Title Page
Phase One
th

Table of Contents
1.
Phase One a.
Alabama Course of Study Standards pg. 1 b.
Teacher Content Knowledge pgs. 2-4
2.
Phase Two a.
Parent Letter pg. 5 b.
Web-based Resources pg. 6 c.
Literature Connections pgs. 7-10 d.
Community Resources pg. 11
3.
Phase Three a.
Unit Day 1 pg. 12 b.
Day 1 Resources pgs. 13-15 c.
Unit Day 2 pg. 16 d.
Day 2 Resources pg. 17 e.
Unit Day 3 pgs. 18-19 f.
Day 3 Resources pg. 20 g.
Unit Day 4 pg. 21 h.
Unit Day 5 pg. 22 i.
Day 5 Resources pg. 23
4.
Phase Four a.
Pre-Test and Post-Test pgs. 24 and 25 b.
Pre-Test and Post-Test Answer Key pgs. 26 and 27 c.
Studyguide pg. 28 d.
Studyguide Answer Key pg. 29 e.
References pg. 30

Alabama Course of Study Standards and/or Alabama Common Core Standards
Science:
5-7.) Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane.

Comparing unicellular and multicellular organisms

Comparing plant and animal cells
Information Literacy:
K12-3.) The student who is information literate uses information accurately and creatively.
• Organizes information for practical application.
• Integrates new information into one's own knowledge.
• Applies information in critical thinking and problem solving.
• Produces and communicates information and ideas in appropriate formats.
K12-9.) The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
• Shares knowledge and information with others.
• Respects others' ideas and backgrounds and acknowledges their contributions
• Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
• Collaborates with others, both in person and through technologies to design, develop, and evaluate information products and solutions.

Teacher Content Knowledge
Plant and animal cells are classified as “eukaryotes” because they are organized. The insides of the cell, or organelles, are organized by the job they perform. Plants and animals share some of the same structures, but just like plants and animals, they also have differences in their makeup. This is because the two types of cells have specific functions for the organism they make up. The organelles and cell parts are only the basics for cell structure. Both plant and animal cell can contain organelles specialized for a specific type of plant or animal. For example, a tiger will have different DNA and overall arrangement of the cell than a house cat.
Both types of cells have the following types of organelles:

The cell membrane surrounds the cell. It acts almost as if skin, letting certain organisms in the cell and keeping others out.

The centrosome aids in mitosis by separating and each part moving to opposite parts of the cell.

The cytoplasm is a jelly like substance which fills the cell and suspends the organelles within the cell.

The Golgi body is the protein packaging plant of the cell. It also produces the membrane around lysosomes.

Mitochondria are organelles with a double membrane which convert the energy in gluclose into ATP for the cell. Mitochondria have their own DNA and can reproduce themselves independently.

The nuclear membrane is kind of like the cell membrane except it only surrounds the nucleus.


The nucleolus is an organelle within the nucleus which produces ribosomal RNA. Some cells actually have multiple nucleoli.

The nucleus is a spherical organelle which contains multiple other organelles. It also controls many of the functions of the cell and contains DNA.

Ribosomes are small organelles which are composed of RNA that synthesize protein.

Rough ER transport materials through the cell and produce proteins in sacks.

Smooth ER is a vast system of interconnected tubes which transport materials through the cell. It contains enzymes and produces and digests lipids and membrane proteins.

Vacuoles are fluid-filled cavities in a cell which fill with food and waster material that is on its way out of the cell.
Plant cells also include the following cells:

A cell wall is a thick rigid membrane that surrounds a plant cell. This layer gives support for the plant cell’s shape. The cell wall binds with the cell wall of other plant cells to create the structure of a plant.

Chlorophyll is a molecule which uses light energy to create food for the plant.

Chloroplasts contain chlorophyll and aid in photosynthesis.

Granum are stacks of thylakoid disks within the chloroplast

Stroma are part of the chloroplasts in plant cells in its inner membrane.

Thykaloid disks are large, membrane-bound spaces within plant cells filled with fluid that have a single vacuole. It helps maintain the shape of the plant cell.

Plants for the most part are non-motile. However, some species do have flagella that aid in movement. There are two main categories of plants: vascular and nonvascular. Vascular plants are more structured which allows for more growth. Therefore, vascular plants grow bigger and higher than nonvascular plants. Vascular plants also include the following structures: roots, stems and leaves. Nonvascular plants usually can never grow longer than an inch or two high because of their lack of support. Nonvascular plants are also more dependent on the environment for moisture and some of its other basic needs to survive.
Overall, plants are the basis for life on Earth. However, plants are not more important than human or animal life. In fact, they can be equally justified as important because plants and animals work together to survive. One key way is in the way both organisms breathe.
Humans breathe in oxygen and breathe out carbon dioxide while plants breathe in carbon dioxide and breathe out oxygen. Plants also provide food for animals while dead animals can decay to create fertilizers for new plant life.
Both plants and animals vary in size and species. However, only a small portion of plants are actually used by humans for resources. Animals need outside forms of protein for nourishment. However, plants can use inorganic forms of elements to provide their own nourishment. Therefore, plants and animals make use of the entire environment. The give and take from each organism gives balance to nature.

Phase Two
General Resources

Information for students, families, and administrators:
Dear 5 th grade parents,
I am Ms. White, an intern from the University of Montevallo. I’ve been working with your children in science and math. Next week I will be teaching a unit about plant and animal cells. I’m so excited for this unit and I know your child will enjoy the hands-on activities I have planned for them. We’ll look at the differences between plant and animal cells through cyber scavenger hunts. I’m really excited about the activity on Friday. We will be building plant and animal cells from everyday items.
How can you help?
You can help us by gathering the following materials.
 chewing gum
 plates
 icing
 sour straws
 sugar cookies

Twizzlers

Skittles

Starburst

Laffy taffy
 red hots
You can also help by looking over the study guide with your student which will be sent out Wednesday. The questions will not be exactly the same as what is on the test; however, the material is the same.
I am so excited for the opportunity to continue teaching your students math and science. I will be with your students until December. I’ve only been in your child’s classroom for a short time; however, I can tell there is a tremendous amount of parental support. Thank you for being so supportive of your child and their success in school!
Thank you,
Ms. White
Intern from the University of Montevallo
Amber Willis
Cooperating Teacher


Web-based Resources:
1.
Cells Alive! (http://cellsalive.com/cells/3dcell.htm)

This site is a great reference for teachers to learn about all kinds of cells. It also provides activities and even a cyber scavenger hunt through a plant cell, an animal cell, and a bacterial cell. I used this site for the activities on days 2 and 3 for an interactive look inside a plant and animal cell.
2.
Plant Cell Game (http://www.sheppardsoftware.com/health/anatomy/cell/ plant_cell
_game.htm)

This site can be used to help quiz students about the cell parts and organelles of a plant cell. This can be used for review at home or in the computer lab. This game is great because it’s timed and it also tells you which answers are wrong before you can advance.
3.
Learn Genetics (http://learn.genetics.utah.edu/content/begin/cells/insideacell/)

This site features a tour through a plant or animal cell that reads all text to you. This is a great way for students with low reading comprehension to practice the names and functions of the organelles and cell parts. Some of the other sites can seem like a cartoon. However, this site looks more like what you could see in a textbook.
4.
Eureka! Science (http://www.eurekascience.com/ICanDoThat/index.htm)

This site provided plenty of research material for my unit. It provides research for parents and teacher. However, what I truly loved was the guided research for students which includes illustrations and dialogue to make it fun.
5.
Neo K12 (http://www.neok12.com/Cell-Structures.htm)

This website has many awesome resources such as videos, pictures and quiz games that can aid students’ comprehension of the content for this unit. I used the quiz games to give me an idea for the pretest and posttest. I also will use the pictures to display while talking about the vocabulary and reviewing for the test.


Literature Connections:
1.
Plant Cells: The Building Blocks of Plants (Exploring Science) by Darlene R. Stille and
Eric Hoffmann
This book gives a kid-friendly description of the function and structure of plant cells.
Stille, D., & Hoffman, E. (2006). Plant cells: the building blocks of plants (exploring science). Minneapolis, Indiana: Compass Point Books.
2.
Christina Examines Plant Cells and Animal Cells by Carole Marsh
This book gives many fun and interactive activities for children to use to learn about plant and animal cells.
Marsh, C. (2008). Christina examines plant cells and animal cells. Peachtree City,
Georgia: Gallopade Intl.
3.
Animals: Multicelled Life by Robert Snedden
This book takes children on a microscopic journey through a plant and an animal cell.
Snedden, R. (2007). Animals: multicelled life . Portsmouth, New Hampshire : Heineman

4.
The World of The Cell: Life on a Small Scale by Robert Snedden
This book takes a look at the parts of a cell and the two basic cell types: prokaryotes and eukaryotes.
Snedden, R. (2008). The world of the cell: life on a small scale . Portsmouth, New
Hampshire : Heinemann
5.
The Diversity of Life: From Single Cells to Multicellular Organisms by Robert Snedden
This book investigates how cells come together to make multicellular organisms such as plants and animals.
Snedden, R. (2002). The diversity of life: from single cells to multticellular organisms .
Portsmouth, New Hampshire : Heinemann Library
6.
Plants and Fungi: Multicelled Life by Robert Snedden
This book investigates how cells work together to form plans and fungi.
Snedden, R. (2002). Plants and fungi: multicelled life . Portsmouth, New Hampshire :
Heinemann Library

7.
Plant Growth and Development by Lalit M. Srivastava
This book looks at how plants function and develop.
Srivastava, L. (2002). Plant growth and development . Salt Lake City, Utah : Academic
Press
8.
Plants and Animals by Laurie Triefeldt
This book provides a fun and interactive look at many plants and animals.
Triefeldt , L. (2007). Plants and animals . Fresno, California: Quill Driver Books

9.
Life by Davie Burnie
This book investigates many types of life from a multicellular organism all the way down to the organelles and parts of a cell.
Burnie , D. (1999). Life . New York, New York: DK Children.
10.
National Geographic Animal Encyclopedia by Lucy Spelman
This book includes a multitude of animals and their physical location on the planet.
Spelman, L. (2012). National geographic animal encyclopedia . Washington, D.C.:
National
Geographic Children's Books.


Community Resources

Phase Three
Focus Question: What are the differences between plants and animals?
Day 1 / Lesson 1 Date of Lesson: 10/7/13
National
Standard
Common Core or ALCOS
Objective Lesson Description Assessment Materials
NCSS # 4:
Life Science
5 th Grade
5-7 Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane.
TSW compare and contrast the differences between plants and animals.

TSW compare and contrast the differences between plants and animals.

TSW label the organelles and parts of a plant and
 animal cell.
TSW glue the labeled pictures and a list of vocabulary in their science notebook.
Science
Notebook
Comparing unicellular and multicellular organisms
Comparing plant and animal cells

Venn Diagram

Picture of an Animal
Cell (attached)

Picture of a Plant
Cell (attached)

Vocabulary

Science Notebook

Focus question: What does the inside of a plant cell look like?
Day 2 / Lesson 2 Date of Lesson: 10/8/13
National Common Core or ALCOS
Objective
Standard
NCSS #4: Life
Science
Lesson Description Assessment
5 th Grade
7.) Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane.
TSW locate the organelles and parts of a plant cell.
Comparing unicellular and multicellular organisms
Comparing plant and animal cells

TSW use the Cells
Alive! to take a virtual scavenger hunt of a plant cell.

TSW record their findings by drawing the organelles they find.

Along the way,
TTW and TSW discuss the functions of all the organelles and cell parts of the plant cell.

TSW then glue their scavenger hunt sheet into their science notebook.
Science
Notebook
3.) The student who is information literate uses information accurately and creatively.
Materials


Cells Alive! Website
Scavenger Hunt
Worksheet

Scavenger Hunt Sheet
Organelles/ Cell Parts
Drawing

Focus Question: What does the inside of an animal cell look like?
University of Montevallo SCIENCE Lesson Plan Format
Name: Chelsea White
Subject/Grade level: Science/5th
Date lesson taught: 10/9/13
Group size: 20
School: Thompson Intermediate
Goals: TSW investigate the parts that makeup various types of cells.
NSES: Life Science
ALCOS:
5-3.) The student who is information literate uses information accurately and creatively.
5-7.) Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane.
Comparing unicellular and multicellular organisms
Comparing plant and animal cells
Prerequisite Skills/Concepts: TSW have a basic understanding of a cell.
Objectives (action verb – Bloom’s) Assessment
TSW locate the organelles and cell parts of an animal cell.
Science Notebook

Procedures
Should include labeling within the section based upon subject (Math and Science -
5Es). Procedures should be bulleted OR include proper spacing to promote easy reading for students and professors.
Materials & Resources

Materials should be listed as they are used in the plan.
Engage

TTW say, “Students, today we will be doing another virtual scavenger hunt. Yesterday, we looked at a plant cell. What kind of cell do you think we’ll look at today? That’s right! An animal cell. Just like yesterday, we will record the organelles we find by drawing them on our scavenger hunt sheet. Let’s get started!”
Explore

TSW use the Cells Alive! to take a virtual scavenger hunt of a animal cell.

TSW record their findings by drawing the organelles they find on their scavenger hunt sheet.

Along the way, TTW and TSW discuss the functions of all the organelles and cell parts of the plant cell.

TSW then glue their scavenger hunt sheet into their science notebook.
Cells Alive! website
( http://www.sheppardsoftware.com/health/ana tomy/cell/plant_cell_game.htm
)
Explain
Scavenger Hunt Worksheet

TTW and TSW discuss the differences they saw in a plant and animal cell.

Extend

TSW draw their own version of a plant or animal cell.
Evaluate
Science Notebook
Glue
Science Notebook
Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students):
TTW provide the Spanish to English dictionary for the names of the organelles and cell parts of an animal cells to be included in the student’s science notebook.
Modifications (IEP): TTW sit with a group of students to aid their comprehension of the content.
Extensions (additional activity to reinforce lesson objective(s)): Described above.

Scavenger Hunt Worksheet
Organelles/ Cell Parts
Drawing

Focus Question: What are the differences between plant and animal cells?
Day 4 / Lesson 4 Date of Lesson: 10/10/13
National
Standard
Common Core or ALCOS
Objective
NCSS #4: Life science
Lesson Description Assessment
5 th
7.) Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane.
TSW compare and contrast the differences between plant and animal cells.
Comparing unicellular and multicellular organisms
Comparing plant and animal cells

TSW compare and contrast plant and animal cells in a
Venn Diagram.

Then TSW compare this Venn Diagram with the Venn
Diagram completed in Day 1 on plants and animals.

TTW lead a discussion with the students about the differences between their first thoughts of plant and animal cells and their understanding of them now. TTW ask the following questions: Do animal cells look like animals? Do plant cells look like plants? Why are they different?

TTW and TSW review vocabulary and the pictures of both plant and animal cells.
Science
Notebook
Materials
Venn Diagram
Glue
Science Notebook

Focus Question: What are the functions of the organelles in a plant and animal cell?
Day 5 / Lesson 5 Date of Lesson: 10/11/13
National
Standard
Common Core or ALCOS
Objective
NCSS #4: Life science
Lesson Description Assessment
5 th
9.) The student who contributes positively to the learning
TSW investigate the organelles and parts of plant and animal cells.
TSW break up into 4 groups.
TSW use various materials to construct a plant or animal cell. community and to society is information literate and participates effectively in groups to pursue and generate information.
TSW present their plant or animal cell and describe what they used to represent the different organelles and cell parts.
TTW also quiz students on the functions of the organelles and cell parts of their chosen cell.
Rubric
Materials
Various Types of everyday items:
Chewing gum
Plates
Icing
Sour straws
Sugar cookies
Twizzlers
Skittles
Starburst
Laffy taffy
Red Hots

Rubric
Cell includes the correct organelles and cell parts
Group provides a description of every organelle
Cell includes at least 4 different types of materials from those provided
Group worked cooperatively
Group worked the entire time
Notes:

Phase Four
Measuring Student Impact (Summative Assessment)

Include a copy of the document to be used for the pre-and post-assessment (attached)

Include the scoring rubric, checklist, and/or answer key used to evaluate the assessment.
(attached)
References
1.
Ehow. (1999-2013). How to make edible plant cells . Retrieved from http://www.ehow.com/how_5110187_make-edible-plant-cells.html
2.
Enchanted Learning (2004-2010). Jello animal cell . Retrieved from http://www.enchantedlearning.com/subjects/animals/cell/jello/
3.
Enchanted Learning (1996-2012). Plant cell anatomy . Retrieved from http://www.enchantedlearning.com/subjects/plants/cell/
4.
Eureka! Science Corp. (1998-2008). Ican do that! the fun science site . Retrieved from http://www.eurekascience.com/ICanDoThat/index.htm
5.
Molecular Expressions (2005, May 26). Animal cell structure . Retrieved from http://micro.magnet.fsu.edu/cells/animalcell.html
6.
Molecular Expressions (2005, May 14). Plant cell structure . Retrieved from http://micro.magnet.fsu.edu/cells/plantcell.html
7.
Quill Graphics (1994-2013). Cells alive!
. Retrieved from http://cellsalive.com/cells/3dcell.htm
8.
Cells . (2013). Retrieved from http://www.mce.k12tn.net/science2/life_science_5/cells/cells_5thgrade.htm

Lesson Refinement:
Today’s lesson was used to introduce the unit and to set up everything students will need to help them with later activities. Overall, students were engaged for a majority of the time with only a few redirections needed here and there. Students were excellent at making guesses about the organelles and cell parts. I integrated technology by using the Elmo and projector.
Advanced and proficient students were the main ones guessing and adding points for discussion in this lesson. Developing students seemed to be caught up in everything that needed to be done instead of retaining information. I also had to redirect them more to raise their hand before responding than other students.
One change I could make with this lesson is to practice writing bigger on the board.
Another change I can make is to have students repeat back what I say to them to help develop their listening skills. The last change I can make is to only pass out one item and have students glue it in and then go over it before continuing on.
I taught this unit to students in a lower ability group. Even though I would need to change this plan for students in different ability groups, my class seemed to benefit from this lesson. We were able to slowly introduce the material and give them study materials they would use the entire week and to help them study for the post test.

I loved today’s lesson. I was able to integrate technology and students were engaged the entire time. Each student was eager to answer and explore the cell even more. I loved the website
I used during this activity. It contained plenty of resources to help me plan this unit and also for extra practice with cells.
Advanced and proficient students deepened the discussion by asking questions and responding to other’s questions. Developing students began to catch on more today. They responded and even asked questions for discussion.
One change I can make is to include an extension activity for the remainder of the class time. This activity took less time than I originally planned for. I also should have thought about including an alternate activity. I did not need it with this class. However, I need to think of a backup plan for teaching this plan in the future. I would also love to make this lesson more interactive with technology. If I had a Promethean or Smart Board, I would have allowed students to choose organelles or cell parts to look at. If the class had enough iPads they could also break up into groups and explore the cell as well.

Students loved this activity. They were engaged the entire time and eager to answer. I used the same website as yesterday. Today I also included a few brain pop videos and a quiz to check for comprehension. This used up the rest of the class period time. I was also observed for this lesson.
Advanced and proficient students were once again deepening the discussion and making relations from the vocabulary to the visual. Developing students were keeping the discussion going by asking more questions.
I would still like to add some kind of alternative activity if I will teach this in the future. I might also think about putting Day 2 and 3 together into one day. I would also like to make this more interactive with technology. If I had a Smart board or a Promethean Board I would allow students to come up and choose organelles to look at more closely. If we also had enough iPads,
I would allow students to work as a group to investigate the cell.

Today’s lesson was used as a big review day for the test. The activity allowed students to organize and restate what they’ve learned over past week.
Advanced and proficient students flew through this activity and were ready to share rather quickly. Therefore, I was able to get them to expand on those questions and look for more to put in their Venn diagram. Remedial students struggled to even get started with the assignment. They needed a few prompts to start and even an alternative explanation of the assignment to get started. Then, a few struggled to fill in everything needed. I would prompt them to think about more they could fill in using their science notebook and previous knowledge.
However, many insisted they filled in everything they could.
One change I would make for this activity would to make this a more hands on review. I would try to find a way to integrate an activity that students could review the material in a more concrete manner. I would also introduce more structure into this lesson. I would start by modeling what exactly I’m looking for in this activity. I would also help them fill in a few things before letting them fill in more. One more change would be to put the Venn diagrams together.
Day 1 featured a Venn diagram about plants versus animals. Today’s Venn diagram is plant cells versus animal cells. These would probably be better suited to be done together.

Today’s lesson was a fun culminating activity for the unit. Students loved the activity because they could be creative with yummy food. They also demonstrated what they’ve learned by presenting their creations.
Proficient students completed the activity quickly. They also were able to present without looking at their notes. Developing students took their time with the activity. They also required looking at their definitions for the presentation. I would have preferred them to present from their own memory.
One change I would make for this lesson would be to make this an extra credit assignment and have a day as part of the class time for students to present. I would also manage my time better. We were not able to finish up in time to properly clean up before the next group and also enjoy our creations. I also would need to include more specific guidelines for what I am looking for.

Unit Pre-Post Assessment Analysis (Analysis of Student Impact):
 include at least 2 work samples from each group: “advanced/accelerated,”
“proficient/on-target,” and “remedial/developing” students. Students’ names
should not be visible on the samples. (Attached)

Include a table of the pre- and post-test scores. Remember to report grades confidentially. Use first names only, pseudonyms, or numbers instead (ex:
Grace, John Smith, or Student #1). (attached)

Using a program such as Excel or Word, create visual representation (graph or chart), which will show a comparison of students’ scores on the pre AND post assessments. This will allow for expedient analysis and demonstrate the impact of the intern’s impact on student learning. This will be helpful in the comparison of the results the pre-and post-tests. This should be reported in paragraph form
(minimum of 2 paragraphs). (attached)
Students were given the same test for the pre and post assessment. The scores for the pretest ranged from a 0 to a 36. The scores for the post test ranged from 26 to 100. The difference in scores from pretest to post test ranged from 16 to 89 points. The overall average for the increase in scores was 50 points. The average score for the pretest was a 35. The average score for the post test was a 64. The overall average score difference was 29 points.
A possible reason for such low scores in the pretest is because this was one of the first times the students would have seen this material. A possible reason that the score improved so much was the content-rich lessons to help students retain and review the material as much as possible. Students were also given a study guide on Wednesday and took the test on the following Monday. Therefore, students were given plenty of time to review the material.