Lesson Plan Title: Animal and Plant Cell Parts
Concept/Topic to Teach: Animal and Plant Cell Parts
Standards Addressed:
SC (7) – 2. Identify functions of organelles found in eukaryotic cells, including the
nucleus, cell membrane, cell wall, mitochondria, chloroplasts, and vacuoles.
TC2 (9-12) Computer Applications – 12. Use digital tools to publish curriculumrelated content.
Specific Objectives: Students will be able to successfully identify the organelles
and parts found within an animal and plant cell and tell their function.
Required Materials:
LCD Projector
Notebook
Pencil
Quizlet Rubric
Computer with Internet Access
Modern Biology Textbook (Holt, Rinehart, and Winston)
“Cells” PowerPoint Presentation (Teacher’s Notes)
United Learning Video – “The Living Cell”
Anticipatory Set (Lead-In):
Use the following items and separate them into two groups: brick, dandelion,
glass, stone, wooden baseball bat, beetle
Made of Cells
Not Made of Cells
*Dandelion, baseball bat, and beetle are made of cells. They are living or were
once living. Brick, glass, and stone are not made of cells, and they are nonliving.
Step-By-Step Procedures for Teaching the Lesson:
DAY 1: Students complete Bellringer question (anticipatory set/lead-in).
DAY 1-2: Take notes on Cells through PowerPoint lecture. Throughout this
lecture, there are various hyperlinks embedded in the presentation that go to
visual concepts support by the textbook. This further helps students understand
the material the teacher is presenting to them. There is also a graphic organizer
the students must complete to compare and contrast prokaryotes and
eukaryotes.
DAY 2: Students will watch the United Leaning Video – “The Living Cell” and
answer the following questions:
1. What are all living things made of?
2. What are defined as the simplest structures that carry out all activities
characteristic of life?
3. What do cells (as miniature factories) use to produce their product?
4. Large organisms are classified as multi-cellular or unicellular organisms?
5. What are all cells made up of?
6. What supports the cell and gives it strength?
7. What is the flexible skin that the cell is wrapped in called?
8. What enters into the cells?
9. What provides extra protection for plant cells?
10. What is the control center of the cell?
11. What are the organisms whose cells have a nucleus called?
12. What are the primitive cells that have no nucleus called?
13. What are the most numerous organelles in the cell?
14. Which organelle sorts out proteins and wraps them in a membrane?
15. Which organelles digest food?
16. What is known as the powerhouse of the cell?
17. What is the large water sack in plant cells that gives the plant shape?
18. What do plant cells have that animal cells don’t have?
DAY 2: Students will be introduced to their projects, given an overview on how to
use www.quizlet.com, and assigned their partners.
DAY 3 – 4: Students will be given their rubric to follow and work in the computer
lab on their quizlet flashcards with their partner.
DAY 5: Students will present both flashcard sets to teacher and class.
Guided Practice/Monitoring:
Before we have entered the computer lab, I have shown students how to set up
an account on www.quizlet.com and modeled what I expect them to do.
Each group of two students will be required to do a set of flashcards for the
organelles/parts found in animal and plant cell. On each flashcard, students must
include an accurate definition, which cell it can be located (animal and/or plant),
additional information not included in the definition, and an image that
represents the organelle/part, NOT a picture of the organelle/part.
The class will spend 2 days of class time in the computer lab. What is not finished
in class must be finished outside of class. This may require students to meet with
each other after school.
Students will be graded on requirements set out on the rubric as well as a peer
evaluation done by their partner. When students have completed their
flashcards, they will email the teacher their flashcards.
Students will present their flashcards to the teacher and class. In their
presentation, the pair of students will explain why they chose the pictures they
did to represent the various organelles/parts.
Closure (Reflect Anticipatory Set):
At the end of this lesson, students should have a better understanding of cells and
the importance that they play in our lives. In later chapters, we will discuss cell
transport, osmosis, diffusion, homeostasis, photosynthesis, and cellular
respiration.
Assessment Based on Objectives:
Students will be able to successfully identify the organelles and parts found within
an animal and plant cell and tell their function with 80% accuracy.
Adaptations (For Students With Special Needs):
Students with special needs may need accommodations beyond the use of
peer/group help. Students may need additional time and/or may need to
relocate to a resource to receive one-on-one work with the inclusion teacher or
aid.
Extensions (For Advanced Students):
Students that have successfully completed the assignment in the given amount of
time and would like to further their knowledge on the cell parts, may use any
Microsoft software of their choice (PowerPoint, Publisher, or Word) to create
either an animal or plant cell with all the appropriate organelles/parts labeled.
Possible Connections to Other Subjects:
English: Students could further write a short story on an organelle/part and what
it does on a daily basis.
Social Studies: Students could research one of the scientists that influenced cell
biology (Theodor Schwann, Matthias Schleiden, Rudolf Virchow).
Art: Students could make a 3-D poster on a cell with a legend that correctly
identifies and gives a short description of each organelle/part
Reflection:
Breaking the lesson into smaller parts allows students to process material and
gain a better chance of retaining the information. Incorporating hands-on
activities allows all students an opportunity to engage and participate in the
learning experience. Allowing students to do activities shows them I can trust
them to act appropriately in the computer lab and complete tasks in a timely
manner when asked. Having students know that I believe in them and trust them
will gain their trust, respect, and cooperation on future projects/tasks.