Instructional Unit Plan

Candidate: Patricia Dianto-Ucciferri

Big Idea: Identify parts of plant and animal cells
Resources/Websites:

Grade Band: 5
Approximate Timeline: 5 days (7 if needed)
Misconceptions:

Prepping Cheek and Onion Cells:

https://www.youtube.com/watch?v=GHnndVuaync
Microscope:
https://www.youtube.com/watch?v=jP9HtcAvGDk

*imagining that large organisms are made up of trillion of cells

*only animals are made up of cells
*what exactly is a living thing
*the tiny size of cells

iPads: Cell app

Science Content Standards

Science Practices

CC-GPS

S5L3. Students will diagram and label

parts of various cells (plant, animal,
single-celled, multi-celled).
a. Use magnifiers such as microscopes
or hand lenses to observe cells and
their structure.
b. Identify parts of a plant cell
(membrane, wall,
cytoplasm, nucleus, chloroplasts) and
of an animal cell (membrane,
cytoplasm, and nucleus
) and determine the function of
the parts.

*using a microscope
*prepping slides
*lab safety procedures

ENGAGE

Draw on information from multiple

print or digital sources, demonstrating the ability

Literacy

to locate an answer to a question quickly or to

solve a problem efficiently.

Mathemat
ics

Differentiation
Product
Content
*lap book: Students can create their own
*memory game
lap book using varied materials. Final
*Jeopardy Game
product can be however they want
*anchor charts available for student use
showing the parts of the plant and animal
cell
General Sequence of the Unit/Building for Conceptual Understanding
EXPLORE
EXPLAIN
ELABORATE
*hands on activities
*closings daily using
*pull groups as needed

Process
*adapted lesson: construct a plant cell
using playdough and label parts in small
group (team teaching with special
education teacher)

*videos

ELACC5RI7:

*game
*cell pictures

*stations
*games

journals/reflections on
learning

*elaborate as needed during

closings daily

EVALUATE (Culminating Task)

*Cell Lap book
*Probe

Weekly Lesson Plans

Essential
Question:

ENGAGE
(Opening/Ho
ok)

Day 1

Day 2

Day 3

Day 4

What are the parts

of a plant and
animal cell?

What are the parts

of a plant and
animal cell?

What are the parts

of a plant and
animal cell?

What are the parts

of a plant and
animal cell?

What are the parts of a plant

and animal cell?

Begin by showing
students pictures
of a variety of
cells under a
microscope.
*journal: What do
I already know
about cells?
*Pre-test: Probe
*allow students to
keep their probe
in their journals to
refer to as needed
and make
changes to their
answers

*watch video on
using a
microscope

*memory game
with a partner

*review stations

*show students examples of

lap books

*watch video on
prepping a plant
cell
*watch video on
prepping an
animal cell (cheek
cell)

Day 5

*review expectations for

interactive lap book
(diagram/lables/vocabulary/
moving parts)
*students may use a variety
of materials that are
provided by the teacher to
build their interactive lap
books
*after completing the lap
book, students will take the

posttest: probe

EXPLORE/EXP
LAIN
(Work
Period)

Using iPads:
Students will
explore using the
cell app to read
about animal cells
and plant cells
parts/functions

*have students
prep an onion skin
slide and cheek
slide

*students may
choose two
different reading
levels on the app

*have students
prep an animal
cell (use safety
precautions)
gloves, eye
protection, only
the person whose
cheek cell is being
used may touch
the slide

*students will fill

in vocabulary
words in their
journals under
what I learned

Closing:

*students will
bring journals to
the carpet and
share their
vocabulary words

*observe under a
microscope

*journal: what I
did
Students will
illustrate/label
what they saw for
both cells
*using document
camera, students
will share their
journals

*stations: (work
with partners)
1. memory game
2. Amazing Cell
Stations
3. Jeopardy Game
4. Venn Diagram
comparing
plant/animal cells

Continue stations
from yesterday

*allow time for students to

work on interactive lap
books
(may need two days)

(students must
choose either
Jeopardy game or
memory game to
play) Everyone
must do Amazing
stations and Venn
Diagram

*work with
partner to fill in
What I learned in
journal and share
with another
partner group

*using document camera,

share finished lap books

Assessment (What is the evidence of learning?)

Formative (On-going)
Summative (End)
*Probe: Is it made of cells? (keep in journal and
*Probe: Is it made of cells?
allow students to make corrections as needed)
* Cell interactive lap book
Using journals to fill in:
*What I know
*What I did
*What I learned

Customized Instruction
Small Groups (Based on Assessment Data)
Independent Learning Centers
*pull small groups of students after taking the probe for more help
*stations on days 3 and 4

Supporting Documents