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Lesson Plan Template
Name: Chelcie Tuell
Date: October 10, 2014
Lesson Title: Cells
Grade Level: 5th
Length of Lesson (Minutes): 60 minutes
Common Core State Standards or State Standards
(Include the number and the entire standard. Highlight relevant portion emphasized in this lesson.)
Standard 1: Cells
GLE 0507.1.1 Distinguish between the basic structures and functions of plant and
animal cells.
90507.1.1 Label drawings of plant and animals cells.
90507.1.2 Compare and contrast the basic structures and functions of plant and animal
cells.
SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell
membrane, cell wall, and cytoplasm.
SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal
cells.
Central Focus of Unit/Learning Segment
(The single instructional theme or essential question across the planned learning segment that is aligned
with content standards and relevant learning objectives.)
All living things are made of cells that perform functions necessary for life.
Lesson Objectives
(Observable statements that specify what students will be able to do at the conclusion of a lesson. Such
objectives should be aligned with relevant content standards and should include verbs that allow for
measurement of students’ achievement of the desired outcome.)
The learner will:
 Label drawings of plant and animals cells.
 Compare and contrast the basic structures and functions of plant and animal
cells.
 Identify the major parts of plant and animal cells such as, the nucleus, cell
membrane, cell wall, and cytoplasm.
Language Demands
Language Function & Key Learning Task
(Identify a language function central to the learning segment and a key learning task that provides students
with the opportunity to practice using it. A language function is the purpose for using language in the
learning task or what students will use the language to do; it’s typically represented by an action verb in the
lesson objective. Examples include, but are not limited to: analyze, argue, categorize, compare/contrast,
describe, explain, interpret, justify predict, question, retell, summarize…)
Compare and contrast the basic structures and functions of plant and animal cells.
Content/Academic Vocabulary
(List and define the content vocabulary taught in the lesson.)
1. Cell- basic, functional unit found in all organisms
Function- activities required of a specific thing
DNA - the storage of information about how the organism will look and function
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Photosynthesis- process by which plants make their own food using energy from the
sun.
Matter- he substance of which a physical object is composed; especially: the material
substance that occupies space, has mass, and makes up the observable universe
Magnify- to enlarge in fact or in appearance
Microscope- an optical instrument consisting of a lens or a combination of lenses for
making enlarged or magnified images of minute objects
Building block- a unit of construction or composition
Nucleus- the center of the cell, and directs all the cellular activities.
Cell membrane- the outside covering of the cell, very similar to our skin!
Cytoplasm- the jelly-like substance that fills the inside of the cell.
Organelle- small structures that help carry out day-to-day operations of the cell.
Chromosome- one of the rod-shaped or threadlike DNA-containing bodies of a cell
nucleus that contain all or most of the genes of an organism and can be seen especially
during cell division
Cell wall- the firm nonliving layer that encloses and supports the cells of most plants,
bacteria, fungi, and algae
Vacuole- a cavity in bodily tissues or in the cytoplasm of a cell that is usually filled with
fluid
Plastid- any of various small bodies (as chloroplasts) that occur in the cytoplasm of cells
of photosynthetic organisms (as plants) and that often serve as centers for special
activities (as storage of starch)
Centriole- one of a pair of minute bodies that are located next to the nucleus of a cell,
are important in cell division, and consist of a cylinder-shaped central part surrounded by
a circle of nine tiny tubes
Discourse & Syntax
(Describe how students will use one or both of the following. Include language that you will expect students
to use verbally and in written form.)
 Discourse (how students talk and verbally communicate in knowledge construction in ways
specific to discipline)
o Singing and discussing the Cells, Cells- Parts of the Cell Rap
o Discussing what each ingredient stands for in the Edible Cell activity.
o Q&A and discussion during the Cells Jeopardy
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
Syntax (set of written conventions specific to discipline for organizing symbols, words, & phrases
together into structures, for example, sentences, formulas, staffs in music, etc.)
o Lyrics to the Cells, Cells- Parts of the Cell Rap
Supports
(What opportunities AND supports will you provide for students to use the language function, practice and
apply content language/academic vocabulary, and integrate discourse and syntax? Describe how you &
students will use these supports. (i.e., graphic organizer, anchor chart, foldable, chart, model, word wall,
and strategies such as think, pair, share, etc.). Consider how you will use/differentiate these supports to
meet the needs of learners with different levels of language learning.)
“Cells, Cells- Parts of the Cell Rap” YouTube video and song mp3
Language Function, Academic Vocabulary, and Discourse:

Cells, Cells- Parts of the Cell Rap

Assembling their edible cells,

Cells Jeopardy review game.
Syntax:

Cells, Cells Parts of the Cell Rap song lyrics
Materials/Resources
(What do you need for this lesson?)
Cells, Cells- Parts of the Cell Rap song lyrics
“Cells, Cells- Parts of the Cell Rap” YouTube video and song mp3
Document camera or other form of projection
Computer with internet access
Cells Jeopardy
Paper Towels
Sugar Cookies
White Icing (Cytoplasm)
Plastic knives
Pull n’ Peel Twizzlers (Cell Wall)
Mini Reese’s Cups (Nucleus)
Green Mike and Ikes (Chloroplast)
Red Mike and Ikes (Mitochondria)
Yellow Mike and Ikes (Animal Vacuole)
Circus Peanuts (Plant Vacuole)
Glue
Interactive Science Notebook
Assessment/Evaluation Criteria
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Formative Assessment
(A range of assessment procedures used by teachers during the learning process in order to modify
teaching and learning activities to improve student achievement occurring throughout the lesson.)
The teacher will observe the students while they are:
 Singing the cells song
 Completing edible cells
 Participating in the review game.
The teacher is looking to see that all students are listening, paying attention, and staying
on the task at hand.
Summative Assessment
(Summative assessments occur at the end of the lesson to determine what students know and do not know.
What evidence will you collect and how will it document individual student learning/mastery of lesson
objectives? Include evaluation criteria such as a checklist, rubric, answer key, % earned for mastery, etc.
Attach copies of any documents that will be used as evidence.)
Students will demonstrate mastery of the lesson if they correctly complete the edible cell
activity within 3 tries. Also, students will demonstrate mastery by answering the
Jeopardy review game questions correctly.
Academic Feedback
(Based on your formative and summative assessments, How will you monitor and/or give academic
feedback? How will students use the academic feedback? What opportunities are you giving students to
use academic feedback?)
Formative feedback will be provided throughout the duration of the lesson. Classroom
discussion and oral Q&A will take place during the “Cells, Cells- Parts of the Cell Rap,”
edible cell activity, and Cells Jeopardy review game.
Summative feedback
Instruction
(Include a suggested time for each major activity in the plan below.)
Be sure to include both form formative and summative assessment
within your instructional plan. This plan should be highly detailed and
carefully sequenced with information so that another teacher could
implement your plan. The plan explains both student and teacher
actions.
Set/Hook/Motivator
(This brief section at the beginning of the lesson grabs the students’
attention and focuses their thoughts on the learning objectives by
utilizing knowledge of students’ academic, social, and cultural
characteristics.)
15 minutes
As an engagement into the lesson, the teacher will play
the “Cells, Cells- Parts of the Cell Rap” YouTube song
and video. After listening to the song, the lyrics to the
Cells, Cells- Parts of the Cell Rap song will be passed
Higher-Order Thinking
Questions
Identify high order thinking
questions that cannot be answered
with a yes or no.
The word cell has many
different contexts. What are
some of the contexts and
meanings of the word “cell?”
List all the similarities and
differences of plants and
animals that you can think of.
What is the function of a cell
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out to students by the teacher and discussion over the
parts of the cell will ensue. The lyrics are to be glued into
students’ interactive science notebooks and serve as a
form of notes. (Engagement Theory, Social Learning
Theory, Multiple Intelligences, Bloom’s Taxonomy,
Marzano’s Questioning Strategies, Zone of Proximal
Development, Scaffolding, VARK Modalities/ Fleming
and Mills.)
Instructional Procedures
(This is the body of the lesson plan; it is the way in which information
is shared with students and the methods used to help them assume a
level of mastery of that material.)
30 minutes
There are two main types of cells- animal and plant, and
each has different structures that carry out different
functions. This edible cells activity accesses the
student’s understanding of the differences between plant
and animal cells.
* Teacher is to check and consult for known student
allergies and has the right to change candies if needed.
*For the cell membrane, have students spread the icing
on the cookie but leave a thin line all the way around to
represent the cell membrane!
in our body? What is meant
by the phrase “a cell is a
building block?”
Why is a plant cell different
from an animal cell? Give
specific examples.
What is an organelle?
What three structures do
plants cells have that animal
cells do not? Name and
describe them.
What two structures do
animal cells have that plant
cells do not? Name and
describe them.
What in the real-world acts
like a . . . nucleus? Golgi
apparatus? Etc.
How does structure relate to
function? Is this true of other
things, besides cells?
Examples?
Instructions:
1.) Setup

List what each item represents on the board

Prepare a bowl of each organelle
2.) Provide instructions

Assign animal or plant to each student

Tell students what each item represents
(including the cell membrane)

They are to pick out their own materials

Once they have finished, students are to raise
their hands until the teacher can check their
work.
4.) Let students select their own materials
What is the connection
between the organelle’s
function and the cell’s
function, and what would
happen if a cell didn't have
this organelle?
Which organelle in a cell do
you think is the most
important? Why?
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
Send them to the materials table in groups of 3-4
5.) Check their work

If they do not have it right give them two chances
to correct it

Once all students have finished, discuss the
animal and plant cells. What is conducive to each
type of cell?

When all students have everything correct, they
can eat their EDIBLE CELL!
(Social Learning Theory, Multiple Intelligences, Bloom’s
Taxonomy, Marzano’s Questioning Strategies,
Constructivism, Zone of Proximal Development,
Scaffolding, VARK Modalities/ Fleming and Mills.)
Closure
(The closure provides an opportunity for STUDENTS to demonstrate
that they’ve met the learning objectives for the lesson by actively
engaging in a short task. Examples of tasks include exit tickets,
think-pair-share, use of clickers, etc. The closure can include your
summative assessment.)
10 minutes
Students will be divided into three teams and play a
version of the TV shows Jeopardy on cells. This review
game is on animal and plant cells and questions include
labeling cell parts, functions of cell parts, identifying cells
and questions on how cells make systems. (Engagement
Theory, Social Learning, Multiple Intelligences, Bloom’s
Taxonomy, Marzano’s Questioning Strategies, Zone of
Proximal Development, Scaffolding, VARK Modalities/
Fleming and Mills.)
Adaptations to Meet Individual Needs
(How will you adapt the instruction to meet the needs of individual students?)
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High-Level Learners: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and Mills,
Engagement Theory, Social Learning Theory, Zone of Proximal Development)

Encourage the student(s) to assist peers that may be struggling.

Encourage the student(s) to find current cell research online.

Have the student(s) log related science news articles in his/her interactive notebook and
reflect on the articles’ course-related topics.

Assign a specific technology to investigate and report (for example, the student could
study the Scanning Electron Microscope and present the subject to the class in a minilesson; the student could also study and compare other technologies that are
revolutionizing the study of life science and medicine, such as transmission electron
microscopes, acoustic microscopes, scanning tunneling microscopes, magnetic
resonance and other imaging technologies, computerized axial tomography and
ultrasound.)
On-Level Learners: See Instruction section above.
Struggling Learners: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and Mills,
Zone of Proximal Development)

Assign specific, more precise tasks in team productions, focusing on individual strengths
of the student.

Provide a checklist that breaks down individual tasks into component parts.

Allow additional time for completing assignments and working on online tutorials.

Allow the student to complete exams orally.

Request assistance of resource aides
English Language Learner: (Scaffolding, Multiple Intelligences, VARK Modalities/ Fleming and
Mills, Social Learning Theory, Zone of Proximal Development)
 Ask the ELL support teacher to help the student develop a glossary of terms in both
English and the student’s first language.

Enlist the help of bilingual students to help with translating and interpreting concepts.

Allow for partner or group work.

Allow for visual representations to reduce the language load.

Allow for realia for tactile and multidimensional connections between learned material
and the object of the lesson.

Write vocabulary terms on a chart as they are introduced.

Allow the student to write material in the student’s first language for later translation.
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Other individual needs of the students/class you are teaching?
The VARK Modalities and Gardner’s Multiple Intelligences are used to enhance student
learning. Not all students learn the same way so this lesson is using different learning styles to
enhance each student’s experience.
Management/Safety Issues
(Are there any management and/or safety issues that need to be considered when teaching the lesson? What
supports and behavioral management strategies are you providing to your students to facilitate a smooth and
structured lesson. Provide classroom-wide strategies as well as those needed for specific students .)
During each activity, the teacher will observe the students to make sure that the class is
listening, paying attention, and staying on task. If the students are not on task, the teacher will
redirect their attention to the objective. If a student or students continue to be off task and
distracting to others, the teacher will modify the behavior by having students deduct money from
their “personal money” behavior system. (Behaviorism, Kohlberg’s Stages of Moral
Development.)
During transitions between activities, the teacher will remind students that they are to be
behaving like “model” students. They are not to run, horseplay, or touch each other. Students
are to be respectful of one another, as well as of the teacher, and use manners when
transitioning. (Behaviorism, Kohlberg’s Stages of Moral Development.)
Students are to be listening and paying attention during the parts of the cell discussion. They
are not to talk while the teacher or peer is talking and they are to raise their hand to answer a
question or make a comment. This will allow all students to share their thoughts and ideas, and
help cut down on other unrelated conversations. (Behaviorism, Kohlberg’s Stages of Moral
Development.)
Due to different abilities, some students may finish the edible cell activity before others. It will be
important for the teacher to remind students to be respectful, patient, and quiet to the other
students who need more time to finish. (Multiple Intelligences, VARK Modalities/ Fleming and
Mills.)
The teacher is:
 To check and consult for known student allergies and has the right to change candies if
needed for the edible cell activity.
 Monitoring discussion and implementation during the edible cells activity.
 Serving as a judge during the Cells Jeopardy review game
Rationale/Theoretical Reasoning
Rationale
(Describe suggestions and research-based best practices for teaching the specific content in your lesson. This
should not be generic information that could be applied to any lesson .)
This lesson is meant to help students understand the different organelles of a cell and how
important each organelle's functions are for the purpose of the cell. Students will be able to
show the different organelles of a cell, their functions, and that importance of the function in the
cell. Though it may not be evident right away, understanding the study of cells means that
students understand living things, and that we have interactions with various living organisms on
a daily basis. Students have the chance to compare two types of cells (plant and animal), which
can be very similar in some regards, but also very different in other ways. Understanding why
plants cells are composed the way they are ties in what they can physically see in plants.
Contrary to this, animal cells are comprised a specific way, one in which students can relate to,
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because it explains further mechanisms of life they can observe, and learn about in the future.
On a global scale, specific cell processes within animal cells, like humans, explain skin color,
eye color, hair color, and other visible traits, as well as diseases and conditions like cancer, or
color blindness, or cystic fibrosis. These things that are relatable to students, make the
importance of understanding what is going on at a microscopic level within the cells, that much
more important.
Theory
(Include a description of the theory and how it specifically applies to your lesson. Theorists such as Piaget, Vygotsky,
Dewey, Gardner, etc.)
This lesson includes:











Engagement Theory
Social Learning
Multiple Intelligences
Bloom’s Taxonomy
Marzano’s Questioning Strategies
Constructivism
Behaviorism
Zone of Proximal Development
Scaffolding
VARK Modalities/ Fleming and Mills
Kohlberg’s Stages of Moral Development
Common Misconceptions or Difficulties
(What are some common areas in which students are likely to have misconceptions or difficulties pertaining to the
specific content that you are teaching?)
Students may:
 Not make the connection between humans and animal cells.
 Say that different types of cells look different, but will focus on the differences in cell
shape, not cell organelle type and frequency.
 Confuse the organelles (i.e. an animal cell has a cell wall, etc.).
 Confuse the functions of the organelles.
 Confuse the real-world analogies.
References
(List the sources used in this lesson for activities, vocabulary, rationale, theory, misconceptions, etc.)
Cells, Cells- Parts of the Cell Rap http://www.youtube.com/watch?v=-zafJKbMPA8
Cells Jeopardy https://jeopardylabs.com/play/cells-jeopardy-game
Cell Structure and Function - Science and Literacy Lesson Set (Common Core)
http://www.teacherspayteachers.com/Product/Cell-Structure-and-Function-Science-and-LiteracyLesson-Set-Common-Core-910386
Cells Gr. 5-8 http://www.teacherspayteachers.com/Product/Cells-Gr-5-8-337796
Merriam-Webster Student Dictionary http://www.wordcentral.com/home.html
Differentiating Cells Lesson Plan http://www.usc.edu/org/cosee-west/LACSSP Lesson
Plans/files/Grade 7 Lessons/Differentiating Cells Grade 7/Lesson Plan-Differentiating Cells.doc.
Interactive Cell Animations http://www.cellsalive.com/cells/cell_model.htm
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Cell to Cell Unit Plan http://www.intel.com/content/www/us/en/education/k12/project-design/unitplans/cell-to-cell.html?wapkw=cell+to+cell
Lesson Plan: Plant and Animal Cell Structure
https://secureweb.education.ucsb.edu/webdata/instruction/tepweb/Student_Teaching/LessonPla
nning/SST_LP_Examples_09%20copy/Science/LP_SCI_LMCA.PDF
Cytology: https://sites.google.com/site/allaboutbeccawren/performance-based-standards-forcolorado/educ-485/ii-unit-topic-and-rationale
Reflections/Future Modifications
(To what extent did the class learn what you intended them to learn? Describe student progress toward mastery of
objectives. What trends can you identify?)
(How did students use the language function, vocabulary, syntax, and discourse that you identified in the Language
Demands section of this lesson plan?)
(What will be your next steps instructionally? What goals do you have for immediate and long-term re-teaching and
instruction based on feedback you provided to students with varied needs?)
(What did you learn about your students as learners? What have you learned about yourself as a teacher?)
(Provide principles from research and/or theory specific to the content of your learning segment and students’ needs
to support your statements.)
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"Cells, Cells"
Original Rap by Ms. Quitmeyer- Legal name now changed to: Emily Crapnell
Today's the day were gonna learn about the cell
If I teach it okay, you'll know it very well
So listen up 6th graders-no room left for haterslets talk about the building blocks of life- cells that make us.
Chorus:
Cells, cells they're made of organelles
Try to pull a fast one, the cytoplasm gels
The nucleus takes over controllin' everything
The party don't stop 'till the membrane blocks the scene
Inside the vacuole we can float around for hours
Running round with chloroplasts, lovin' sunlight showers
Cells, cells, they're made of organelles
First things first, there's two different typesanimal and plant cells that make up all life.
The little things that make up microscopic cells,
The main structures- yeah, we call them organelles.
Now let's break it down and get some informationHow do cells work? It's a crazy combination!
-ChorusThe cell membrane is the border patrol,
Who can cross over? The membrane lets 'em know
The gooey stuff inside, is called the cytoplasm
It holds the organelles- don't worry, plasm-has 'em!
In the middle of the cell you'll find the big brain,
The nucleus surrounded by nuclear membrane
Don't forget the vacuole filled up with water
It's a basic need for life when this rap keeps getting hotter!
-ChorusThe mitchondria's something every cell needs,
Breaking down the food and releasin' energy.
There's a place inside the cell where chemicals are stored, the squiggly golgi bodies, releasin' even more.
Yo hangin' in the cell is endoplasmic reticulum, synthesizin' enzymes for respiration, and um...
If you still think that this rap is whack, remember ribosomes making proteins gettin' jacked!
-ChorusLookin at the plant cell, weird and green
two more parts is all it takes you see?
Cell wall knows what's up when it comes to keepin' structure
Strong with cellulose, this cell can't get much tougher.
C-H- L-O- R-O -- Plast,
These little green machines are havin' a blast
Photosythenisizing- filled with chlorophyll
-they hit the cell club, runnin' up a high bill-Chorus-
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