LESSON PLAN
Name: Kellie Ball and Dayna Walker
Date: 2/15/12
Subject: Science
Grade Level: 5th
Length of Lesson: 60
minutes
Lesson Plan Title: Plant and Animal Cells
Content Standard: 1.0 Cells
Materials & Resources: animal cell slide, plant cell slide, microscope, computer, projector, dry
erase board, dry erase markers
Per Student: pencil, colored pencils, Plant & Animal Cell worksheet, Venn Diagram worksheet,
14 index cards, Comparing a School to a Cell chart, Evaluation of Learning Gains chart
Per Group: pom pom, aluminum foil, chenille stems, ziploc bag, play doh, beans, green colored
beads
PLANNING
Unit Goal:
GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.
Learning Objectives:
The learner will:
• construct a model of a plant and animal cell
• label the major parts of a plant and animal cell
• compare and contrast a plant and animal cell
• explain the functions of the major parts of a plant and animal cell
Checks for Understanding
0507.1.1 Label drawings of plant and animal cells.
0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.
State Performance Indicators
0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell membrane, cell
wall, and cytoplasm.
0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.
Enduring Understandings:
CONCEPT(S):
cell: the smallest unit of life
organelle: a structure within a cell that performs specific functions
cell membrane: the covering that surrounds a cell and controls what leaves and enters it (“gate of the
cell”)
cell wall: the tough strong layer that surrounds the outside of a plant cell (“supporter and protector”)
chloroplast: an organelle in plant cells that is the site of photosynthesis (“food producers”)
cytoplasm: the watery, gel-like material in which cell parts move and activities take place (“area of
movement”)
mitochondria: organelles that make energy to power all the activities of a cell (“powerhouse of the
cell”)
nucleus: an organelle that contains a cell’s DNA (“control center”)
vacuole: stores food, water, and chemicals (“storage tank”)
ESSENTIAL QUESTIONS:
Knowledge: What is the function of the nucleus?; What is the function of the vacuole?; What is the
function of mitochondria?; What is the function of cytoplasm?; What is the function of chloroplasts?;
What is the function of the cell wall?; What is the function of the cell membrane?
Comprehension: What materials can be used to represent a plant cell?; What materials can be used to
represent an animal cell?
Application: Show us how to model a plant cell using the materials provided.; Show us how to model
an animal cell using the materials provided.
Analysis: What similarities do you see between animal and plant cells?; What differences do you notice
between animal and plant cells? Why does an animal cell not contain a chloroplast?
Synthesis: What would happen if one of the parts of a cell was not working? How is a school like a
cell?
Evaluation: Is there any one part of a cell that is more important than the others?
Interdisciplinary Connections:
Math: Students will compare three-dimensional objects with two-dimensional representations of those
objects, such as plant/animal cells.
GLE 0506.4.1 Use basic formulas and visualization to find the area of geometric figures.
SPI 0506.4.3 Identify a three-dimensional object from two-dimensional representations of that object
and vice versa.
Social Studies: Think of a group, organization, or business that relies on interdependence. In other
words, think of a “cell” or a group of people that mutually rely on each other for a common cause or
goal. Research the “cell” of your choice and briefly explain: (1) the purpose or goal of the “cell”, (2) a
few important functions or jobs the people within the cell carry out, and (3) what would happen to the
“cell” if one of those important functions did not work properly.
GLE 6.02 Understand how groups can impact change at the local, state, and national level.
5.6.spi.4 Explain how individuals, groups, and nations interact through conflict, cooperation, and
interdependence.
Language Arts: Pretend you are one of the organelles that we discussed in class. Write a short story
about your adventures inside of a cell. Describe what type of cell you are in, what your job is, what
you see, what you are doing, what is happening around you, how you are traveling, and how you are
reacting with other organelles in the cell.
GLE 0501.3.2 Write in various modes and genres, including narration, literary response, personal
expression, description, and imaginative.
SPI 0501.3.8 Select vivid and active words for a writing sample.
INSTRUCTION
INTRODUCTION or Anticipatory Set
Time: 10 minutes
Engage:
Part I. Show the students two slides on the board using a microscope. DO NOT tell the students what
the slides are of. Slide 1 is of an animal cell and the slide 2 is of a plant cell. Ask students to form a
human scatterplot based on what they think the slides consist of (FACT #24 Human Scatterplots).
Display three answers on the board that students can choose from and where to stand in the room
according to answer they choose. The three answers will be as follows: (A) slide 1 = plant cell, slide 2
= animal cell; (B) slide 1 = animal cell, slide 2 = plant cell; (C) slide 1 = leaf, slide 2 = red blood cell,
(D) slide 1 = white blood cell, slide 2 = strand of hair. The placements will be as follows: students who
choose answer A will stand by the windows, students who choose answer B will stand by the door,
students who choose answer C will stand in the front of the room by the white board, and students who
choose answer D will stand in the back of the room. The teacher will ask student volunteers to explain
why they chose their answer. (5 minutes)
Part II. The teacher will discuss the correct answer. Ask the students what they observed from the
slides. Ask those who knew the correct answer, how they knew that slide 1 was an animal cell and slide
2 was a plant cell. Discuss how plant and animal cells are quite similar, but also have a few differences.
(5 minutes)
BODY (Activities & Practice)
Activities
Time: 40 minutes
Explore I: (5 minutes)
In groups, ask students to construct a plant and an animal cell out of the materials provided; one plant
and one animal cell per group. Students are to construct cells to the best of their abilities based only on
their previous knowledge of cells.
Explain I: (10 minutes)
Students share their cell creations. The teacher will show the class what an appropriate model of an
animal cell and plant cell should look like using the same materials the class used. The teacher will
identify the major parts of a cell and ask students to label a drawing of each cell as she explains.
Explore II: (5 minutes)
Using their labeled drawings, each student will create a Venn diagram comparing the major parts of the
plant cell and the animal cell.
Explain II: (10 minutes)
The students will share their comparisons between plant and animal cells. The teacher will illustrate a
correct Venn diagram. The teacher will now explain the functions of each major part of a cell (nucleus,
cell membrane, cell wall, vacuole, mitochondria, cytoplasm, and chloroplast). The students will create
flashcards by folding index cards in half. On the left side, the students will write the name of the cell
structure. On the right side, the students will illustrate the structure and write its function.
Extend: (10 minutes)
Students will use their prior knowledge from the lesson to extend their knowledge about cell parts and
functions. Just like a cell, different parts of a school work together to run the entire school. Ask the
students how a school can be compared to a cell. The students will be given a chart to complete.
Students are to identify what part of a cell can be compared to a part of a school. Next students will
briefly explain the function of each part within a school and within a cell.
Practice/Assessment
Time: 5 minutes
Evaluate:
Students will practice matching their cell structure and function flashcards.
Students will complete a Student Evaluation of Learning Gains assessment. (FACT #57).
CLOSURE Time: 5 minutes
The teacher will refer to the essential questions, asking the class at least one question from each level.
ASSESSMENT
Evaluation:
Informal:
The teacher will observe students while they create and label animal and plant cells. The teacher will
observe the students while they create their Venn Diagram and while they match the cell structure to its
function using their flashcards. Student understanding will be determined throughout class discussions.
Formal:
The teacher will review the Student Evaluation of Learning Gains assessment and gather feedback on
how well the students learned the material. The teacher will review the students’ worksheets on
comparing a school to a cell for accuracy.
Alternative and/or Supplemental Activities/Extensions:
Part I: E-Learning -- Students can explore these virtual websites during learning center time.
These sites will also be listed on the class web page so students can also interact with them at
home.
1. Cell Models: An Interactive Animation
This interactive website provides animated models of plant and animal cells. Students can click
on different cell parts to learn about their function. This site also contains animated images of
the cell cycle, “real time” cell cams documenting cell growth, as well as jigsaw and word
puzzles.
http://www.cellsalive.com/cells/cell_model.htm
2. Slide Puzzles
Plant and animal puzzles in which children slide pieces of a cell to rearrange it to its correct
order.
http://www.neok12.com/slide-puzzle/Cell-Structures-05.htm
3. Cell Inspector
An interactive website that allows students to label cells by dragging the terms to the appropriate
spot on the cell. The game checks for correct answers and produces various drawings of cells so
that students can practice.
http://www.harcourtschool.com/activity/cell/cell.html
Part II: Explore Trade Books - During centers or reading time allow students to explore the
following books: Powerful Plant Cells (2007) by Rebecca L. Johnson and Mighty Animal Cells
(2007) by Rebecca L. Johnson.
Differentiation – Accommodations for Individual Learners:
Bodily-Kinesthetic: Students actively create and label plant and animal cells using their hands.
Interpersonal: Students will work in groups to create their plant and animal cells.
Intrapersonal: Students will complete their own Student Evaluation of Learning Gains at the end
of the lesson, allowing them to reflect on their learning.
Logical-Mathematical: Students will make comparisons between the functions of cells and the
functions of a school.
Spatial: Students will label a picture of a cell. Students will observe plant and animal cells
through a microscope. Students will create and match flashcards labeled with cell parts and their
functions. Students will create a Venn diagram observing similarities and differences among
plant and animal cells.
References:
The Children’s Museum of Indianapolis. (2007). Yesterday, today, and tomorrow: agricultural
biotechnology. Retrieved from
http://www.childrensmuseum.org/sites/default/files/files/%20TCM%20BIOTECH%20UOS.pdf
• Used for comparing a school to a cell in Extend section and labeling plant and animal cells
Haugen, H. (1998). Journey into a cell. Retrieved from
http://www.accessexcellence.org/AE/ATG/data/released/0504-HeidiHaugen/index.php
• Used for Language Arts idea in Interdisciplinary Connections section.
Mountain City Elementary School. (2009). Grade 5: standard 1 - cells. Retrieved from
http://www.mce.k12tn.net/science2/life_science_5/cells/cells_5thgrade.htm
• Concepts used for cell activities.
Comparing Plant And Animal Cells Venn Diagram. Retrieved from
www.swsd.k12.pa.us/staff/jenn.../CellWebquest_VennDiagram.doc
• Printable Venn Diagram used for Explain II section.