LESSON TEMPLATE
Lesson Title:
Grade Level:
• ORGANIZATION AND DEVELOPMENT OF LIVING ORGANISMS
• 9-12
Written By: • ERIN, SHANE, & MAUREEN
Lesson Length (Days): • 3
Date:
Subjects/Theme:
• MAY 31, 2011
• SCIENCE
Goals and Standards:
Objectives:
Resources: Textbook, Web , construction paper, colored pencils.
<-Image from Teachers Domain
Introduction: Is a venus fly trap a plant or animal? How do you know? It eats insects dosen’t it? But it looks like a plant… you can tell the differenct by looking at it at a cellular level.

Lesson Activities: Read the chapter calling on different students to read, volunteers first. Ask the students to listen out for and write down some similarities and differences they hear as you go along. After each headlining paragraph, go back and address the main idea. Remind them what they are to be looking out for to retain focus of lesson.
After reading is completed, conduct an open discussion with what the students found.
Only call on students with their hands raised, and ignore shout outs. Show them the
YouTube video and tell them to take notes adding to their list. After the video, ask the students to find their partners. If there are students out, pair up or if there are no students left make a threesome group. Pass out construction paper to each student and colored pencils to each pair (or threesome group). Refer the students to the diagram of the plant/animal cell in the textbook and instruct them to decide who will draw the plant and who will draw the animal cell. (The threesome group can double up drawings.) Tell them to lable as they see in the diagram and to be neat and try their best. Tell them to list as many cell parts as they can but they need at least 10 per cell. They must use at least five different colors. Afer drawings are done, have them flip it over and draw a Venn diagram compairing similarities and differences they found. They must have at least six similarities and five differences per cell. Ask that they use the scientific terms they know and have learned. Remind them to put their names, date, and caption to describe the drawing on the lower left corner and collect projects and they will be graded and returned. Hand out worksheet for homework. If the students finish early they can start on the worksheet and/or go on to the next chapter.
ESE and/or ESOL Strategies: Interactive computer diagrams, vocabulary definitions, color coded cell parts to distinguish if is it an animal or plant cell.
Learning Environments
Instructional/Implementation Strategies
X
Cooperative learning strategies (working in pairs)
X Decision making strategies (plant or animal)
X
•
Reflective thinking strategies (is this a plant or an animal basied on the cell)
Questioning strategies
•
•
X
•
Graphic organizer strategies
Problem solving strategies
Multiple intelligence strategies
(kinestetic, visual, auditory)
Other
Innovative Method
•
X
X
•
•
Mathematics
Science (material)
Art (project)
Health & Physical Education
Other
•
•
•
•
•
Language Arts
Social Studies
Foreign Languages
Applied Technology

Integrating Technologies (used to compare plant and animal cell)
• Distance Learning
• Instructional Courseware
• Other
•
•
X
Multimedia Instruction
Web-Based Instruction
YouTube Video
Software Applications (used to reffer to for drawing and labeling)
• Authoring Systems
• Spreadsheet
• Desktop Publishing
X Graphic Images (website, textbook)
• E-Mail
Integrating Technologies
• Word Processing
• Database
• Presentations
• QuickTime Movies
• Other
• CD-ROM
• Digital Camera
• Laserdisc
• Other
Summary: Students will engage in a group reading of the chapter followed by discussion of similarities / differences between plant and animal cells. They will create a project in pairs following guidelines outlined in the grading rubric on either a plant or animal cell.
They will think, pair, share with their partner and then have to make a Vinn Diagram illistrating the simmilarities and differences between the two. Projects will be graded by rubric as follows:
A = 15-18 points
B = 12-14 points
C = 9-11 points
D = 6-8 points
F = 0-5 points
Assessment Strategies (artwork is harder to grade, needs to be evaluated by the teacher)
• Self-assessment
X Teacher assessment (by rubric)
• Peer-assessment
• Other

Assessment Tools (use rubric to grade projects)
• Paper and pencil test
X Rubrics (attached)
• Internal assessments
• Analytical scoring guides
• Rating scales/checklists
• Other
Communicating Assessment Information
X Grades (grading scale listed)
• Report Cards
•
•
Student Portfolios
Other
The lesson address the educational research theorist of John Dewey. Dewey was one of the founders of functional psychology. He was a representation of the progressivism and believed that education must be based on the proncipal that humans are social animals who learn best in real-life activitied with other people
(Dewey). Our lesson adheres to this theorist because the students are working together to create a project about plant and animal cells.
Resources
"Dewey, John." EME2040 Learning Theories. N.p., n.d. Web. 30 May 2011.
<https://sites.google.com/site/eme2040learningtheories/dewey-john>.
"Standard 14: Organization and Development of Living Organisms." Florida
Department of Education. N.p., n.d. Web. 28 May 2011. < http://www.floridastandards.org/Standards/PublicPreviewIdea585.aspx
>
"Teachers' Domain: Animal and Plant Cell." Teachers' Domain: Home. N.p., n.d.
Web. 31 May 2011. http://www.teachersdomain.org/resource/tdc02.sci.life.cell.animplant/
TutorVista. " YouTube - Different Between Plant Cell and Animal Cell ." YouTube -
Broadcast Yourself. . N.p., n.d. Web. 29 May 2011.
<http://www.youtube.com/watch?v=MWz4ptP_QEU&feature=related>