ED 345 Calvin College Lesson Planning Form

Teacher:

Elizabeth Mulcock

Date: Wed, Sep 30

Subject/ Topic/ Theme: Science - cells

I. Objectives
What is the main focus of this lesson?
Looking at plant cells and their main parts.
How does this lesson tie in to a unit plan? (If applicable.)
First lesson in the unit in a textbook called Cells to Systems. Learning about cells then looking at how
cells come together to form systems and organs.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
5.LS. g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in
carbon dioxide (CO ) and water (respiration).
Students will be able to draw and correctly label the organelles in a plant cell.
Students will be able to describe the main functions of each the seven main organelles in a plant cell.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students know parts of an animal cell.

How well they remember the motions.
Their drawing of a plant cell.
Their written story of a plant cell.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

They will get an understanding of how

small a cell is and why plant cells have
hard walls by looking at and holding a
blade of grass.

Students will investigate how

many cells are on a blade of
grass.

Start by doing motions from last

week.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Persistence

RECOGNITION
Multiple Means of Representation
Options for Perception

Draw the parts of the cell on the board.

When drawing the picture we will
do it as a class to help keep them
going and moving on to each
part.
Options for Comprehension
Use motions to help remember and
understand.

Options for Executive Function

Options for Self Regulation

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
5
n
min
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent
10
min
gra
ss

A blade of grass for each student

Plain piece of paper for each student

nope

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Cell Membrane (make a circle with hands and breath in and out)
Nucleus (point to brain)
Vacuoles (say word then do vacuum motion and making sucking noise)
Mitochondria (say word and say HHaaa while showing arm muscles)
Cytoplasm (have hands move around to show space)
Ask for students to share what these parts do?
Ask what is cellular respiration?
Ask what is the cells main source of energy? Or food? SUGAR
Pass out a blade of grass and say we are going to be doing a little science lab.
Instruct students to see how many dots they can make with their pen on their blade
of grass.
After a minute ask for some students to share. Then mention that 10,000 could fit
on the head of a pin. WOW! So if we take a number of dots we have and times it by
10,000. Write answer on the board and say that is an idea of how many cells it
takes to make up the little blade of grass in front of you. Ask who remembers from
the video how many cells make up a human? Over 10 trillion!!
Now ask
Think about bubbles verses building blocks or legos. Which is going to help hold its
form? LEGOS
Transition into talking about cell wall and how it helps help the grass upright. Then
ask students to put the blades of grass in the middle and ask for one student to
collect them.
Introduce cell wall as what surrounds the cell membrane in a plant cell. It is stiff and
firm and give the plant cell support and protection. Teach motion of using hands to
make a box around your face.
Introduce chloroplasts. This is only in a plant cell and it helps create energy for the
cell. What process does it use? CELLULAR RESPIRATION. Teach motion of showing
sunshine from face.
Pass out a piece of paper, make sure names and numbers are on and instruct them
to draw an animal cell on the back of their riddle sheet while you draw one on the
board. Draw one organelle at a time and make sure you explain it again while you
draw it. When drawing an organelle, say the name and what it looks like. Then
review the motion and ask a review question of what this organelle does before
going on to the next one.

When drawings are complete have students turn their paper over and write IN
CURSIVE a little paragraph about what would happen to your blade of grass if it
didnt have a cell wall or chloroplast.

Closure

If a student says they have finished have them add details of the grasses life when
he had a cell wall and chloroplast. Are other grass like him? Are trees also missing
these parts?
Have students do motions again for all seven parts. Have one student do a motion,
have everyone repeat motion, then call on someone to say the name of the
organelle, and call on someone else to state what job that organelle has.
Homework is to turn in this paper that has a drawing of the cell model with the
seven organelles correctly drawn and labeled. Along with the short paragraph/story
describing what a leaf would be like without a cell wall and chloroplast.

Your reflection on the lesson including ideas for improvement for next time: