Student: Adam DeVito Professor: Mary Brower

Course: EDU 527 Date: December 5, 2017

Grade/Topic: 7 Cells Content Area: Science

INSTRUCTIONAL OBJECTIVE
After researching and gathering information on plant cells, students will present information,
findings, and supporting evidence. Students will be assessed on content, presentation, and
creativity and will be required to complete the lesson activity with 90 percent accuracy,
according to a teacher-created rubric.

CCLS/NYS STANDARDS AND INDICATORS

Living Environment I.L1.1
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Indicator: This will be evident when students research and gather information on plant and
animal cells and present information, findings, and supporting evidence to the class.

ITSE STANDARDS
4. Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions.
5. Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that
leverage the power of technological methods to develop and test solutions.

INSTRUCTIONAL RESOURCES
SMART Board
Shoe boxes
Pipe cleaners
Markers/Crayons
Construction paper
Popsicle sticks
Exit ticket
Google Chromebooks
 MOTIVATION
At the beginning of class, the teacher will show students the short YouTube video, Biology with
NAMOO: Plant Cell Structure, by CRAYON BOX. This video will provide students with
background information on plant cells that will be necessary for the rest of the lesson. Also, the
creator uses many visuals and is very clear when describing the parts of the plant cell, which will
grab and keep the attention of the students.
Video Link: https://www.youtube.com/watch?v=lWU6ma5405U

DEVELOPMENTAL PROCEDURE
The teacher will begin the lesson by reviewing the video Biology with NAMOO: Plant
Cell Structure by CRAYON BOX. This will informally assess the students on their
background knowledge and the information they learned throughout the video. (Class,
what were the parts of the plant cell that were discussed in the video?)
The teacher and students will then work to define each organelle using an interactive
activity, Eukaryotic Organelle Cell Model, on the SMART Board. (What is the function
of the nucleus? What does the mitochondria do for the cell? What do you think the cell
wall and cell membrane do for the plant cell?)
o Activity Link: https://www.cellsalive.com/cells/cell_model_js.htm
The teacher will provide instructions on the project. Students will create a plant cell out a
shoe box and other materials. (Class, what does the plant cell look like? Where are each
of the organelles located within the cell?)
After creating the plant cell models, students will share their creations with the class.
(What materials did you use to create your plant cell model? Can you correctly identify
and describe each cell structure?)
Students will be required to complete an exit ticket on Google Forms. Students can
access the exit ticket on the class site using their Google Chromebooks (if Chromebooks
arent available, paper hardcopies of the exit ticket will be distributed). The short quiz
will be on the material that was covered throughout the lesson. (Where in the plant cell is
the genetic material (DNA) and information stored? What is the name of the pigment that
makes plant cells green?)

INSTRUCTIONAL STRATEGIES
Group Discussion: This will be evident when the teacher and students discuss the parts of the
plant cell and how they work together.
Cooperative Learning: This will be evident when the students work together to gather
information on plant cells to use for their presentations.
Independent Study: This will be evident when the students complete the exit ticket at the end of
the lesson.
 ADAPTATIONS

The images that will be used throughout the lesson will be made larger for the students
that may have trouble seeing.
Many images will be used throughout the lesson to accommodate students who are visual
learners (autism and Aspergers).
SMART Board brightness will be lowered to accommodate students with eye sensitivity.
The exit ticket should take around 4 minutes to complete, but ELLs and those with a 504
plan will have extra time (~1-2 minutes) to finish the quiz.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: Students will be provided with a labeled diagram of the plant cell to help
when constructing their plant cell models.

Average Students: Students will be provided with a labeled diagram of the plant cell to help
when constructing their plant cell models, but will be expected to participate during the lecture.

Advanced Students: Students will take notes on their own and be expected to participate during
the lecture.

ASSESSMENT

Students will be assessed on content, creativity, and presentation and will be required to
complete the lesson activity with 90 percent accuracy, according to a teacher-created rubric.

Students will also be assessed via an exit ticket. The ticket isnt graded, but rather used to gauge
whether or not students are grasping the main concepts. If not, parts of the lesson may need to be
revisited.

INDEPENDENT PRACTICE

Following the lesson on plant cells, students will be required to complete a FlipGrid assignment
for homework. Students will have to create a short, 90-second video and share three things that
they learned about plant cells in our class forum. This simple activity will make students reflect
on the knowledge they acquired throughout the lesson.

FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The teacher and students will, together, review the answers to the
exit ticket quiz and work to understand any incorrect answers.

Academic Enrichment: Along with the quick FlipGrid homework assignment, students will be
required to research the process of photosynthesis. Students will collect information and create a
diagram of what occurs during photosynthesis and write a paragraph on the importance of the
process.
 Plant Cell Exit Ticket

Name: ______________
Date: _______________

Please answer the questions below to the best of your ability.

1. Where in the plant cell is the genetic material (DNA) and information stored?

2. What is purpose of the mitochondria in the plant cell?

3. Plant cells have a cell wall.

A. True
B. False

4. Chloroplasts aid in the process of photosynthesis.

A. True
B. False

5. What is the purpose of the vacuole?

6. What is the name of the pigment that makes plant cells green?

7. Name one difference between a plant and animal cell.

Plant Cell Model Rubric
 References

Cells Alive. (n.d.). Eukaryotic Organelle Cell Model.

CRAYON BOX. (2016). Biology with NAMOO: Plant Cell Structure. Retrieved from
https://www.youtube.com/watch?v=lWU6ma5405U

Exit Ticket Image. Retrieved from http://www.averydc.com/sapling/ga/bio14_3-2-

5_plantcellinteractive/img/Background.png

New York State Education Department. (2017). New York State Learning Standards.