Module 3

5th grade group members are Lisa Williams, Katie Robinson, Anne McKown, and Sally Bocarro. We made a wordle for the process standards associated with 5th grade science and we identified the process standards in a science lesson on Physical and Chemical changes.

ECE 7514

Module 3: Lesson Plan

Standards:

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). 

b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. 

Objectives: Students will:

• Collaborate in groups
• Label the parts of a plant and animal cell 
• Complete a chart showing the functions of each of these parts
• Construct a model of a plant or animal cell with their group. They will then present their model to a group who has made a different model. 

Essential Questions: 

• What are some of the parts of a cell that do work? 
• How are plant and animal cells different?

Learning Activities: 

• Students will be placed into groups of 3 or 4. The groups will be heterogeneous. Students will begin by watching a Brain pop video on cells: Even Your Parts Have Parts. They will receive a written information sheet with cell parts and definitions. They need to be familiar with the membrane, cell wall, cytoplasm, nucleus, and chloroplasts.  
• Students will gather in their groups then complete a table on the functions of the plant cell parts in Google docs, which will be accessible to the whole class. As students complete the table, they will be able to check one another’s work. They will use this to help them label the plant cell diagram.
• They will then do the chart and diagram for the animal cell.  
• Students will use the diagrams, and worksheets, to create a model of a plant or animal cell out of Playdoh. These will be divided between the groups. Students will be required to present their model to a group with a different model. They need to discuss 2 differences between the plant cell and animal cell. This constitutes the closing activity. 
• Students will be graded on their ability to work within their group (observation), and to contribute to the finished product. 
• A short quiz will follow, which will be done individually. This will be a formative assessment, to indicate whether students need more time with these concepts.  

Information Sheet for Plant and Animal Cells

• NUCLEUS: This organelle directs what happens in a cell. It holds DNA, which us what gives living things their traits, or qualities.
• CELL MEMBRANE: A thin, bendable cover that is wrapped around all cells. It lets food, water, and gases into the cell, and it lets waste leave.
• CELL WALL: Found only in plant cells, it is a stiff outer layer around the cell membrane. It protects the cell, and helps a plant stand up.
• CYTOPLASM: Found between the nucleus and the cell membrane. All the organelles float in this thick liquid.
• CHLOROPLASTS: Found mostly in plants. They contain chemicals called chlorophyll, which gives green plants their color. 

                            Instructions for creating your plant/animal cell model

1. Using Playdoh, create a shape for your cell. 
2. Use Playdoh, or find objects to represent parts of your cell. 
3. Use the picture to help you- there are a few more parts in this picture than you need, but make sure that for your animal cell you have a cell membrane, a nucleus, and cytoplasm. If you are making a plant cell, make sure you have a cell wall, cell membrane, nucleus, chloroplasts, and cytoplasm.

In this lesson plan, the process skills include communicating, as students had to work collaboratively in groups, and also present and explain their models of the cell to others. Also, classifying was involved, as students had to recognize the differences between the plant and animal cells, based on the difference in their parts. 

This lesson could have been changed to include more of the process skills as follows:

• Observing: Instead of reading about cells and their parts, this could have been an observation in the science lab. Students could have been given a plant and an animal cell to examine, and be given questions about the two cells which would lead them to classify the cells based on the different parts of the cells. 
• Inferring: Once students had observed plant and animal cells, they could have been asked to infer why a plant cell had different parts, for example, why does a plant cell have a cell wall, but an animal cell does not? Why does a plant cell have a chloroplast, but an animal cell doesn’t? This would lead to further research and inquiry.