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Lesson Plan Guide

Teacher Candidate:

Baylee Loflin

Grade and Topic: 4th Grade/Science


Mentor Teacher:

Brian Johnson

Date: 12/4/2016
Length of Lesson: 60 minutes for 2 days
School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:


Through observing our book and the Internet, we will uncover that all living things are made of cells
that perform functions necessary for life.
LESSON OBJECTIVE:
The student will learn the difference between an animal cell and a plant cell with.
Individually, the students will compare and contrast the 2 cells using comic
Using an interactive activity, the student will label the parts of the cell

STANDARDS ADDRESSED:
SPI0407.1.1Comparebasicstructuresofplantandanimalcells.
4.CriticalThinking,ProblemSolvingandDecisionMaking
Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmake
informeddecisionsusingappropriatedigitaltoolsandresources.Identifyanddefineauthenticproblemsand
significantquestionsforinvestigation.Planandmanageactivitiestodevelopasolutionorcompleteaproject.
Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions.Usemultipleprocessesand
diverseperspectivestoexplorealternativesolutions.
MATERIALS:
Computer
Paper
Pencil
Pictures of plant and animal cells on handouts
Comic

BACKGROUND and RATIONALE:


Key concepts: The students will be able to identify the basic structures of the cells after completing a comic and
using the Internet. As the lesson on cells is going on, the students will be given a handout to complete as we
discuss the cells.
Academic language: Cell, Cell Membrane, Nucleolus, Cytoplasm, Cell Wall, Chloroplasts, Nucleoplasm,
Mitochondria, Ribosome, Golgi Apparatus, Chromatin, Endoplasmic Reticulum, Microtubules, Lysosome,
Flagella, Vacuole
Previous lesson: In the pervious lesson the students learned about the differences between living and non-living
things.
Build on: Students will build a plant or animal cell out of different kinds of foods.
If some students need to have an alternate assignment, the teacher will work with them to see what is best.

PROCEDURES AND TIMELINE:


Introduction: We will start the lesson off with questions to get the class prepared and ready. Does anyone
know the shapes of the cells? Has anyone ever used comic? Does anyone know the difference between a
plant and animal cell?
Procedures: lesson introduction-asking questions 10 min, putting into groups 5 min, passing out handouts
of the cells 5 min, explaining the parts of the cells 25 min, questions after explanation 15 min; next day
making comic 60 min

Closure: The closure of this lesson would be for each student to present their comic to the class and have a
short quiz when finished.

ASSESSMENT EVIDENCE:
As students are adjusting and getting into the groups the teacher has assigned them to, no questions
should be asked or answered since children will be distracted getting in order. Questions asked at the end
to make sure the students were paying attention: What structure does a plant cell have that an animal
cell does not have? What are some basic structures both the cells share? The teacher will tell the
students they will have a test in 4 days on the material they learned for them to start studying and
preparing but assure them it will be reviewed everyday until the test.

MODIFICATIONS:
The students can work one on one to color on their handout to help them learn the material.
The students can group up to help each other review for the test. Study time will fall as the day is ending and
students are beginning to pack up for the day to go home. Coloring is something all students like to do. It makes
learning more fun. Offer crayons and markers to the students as they label and color their cell parts.

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