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    CCLS / +NYS STANDARDS AND INDICATORS Science Standard (NYS) # 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment. ADAPTATIONS Students who have visual impairments will receive large printed versions of animal and plant cells viewed under a microscope.

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    CCLS / +NYS STANDARDS AND INDICATORS Science Standard (NYS) # 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment. ADAPTATIONS Students who have visual impairments will receive large printed versions of animal and plant cells viewed under a microscope.

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    23 Ansichten3 Seiten

    Lessonplan

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    CCLS / +NYS STANDARDS AND INDICATORS Science Standard (NYS) # 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment. ADAPTATIONS Students who have visual impairments will receive large printed versions of animal and plant cells viewed under a microscope.

    Copyright:

    © All Rights Reserved
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    von 3

    Student:RachelFlores

    Course:EDU521
    Grade:5

    Topic:Organisms/Cells

    Professor:Dr.MariaEsposito
    Date:June10,2015
    ContentArea:Science

    INSTRUCTIONALOBJECTIVE

    Afterreviewinghowtouseamicroscopeanditsbasicparts,studentswillworkinpairstocollect
    plantsamplesfromoutsidetoviewinthemicroscope.Afterviewinganonionpeel,animalcell,
    andtheplantcellstheyhavecollectedunderthemicroscope,studentwillsketchwhattheysee.
    Studentswillthenviewamixtureofanimalandplantcellsunderthemicroscopeandwillbe
    abletodetermineiftheyareanimalorplantcellswith100%accuracy.

    CCLS/+NYS
    STANDARDSANDINDICATORS

    ScienceStandard(NYS)#4:
    TheLivingEnvironment:

    Studentswillunderstandandapplyscientificconcepts,principles,andtheoriespertainingtothe
    physicalsettingandlivingenvironmentandrecognizethehistoricaldevelopmentofideasin
    science.

    KeyIdea#1:
    Livingthingsarebothsimilartoanddifferentfromeachotherandfromnonliving
    things.

    Indicator:
    Thiswillbeevidentwhenstudentsareabletousethemicroscopetodetermineifthey
    arelookingataplantoranimalcell.

    CCSS.ELALiteracy.SL.5.1.b

    Followagreeduponrulesfordiscussionsandcarryoutassignedroles.

    Indicator:
    Thiswillbeevidentwhenstudentsworkingrouptodiscussifcellsareanimalor
    plantcellsandtheirdifferences.
    MOTIVATION

    Atripoutsidetocollectdifferentplantsfromaroundourschooltoexamineunderthemicroscope
    laterinclass.

    MATERIALS
    Microscopes

    Worksheets
    Pencils
    OnionandAnimalCells
    Plantcellscollectedbystudents

    STRATEGIES

    TeacherDemonstration:
    Thiswillbeevidentduringareviewofhowtouseamicroscope.

    CooperativeLearning:
    Thiswillbeevidentwhenstudentsworktogethertodrawanddetermine
    iftheircellsareanimalorplantcells.

    ADAPTATIONS
    Studentswhohavevisualimpairmentswillreceivelargeprintedversionsofanimalandplant
    cellsviewedunderamicroscope.

    StudentswhoareEnglishLanguageLearnerswillreceivetopicspecificvocabularywordsprior
    tothebeginningofthelesson.

    DIFFERENTIATIONOFINSTRUCTION

    Differentlearningstyleswillbeaddressedthroughtieredworksheetsandmultiplemodalitiesof
    givingstudentsinformation.

    DEVELOPMENTALPROCEDURES

    1)Theteacherwillreviewhowtouseamicroscope.
    (Whatarethevariouspartsofthe
    microscopecalled?Howtoweadjustthemicroscopetozoomin/out?)

    2)Studentswillcollectplantsfromoutside.
    (Findthreeplantsthataredifferentshapes,sizes
    andcolors.)

    3)Afterviewingcellsunderthemicroscopestudentswillsketchwhattheyseeanddiscussthe
    differencesbetweenplantandanimalcells.
    (Whichcelldoyouthinkisananimalcell?Which
    celldoyouthinkisaplantcell?Whatmakesthecellslookdifferent?Whichpartsofthecelldo
    youseeunderthemicroscope?)

    ASSESSMENT

    Aftercompletingtheiranimalandplantcellsketchworksheets,studentswillbeassessedontheir
    abilitytodeterminethedifferencesbetweenplantandanimalcellsbyviewingthemthrougha
    microscope.

    INDEPENDENTPRACTICE

    Followingthelessononplantandanimalcellsstudentswillconstructamodelofaplantor
    animalcellwithmaterialsfoundintheirhome.

    FOLLOWUP:DIRECTTEACHERINTERVENTIONANDACADEMIC
    ENRICHMENT

    DirectTeacherIntervention:
    Thestudent,underdirectteacherintervention,willexplorethe
    differencesbetweenanimalandplantcellsusinglargescalemodelsofeachtypeofcell.

    AcademicEnrichment:
    Studentswillcollectsamplesofplantandanimalcells(ex.cheekcells)
    fromtheirhomeandschoolenvironmentandwillexaminethemthroughamicroscope.They
    willthencreatealargescalesketchofwhattheyseeandpresentittotheclass,describingwhere
    theyfoundthedifferentcellsandthedifferencestheysee.

    TEACHERREFERENCES

    Amsel,Sheri.Namethecellstructuresandorganelles.RetrievedonJune14,2015from
    www.pixgood.com

    Plantandanimalcellsworksheet.RetrievedonJune14,2015from
    www.drawing4kids.com

    Plantsvs.animalcells.RetrievedonJune14,2015fromwww.teacherspayteachers.com

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