Lesson Planning Template

Lesson Title: _Plant Cells__________ Grade:_6___

Learning Target:

Students will make observations about plant cells. Students will be able to identify the similarities found
between plant and animal cells. Students will be able to identify organelles unique to plant cells.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Interdisciplinary Connections (if
(ie: NCTM, IRA,…) Standards applicable)
6.LS.1: Cells are the
fundamental unit of life.

6.LS.3: Cells carry on specific

functions that sustain life.

Academic Language:

-Cell -Water vacuole -Endoplasmic Reticulum -Slide

-Organelle -Cell membrane -Lysosome -Cover slip
-Cell wall -Mitochondria -Ribosome -Solution
-Chloroplast -Golgi body -Cytoplasm
-Vacuole -Nucleus -Microscope

Students’ Needs:

-Students need a basic knowledge of microscope use.

-Students need a basic knowledge of animal cell structures.

English Language Learners Special Needs (can be a

Additional time will be
provided for writing
responses.
group such as “struggling
readers” or individuals)
Struggling readers will be
given additional time to
complete written responses.

All directions and questions Questions and directions

may be read orally to the may be read orally to the
student as needed. student as needed.

Answers may be provided

orally.
Materials: -Microscopes -Eye droppers
-Slides -Tweezers
-Cover slips -Scalpel/box cutter
-Elodea leaves -Pencils
-Onion (red) -Worksheets
-Salt water -Water

Language Function:

Students will Analyze plant cell structure. Students will Evaluate the purpose of these structures. They
will Synthesize knowledge concerning important aspects of cells through comparing observations of
plant and animal cells. They will Describe the similarities and differences between these two types of
cells.

Lesson Plan
Before:
Microscopes will be set up prior to students entering the classroom. Students will begin by reviewing
their knowledge of animal cells through completing a brief matching quiz. Students will be told that
they will be completing a microscope lab. Microscope safety and basic functions will be reviewed
before use.

During:
Students will receive the lab worksheet. Students will line up at the front of the room to receive a slide.
There will be three types of slides: one will contain an Elodea leaf, one will contain onion skin with
water, and one will contain onion skin with salt solution. A thin layer of onion skin will be produced
using the scalpel. The slides will be prepared for the students to avoid possible safety hazards that may
arise from the scalpel. Each student will receive one slide. They will take this slide to a microscope
station, and focus the microscope so that the cells can be clearly seen. They will make observations on
what they see and draw pictures in the space provided on the worksheet. After students have been given
an opportunity to draw the cells, they will rotate stations with their peers until all three slide types have
been observed and drawn. If students finish before their peers are ready to rotate stations, they will be
encouraged to look at the “Questions” section of the worksheet, where they can begin thinking about
answers. When finished, students will bring their final slide back to the front of the room so that it may
be collected and properly cleaned later. Students will return to their seats.

After:
Students will compare their observations to observations made in the previous class about animal cells.
Students will first be asked to note the structure of the red onion cell. They should note the “building
block” structure, as well as the thick outer edge. It will be explained that this outer edge is thicker than
that of animal cells due to the cell wall. Students will then share observations made about the onion cells
with salt solution. They will be told that salt causes water to leave the cell. They will be asked what
organelle this affects. They will note the size of the water vacuole compared to a vacuole found in an
animal cell. They will be showed a diagram of these structures. Students will be asked to note any
structures in the plant cell diagram that can also be found in an animal cell. Students will then reflect on
the Elodea leaf. Students should have noticed small green structures. It will be explained that these are
chloroplasts, which are responsible for photosynthesis and the green color of plants. Class will conclude
with students reflecting on what they learned to answer questions on the worksheet. Students will be
 asked to name similarities and differences between plant cells and animal cells. The worksheets will be
collected, ending class.

Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Formative Students review Assessments will Students will match all or nearly all
animal cells through be both written organelles to their proper functions.
matching organelles and oral.
and their functions. Students will describe at least three
similar structures found in both plant
Understanding will and animal cells. Students will describe
be tested through oral three differences found between plant
questioning and animal cells.
throughout the
lesson.

Students will answer

written questions
included in the lab
worksheet.

Resources: