Lesson # 4

Format and Cooperating Teacher Feedback Form

Name: Amanda Rake
Date: 04. 05.2016

Content Area: Cell Animal/Plant

Grade Level: 7th grade

Goals:
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.
[Clarification Statement: Emphasis is on the cell functioning as a whole system and the
primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle
structure/function relationships is limited to the cell wall and cell membrane. Assessment of
the function of the other organelles is limited to their relationship to the whole cell.
Assessment does not include the biochemical function of cells or cell parts.]

Planning:
The information I have about the class is very minimal so far.
This is my second day with this group of children, and it is their second
day in this classroom since two quarters ago. Yesterday I taught a
lesson on the organization of life. The smallest organization of life is
the cell. Today we will be practicing being scientists and looking inside
a cell at all of the different organelles.
Objectives:
- You will be able to organize the life from simple to most complex
[smallest to largest]
- You will be able to identify and describe the function of the cell
organelles.
Vocabulary: All of the organelles within Plant and Animal Cell
[nucleus, vacuole, mitochondria, cell wall, cell membrane, ribosome,
Golgi complex, chloroplasts, endoplasmic reticulum, cytoplasm],
function
Language Function: differentiate, illustrate, describe,
compare/contrast, diagram
Assessment:
Informal: During the lesson I will be walking around engaging
with the students as they fill in the chart for the functions for that
specific organelle, if the organelle is found in an plant, animal or
both types of cells, and how the organelle relates to a cell city.
Formal: The formal assessment will be their diagram of the entire

cell. The cell will be spilt into two pieces: a plant cell and an
animal cell. They will be creating a trifold in which the middle will
include the functions of the organelle and a labeled drawing of the
organelle.

Materials:
Note Pages
Link to Cell Powerpoint
Pencil
Coloring Materials
Textbook [if needed]
Link to Foldable:
https://drive.google.com/file/d/0B2V4CEgbiEoTYWo1UFZtTklhWnc
/edit
Procedures:
Approximate time needed: 60
Introduction: Yesterday we talked about how we can organize life
from cells to ecosystems. Today while I was putting the pictures and
definitions and labels, I mixed them up. I need a couple of students to
come help me place them back in order.
Steps for instruction: [20 min]
1. First I will have one student come put in order the pictures from
yesterdays lab. Then I will call on someone to come up to label
the pictures and then someone to match the definitions to the
particular picture. [As students come up I will ask the other
students to mentally put in order the pictures, labels and
definitions in their heads. While students are up there they are
able to call for help from a friend, or have someone else come up
and try to solve the problem].
2. After we label them in order, I will quickly run through the
organization of life in order. I will answer any questions at this
time.
3. The students will be asked to grab a computer from the front. I
will pass out the essential worksheets for the students to get

started on the function chart. The function chart will go along

with the power point. * Please see function chart below. Before I
give them go ahead to work on the chart, I will do a run through
of the packet and chart. I will point out that there are two types
of cells, and the two sub-types of cells we will be looking at are
animal and plants cells.
Power-point: [http://docs.google.com/viewerng/viewer?
url=http://www.shellyssciencespot.com/Worksheets/Cell/Organell
es.pdf]
4. I will go through one of the cell organelles and help them fill out
the: function, if it is in a plant cell/animal cell/both, and its
relation to a cell city to get the kids started. * I will go through
cytoplasm and then the cell wall. Cytoplasm may be hard for
them to grasp since it is pointing to nothing in the power-point,
however it is pointing to something. The yellow all around the
cell is the cytoplasm. It supports and protects the cells
organelles. It is found in all cells and is compared to the
sidewalks in a city. The cell wall is found only in the plant cells
and then I will ask the students to help me fill in the rest of the
cell wall portion of the chart. If I feel they are ready to continue
on their own, they will be able to have the duration of the time in
class to complete the cell packet/chart.
5. After they are done with filling in their chart and functions they
will be able to move on to completing the cell tri-fold. The cell trifold will help them better under the different organelles that are
with either the plant or animal cell as well as those organelles
that are found in both. I will give them a quick preview of what
they will be creating after the complete the cell function chart. It
is important that they finish the cell function chart since it will be
a very useful tool when they complete their tri-fold. The tri-fold

will help the students visualize what organelles belong to what

type of cell. They will be receiving a print out of one cell cut in
halfdiving into a plant and an animal cell. They will need to fold
the cell so when they open it will be in three sections. Each
section will be labeled either: Animal, Plant, both. They will be
coloring coding the different organelles on the front and labeling
them too. In the inside they will be required to draw the
organelle, label the organelle and give a brief description of the
function It will be very important to place the organelle in its
specific spot- animal cell, plant cell or both.

Practice: [30-35 min] Students will be online using the power-point

to learn about the different types of cells and some of their organelles.
The students will be able to chat with their partners in order to come
up with summaries about the cell organelles functions and other
questions they have as they move along smartly. I will walk around
asking questions about their cell charts and guiding when questions
arise.

Engagement Students will be able to work in partners as they

complete the cell packet and cell chart. I will foster conversation by
asking them questions about their cell chart regarding to functions and
how it relates to the cell city.
Strategies for students requiring additional assistance: The
students will be able to work at their own pace. This will give the
students the ability to really grasp the concepts on their own and
ask questions to get more one on one help. They will have the
power point on Google classroom to study from and to help them
work on homework at home. Since I am not teaching the content up
at the board, they will be able to ask me questions more personally.
Closure [3 min]: Tomorrow you will be creating the cell tri-fold if

you have not yet started to. If you still need to work on the cell
functions, please work on them at home. The cell power-point will
be available on Google classroom. *Following this lesson, my CT
will display the board I have created that is a visual for the students
to see how their cell should look like by the end of the hour. I have
advised to her to wait a bit after they have been working so
students do not just copy my trifold to their own.

Lesson Self- Assessment

Name: Amanda Rake
Lesson topic: The Cell [theory and animal/plant cell] & Review the Organization of
life
Date: 04/05/16
School/grade level/ number of students: East Middle School [7th
grade & 24 students]
Name of Cooperating Teacher: Patti Sommers
Planning and preparation: Describe how your plan provided
opportunities for active engagement. How did you provide for the
needs of diverse learners? Did you adjust your plan in any way?
Describe how and why if you did.
- I planned and provided different opportunities for active engagement
throughout the lesson in a variety of ways. In the beginning of the
class I asked multiple students to come up the board and display for us
the organization of life from smallest to largest [least complex to
complex]. Students were then able to work together on their cell
packet and cell function charts. I did not adjust my plan at all really.

The students and I went through a couple of the different cell

organelles on the chart. This helped me make sure everyone was on
the right track.
Classroom environment: Evaluate the ways in which your
encouraged student participation. How did you elicit student
responses? How did you engage them in responding to you and each
other? Evaluate your plan for individual, small group and/or whole class
work. How effective were these different organizational techniques for
keeping students involved in your lesson?
- I encouraged kids to participate by asking them questions of how
they came up with an answer during the organization of life. I asked,
are you sure? When I had students come up to the front one of them
was very flustered so I walked her through the labeling. I will have to
note that everyone who came up did volunteer to do so. As the
scholars were working at there own pace from the power-point I walked
around the classroom. This was a great time to start learning their
names and how they take notes AND how they work Any time I am
able to ask a question, I will! I love seeing students hands go up to
answer and explain their answer.
Instruction: Evaluate your choices of instructional strategies. Did they
have the effect you intended? Were the needs of all learners met?
What changes would you make if you repeated this lesson?
- The cell chart was very purposeful because they were going to use it
when they create their tri-folds. With that being said, creating the trifold is and will be a very useful tool to study from and is very practical.
I gave the students the choice to work by themselves and talk with
their table partner. I modeled for them what exactly I wanted them to
do on their cell chart. I really focused on this because having it done
and done correctly would only benefit them when doing their cell trifold. Class time was given for two days to ensure students were getting
their work done neatly. Students who used their time wisely finished
everything in the two days that we given. The following day my cell
chart would be used as a model if needed. I wanted them to be
creative and focus on their own before looking closely at my cell.
Assessment: What assessment processes did you plan and how did
they work? What did you learn from listening to student responses,

examining their work or listening to their interactions? How well did

your assessment procedures inform you about student attainment of
your lessons objectives?
- My assessment for day one was more walking around making sure
students were on task. Having the students talk about what they did
yesterday regarding to the organization of life was a check in. When I
had the students work on their own I did have to model for a few
students what they needed to do. I recall many students asking why on
their animal cell diagram there wasnt a place to label a cell wall well
that would be because cell walls are only found in plant cells. Instead
of telling the students why, I had them go back to their cell chart and
looking at where a cell wall is foundthey were able to tell me a cell
wall is located in a plant cell, and that they were labeling the
organelles in an animal cell

Professional responsibilities: What did you learn from your

cooperating teachers feedback on this lesson? How will you apply it to
future lessons?
Reflection: What did you learn about student learning and assessing
from this lesson? How will it affect your planning for future teaching?
- I had a great time with this lesson. I have never had the students do
the learning from a power-point, and I think it worked out very well. I
asked some of the students afterwards how they liked the at your own
pace lesson and they said they prefer. Although I cannot plan my
instruction like this every time, I plan to use this again in the future.
This type of lesson can be applied to any lesson. If I ever have the
students do fill in the blank notes or have any type of outline, I would
be able to use this. As my students become more familiar with note
taking and what words best for themI would even consider them try
note taking on their own [it would be a great way to assess their note
taking skills informally and for them to asses their own note taking and
organization]. The tri-fold will be a great study tool for the students to
use. I love being creative and trying new things. As a teacher it is
important to be flexible and be able to attend to all students within my
classroom.

Cooperating Teacher Feedback:

Lesson # 4 Lesson date: 04.05.2016

Amandaishighlymotivatedtocomeupwithnewlessonsandideasfor
scienceunitsarecovering.Fortheunitoncellsshecreatedatrifold
cellreport.Whenfolded,thefrontsidehasadiagram,halfplantcell
andhalfanimalcellinwhichthestudentshavetocolorandlabelin
ordertocomparetheorganelles.Ontheinside,itisdividedintothree
parts,animalcell,plantcellandbothplantandanimalcell.Students
hadtoputpremadelabelsofcellorganellesintheappropriateplace,
drawapictureoftheorganellethatmatchesthefrontanddescribethe
function.Amandadevelopedapostersizedmodelofthetrifold,
whichwasshownasdirectionsweregiven.Studentsfoundthistobe
helpfulandtheyreferredbackitduringworktime.Thetrifoldwasa
greatwayforthestudentstocomparethecellsandtolearnthe
functionsoftheorganelles.Iwillusethisforyearstocome!