UNIT PLAN
LESSON ONE: CELL THEORY
State Standards
 LS.2 The student will investigate and understand
that all living things are composed of cells. Key
concepts include
 c) development of cell theory;
 Objectives
 Students will be able to describe the three key
points of the cell theory.
 Students will be able to identify and discuss the
scientists whom contributed to the cell theory.
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Engage
The wacky history of cell theory:
http://www.youtube.com/watch?v=4OpBylwH9DU
Have the cell theory displayed in the room (on the
board).
Explore
Role Play: Have students break up into groups of six
and each pick a scientist who contributed to the cell
theory to pretend to be for this activity. Each student
will do research on their chosen scientist and then
debate who should receive the most credit and why.
Have students quickly create a pie chart of
percentages of credit that each scientist deserves.
Still in groups have students create a timeline of the
events contributing to the cell theory.
Explain
 Quick Overview of cell theory and related events
(just to make sure we are all on the same page).
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Elaborate
 Journal Prompts: A day in the life of the scientist
you chose (specifically the day of the
discovery/invention).
 Discuss the cell theory in your own (nonscientific) words.
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Evaluate
 Pie Chart: Present/Not Present
 Time Line Rubric:
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Needs Work
Fair
Good
Dates
Not present
Some dates incorrect or
missing
All dates included, all
correct
Events
Not present
Some events incorrect or All events included, all
missing
correct
Scientists
Not present
Some Scientists
incorrect or missing
All scientists included,
all correct
o Journal: Formative Assessment (Read, give feedback, promptly
return)
LESSON 2: PLANT AND ANIMAL CELLS
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State Standards
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;
Objectives
Students will use observations to compare and
contrast plant and animal cell.
Students will be able to describe why differences are
present.
Students will compare cell organelles to the parts of a
submarine.
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Engage
The Cell Song:
http://www.youtube.com/watch?v=rABKB5aS2Zg
Explore
I will have several stations set up around the room with
representations of plant and animal cells that students
will spend a few minutes comparing and contrasting
each cell then move on to the next station. Students will
keep a log of all observations.
Station 1: Microscopes set up with each cell.
Station 2: 8x10in pictures of each cell.
Station 3: Jell-O molds of each cell (that well will eat
after each station has been explored).
I will then ask students to form small groups and
discuss possible differences and why they think these
differences exist. I will hand out sheets of blank paper
for students to illustrate any differences they may have
saw.
I will also pass out the blank venn-diagram of plants
and animals at this point and allow them to begin
working on it.
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Explain
I will go over the differences between plant and
animal cell and give a brief description on the
functions of the organelles.
I will hand out copies of the organelle function card
and instruct students to quiz each other when they
finish any assignments early or during free time.
I will have students get with a partner for the
following (responses to be turned in):
Finish venn-diagram of plant and animal cells.
Discuss the following:
 Explain each difference: explain why different
organelles (or different sizes/shapes of organelles)
are needed for the survival of one organism but not
the other (e.g. explain why a plant cell needs a cell
wall and an animal cell does not)?
Elaborate
 On-Your-Own Discussion: Compare the parts of a
cell, and the functions of those parts to the
different parts of a submarine. Refer students to
 http://www.onr.navy.mil/focus/blowballast/sub/wo
rk1.htm
to find out about parts of a submarine and how it
works.
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(if there is no access to the internet print out the
following as handouts)
Evaluate
 Formative assessment of student logs and group
discussions.
 Collaborative venn-diagram and reasons for
differences discussion:
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Needs Work
Fair
Good
Venn-Diagram:
differences
0-1 correct differences
listed
2-3 correct differences
listed
4 or more correct
differences listed
Venn-Diagram:
similarities
4-5 correct similarities
listed
6-7 correct similarities
listed
8 or more correct
similarities listed
Differences discussion
0-1 correct differences
listed
2-3 correct differences
listed
4 or more correct
differences listed
Rational for
differences discussion
No rational given
Incomplete or
scientifically irrelevant
rationales given
complete and
scientifically relevant
rationales given
Evaluate continued
 On-your-own work:
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Needs Work
Fair
Good
Functions of
Organelles
0-2 correct functions
listed
3-5 correct functions
listed
6 or more correct
functions listed
Comparisons to parts
of a submarine
0-2 reasonable
comparisons listed
3-5 reasonable
comparisons listed
6 or more reasonable
comparisons listed
LESSON 3: CELL DIVISION
State Standards:
 LS.2 The student will investigate and understand
that all living things are composed of cells. Key
concepts include
 d) cell division.
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Objectives:
 Students will sequence the steps in the cell cycle,
including the phases of mitosis.
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Engage:
 Have a colorful slide show of mitosis microscope
slide pictures as students enter the room. Have
students complete the KW sections of a KWL
chart as slide show progresses.
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Explore:
 Have stations of microscopes set up around the
classroom with pre-made slides of each phase of
the cell cycle including mitosis. Each microscope
will in chronological order according to the cell
cycle and labeled. Have the students visit the
microscopes in order, recording observations
and/or questions in their scientific journals.
 After every student has had a chance to visit
each microscope, have the students divide into
groups and discuss their findings.
 Questions to think about:
 Describe what you think is going on in each
stage.
 How did the cells on the slides progressively
change?
 What do you think is the overall goal of the
process depicted in this series of slides?
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Explain:
 Short Lecture containing the following:
 In eukaryotic cells, the cell cycle is an ordered set
of events involving phases of cell growth, DNA
replication, and division into two identical
daughter cells. Nondividing cells are not
considered to be in the cell cycle. The phases of
the cell cycle, in order
 Have students complete L of the KWL chart.
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Elaborate:
 Writing Prompt- 1 page min: Students can choose
one of the following- all require online research:
 Have students locate information on diseases
that result from defects in the process of mitosis.
Then, have them describe the changes that cause
each disease.
 Have students locate information on
environmental factors that alter the process of
mitosis or its rate. Then, have them provide
plausible reasons why this happens.
 Have students compare the process of mitosis in
animal and plant cells, noting any differences
(phragmoplasts, centrioles, cleavage furrows).
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Evaluate:
 Formatively assess group discussions (give
suggestions, correct misconceptions) and journal
entries (Read, give feedback, promptly return).
 Have students self-assess KWL charts
 Writing Prompt Rubric:
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Quality of information
Citation
Accuracy of
description/reasoning/com
parisons
Use of logic in
description/reasoning/com
parisons
Use of scientific language
pertaining to mitosis
Length
Needs Work
Info from a
non-credible
source
missing
Inaccurate
Fair
No logic used
numerous
logical
explanations
A few scientific Numerous
words here and scientific
there
explanations
pertaining to
mitosis
½ page
Full page
No scientific
language
Less than ½
page
Some accuracy,
some
inaccuracy
Some logic
used
Good
Info from a
credible source
Present
Completely
accurate