Teacher

Ms. Ruff

Unit:
Cells
Lesson Title:
iCell
Core Learning Goal(s)
or VSC Standard(s):

School

Magnolia Middle
School

MD State Standard 3.0 Life Science

Topic B. Cells
INDICATOR
1. Gather and organize data to defend or argue the proposition that all living
things are cellular (composed of cells) and that cells carry out the basic life
functions.
NGSS:
MS-LS1-2.Develop and use a model to describe the function of a cell as a whole
and ways parts of cells contribute to the function.
LS1.A: Structure and Function
Within cells, special structures are responsible for particular functions,
and the cell membrane forms the boundary that controls what enters and
leaves the cell.

Objective:
-Identify the specific parts of the cell
-Describe the functions of each part of the cell
-Identify similarities and differences between plant and animal cells
Assessment Focus:
(Key Idea)
Materials Needed:

Handouts:
Adaptations and
Modifications:

Students will be able to identify organelles and their functions

Students personal technology
Active Inspire board
-phone
iCell App
-tablet
iCell Worksheet
Give instructions both orally and in writing
Model Techniques
Repeat instructions
Allow extra time as needed
*TECHNOLOGY NOTE- If students do not have technology they may share
with their desk partner OR use a form of technology provided by the teacher.

Engagement
TIME___10_
_

Exploration
TIME: 5 min

Explanation
TIME 25 min

Extension
TIME__15__
_

Evaluation
TIME___5__

Drill- Students will complete the warm-up in their

science journals. A class discussion will follow.

I am the organelle that captures energy from

the sun and uses that energy for photosynthesis. Who
am I?

I store materials such as water, lipids and

carbohydrates in the cell. I am much larger in plant
cells than in animal cells. Who am I?

I help transport proteins throughout the cell.

They sometimes refer to me as the "highway" of the
cell. Who am I?

Level(s) of
Blooms
taxonomy:

III Application

Students will use their device and download the app

called iCell. iCell is an app where students can
view and manipulate a 3D model of a plant, animal,
and bacteria cell. Students will use the app to first
explore an animal, bacteria, and plant cell. Students
will also gain practice zooming in and out on the
organelles and then clicking on the different organelles
to view their functions.

Level(s) of
Blooms
taxonomy:

I Knowledge

The students will complete a worksheet as they

Level(s) of
explore each cell where they will write the function of Blooms
each organelle in the bacteria, animal, and plant cell.
taxonomy:
Students will use the app by clicking on each organelle
to find their function and then filling in their chart for
the function of each organelle. Students may also use
their notes from the previous class to fill in the chart.

I Knowledge
II Comprehension

After students fill in their chart for each organelle and

their function, students will then complete conclusion
questions on the worksheet. The conclusion questions
will ask them to compare and contrast plant, bacteria,
and animal cells, as well as identifying the eukaryotic
and prokaryotic cells.

Level(s) of
Blooms
taxonomy:

III Application
IV Analysis
V Synthesis
VI Evaluation

Students will answer the following closure question in

order to review the organelles and their functions.
Students will fill out their answers in Twitter format
on a post-it not shaped like an iPhone.

Level(s) of
Blooms
taxonomy:

IV Analysis
V Synthesis
VI Evaluation

What is your favorite organelle and why?

-Students will be informed that their reasoning must
be in relation to the organelles function.
-A class discussion will follow and students will post
their post-its on the door as they exit the classroom.

References/Credits:
Dimensions of
Learning:
Reflections:
Analysis of Lesson
Effectiveness:

Attitudes and Perceptions Acquire/Integrate Knowledge

Extend/Refine Knowledge
Out of the ____ students who turned in the ________________ activity,
___ / ___ scored 90% or above (proficient)
___ / ___ scored between 80 89% (above average)
___ / ___ scored 70 79% (satisfactory)
___ / ___ 60 70%
___ / ___ < 60%
Based upon my data and informal conversations with my students, I could
improve student understanding and the effectiveness of this lesson by

Areas for
Improvement: