Instructional Software

Lesson Idea Name: Cells

Content Area: Science
Grade Level(s): 5th grade

Content Standard Addressed:

S5L2. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal
cells.
Element b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus,
chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
Element c. Construct an explanation that differentiates between the structure of plant and animal cells.
Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/science/cellularlifeandgenetics/cellstructures/
Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

 Universal Design for Learning (UDL):
There is a possibility that there will be both students with disabilities and ESL students in my class. Universal
design for learning allows me to utilize the tools needed to give each student the opportunity to have quality
learning. In specific, this tool is helpful for ESL (or ELL) students in that it allows them to study the topic while
also studying English. They may also use the video inside and outside of the classroom so there is no limit to
the time period they are able to learn. The video can be paused and there is also a movie script. Students can
then learn at their own pace. Students with disabilities are able to use the site just as effectively. Due to the
video component, these students can see what they are learning and put words to pictures and vice versa.
Students are in control of how deep much they understand and how they receive it.

Instructional Software
Lesson idea implementation:
The BrainPop video serves as an introduction to cells. The teacher will first play the video and the students
will watch. After the video the teacher will list the organelles on the board and review what their functions
(in elementary terms) are. Then the teacher will go over which organelles belong in plant cells and which
organelles belong in animal cells. Then the teacher will split the class into two groups (animal and plant cell)
in which each group has a list of organelles that may or may not belong in their cell and they will be asked
to place their word(s) under their classified cell (animal or plant). Learning will be assessed by if students
understand the difference between the two cells by their word wall. Describing the functions of organelles
in the two cells may also help some students to understand the difference. Ex; only plant cells have a
central vacuole to store water as its function.
In order to promote a higher level of thinking, I would then give students one of the two cells (each student
is given one at random) and they must label the organelles careful to put the correct organelles under the
correct cell. To conclude the lesson, I will ask students a series of questions that may be true or false to
evaluate student understanding as a class. Feedback is given in either clarity of something they may not
understand or missed and "for yourself" questions.
Reflective Practice:
I feel that the activities I created would impact student learning due to the fact that it was visual, auditory
and kinesthetic for all learners. I used this lesson as an introduction to cells. This topic could be extended as
far as making a project out of it. Students can build a cell or make a city to represent the cell to show that
students truly understand the topic outside of the classroom.

Spring 2018_SJB