Page County Public Schools Lesson Plan Template (revised August 2015)

Grade Level: 5th

Subject: Science_

Teacher: Boyd/ Weikle

Date: __9/16/15_______

Standard

5.5 The student will investigate and understand that organisms are made of one or
more cells and have distinguishing characteristics that play a vital role in the
organisms ability to survive and thrive in its environment.
a)basic cell structures and functions;
b)classification of organisms using physical characteristics, body structures, and
behavior of the organism; and
c) traits of organisms that allow them to survive in their environment.

Essential Knowledge or Skill

(From Curriculum Framework)

draw, label, and describe the essential structures and functions of plant and animal
cells. For plants, include the nucleus, cell wall, cell membrane, vacuole, chloroplasts,
and cytoplasm. For animals, include the nucleus, cell membrane, vacuole, and
cytoplasm.
design an investigation to make observations of cells.
compare and contrast plant and animal cells and identify their major parts and
functions.
group organisms into categories, using their characteristics: plants (vascular and
nonvascular) and animals (vertebrates or invertebrates). Name and describe two
common examples of each group.
compare and contrast the distinguishing characteristics of groups of organisms.
identify and explain traits of organisms that allow them to survive in their
environment.

Cognitive Level(s)

draw, label, and describe the essential structures and functions of plant and animal
cells. For plants, include the nucleus, cell wall, cell membrane, vacuole, chloroplasts,
and cytoplasm. For animals, include the nucleus, cell membrane, vacuole, and
cytoplasm. (Blooms level 1 knowledge & 2 understand)
design an investigation to make observations of cells. (Blooms level 6 create)
compare and contrast plant and animal cells and identify their major parts and
functions. (Blooms level 4 analyze)

Big Ideas (Essential Questions,

Enduring Understandings, how
this lesson relates to these, etc,)

Big Ideas: Cells are the building blocks of life & plant and animal cells are different.
Can you explain and label the several functions of a plant and animal cell?
Can you design a cell?
Can you determine the function of all parts of both the plant and animal cell?

Objectives(s) (behavior,
conditions, criteria for mastery)

I will be able to determine the functions and parts of a plant and animal cell so I can
understand why cells are important to our body. I will know I know it when I am able to
accurately describe each part, its function, and to which type of cell it belongs.

LEARNING TARGET
This activity will be done as a whole group.

Background knowledge:
While this is the first time students will learn about cells, it is vertically aligned with student knowledge of the anatomy of the plant
learned in 4th grade:
4.4
The student will investigate and understand basic plant anatomy and life processes.
4.5
The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with
one another and with the nonliving
Horizontally it is coming after learning about the scientific method and investigation. They will be investigating cells in this lesson.
Misconceptions:
Animal and plant cells are the same because they have some of the same parts.
Plant cells are always larger than animal cells because they have more parts.

Previous Student Learning Data:

My data is based on formative assessments from previous cells lessons this year as well as the PCPS pretest.

Time
5 minutes

Anticipatory Set
I will ask them what they know about cells to begin the lesson. What is a cell? Why are cells
important?

Time

5 minutes

Teaching/ Instructional Practice

Objective: I will be able to determine the functions and parts of a plant and animal cell so I can
understand why cells are important to our body. I will know I know it when I am able to accurately
describe each part, its function, and to which type of cell it belongs.
I will tell the students that they will be creating a foldable to go in their science notes to help them
understand the functions and parts of each type of cell.
Whole class activity, task cards, formative assessment, and foldables.

Assessment

Time
10 minutes

I will assess prior knowledge by asking students what they know about cells. Where are they found?
What do they do? Do they know of any parts?

Guided Practice and Monitoring

As a class, we will create 2 foldables: 1 for the animal cell and 1 for the plant cell. Each foldable will
include a picture of the cell that students will need to label. They will also be responsible for writing down
its function. Examples of the foldables can be found at the end of the document. (Note: The examples
are just to show what it will look like, they may not match with the content exactly.)
The animal cell foldable will be five flaps of paper labeled for each parts of the cell. The students will have
a picture of the cell to paste above the foldable. The picture of the cell will be labeled by numbers.
Students are to match the name of the cell part with the number on the picture and then write the function
of the part and draw it under the flap. The parts of the cell they will label and describe are: mitochondria,
cell membrane, cytoplasm, nucleus, and vacuole.

Assessment:

Time

As I am walking around helping students I will listen in on their conversations to see how they are
describing each part of the cell they are labeling. I will know who needs more direction based on who I
see does not know the parts of the cell.
Differentiation Plans
Students with IEPs will have their needs met as required by their accommodations. Other students will be
grouped according to their needs.

Time
15 minutes

Time

Independent Practice
We will label the cell and they will be responsible for writing down the function of each part themselves.
The plant cell foldable looks like a cell phone, which is square like a plant cell. Students will draw the
picture of the cell, label the drawing, and write the function of each part of the cell in the foldable area.
They will label and describe the following parts of the cell: cell wall, cell membrane, chloroplast,
chlorophyll, vacuole, mitochondria, nucleus, and cytoplasm.

Closure

10 minutes

Objective: I can determine the functions and parts of a plant and animal cell so I can distinguish between
the two. I will know I know when I am able to accurately describe each part, its function, and to which
type of cell it belongs.
Think Pair Share: What is? (nucleus, chloroplast, chlorophyll, vacuole, cell membrane, and cell wall)

Formative Assessment

I have who has? formative assessment activity. Some students will have a part on their card while
others will have a function. Students are to find their match and move to the correct side of the room to
fill their cell. The left side will be the plant cell only and the right side will be the animal cell only, and the
middle will be both. Students will need to work together to find their match and work as a team to
determine if they are in the correct area.

Resources:

Foldables pre-printed for the plant and animal cells, colored pencils for drawing the cells, task
cards, and pencils for labeling and describing the parts.

Materials:

Foldables pre-printed for the plant and animal cells, colored pencils for drawing the cells, task
cards, and pencils for labeling and describing the parts.