Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

Ohio Standards Connections: Life science 6ht grade LS.68.2a compare plant and animal cells LS.68.3a recognize each type of a cell has a distinct structure and function LS.68.2b identify a plant and animal cell LS.68.3b identify various organelles in a cell

Lesson Summary: The Incredible Cell project is part of a unit on cell theory. The 6th grade class is made up of 28 students per class period with mixed learning levels and abilities.In this lesson the students will apply their knowledge of plant and animal cells by making a model of either a plant or animal cell which will be representing ideas and information in writing. They are required to use a checklist and correctly depict the parts of the cell and the cell parts functions. The lesson comes at the end of the chapter as a way to apply their knowledge of cells through the use of hands-on learning. The lesson also meets the Ohio standards for 6th grade life science as stated to the left. Estimated Duration: The lesson will be covered in 4 days during class.

Commentary: Pre-Assessment: The students will be quizzed on plant and animal cells, their parts, and functions. On the quiz, the students will label all parts of the plant and animal cells. The quiz scores will be recorded for a grade. The quiz will be a drawing of a plant and animal cell. The students will have a list of terms and cell functions to be used to label the parts of each cell. They will be graded on spelling and accurately labeling the cells. Scoring Guidelines Based on a previous lesson, the students will be able to identify and label the parts of plant and animal cells with at least 90% accuracy. Students who score below 93% will retake the quiz at the end of the lesson to measure if building the cell models increase their knowledge of plant and animal cells. Post-Assessment: The checklist at the end of the lesson will

Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

have the parts of the cell and the cell part functions. The students will be in pairs. The pairs will verbally go over the checklist with each other. Summative assessment will be based on criteria that equals 65 points. Grading will be based on the completion on the following questions: is your name on the front of the project (5pts), is the cell type identified/ tell if it is a plant or animal cell (5pts), are the organelles included (10 for plant cells, 9 for animal cells) (20pts), are the organelles labeled correctly with name and function, are the relationships between the parts (if any) shown correctly, are the ribosomes on the endoplasmic reticulum, is the endoplasmic reticulum near the nucleus, if a plant cell are the chloroplasts around the vacuole (10pts), and are the materials acceptable (can not be food products) (5pts). The project will be awarded up to ten bonus points if the project is three dimensional. Instructional Procedures: The form of instruction will be model- lead- test. I will begin with a review by reminding students that they are are being quizzed over the parts of a plant and animal cell. I will pass out the quiz which will be a picture of a plant and animal cell with a word bank to use to label the correct parts of the cell. The students will be given 15 minutes to complete the quiz. After the students complete the quiz, they will exchange papers to grade them. For the next 10 minutes, we will grade the quizzes using a correctly labeled picture displayed on the Smart board. The students will exchange papers again so the student can look over their scores which I will record in the grade book. I will tell students that anyone who scored less than 93% will be retaking the quiz after they complete their cell project. With the remaining 10 minutes, I will describe the cell project. We will go over the requirements and the supplies necessary to complete the project. The students will receive a worksheet outlining the guidelines of the project. I will conclude the lesson by telling the students that they have 3 days in class to complete the project and answer any questions. At the beginning of class the next day,

Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

I will go over the guidelines of the project as a review. Next, I will model for the students what is expected for the project by showing them a complete 2D model of a plant and animal cell and a 3D model of a plant and animal cell. I will explain that bonus points come from making a 3D model. Next, I will provide supplies such as: paper, scissors, markers, and glue along the shelf at the windows. For the lead part of instruction, I will guide the students through making a cell wall for each type of cell. Finally, the students will begin independent practice. I will walk around the room monitoring progress and answering questions. With 8 minutes remaining I will have the students use a checklist to check off what steps they have completed in order for them to learn to self-monitor and clean up. On the third day when all projects are complete, I will have the students display their cells at their seat and a partner will have a checklist to complete to make sure that the cell they are looking at meets the criteria of the lesson. This will allow the students to assess their peers as a form of formative assessment. The students will have the opportunity to take home the cell and make any necessary corrections. The next day in class, the students will turn in their projects. The students will vote on the best project from their class period. Last, any student who scored less than 93% will retake the cell quiz as a form of formative assessment while the rest of the class begins reading the next section of their textbooks using the SQ3R. I will conclude the class by by assigning homework where each students will complete an SQ3R chart while they read the first section of the new chapter. Summative assessment or the test part of model-lead-test will take the form of the final grade of the cell projects. As positive reinforcement, the students will be given 3 participation points each day they obey classroom rules and remain on task while completing their cell projects. Differentiated Instructional Support For students who need extra learning instruction due to learning disabilities, the lesson is designed to be completed in class with

Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

the option of taking it home. Some students may need the guidance of the instructor. The project is broken down into clear steps of what is expected with a checklist to monitor progress. If necessary the students will be provided a list of directions that breaks down the project even farther by describing what to do in chronological order such as, first, pick a cell type, second, draw the cell... The students will learning disabilities will benefit from the checklists, monitoring their own progress, and having a peer complete a checklist at the end of the class period on the last day. Extension The extension would be to have the students complete an essay describing how the parts of the cell function and their importance to the life of the cell. The students will have to use the internet to research their cell and provide pictures. These are ideas for all students to continue learning on this topic -- in class or outside of class. Homework Options and Home Connections Students will have the opportunities to take their project home, and use their own materials to complete their project. Interdisciplinary Connections The Incredible Cell project can be integrated with language arts by having the students write informative essay describing the type of cell, each part, and the function of each cell in relationship to it's environment. The cell project can be integrated with health class to describe a human cell

Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

Materials and Resources: For teachers Powerpoint to describe and model the steps necessary to complete the cell project, 4 models of cells- 1- 2D plant cell, 1- 3D plant cell, 1- 2D animal cell, 1- 3D animal cell, copies of worksheet with instructions, due date, and grading requirements of the cell, paper, and art supplies. Checklists for students and peers to monitor progress. For students Notebooks & pencils to take notes from PowerPoint. Scissors, glue, markers &/or crayons, materials to make cells. Worksheet describing cell project, checklists Key Vocabulary cell wall, ribosomes, cell membrane, mitochondria, nucleus (w/ nucleolus & chromosomes), vacuoles, cytoplasm, lysosomes, endoplasmic reticulum, chloroplasts, and golgi bodies Technology Connections Students may use computers to define vocabulary terms. They may use the internet to get pictures of cells and cell parts to use as part of their projects. They can use Microsoft word to print labels for their cells. They can search the internet for ideas to make their cell model. Research Connections According to Basista, Mathews, Bredderman, Haury & Rillero, hands-on instruction has a long and successful legacy in science

Jennifer Bowyer ed650c 4-6-2013

Lesson Plan Template

and math. According to Bass et. hands on skills foster critical thinking, communication, collaboration, and creativity. Hands on activities encourage a lifelong love of learning and motivate students to explore and discover new things. (United Nations Educational, Scientific, and Cultural Organization) General Tips Record observations and suggested modifications to facilitate instruction and student learning in the lesson. Attachments List and attach any additional materials created for the lesson, including student handouts, blackline masters, overheads, etc.