Our Journey

into the Cell

Brianna Desmond
EDUC 438: Thematic Unit Lesson Plan
 Miss Desmond’s 8th Grade Biology Students

OUR JOURNEY INTO THE CELL

unit will be starting next week. We will be exploring the most basic unit
of life... cells! Every living organism on our planet is made from these tiny
building blocks. During this unit, we will be learning about the cell
theory, simple cell structures, and functions of organelles. At the end of
the unit, we will be making three dimensional models of plant and animal
cells and presenting them to our classmates.

My Learning Outcomes:
After this unit, I will be able to: I can demonstrate my knowledge by:
Provide evidence that living
things are made of cells; either
one cell or many different
numbers and types of cells.
Use a model to describe the
function of a cell as a whole
and ways the parts of the cells
contribute to the function.
 Recalling the cell theory from memory.
 Correctly classifying objects as either living or non-
living and explaining why.
 Give examples of unicellular and multicellular
organisms.
 Given a blank cell diagram, I will be able to identify
the nucleus, chloroplasts, mitochondria, cell
membrane and cell wall.
 I will be able to list the functions of nucleus,
chloroplasts, mitochondria, cell membrane and cell
wall.

☺ Miss Desmond
 Miss Desmond’s 8th Grade Biology Student’s Parents and Guardians

OUR JOURNEY INTO THE CELL

unit will be starting next week. We will be exploring the most basic unit of life... cells! Every living organism on
our planet is made from these tiny building blocks. During this unit, your student will be learning about the
cell theory, simple cell structures, and functions of organelles. At the end of the unit, we will be making three
dimensional models of plant and animal cells and presenting them to our classmates.
This unit is designed to serve as a foundation for your student’s biological knowledge. Because cells are the
building blocks of everything living, they will also serve as building blocks for the rest of your student’s time in
my class. Listed below includes your student’s learning outcomes and the scope and sequence of content
areas I will be covering in this unit. All outcomes and standards align with the Common Core State Standards
and the Next Generation Science Standards.
For the first two days of the lesson, students will be introduced to the concepts of cells, and the cell theory.
They will be applying their knowledge of the cell theory in the laboratory while working with microscopes.
They will also be asked to examine objects under both a light and dissecting microscope and classify the object
as either living or non-living. The information they receive on the first day will help inform their decision. On
the third day, students will be learning about the differences between prokaryotes and eukaryotes. They will
also be introduced to organelles. In lesson 4, we will dive deeper into the cell and cover the rest of the
important organelles. Lesson 5 and 6 will build off the entire unit. Students will plan, construct and present
three-dimensional models of either plant or animal cells during these two days.

Scope and Sequence Science Social Studies Math ELA Technology Health Art

L1: The Cell Theory x x

L2: Cells Under Microscopes x x

L3: Prokaryotes and Eukaryotes x x

L4: Organelles x

L5: 3D Cell Models x x x

L6: Culminating Activity x x

After this unit, my student will be able to:
MS-LS1-1. Conduct an investigation to
provide evidence that living things are
made of cells; either one cell or many
different numbers and types of cells.
MS-LS1-2. Develop and use a model to
describe the function of a cell as a whole
and ways the parts of cells contribute to
the function.
Your student can demonstrate their knowledge by:
 Recalling the cell theory from memory.
 Correctly classifying objects as either living or non-living
and explaining why.
 Giving examples of unicellular and multicellular organisms.
 Identifying the nucleus, chloroplasts, mitochondria, cell
membrane and cell wall, given a blank cell diagram.
 Listing the functions of nucleus, chloroplasts, mitochondria,
cell membrane and cell wall.
Contact me via email with any questions: desmonb@ferris.edu
☺ Miss Desmond
 Statement of Technology Emphasis
Technology is used throughout the unit to purposefully facilitate and further student learning. Not only is
technology used passively to convey information like in Prezi lectures, it is used to accommodate for student’s
needs like varying the Lexile levels of a text in NewsELA. It is also used actively to collect data, like with
Kahoot, and to give students hands-on experience using laboratory equipment.

Audience Identification
This particular middle school is in a suburban area. This particular class includes 30 students total, with one
student having an IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan is for a
student with mild ADHD. The student with the 504 plan requires preferential seating at the front of the class
away from doors and window. They also require a copy of all PowerPoint presentations and extra time to
complete tests and quizzes. They also require positive redirection when behavior becomes inappropriate, a
quiet place to work, and may need to be partnered up with a more focused student to stay on-track. The
student with the IEP requires medication administered at the front office, active supervision, high classroom
structure, and positive behavior supports. For both students, they will be given the lesson outline for each day.

Classroom Environment
The classroom is set up as a lab, first and foremost. Students have large work benches and are partnered up to
facilitate inquiry-based learning. There is a large whiteboard and projector at the front of the room, and
equipment, and washing stations at the back. Students have adequate enough space for large science projects
but are close enough together to ensure cooperation and teamwork.
The daily procedures will start by students turning in homework to the appropriate bin, previously absent
students retrieving their missing work from the appropriate bin and starting a science warm-up question
posted on the board.
As for behavior and classroom management, Positive Behavior Interventions and Supports are implemented
regularly. The focus in class is to encourage positive behavior and prevent negative behaviors.
 Main Unit Standards
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or
many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells
contribute to the function.

Main Unit Objectives

Given objects, students will classify them as either living or non-living with 80% accuracy.
Students will recall the 3 parts of the cell theory.
9th grade biology students will observe given specimens using both a dissecting and light microscope with
drawings and words.
Given both microscopes, students will compare and contrast the light and dissecting microscopes using
qualitative and quantitative characteristics.
Given specimens, students will determine if they are living, or non-living using the cell theory.
Given a Venn diagram, students will compare and contrast prokaryotes and eukaryotes
Given the activity, students will label, recall or describe the structure and function of organelles.
Students will list the functions of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
Given a blank animal and plant cell, 7th grade students will identify the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.
Given building materials, 8th grade biology students will design and create a 3D model of either a plant or
animal cell with 80% accuracy according to the rubric.
Using their 3D cell analogy models, 8th grade biology students will explain their project, justify the choices they
made, and appraise other student’s models.
 Lesson Plan 1: The Cell Theory
Name: Brianna Desmond Date: Day 1 (Monday)
Subject: Biology Grade Level: 8
Class Period: 71 minutes Materials: Introduction to Cells Prezi, Introduction
to Cells Guided Reading Notes, Introduction to Cells
Activity Sheet

Standards: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells;
either one cell or many different numbers and types of cells.
Objectives: Given objects, students will classify them as either living or non-living with 80% accuracy.
students will recall the 3 parts of the cell theory.
Assessment: As an exit ticket, students will recall the 3 main parts to the Cell Theory and write them down
on a scrap piece of paper to be turned in.

Introduction/Hook: For the warm up, students will be shown a picture. They will classify the things they see
in the picture as either living or non-living. They will then choose one object in the picture and explain in
detail why they think the object is either living or non-living. (Warm up is located on the first slide of the
prezi - http://prezi.com/_kecqpeyjnjb/?utm_campaign=share&utm_medium=copy )
Steps in the Lesson:
1. The teacher will pass out the guided reading notes.
2. The teacher will pull up the prezi.
http://prezi.com/_kecqpeyjnjb/?utm_campaign=share&utm_medium=copy
3. The students will complete the hook.
 Students should complete the introduction as a “Think, Pair, Share” activity.
 The teacher should ask: “What object did you choose”, “Do you think that object is living or non-
living”, “Why do you think so”, “Does anyone not agree with how they categorized that object”?
4. The teacher will continue on with the slide show.
5. At the conclusion of slide 4, the YouTube Video will be played.
6. During slide 5, students should break up into their KAV learning profiles.
7. The students will be handed the sorting activity based of their KAV learning profiles.
8. The teacher will continue on with the lecture and reading notes after the activity has concluded (~10
minutes)
9. Students will complete the exit ticket at the end of the lecture.
10. As a check for understanding, the teacher will ask the students to hold up the number of fingers that
corresponds to how they feel: 1 finger if they do not understand the cell theory, 2 fingers if they understand
the cell theory, but may need more practice, and 3 fingers if they understand the cell theory well enough to
teach it to their peers.
Closure: As an exit ticket, students will recall the 3 main parts to the Cell Theory and write them down on a
scrap piece of paper to be turned in.

Extensions: My advanced students will debate whether viruses are living or non-living. This is a very
interesting topic in science and will help students break down the characteristics of living things more in
depth.
Accommodation/Modification: The student with the 504 plan will be placed in the kinesthetic activity
group and have the slideshow printed out ahead of time. The student with an IEP will be placed in a group
with socially responsible students.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: I will use a variety of activities that appeal to different KAV learners.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: During most of the lesson, students will be listening, physically writing down, and watching videos
related to the content. During the sorting activity, students will be split up into their KAV learning profile
groups. The kinesthetic group will physically sort the pictures of living and non-living objects, the auditory
group will discuss a list of objects and explain why they think they are living or non-living, and the visual
students will fill out a worksheet to sort the objects in their correct category.
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for and emotional impairment, and the 504
plan is for a student with mild ADHD.

Technology:
Teacher’s Notes:
Name: ____________________________________ Date: _______________________________

Introduction to Cells
Guided Reading Notes
Characteristics of Life
1. 5.
2. 6.
3. 7.
4.
Six Kingdoms of Life
1. Example: Unicellular / Multicellular
2. Example: Unicellular / Multicellular
3. Example: Unicellular / Multicellular
4. Example: Unicellular / Multicellular
5. Example: Unicellular / Multicellular
6. Example: Unicellular / Multicellular
The Cell Theory
 The cell was first discovered and named by ________________________ in 1665.

o He described the cells in __________________________.

 ___________________________________ observed the first living cell.

The cell theory consists of 6 parts:

1.
2.
3.
4.
5.
6.
Auditory Activity: Debate with your group whether these objects are living or non-living. Use your
characteristics of life for your argument.
The sun A cloud
A giraffe Table salt
A blade of grass A diamond
Yeast Fire

Kinesthetic Activity: Cut out and sort these pictures of objects into two groups – Living and non-living.

Visual Activity: Sort these objects into two groups – Living and non-living.
The sun, a cloud, giraffe, table salt, a blade of grass , a diamond, yeast, Fire

Living Non-Living
 Lesson Plan 2: Cells Under Microscopes
Name: Brianna Desmond Date: Day 2 (Tuesday)
Subject: Biology Grade Level: 8
Class Period: 71 minutes Materials: Light microscopes, dissecting
microscopes, multiple specimens (bell pepper,
sponge, flower, salt, pepper, coin, tissue paper, ect.),
microscopes worksheet, microscopes follow up
questions worksheet

Standards: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells;
either one cell or many different numbers and types of cells.
Objectives:
 9th grade biology students will observe given specimens using both a dissecting and light microscope
with drawings and words.
 Given both microscopes, students will compare and contrast the light and dissecting microscopes
using qualitative and quantitative characteristics.
 Given specimens, students will determine if they are living, or non-living using the cell theory.
Assessment: Students will turn in their microscopes packets at the end of the unit. The microscopes
worksheet and microscopes follow up questions worksheet will be graded for completion.

Introduction/Hook:
Students will complete the warmup and review light microscope and dissecting microscope procedures.
Questions for a warm up could include: What are the steps in using a light microscope? What are the steps
in using a dissecting microscope? Other questions could include “what organelles do you think you will be
able to see” or “which of the specimens are living, and which are non-living”.
Steps in the Lesson:
After the warm up, students will choose 3 specimens to observe under both the light microscope and
dissecting microscope. The microscopes worksheet will help guide them. They already have instructions and
practice in using both types of microscopes. After completing the microscopes worksheet, students will
clean up their areas and complete the microscopes follow up questions worksheet.
Closure:
If time permits, students may be asked to share answers from their follow up questions worksheet.

Extensions: Advanced students should be encouraged to identify organelles under the microscope including
the cell wall, cell membrane, and nucleus.
Accommodation/Modification: The student with the 504 plan will be situated close to the teacher in the
laboratory. The student with an IEP will be placed in a group with socially responsible students.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: Students will be able to choose which specimens they observe. Students will follow the same
procedures but will different specimens.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: Students can choose the specimens based off what they are interested in
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan
is for a student with mild ADHD.

Technology: Both dissecting microscopes and light microscopes will be used during this lab. At this point in
time, students have already had instruction and practice in using both types of microscopes.
Teacher’s Notes:
The laboratory space should be set up before students arrive. Both microscopes should be out on each work
bench, and the specimens should be cut to the size necessary for viewing under each microscope. Students
should not have access to scalpels or other sharp objects.

Students have been assigned work spaces in the laboratory for classroom management reasons. In the
event that too many students are missing from a single table, two tables may be combined.

Organelles and characteristics of living things have already been taught. Students should be making
connections to both in this lab. They may need help making the connections.
Name: _________________________________________ Date: _________________________ Hour: _____

Microscope Comparison Lab

(comparing light and dissecting microscopes)

Directions:

1. Select a specimen (one at a time).

2. Observe your specimen under the light microscope

3. Observe your same specimen under the dissecting microscope

4. Record your observations with colored pencils and a description. Include any organelles you can see.

5. Select 3 specimens total to observe

Specimen 1: ______________________________________________
Specimen 2: ______________________________________________

Specimen 3: ______________________________________________
Name: _________________________________________ Date: _________________________ Hour: _____

Microscopes Follow Up Worksheet

(comparing light and dissecting microscopes)

Using your own words, compare and contrast the light microscope to the dissecting microscope:

When would a light microscope be appropriate to use?

When would a dissecting microscope be appropriate to use?

Could you identify any cells using the light or dissecting microscopes? If so, which ones?

What interesting specimens would you like to see under both microscopes (living or non-living)?
 Lesson Plan 3: Prokaryotes and Eukaryotes
Name: Brianna Desmond Date: Day 3 (Wednesday)
Subject: Biology Grade Level: 8th grade
Class Period: 71 minutes Materials: Prokaryote and eukaryote Prezi,
Prokaryote and Eukaryote Guided Reading Notes,
Prokaryote and Eukaryote Jigsaw Activity Sheet

Standards:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell
or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells
contribute to the function.
Objectives:
Given a Venn diagram, students will compare and contrast prokaryotes and eukaryotes
Assessment: As a check for understanding, the teacher will ask the students to hold up the number of
fingers that corresponds to how they feel: 1 finger if they do not understand the differences between
prokaryotic cells and eukaryotic cells, 2 fingers if they understand, but may need more practice, and 3
fingers if they understand well enough to teach it to their peers. We will discuss as a class any lingering
questions students still have.

Introduction/Hook: For the warm up, students will be shown a picture. They will describe the differences
they see between the two cells. (Warm up is located on the first slide of the prezi - http://prezi.com/g-
ojbqqgymni/?utm_campaign=share&utm_medium=copy )
Steps in the Lesson:
1. The teacher will pass out the guided reading notes.
2. The teacher will pull up the prezi.
3. The students will complete the hook.
 Students should complete the introduction as a “Think, Pair, Share” activity.
 The teacher should ask: “What are some differences you see between the two cells”, “Which one do
you think is more complex”, and “what organism do you think these cells belong to”?
4. The teacher will continue on with the slide show.
5. At slide 9, the YouTube Video will be played.
6. The teacher will continue on with the lecture and guided reading notes.
7. After the lecture, the teacher will handout the Prokaryotes and Eukaryotes jigsaw activity. Students will
be assigned a www.newsela.com article based on their ability level. They will break into their ability level
groups. The entire group will read the same article and answer the questions together. After, they will go
back to their seats and explain to their table what they learned in their article.
Basic level students will read: https://newsela.com/read/lib-facts-cells/id/36372/ at Lexile level 930.
Moderate level students will read: https://newsela.com/read/lib-convo-what-is-a-virus/id/29046/ at the
maximum Lexile level.
Advanced level students will read: https://newsela.com/read/lib-convo-explainer-mitochondria/id/36318/
at the maximum Lexile level.
8. The teacher will continue on with the lecture and reading notes after the activity has concluded (~10
minutes)
9. Students will complete the exit ticket at the end of the lecture.
10. As a check for understanding, the teacher will ask the students to hold up the number of fingers that
corresponds to how they feel: 1 finger if they do not understand the differences between prokaryotic cells
and eukaryotic cells, 2 fingers if they understand, but may need more practice, and 3 fingers if they
understand well enough to teach it to their peers.
Closure: As a check for understanding, the teacher will ask the students to hold up the number of fingers
that corresponds to how they feel: 1 finger if they do not understand the differences between prokaryotic
cells and eukaryotic cells, 2 fingers if they understand, but may need more practice, and 3 fingers if they
understand well enough to teach it to their peers.

Accommodation/Modification: The students with the IEP and 504 plan will be placed in the appropriate
ability level. The student with ADHD will have the slide show printed out ahead of time, and may choose
alternative seating for the reading activity.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: I am differentiating the article they read during the jigsaw activity.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: The articles range from low complexity to high complexity. The articles can also be made into
different Lexile levels for students who need it.
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan
is for a student with mild ADHD.

Technology: Students will need to use laptops to access the newELA articles. If laptops are not available, the
articles are available to print.
Teacher’s Notes: https://study.com/academy/lesson/eukaryotic-and-prokaryotic-cells-similarities-and-
differences.html
Name: _____________________________________ Date: _______________________________

Prokaryotes and Eukaryotes

Guided Reading Notes

All cells share some common characteristics that make them living things. All organisms are composed of
_____________, the basic fundamental unit of life. They contain ___________ as a heritable genetic material,
and they can _________________________. They can also regulate transport across a cell membrane and
require chemical energy for some cellular processes.

Prokaryotes:
What are the characteristics of prokaryotic cells?
What types of organisms are prokaryotes?
Eukaryotes:
What are the characteristics of eukaryotic cells?
What types of organisms are eukaryotes?
Label the Venn diagram using the vocabulary form the video
Name: _____________________________________ Date: _______________________________

Prokaryotes and Eukaryotes

Jigsaw Activity

 Read your assigned www.newsela.com article.

 Answer the questions about your article.
 Report back to your group about what you learned.
1. Summarize your article

2. What was the most important thing from this article?

3. What do you still want to know about this topic?

4. What did the other groups read about?


5. What were their most important points?


 Lesson Plan 4: Organelles
Name: Brianna Desmond Date: Day 4 (Thursday)
Subject: Biology Grade Level: 8th
Class Period: 71 minutes Materials: Organelle poster, tape, kahoot quiz, lap
tops (if needed), Organelle name worksheets,
Guided reading notes

Standards:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell
or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells
contribute to the function.

Objectives:
Given the activity, students will label, recall or describe the structure and function of organelles.
students will list the functions of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
Given a blank animal and plant cell, 7th grade students will identify the nucleus, chloroplasts, mitochondria,
cell membrane, and cell wall.
Assessment: The data from the Kahoot game will be used as a formative assessment. Through the website,
data can be collected on the student’s progress. (https://play.kahoot.it/#/k/95f78d0c-1e4e-4305-bf02-
f914169f7e77 )

Introduction/Hook: For the warm up, students will answer true/false questions as a “Think, Pair, Share”
activity. (Warm up is located on the first slide of the Prezi - http://prezi.com/8-
khqcnqyvo3/?utm_campaign=share&utm_medium=copy )
Steps in the Lesson:
1. The teacher will pass out the guided reading notes.
2. The teacher will pull up the Prezi.
3. The students will complete the hook.
 Students should complete the introduction as a “Think, Pair, Share” activity.
 The teacher should ask: “Which of these are true”, “Which of these are false”, “does anyone
disagree and why”?
4. The teacher will continue on with the slide show.
5. The last slide of the Prezi is a YouTube video.
6. After the Prezi and video, we will move into stations for a game carousel.
7. Students will rotate between the 3 activity stations.
 Group 1 will take the “Kahoot” online quiz. Students will take out their phones and log into Kahoot.
They will then take the quiz.
 Group 2 will play “Heads Up” with organelle vocabulary. One student will put a vocab word up to
their forehead without looking at the word, and the other students will describe the structure and
function of that word until the student with the vocab word guesses it correctly.
 Group 3 will be split into 2 groups and each group will race against each other to label their poster
the quickest and most accurately.
Closure: As a check for understanding, the teacher will ask the students to hold up the number of fingers
that corresponds to how they feel: 1 finger if they do not understand the structure and function of
organelles in a cell, 2 fingers if they understand, but may need more practice, and 3 fingers if they
understand well enough to teach it to their peers.

Accommodation/Modification: The student with the 504 plan will receive a printed version of the slide
show. They will also be placed in group 3. The student with the IEP will be placed in group 2 along with
socially responsible peers.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: Each activity is different and aimed at different KAC learning profiles.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: Each activity is different and aimed at different KAC learning profiles. Group 1 is visual, group 2 is
auditory, and group 3 is kinesthetic.
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan
is for a student with mild ADHD.

Technology:
Presentation - http://prezi.com/8-khqcnqyvo3/?utm_campaign=share&utm_medium=copy
Kahoot game - https://play.kahoot.it/#/k/95f78d0c-1e4e-4305-bf02-f914169f7e77
Teacher’s Notes:
Name: _____________________________________ Date: _______________________________

Organelles
Guided Reading Notes
An organelle is any number of organized or _________________________ ____________________________
within a living cell.

Organelle Structure Function Plant/Animal/Bacteria

Cell Membrane

Cell Wall

Nucleus

Mitochondria

Chloroplast

Endoplasmic Reticulum

Golgi Body
 Lysosome

Ribosome

Vacuole

Define the endosymbiotic theory in your own words:

Group 3 poster to label:

Word bank:
Cell Membrane Cytoskeleton Plant Cell
Cell Wall Animal Cell Cytosol
Nucleus Prokaryotic Cell Nuclear Pore
Cytoplasm Ribosome Eukaryotic Cell
Mitochondria Rough ER Vesicle
Chloroplast Smooth ER Nuclear Envelope
Vacuole Golgi Bodies Nucleoid
Lysosome Nucleolus Thylakoid
 Lesson Plan 5: 3D Cell Models
Name: Brianna Desmond Date: Day 5 (Friday)
Subject: Biology Grade Level: 8th
Class Period: 71 minutes Materials: Building materials (foam, cardboard,
construction paper, pipe clearners, poster
board,ect.), Laptops, guided reading notes from
previous lessons in unit, 3D Cell Model Planning
Sheet, 3D Cell Model Rubric

Standards:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell
or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells
contribute to the function.
Objectives: Given building materials, 8th grade biology students will design and create a 3D model of either
a plant or animal cell with 80% accuracy according to the rubric.
Assessment: Students will have their 3D Cell Model Planning Sheet approved by the teacher before the end
of the class period.

Introduction/Hook: Students will watch the “Cell City” music video.

(https://www.youtube.com/watch?v=u4ki28XLzOA )
Steps in the Lesson:
1. Students will watch the YouTube video: Cell City
2. After the video, students will receive the Planning Sheet and the Rubric.
3. The teacher will explain the culminating activity, and read through the Planning Sheet.
4. Students will group into groups of no more than 3.
5. Students will work on their planning sheets and begin constructing their models using the materials
provided.
6. Students will have their planning sheets approved before the end of the class period.
Closure: As a check for understanding, the teacher will ask the students to hold up the number of fingers
that corresponds to how they feel: 1 finger if they do not feel prepared or will be prepared to present after
the weekend, 2 fingers if they feel confident that they will be prepared, and 3 fingers if they are ready to
present now.

We will also go over how we are going to present. Students will set up their models around the room in a
circle. Some of the group members will stay by their model and explain to students walking around what
they made, while other students will walk around and observe other student’s models. After a set amount
of time, the presenters and the observers will switch places.

Accommodation/Modification: The student with the IEP will be paired with a socially responsible peer to
peer tutor them through this process. The student with the 504 plan may choose alternative seating during
the work portion of this lesson. They may also take breaks from working throughout the lesson.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: Students will be able to pick their groups, which cell they want to model, and how they are modeling
it. They also will be able to work at their desks, on the floor, or in the library if they need.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: Students will be able to work with who they want, be able to choose their cell analogy, and be able
to choose where they work in the room or media center.
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan
is for a student with mild ADHD.

Technology: Students will be able to use laptops to design parts of their models. Students should be using
good online etiquette and handling the laptops properly.
Teacher’s Notes:
Name: _____________________________________ Date: _______________________________

3D Cell Analogy Models

Planning Sheet

The cell can be compared to a city, like in the “Cell City” music video, with each organelle being a building in
the city performing various tasks. For your culminating unit activity, you will also be making an analogy
between a cell and something of your choosing. Below is a planning guide that will help you in this process.
Group members (up to 3): ______________________ ______________________ _____________________
In addition to building the model, each “organelle” will be labeled with the name of the organelle, the
corresponding analogy, and why it is analogous.

The animal/plant (choose one) cell is like a ___________________

Organelle Is like a… How/Why?
Cell membrane

Nucleus

Mitochondria

Endoplasmic Reticulum

Golgi Body
 Lysosome

Ribosome

Vacuole

Cell Wall (plant cell)

Chloroplast (plant cell)

1. Do you have all the materials to need to build your model? Yes/No

2. Will you have to meet outside of class to finish your model? Yes/No

3. Do you have a way to contact your group members? Yes/No

4. Will you meet “above average” on all the columns in the rubric? Yes/No

If you answered “No” to any of the above questions, what can I do, you do, or your groups members to do help?
Names of Students in group: __________________ __________________________ ___________________
Date: _______________________________
Overall Score: /100
3D Cell Analogy Models
Rubric
Category: Above average:
Accuracy and clarity of Analogy makes sense, all
Analogy (20pts) organelles are included,
and descriptions are
typed out.
Accuracy of Organelle Includes all organelles,
description (20pts) with correct functions,
and is labeled as
plant/animal cell, and
prokaryote/eukaryote
Creativity (10pts) Analogy is creative and
not used by another
group
Completion (30pts) All organelles are
labeled, and the model is
titled “The animal/plant
cell is like a…”
Organization and Model looks like a lot of
Presentation (20pts) effort went into it, and
presenter can describe
each part of the analogy
Average: Needs Improvement:
Analogy makes sense, Analogy does not make
most organelles are sense, little to no
included, and some descriptions are typed
descriptions are typed out.
out.
Includes most organelles, Includes little to no
with some correct organelles, with no
functions, and is labeled correct functions, and is
as plant/animal cell, and not labeled as
prokaryote/eukaryote plant/animal cell, and
prokaryote/eukaryote
Analogy is somewhat Analogy is a cell city
creative, not a cell city,
and/or used by another
group
Most organelles are No organelles are
labeled, and model is labeled, and the model is
titled not titled
Model looks like some Model looks like little
effort went into it, and effort went into it, and
presenter can describe presenter cannot
most parts of the describe parts of the
analogy analogy.
 Lesson Plan 6: Culminating Activity
Name: Brianna Desmond Date: Day 6 (Monday)
Subject: Biology Grade Level: 8th
Class Period: 71 minutes Materials: Cell model projects, 3D Cell Analogy
Model rubrics

Standards: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells;
either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells
contribute to the function.
Objectives: Using their 3D cell analogy models, 8th grade biology students will explain their project, justify
the choices they made, and appraise other student’s models.
Assessment: Students will be summatively graded using the 3D Cell Analogy Model Rubric.

Introduction/Hook: As an introduction, the teacher will show off the model they have created and
demonstrate how to properly present to the class.
Steps in the Lesson:
1. Students will set up their models around the room in a circle. Some of the group members will stay
by their model and explain to students walking around what they made, while other students will
walk around and observe other student’s models. After a set amount of time, the presenters and the
observers will switch places.
2. While students are walking around and observing other’s models, they will be voting for the “most
creative”, “most accurate”, and “best presentation”.
3. Those students who win in the categories above will receive 5 extra credit points.
Closure: For closure, the students who won the categories will be announced.

Accommodation/Modification: The student with the IEP will be allowed to step into the hallway, or wear
ear plugs if the commotion in the room becomes overwhelming.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain: Students will be able to present their models how they want, and in what order they want to
present. They will also be able to vote for their favorite models.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: They will be able to present how they want to as a group.
Diversity: This particular middle school is in a suburban area. This particular class includes 30 students total,
with one student having and IEP and one 504 plan. The IEP is for an emotional impairment, and the 504 plan
is for a student with mild ADHD.

Technology:
Teacher’s Notes: