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Lesson Plan Guide

Teacher Candidate: Ms. Meraleigh P. Holland Date: December 1st, 2018

Grade and Topic: 5th Grade & Science Length of Lesson: An Hour

Mentor Teacher: Annette S. Cornelius School: University of Memphis - IDT 3600


● How does an animal cell function, and what are the parts?

● Given an animal cell with a word bank for spelling, the student will be able to identify each part of the
cell correctly.
● The student will also be expected to work with team members to create a graphic organizer on how main
parts of the cell operates. The student will also be required to write a reflection paper on an animal cell
about what they learned through their research.

● TN.1.Life Science: Cells
- CS.1. All living things are made of cells that perform functions necessary for life.
 ISTE 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of

● Animal Cell Worksheet
● Textbook, dictionary and atlas as needed
● Paper and pencil, highlighters if wanted
● Computer
● Microsoft Word
● Internet access to
● Animal Cell Diagram Labeled
 Animal Cell
 The Structure & Function of a cell
 Animal Cell Parts and Functions
 A Quick Guide to the Structure and Functions of the Animal Cell
● What are the main functions of an animal cell?
● Academic Language is not addressed in IDT 3600.
● This lesson continues with the study of the interdependence of life and how it interacts with the
● Subsequent lessons will create ways the animal cell is involved in the world around them.
● I am aware that the lesson will be differentiated for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.


Activity 1
Before the computer
1. The teacher will pick groups of three to be a team for this project and give each team member an
animal cell worksheet.
2. Each group will divide the worksheet questions between each individual in the team, so each
individual will know which question that they need to research.
At the computer
1. The teacher will have all sites pulled up on every computer for the students to do their research with.
2. Each student will do their research, so they can answer the question that was assigned for them.
After the computer
1. Each student will go back to the rest of their team members at their table.
2. Each student will give a presentation to the rest of the team members to report the evidence that they
found for their question.
3. Each team will talk about all of the information that was gathered for each question that was given to
an individual.

Activity 2
Before the computer
1. Teacher will give every group an example of what the image is supposed to look like in their
document and review what all is supposed to be labeled on the diagram.
2. Students will discuss with their team what there diagram will look like. They will use all of the
information they gathered in activity 1.
3. Each group will also identify what role everyone will play during their presentation, as in typist,
speaker, and proofreader.
At the computer
1. The teacher will have Word pulled up on every computer.
2. Teams will create their diagram using Word and the information they gathered during their
worksheet. The diagram should include: title, each part of the cell labeled corrects, appropriate font, font
color, and no grammatical errors.
3. Students will print off their diagram and turn it in to the basket on the teacher’s desk.
After the computer
1. Each team will put their diagram on the white board and write each team member’s name on the white
2. Each team will present the class with the information that they have all gathered.
3. Each team will staple their animal cell worksheet together and turn it in.

 Closure: After all of the presentations are over, each student will write a one-page paper about
how they think that animal cells are used in the world that they live in.
● Students will turn in and present their diagrams as well as their reflection paper.
● Each team will score the same on the diagram and presentation, but each student will be graded
differently on the reflection paper.

Criteria Level 3 Level 2 Level 1

Graphic Organizer - Only 1-2 labels 3-4 labels are wrong. 5 or more labels are
Information provided that are wrong. wrong.
about the Animal Cell

Graphic Organizer - Diagram is well Diagram is well Diagram is not well

Organization constructed and constructed and easy organized and is
easy to to understand but difficult to
understand which may have some parts understand. Labels
labels go with the labeled wrong. are wrong.
parts of the cell.
Graphic Organizer - Diagram has a Diagram lacks 1 of Diagram lacks 2 or
Appearance title, picture of an the following: title, more of the
animal cell, picture of an animal following: title,
required font and cell, required font picture of an animal
font color. and font color. cell, required font and
font color.
Participation Student Student Student lacked
(Presentation) demonstrated demonstrated knowledge of animal
knowledge the knowledge but did cell.
animal cell. not speak clearly
and distinctly.
Reflection paragraph Reflection Reflection presented Reflection did not
presented thought though into how the present any thought
into how the cell cell is involved. into how the cell is
is involved. More than 2 involved. May or
grammar and may not have used
punctuation errors. correct grammar and

 I am aware that modifications will be made for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are
not part of this particular lesson.