UDL Assignment
Lesson Title: Cell Structure
SOL Objective: LS.2: The student will investigate and understand that all living things are composed of cells. Key concepts include: a) cell structure and organelles; b) similarities and differences between plant and animal cells; c) development of cell theory; and d) cell division
Essential Knowledge and Skills: In order to meet this standard, it is expected that students will:
• distinguish among the following: cell membrane, cytoplasm, nucleus, cell wall, vacuole, mitochondrion, endoplasmic reticulum, and chloroplast.
• correlate the structures of cell organelles with their functions
• compare and contrast examples of plant and animal cells, using the light microscope and images obtained from other microscopes.
• describe and sequence the major points in the development of the cell theory.
• identify the three components of the cell theory.
• sequence the steps in the cell cycle, including the phases of mitosis.
• differentiate between the purpose of mitosis and meiosis.
• design an investigation from a testable question related to animal and plant cells. The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis.
Lesson Objectives: Students will be able to identify and understand the function of plant and animal cells.
Instructional Focus: Educating students in the essential functions and concepts related to plant and animal cells, as well as, familiarizing them with microscopes.
Materials/Resources: 7th grade science book (definitions and picture reference), computer
(additional guidance), Science lab
Initial Bell ringer: Questions written on board prior to student arrival. (6 minutes)
“What is the smallest unit of living things?”
“What do you think are the differences between plant and animal cells?”
Teacher picks students to answer. Answers 1st question. 2nd question: That is our focus of the day. We are going to be learning the differences between plant and animal cells. We will learn their components and their functions. Break students into groups of 3. (Preassigned groups based on strengths for the roles)
(Transition to parallel teaching structure, two tables with 4 groups at each table (12 students)). Materials needed: Poster paper, markers, picture of cell, glue/tape (5 minutes)

Day 1 Graphic Organizer: FACTORY: Each group is given a piece of poster board with a diagram of a cell. Students will glue the cell diagram to the middle of their poster board. Teacher presents one cell structure at a time and it’s function. Each group brainstorms what they can compare that structure to. The writer in each group will write their sentence (“The nucleus is like a _____”) with a line pointing to the nucleus. The artist will draw a picture that goes with the sentence. Once this is done, the spokesperson from each group will share what their group came up with. Teacher will go over all organelles (both plant and animal). (50 min)
After parallel of information, regroup students so that the plants and animal folks are mixed up
(preassigned). In these groups the students will complete a venn diagram that compares plant and animal cells. Plant folks can get animal information and vice versa. (10 min)
Activity #2/ Exit Ticket: Venn Diagram comparing plant and animal cells.
2 nd
Day: Intro Review: Crossword Puzzle (10 minutes) provide definitions of functions within the crossword provide the structure.
Class: Introduce Microscopes
Give worksheet with microscope parts and state rules
Give worksheet to follow along (Worksheet includes: Directions of E, Orientation of E when knobs are moved)
Break students into pairs. Pre-made slides. Give students slides with a cut out letter E from a newspaper. Students look at it and make sure that they put it onto their microscope the same way. Main teacher teaching and other teacher circulating. Take turns orienting the
“E”. Trying to point out how to get things into focus and how to move the slide. Need to notice that it is upside down because that is how microscopes work. Learning that all the directions are reversed. You can have one person move the knobs while the other person looks. Once focused. Have them switch to next magnification and draw the E and do the same thing with the zoom. Understanding magnification. (40 minutes) Transitions and how to hold and carry microscopes. Have microscopes already out.
Lab Activity: Slide A Box to show what you see. You can label or draw identifiable structures is it plant or animal cell. How can you tell? This is for all slides.
Need to make sure that students have good reasons. “Because I see a cell wall”.
Pre-made slides: Give groups different slides and they swap at a given time. (every 3 to 5 minutes). There will be 5 slides.
Need to have pictures for all pre-made slides. Bonus slides for fast finishers.
Students are grouped based on ability. (30 minutes)
Wrap-Up: Projecting slides on the wall and going over worksheet.
Day 3:
Intro: Bell ringer: Plant and Animal Quick Check Chart (10 minutes)
Choice Board Explanation (5 to 7 minutes). Need to write directions for each item.

Choice Board work Activity: Students will pick one item from each row to complete. They will work individually or in pairs. The information from the activity in the second row will be used as a presentation that the students will have to present the following days.
Making Flashcards of
Organelles
1.Mitocondria
2. Nucleus
3. Cell Membrane
4. Cytoplasm
5. Cell Wall
6. Vacoule
7. Endoplasmic
Reticulum
8. Chloroplast
Label Worksheet of Plant and
Animal Cells.
Find a partner and play the memory game. Teacher must sign off
Presentation Activity
Create a representation of a plant or animal cell.
Can work with partner or individually.
Presentation Activity
Make a kids book which explains the structures and functions of a cell.
Can work with partner or individually.
Presentation Activity
Write a song which explains the structures or functions of a cell.
Can work with partner or individually.
Day 4:
Intro: watch thrift shop parody, put students back into their groups from the previous day and have them list five terms they heard. https://www.youtube.com/watch?v=SEquSU-EF1Y
Course work: 30 minutes to finish.
Presentations (5 minutes/ presentation). All students must come up with one positive and one area for improvement about each presentation. (60 minutes)
Wrap Up: Teacher calls on 3 students to state positives and areas of improvements. Teacher states what were some of the positive aspects of presentations and cool things learned.
Day 5:
Intro: Compare the plant cell to a community. (10 minutes) Think, pair, share
Course work: 30 minutes to finish presentations with wrap-up.
Assessment: Provide students with diagram of microscope and have them label certain parts. Provide a diagram of both a plant and animal cell. Have students in certain places label and in others provide the function. The last part they need to compare 3 parts to everyday items. (30 minutes)
Intro into Cell Division: Vocabulary and video.