Annie Heffernan EDU 357

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Annie HeffernanEDU 357

• Examining Cell Diversity The difference between
  plant and animal cells Lesson Plan
• 9th Grade Biology

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Lesson Objectives

• The students will be able to understand all parts
  of a cell.
• The students will be able to identify every
  component that makes up the cell, their
  contributions to the overall function of the
  cell, and identify the difference between a plant
  and an animal cell.

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Introduce the Learning Activity

• A) I will start off the lesson by first
  explaining what a cell is. Cells are the
  structural and functional units of all living
  organisms.

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Introduce the Learning Activity

• B) I will get students interested in this lesson
  by showing them a picture of what a cell looks
  like, so they can grasp how our bodies are made
  up of millions of these tiny, intricate
  structures.

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Introduce the Learning Activity

• This sounds more boring then interesting, but
  pictures of cells are very cool looking. I will
  also discuss that if it wasnt for these cells,
  we would not be alive, therefore they are very
  important to us.

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Provide Information

• A) Using an electronic whiteboard I plan to draw
  basic cellular structures. Then step by step I
  will break down every component that makes up
  both animal and plant cells, by drawing a single
  organelle and describing its function to the
  cell.

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Providing Information

• I will draw the necessary organelles for both
  plant and animal cells and alongside the name of
  the organelle I will provide a definition of its
  function.

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Provide Practice

• A) I will have the students practice the task by
  giving them a piece of paper with two skeletal
  cell structures of a plant and an animal cell. I
  will give them each colored pencils, and each
  color will represent a specific organelle in each
  type of cell.

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Provide Practice

• Ex Plant Cell Mitochondria- Blue, Smooth
  Endoplasmic Reticulum- Aqua, Rough Endoplasmic
  Reticulum- Green, Nucleus- Orange, Ribosomes-
  Black, Golgi Apparatus- Red, Microtubules-
  Purple, Microfilaments- Pink, Centrioles- Yellow,
  and Lysosome- Brown
• Animal Cell Nucleus- Orange, Nuclear Envelope-
  Red, Chloroplasts-Green, Mitochondria- Blue,
  Smooth Endoplasmic Reticulum- Aqua, Rough
  Endoplasmic Reticulum- Green, Golgi Complex- Red,
  Golgi Vesicles- Pink, Ribosomes- Black, Cell
  Membrane- Grey, Cell Wall- Brown, and
  Cytoskeleton- Purple

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Provide Practice

• B) After the students have completed their two
  cell diagrams individually, I will assign them to
  groups so they can compare their answers. Then
  once the students feel that their group has
  successfully identified all of the parts of the
  plant and animal cells I will ask each group to
  draw their diagrams on the electronic white
  board.

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Provide Knowledge of Results

• When students are doing their tasks individually
  I will walk around and help the students if they
  have any questions or concerns about the
  assignment. Once the students are in groups and
  presenting their final work on the electronic
  whiteboard, I will ask them to draw specific cell
  components to test their knowledge.

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Provide Knowledge of Results

• If they draw the organelle correctly I will
  congratulate them, and if their answer is
  incorrect I will tell them so, and have them
  retry. If the group is unable to draw a specific
  organelle, I will ask another member of the class
  to come to the electronic whiteboard and help the
  group provide the right answer.

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Review the Activity

• At the end of class I will show the pictures of
  both plant and animal cells one more time on the
  electronic white board, and point to each
  organelle one by one asking questions about each.
  I will ask questions about the functions of each
  organelle and structural qualities that makes it
  identifiable.

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Review the Activity

• I will have students raise their hands and I will
  call on students individually to answer my
  questions. Once I feel that all of students grasp
  the concept of both plant and animal cells, I
  will wrap up the lesson. I will ask students at
  the end of class if there are any questions, or
  if any of the students are still having trouble
  with this concept.

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Review the Activity

• If I feel that any of the students did not do
  well on the lesson, I will ask them to come to me
  for extra help so that every single student
  understands every aspect of both plant and animal
  cells.

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Method of Assessment

• I will assess the students when I look over their
  individual drawings of the cells. I will also
  assess the students when they are presenting
  their group work on the electronic white board,
  and I will give an exam at the end of the week
  following this lesson.

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Method of Assessment

• The exam will be the same exact piece of paper I
  provided them in class. I will give them an empty
  skeletal structure of both an animal and a plant
  cell, and provide them with a word box. I will
  ask the students to use the word box and fill in
  the cell where each organelle belongs.

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Method of Assessment

• On the back side of the exam will be a matching
  exercise where each organelle is associated with
  a letter that has the appropriate function of
  every organelle. They will be required to match
  the organelle with its proper function.

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Method of Assessment

• I believe this exam will be a very good
  assessment of what they learned from this lesson.
  The exam will have the students provide their
  knowledge of the major components of my lesson,
  identifying each organelle and its function for
  both plant and animal cells.