Lesson Plan

Subject/Grade Level: Science : 8th grade

Lesson Title: Me and my cells: and introductory look at

plant and animal cells.

Lesson Duration: 3 days

Performance Objective: Upon completion of this lesson, the student will be able to

1.Identify major cell organelle for plants and animals and describe their individual functions.

2.Compare and compare plant and animal cells.

3 Construct a model to represent each cell type.

Preparation

Framework Strand: Life Science

Content Standard Competencies/Objectives: 3a

Compare and contrast the major components and functions of different types of cells. (DOK 2)
Differences in plant and animal cells Structures (nucleus, cytoplasm, cell membrane, cell wall,
mitochondrion, and nuclear membrane)

MS CCR/CCSS:

1.RI8.1: Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
2. W8.1: Write arguments to support claims with clear reasons and relevant evidence.
3. W8.2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content.

ISTE:
1.Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.

Instructional Aids:
1.Video (look inside the cell)
2. Definition of Plant and Animal cell sheet

Materials Needed:
1. Cell parts worksheet

Equipment Needed:
For the modeling activity you will need:

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1.Petri dish (cell wall-edge of dish)

2.Curved macaroni (2 put together for nucleus)

3.Baby Lima pea (mitochondria)

4.Blackeye peas (vacuole)

5.Corn starch (cytoplasm)

6.Lima beans (chloroplast)

Desired Student Prerequisites:

Students should know:

Cells are the most basic form of life.

All plants and animals are made of cell.
There are many smaller organelles within each cell.

Introduction/Anticipatory Set
The teacher will guide students to an explanation that all living things are made up of cells by asking
questions like
1. Describe an animal.
2.Describe a plant.
3.What do plants and animals have in common?
TTW tell students that inside cells, there are parts that work together to make the cell do its job. All of the
jobs that living things do are actually being done by cells; this is why we say that cells are the building
blocks of life.

Lesson Outline/Procedures: Instructor Notes:

Ask questions to lead
1. Teacher will start the topic with the anticipatory set of the students to
questions. understand that all
living things are made
of cells.
Students should be
2. Teacher will guide the students in the group activities that placed in groups of 2
students are going to do in completing the cell parts worksheet to 3 and make sure
and making the model of the cell (display of a cell model) that you have all the
material needed for
the activity 2.

Make sure that the

beach ball is ready.
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 3. Informal assessment is done during the lesson and formal at Write the names of the
the end of the lesson as a reinforcement. cell organelles on the
ball and put tape on
the names.
Print the sheet with
4. Enrichment activity is done, where the students apply the columns for the
knowledge they have acquired during the lesson and use it in students to write the
the writing assignment of comparing the cell parts to the cell organelles and
thriving community. functions while
comparing them with
5. Exit slip (answer the questions) the community jobs.

Application
Guided Practice:

Students will be asked to break up into groups of 2-4 students and they will be furnished
with a bag/container of items simulating plants/or animal organelle parts.
Students will be asked to build a model of either a plant and animal cell using items
provided by the teacher.
Students may use their complete cell worksheet to assist them with building their model.

Students will be given the following items to assemble:

Petri dish (cell wall-edge of dish)

Curved macaroni (2 put together for nucleus)
Baby Lima pea (mitochondria)
Black eye peas (vacuole)
Corn starch (cytoplasm)
Lima bean (chloroplast)

The teacher will be circulating around and within the groups asking follow up questions, probing
for information and looking for errors in thinking or flawed rationale in the construction of the
models. At the conclusion of this activity, students will be asked to randomly to verbally explain
their groups rationale for using specific items to represent various organelle parts.

Independent Practice:
Students will perform two activities to help them mastery/reinforce skill acquisition.
Activity #1 cell part worksheet)(Cell part worksheet key)
Students will be given a worksheet with definitions and graphics (pictures) of both plant and
animal parts. Students will be asked to insert each function and picture with the correct
organelle.
Activity #2 (cell model)
Students (in groups of 2-4) will be given some materials simulating various cell parts. They will
assemble these pieces (internal organelles) into what they believe to be a close replica of either
a plant or animal cell. Later in the whole group setting, students will be asked to explain their
selection of various pieces to represent specific organelle.

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 Summary
Lesson Closure:
To close this lesson, the teacher, will post the following question on the board and the students
will answer these questions as an exit slip.

Could the cell survive without Mitochondria? Why?

Could the plant cell survive without Chloroplast? Why?
What happens if there is no Lysosome in animal cell?
At the completion of this segment, students will view a brief video (14:17) comparing and
contrasting plant and animal cells. A Look Inside The Cell.

Evaluation
Informal Assessment/Review:
Informally, I will observe students constantly to check their understanding of content. During
direct instruction I will ask questions, have students define terms, and pose science related
problems in order to observe the students comprehension of the material. During group work, I
will observe the chemistry among the students. The main things I will look for are social skills,
equal participation, and an understanding of the problem. I will also give out peer evaluations to
be used by the groups. This way the students have a chance to evaluate their partners. I will
compare these evaluations to the notes I take on each students group work.

Formal Assessment:
To assess the knowledge possessed by students the teacher will do an activity called a
"Commit and Toss". To do this the teacher will use an inexpensive beach ball. On the different
colored segments of the ball the teacher will write the name of the organelles, that are part of
this standard, on a piece of tape (this allows the ball to be reused). The teacher will softly toss
the ball to a student. The student that catches has to say what they believe the function of the
organelle on the section that their right thumb touches. Then the process is repeated.

Lesson Extension
Extension/Enrichment:
Students will be challenged to use their knowledge of Plant and Animals cell organelle functions
to compare the cell parts to parts of a thriving community (city). This will be an individual written
assignment. Afterwards, students defend their answer choices in an open air discussion.
Possible answers maybe;
Cell Membrane- City Limits
Golgi Body-Post Office
Mitochondria-Power Plant
Vacuoles-Warehouse/City Dump
Cytoplasm- City Park, neighborhood lawns
Nucleus-City HQ
Chloroplast- Solar Energy Collector/Plant

Accommodations/Differentiation:

The following are possible accommodations that may I will use with students in this lesson.

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1.Instructions will be provided in short, distinct steps verbally and listed on the board.
2.Students maybe be partnered with a peer/mentor to be encouraged and assisted with difficult
concepts.
3.The creation of the tactile cell model activity will assist students with kinesics learning
modalities.
4.Information on both plant and animal cells can be loaded on a "jeopardy shell" and be used to
quiz students before their formal assessment.

References:

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