LESSON PLAN 1

Name: Allison Ramey Date: Spring 2018

Lesson Title: The Basics of the Cell Grade/Level: 10

Curriculum Standards Focus Question/Big Idea/Goal

CLE 3210.1.1 Compare the structure and function of cellular Cells consist of several different complex parts, and they are
organelles in both prokaryotic and eukaryotic cells. necessary for life because they carry out vital processes on
the microscopic level.

Lesson Objective(s)
Students will describe what plant and animal cells are made up of.
Students will visualize the duties that plant and animal cells are responsible for carrying out.
Students will differentiate plant and animal cells.
Students will recall the name and function of each organelle in the cell.
Students will explain the difference between prokaryotic and eukaryotic cells.
Vocabulary/ Academic Language
Students will have the necessary knowledge to define the following: Cell, organelle, ribosome, nucleus, plasma membrane, golgi
apparatus, endoplasmic reticulum, chromatin, nucleolus, extracellular matrix, cell wall.
The teacher will create, with the students’ help, a chart on the whiteboard for the different organelles and their function. This will
allow students to visualize the names of these organelles. The students will complete a quiz at the end of class, in which they will
match the names of the organelles with their functions.

Questions for higher order thinking and assessment

What tasks do cells do that make them essential for life?
Why aren’t plant and animal cells the same?
What would happen if we didn’t have cells?

Assessment/Evaluation

Informal:
The teacher will ask questions about what each organelle does after she teaches about each one. She will also ask if the class has
any questions every so often. She will fill in a chart on the whiteboard of the organelles and their functions, but the students must
supply the answers.
Formal:
After the lecture, the teacher will distribute a short 5 question matching quiz that covers the very basic elements of the cell-
nucleus, plasma membrane, ribosomes, and mitochondria. This will be graded before the next class.
Materials
The teacher will need a whiteboard and markers, a projector screen and computer, a completed Powerpoint presentation, the
students’ quizzes, paper, and pencils.

Bell Ringer
As the students take their seats, the teacher will ask how the students are, and their answers are voluntary. She does the same
thing again except she asks them what their plans are for the rest of the day.
Anticipatory Set

Before class starts, the teacher will put on the screen illustrations of several different organelles, without labels. Students wan
discuss among themselves what they think the images are, as they settle into class. They will take notes on what they think the
images are. This is not graded.
The teacher will ask the class what they thought the images were, and discuss the results. She will show the slide displaying the
correct labels for the images, but she will not tell them what they are. She will then ask the class where they think the organelles
are found, then go on to state that there are millions of them in the classroom at that very moment.

Instruction
The teacher will first explain the difference between prokaryotic and eukaryotic cells, then she will discuss the duties that both
types of cells carry out, like respiration, photosynthesis, protein synthesis, etc. She will display each organelle on the projector, and
talk about each one individually. She will discuss what each organelle does, where it is placed in the cell, and why each one is
important. First, she will discuss eukaryotic organelles, then she will discuss prokaryotic organelles. The class will assist her in
creating a table on the whiteboard that explains what each organelle does, and what the class thought each one was. The teacher
will end the lesson discussing the differences between plant cells and animal cells. She will then ask questions such as “why are
cells necessary for life? What do they consist of? Why are plant and animal cells different?“ She will encourage the class to copy
the table on their own paper.

Guided and Independent Practice

The teacher will choose and organelle and list fact about it on the board. She then will allow the class to split themselves up into
small groups, and she will assign each group with an organelle. Each group will discuss among themselves what they have learned
about the organelle. Then, each group will state what they have learned, without saying the organelle’s name, and the other
groups will attempt to guess which organelle the group discussed. The teacher will write the information that the students
discussed on the board. This is not graded, it is only to help the students grasp the material better.

Closure
The teacher will answer any questions, and tell the class to review the parts of the cell that she discussed in class. She will state
what the class will learn in the next lesson, and will explain what the students should read before the next class.

Adaptations to Meet Individual Needs

The teacher will ask the class if she is moving too quickly or too slowly through the slides. She will answer any questions the class
might have. She will also use the “thumbs up, thumbs down” approach in case there are students who are hearing impaired.

Cross-curricular connections
The teacher will break down the word photosynthesis, after asking the class to break it down themselves. They should be able to
because they may have heard the word “photon” before, if they have taken chemistry. She will do the same thing with the word
chlorophyll, because students have probably heard the prefix “chloro” if they have taken chemistry.
UNIT PLAN TEMPLATE
Name: Date:

Subject/Content: Grade Level:

Curriculum Standards Unit Goals

State Curriculum Standards Create goals that are observable

Activities Planned
List and/or describe the daily activities planned for the unit.

Assessment
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?

Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?