.

Cross-curricular connections
State connections between the material covered and other content areas.
The activity that the students are doing has to do with metaphors, so the teacher is incorporating science, language,
writing, and higher order thinking because this activity requires them to acquire knowledge that they know, what they
have recently just learned, and apply the two together in order to think outside of the box to come up with an answer.

Resources: Teachers Pay Teachers, Pinterest, & YouTube

LESSON PLAN TEMPLATE

Name: Cheyenne Mathis Date: Wednesday, November 2017

Lesson Title: Cells Grade/Level: 5th Grade Science


Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
GLE 0507.1.1 Distinguish between the basic
structures and functions of plant and animal cells. Central Focus: What is an animal cell?

5.FL.WC.4 Know and apply grade-level phonics and


word analysis skills when encoding words; write
legibly.
a. Spell grade-appropriate words correctly,
consulting references as needed.
b. Write legibly in manuscript and cursive.

Lesson Objective(s)
Objectives are measureable.
- (Teacher Version) Students will be able to identify the major parts, organelles, in the animal cell such as, the
nucleus, cell membrane, mitochondria, and small vacuoles animals cells.

- (Student Version) I can tell what an animal cell is along with the cells organelles (nucleus, cell membrane,
mitochondria, and small vacuoles).

Vocabulary/ Academic Language


What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
- Nucleus - Small Vacuoles
- Cell Membrane - Mitochondria
- Organelles - Cytoplasm

Questions for higher order thinking and assessment


These cannot be answered by yes or no.
- What is an animal cell?
- Which organelles that we talked about yesterday go into the animal cell?

Assessment/Evaluation

Informal: H
ow will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
Students will have a journal entry in their scientific notebook with an animal cell flipchart. It will have the big picture of
an animal cell along with a picture of each organelle within an animal cell. Under each organelle will be a flip organelle,
and underneath the organelle, the students will describe what that organelle does when we discuss it in our lesson.

Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

Materials
What do you need for this lesson?
- Sugar Cookies
- Icing
- Ziplock baggies with a vanilla wafer, jelly beans, raisins, lifesaver gummy, cherry twizzler.
- Worksheet(s)
- Flip charts
- Scientific Notebook
- Powerpoint

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will create the animal cell flipchart in their scientific notebook, but they will not write underneath the flap of
the flip organelle until we discuss it within our lesson.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will have an anticipatory guide. The guide will have three columns: one column will have a list of the
organelles, the second column will be the student's prediction (Do they think the organelle will be in the animal cell?), the
third column will be a reflection over the lesson at the end (Was my prediction correct?).

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The students and teacher will read together pages 18-21 in the Science textbook. Then, the teacher will present a
powerpoint with an animal cell along with the organelles that are inside of an animal cell. When the teacher is discussing
this with the students, the students will write down what they see on the powerpoint in their scientific notebook animal cell
flip chart for reference later on.

Guided and Independent Practice


This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After the powerpoint is presented, the teacher will explain to the students how to make an edible animal cell out of a sugar
cookie and candy. The students will be given a sugar cookie and a bag of organelles to put on their cookie. The teacher
will walk the students through each organelle. The teacher will ask the students what does the ________ do? (nucleus,
vacuole, mitochondria, etc.) Then, the teacher will tell the students to pick up that organelle, and the teacher will tell and
show them where it should go. The teacher will also pass out a piece of paper to each student when they are given the
supplies for the cell. The paper will have a picture of what the finished product should look like along with a list of each
organelle item. For example, a vanilla wafer will be used as a nucleus.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will then take a picture of each student with their finished animal cell. The teacher will have those developed
for the next day to hang up with their writing. The teacher will then instruction the students to pick up a piece of paper,
and the students should write, in cursive, each step of how they created their animal cell. This allows the students to work
on sequencing and cursive handwriting.

Adaptations to Meet Individual Needs


How will you adapt the instruction to meet the needs of individual students?
The teacher will allow students plenty of time to work on the assignment. The teacher will also walk around to help and
guide the students if need be. The teacher will go step by step on the animal cell activity. The teacher will also give them
individual bags to help save a little time.

Cross-curricular connections
State connections between the material covered and other content areas.
The writing assignment at the end allows students a chance to work on their cursive handwriting, writing skills, and
sequencing. This allows student to create a masterpiece because they know it will be hung up inside the classroom for
everyone to see, so the students will want it to be their best work.
Resources: Teachers Pay Teachers & Pinterest

LESSON PLAN TEMPLATE

Name: Cheyenne Mathis Date: Thursday, November 2017

Lesson Title: Cells Grade/Level: 5th Grade Science


Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
GLE 0507.1.1 Distinguish between the basic
structures and functions of plant and animal cells. Central Focus: What is a plant cell?

5.FL.WC.4 Know and apply grade-level phonics and


word analysis skills when encoding words; write
legibly.
a. Spell grade-appropriate words correctly,
consulting references as needed.
b. Write legibly in manuscript and cursive.

5.FL.SC.6 Demonstrate command of the conventions


of standard English grammar and usage when
speaking and conventions of standard English
grammar and usage, including capitalization and
punctuation, when writing.
- Explain the function of conjunctions, prepositions, and
interjections as used in general and in particular sentences.
- Form and use the perfect verb tense.
- Use verb tense to convey various times, sequences, states, and
conditions.
- Recognize and correct inappropriate shifts in verb tense.
- Use correlative conjunctions.
- Use punctuation to separate items in a series.
- Use a comma to separate an introductory element from the rest of
the sentence.
- Use a comma to set off the words yes and no, to set off a tag
question from the rest of the sentence (e.g., Its true, isnt it?), and
to indicate direct address.
- Use underlining, quotation marks, or italics to indicate titles of
works.
- Write multiple cohesive paragraphs on a topic.

Lesson Objective(s)
Objectives are measureable.
- (Teacher Version) Students will be able to identify the major parts, organelles, in the plant cell such as, the
nucleus, cell wall, chloroplast, cell membrane, mitochondria, and small vacuoles plant cells.

- (Student Version) I can tell what a plant cell is along with the cells organelles (nucleus, cell wall, chloroplast, cell
membrane, mitochondria, and large vacuole).

Vocabulary/ Academic Language


What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
- Plant Cell - Nucleus
- Cell Membrane - Mitochondria
- Organelles - Chloroplast
- Large Vacuole - Cell Wall

Questions for higher order thinking and assessment


These cannot be answered by yes or no.
- What is a plant cell?
- How does a plant cell differ from an animal cell?
- What organelles are in a plant cell?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
Students will have a journal entry with a plant cell that is similar to their animal cell. It will have the big picture of a plant cell along with a picture of
each organelle. Under each organelle will be a flip organelle, and underneath the organelle the students will describe what that organelle does.

Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

Materials
What do you need for this lesson?
- Graham Crackers
- Icing
- Ziplock baggies with a vanilla wafer, jelly beans, raisins, lifesaver gummy, cherry twizzler, green sprees, and
green sour punch straws.
- Worksheet(s)
- Flip charts
- Scientific Notebook
- Powerpoint

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will create the plant cell flipchart in their scientific notebook like they did with the animal cell yesterday, but
they will not write underneath the flap of the flip organelle until we discuss it in our lesson.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will have an anticipatory guide. The guide will have three columns: one column will have a list of the
organelles, the second column will be the student's prediction (Do they think the organelle will be in the plant cell?), the
third column will be a reflection over the lesson at the end (Was my prediction correct?).

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will present a powerpoint with a plant cell along with the organelles that are inside of the plant cell. When the
teacher is discussing this with the students, the students will write down what they see on the powerpoint in their scientific
notebook plant cell flip chart for reference later on.

Guided and Independent Practice


This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After the powerpoint is presented, the teacher will explain to the students how to make an edible plant cell out of a graham
cracker and candy. The students will be given a graham cracker and a bag of organelles to put on their graham cracker.
The teacher will walk the students through each organelle. The teacher will ask the students what does the ________ do?
(chloroplast, nucleus, vacuole, mitochondria, etc.) Then, the teacher will tell the students to pick up that organelle, and the
teacher will tell and show them where the organelle should go. The teacher will also pass out a piece of paper to each
student when they are given the supplies for the cell. The paper will have a picture of what the finished product should
look like along with a list of each organelle item. For example, the sour punch straws will be the cell wall. The teacher will
then take a picture of each student with their finished plant cell. The teacher will have those developed for the next day to
hang up with their writing. The teacher will then instruction the students to pick up a piece of paper, and the students
should write a couple of paragraphs, in cursive, of each step describing how they created their animal cell. This allows the
students to work on sequencing their cohesive paragraphs in cursive.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will pass out a venn diagram exit ticket to the students. The work sheet will have a venn diagram on it, and the
organelles will be at the bottom of the page with a line beside the word. The students will cut out the organelles and glue
them on the correct side. Once they are all glued down, the students will write on the blank what each organelle does. For
example, the nucleus is the brain of the cell.

Adaptations to Meet Individual Needs


How will you adapt the instruction to meet the needs of individual students?
The teacher will allow students plenty of time to work on the assignment. The teacher will also walk around to help and
guide the students if need be. The teacher will go step by step on the plant cell activity. The teacher will also give them
individual bags and icing their graham cracker beforehand to help save a little time.

Cross-curricular connections
State connections between the material covered and other content areas.
The students will not only learn about science, but they will also use their cursive handwriting and writing cohesive
paragraphs about plant cells. The teacher will also incorporate cells in as many things as she can. For instance, when
solving math problems we can use cells like if you have two different types of cells, but you have 5 of each cell type, how
many do you have? 5 x 2 = 10 The students will be writing and reading about cells as well. Students are learning how to
compare and contrast two things along with cursive writing skills.
Resources: Teachers Pay Teachers & Pinterest

LESSON PLAN TEMPLATE

Name: Cheyenne Mathis Date: Friday, November 2017

Lesson Title: Cells Grade/Level: 5th Grade Science


Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
GLE 0507.1.1 Distinguish between the basic
structures and functions of plant and animal cells. Central Focus: What is the difference between a plant and
animal cell?
5.FL.WC.4 Know and apply grade-level phonics and
word analysis skills when encoding words; write
legibly.
a. Spell grade-appropriate words correctly,
consulting references as needed.
b. Write legibly in manuscript and cursive.

Lesson Objective(s)
Objectives are measureable.
- (Teacher Version) Students will be able to identify the major parts, organelles, in the animal and plant cell such
as, the nucleus, cell membrane, mitochondria, and small vacuoles.
- Students will be able to compare and contrast the basic structures and functions of plant and animal cells.

- (Student Version) I can tell what an animal cell is along with the cells organelles (nucleus, cell membrane,
mitochondria, and small vacuoles).
- I can compare and contrast the basic structures and functions of plant and animal cells.

Vocabulary/ Academic Language


What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
- Animal Cell - Nucleus
- Cell Membrane - Mitochondria
- Small Vacuoles - Organelles
- Plant Cell - Chloroplast
- Large Vacuole - Cell Wall

Questions for higher order thinking and assessment


These cannot be answered by yes or no.
- How can you tell the difference between an animal and plant cell?
- What does a plant cell have that an animal cell does not have?

Assessment/Evaluation
Informal: H
ow will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?

Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
Students will be given a unit test as their formal assessment for the unit of cells. This test will be two parts. The teacher will
explain that the students will draw a picture of an animal and plant cell with each organelle described. Then, the students
will write a paragraph or two that will explain what an animal and plant cell does, and they will explain how they are
different. The teacher will pass out the test, and walk around helping any students who do not understand what the
question is asking, and observing to make sure no one is cheating. Students will stand up and turn their test in on the
guided reading table. Then, they will pick up their assigned plickers card, and they will wait until everyone is done before
the plickers test starts. While the students are waiting, they will read a book until everyone is finished. The written part of
the test will be apart of their plickers test grade for the final unit.

Materials
What do you need for this lesson?
- Plickers Card
- Animal and Plant Cell Test
- Scientific Notebook
- Animal and Plant Cell Warm Up Sheet
- Anticipatory Guide
- Powerpoint

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
Students will come in and grab their daily warm up journal like normal, and they will pick up a plant and animal cell sheet
to glue into their warm up journal. On this sheet, the students will cut out the different parts of the cell, and the student
will glue the cell parts into the cell. While students are doing their warm up, the teacher will be taking attendance and
assisting any students who may need a little extra help, which should not be many considering this is test day.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will have an anticipatory guide. The guide will have four columns: one column will have a list of the
organelles, the second column will be animal cell, the third column will be plant cell, and the fourth column will be for
them to check their predictions off of what they have recently learned. The students will pull out their other two
anticipatory guide to compare and contrast the two cells. They will then mark the fourth column.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher
order thinking and problem solving, etc.
The teacher will go through an interactive powerpoint with the students combining all of the material that they have
learned in the past few days.

Guided and Independent Practice


This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
The teacher will have the students draw a picture of an animal and plant cell with each part of the cell. Then, the students
will write a paragraph or two that will explain what an animal and plant cell does, and they will explain how they are
different. This little activity will be the written part of their plickers test grade for the final unit.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will give the students a plickers test, which will determine their knowledge on plant and animal cells. The
teacher will pass out an assigned plicker to each student. The students will read the question on the board, and they will
answer A, B, C, or D with their plicker. When they have the final answer, they will put it in front of their face to show that
they are ready for the teacher to scan their answer.

Adaptations to Meet Individual Needs


How will you adapt the instruction to meet the needs of individual students?
The teacher will allow extra time for students if need be. If a student has a hard time seeing the board or
understanding/reading the question, the teacher will read the question to the students outloud.

Cross-curricular connections
State connections between the material covered and other content areas.
This activity allows technology to be used within the classroom along with showing children how to compare and contrast.
Also, this allows them to test online to get ready for the future along with jogging their memory to remember exactly what
they learned by giving them free rein to draw exactly what they remember. The paper part of the unit test shows what they
actually know veruses just giving them a multiple choice plickers test, where they can guess if they do not know.

Resources: Teachers Pay Teachers & Pinterest

UNIT PLAN TEMPLATE

Name: Cheyenne Mathis Date: (Monday-Friday) November 2017

Subject/Content: Science Grade Level: 5th Grade

Curriculum Standards Unit Goals


State Curriculum Standards Create goals that are observable
GLE 0507.1.1 Distinguish between the basic - The students will know what an animal and plant
structures and functions of plant and animal cells. cell is.
- The students will know what organelles go in which
GLE 0507.1.2 Compare and contrast the basic cell.
structures and functions of plant and animal cells. - The students will know what each organelle does.
- The students will be able to compare and contrast
5.FL.WC.4 Know and apply grade-level phonics and the two different cells (animal and plant).
word analysis skills when encoding words; write - The students will be able to problem solve.
legibly. - The students will be able to write legibly in cursive.
a. Spell grade-appropriate words correctly,
consulting references as needed.
b. Write legibly in manuscript and cursive.

5.FL.SC.6 Demonstrate command of the conventions


of standard English grammar and usage when
speaking and conventions of standard English
grammar and usage, including capitalization and
punctuation, when writing.
- Explain the function of conjunctions, prepositions, and
interjections as used in general and in particular sentences.
- Form and use the perfect verb tense.
- Use verb tense to convey various times, sequences, states, and
conditions.
- Recognize and correct inappropriate shifts in verb tense.
- Use correlative conjunctions.
- Use punctuation to separate items in a series.
- Use a comma to separate an introductory element from the rest of
the sentence.
- Use a comma to set off the words yes and no, to set off a tag
question from the rest of the sentence (e.g., Its true, isnt it?), and
to indicate direct address.
- Use underlining, quotation marks, or italics to indicate titles of
works.
- Write multiple cohesive paragraphs on a topic.
Activities Planned
List and/or describe the daily activities planned for the unit.
The students will have a journal entry everyday in their scientific notebook. The animal and plant cell flip charts, two of the
five entries will be taken up for a grade.
Day 1- The students will be in groups to research the cell topic.
Day 2- The students will be in groups of three to four for an organelle Metaphorical Cell Activity. Where the students have to
create a metaphor for each organelle inside the cell.
Day 3- The students will make an animal cell out of a sugar cookie.
Day 4- The students will make a plant cell out of a graham cracker.
Day 5- The students will have a review and then a two part unit test over the material covered.
Assessment
Informal: H
ow will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?

Formal: W
hat evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
Students will be given a unit test as their formal assessment for the unit of cells. The test will be into two different parts. The
written part of the test will be apart of their plickers test grade for the final unit.

- First part- The teacher will explain that the students will draw a picture of an animal and plant cell with each
organelle described. Then, the students will write a paragraph or two that will explain what an animal and plant cell
does, and they will explain how they are different. The teacher will pass out the test, and walk around helping any
students who do not understand what the question is asking, and observing to make sure no one is cheating. Students
will stand up and turn their test in on the guided reading table.
- Second part- Then, they will pick up their assigned plickers card, and they will wait until everyone is done before the
plickers test starts. While the students are waiting, they will read a book until everyone is finished.

The students will also have a cell project that they will receive a final grade on for their understanding of the cell unit. The
students will create their choice of an animal or plant cell. They will create this project at home using a cake, styrofoam
spheres, poster board, or anything of their choice. However, for the students who are less fortunate and can not buy materials,
the teacher will let the students check out materials from the teacher personally. That way students are able to be involved
with our unit activity, and they will not be penalized on the rubric for not being able to have help or their own materials for
this project.