Teacher Candidate:
Baylee Loflin
Brian Johnson
Date: 12/4/2016
Length of Lesson: 60 minutes for 2 days
School: University of Memphis
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
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.