Molloy College Division of Education

Student _____Whitney Constant____Professor__Moroney____________

Course EDU_______521__________Date___December 14, 2016_______
Grade__5th__ Topic ___Plant and Animal cells_ Content Area Science__
Instructional Objective(s)
After learning about Human body systems and the process of the cells system, students will
identify the various parts of a plant and animal cell and describe their functions in addition to
making a model of an animal and/or plant cell.
STANDARDS AND INDICATORS
S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.
Indicator: This will be evident as students must be able to use prior knowledge to help introduce
this topic
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific
and technological matters.
Indicator: This will be evident as student will create their own plant or animal cell.
S4CS5. Students will communicate scientific ideas and activities clearly.
Indicator: This will be evident as students must full engage in class discussion about plant and
animal cells in addition to answering questions throughout the lesson.

MOTIVATION
Using this game like video students will familiarize themselves with both plant and animal cells
http://www.cellsalive.com/cells/cell_model.htm

MATERIALS

Handout - Cell Structures and Functions

Answer Key Cell structures and Functions
Handouts Plant and Animal Diagrams
Plant cell Model small
Animal Cell Model small
Plant Cell Model - large Small sandwich size Ziploc bag one per two students
Beads, buttons, pasta, pipe cleaners anything to represent the different parts of the cell
Karo syrup, Oil, dishwashing detergent to represent the inside of the cell
Materials students have brought in to represent different cell parts
Measuring cup
Materials for the Edible Cell
STRATEGIES

Cooperative Learning
Flexible grouping
Direct Instruction

ADAPTATIONS

Students with behavioral issues will be given additional tasks to cooperate with teacher in
a proactive way.
Students who are hearing impaired will be given additional video and audio listening
devices to complete tasks while working with other capable students to complete group
hands on task.
DIFFERENTIATION OF INSTRUCTION

Kinesthetic Learners- Will have the opportunity to use the plant and animal cell project to
gain a hands on approach for better understanding.
Visual Learners- Motivational video and hands on project will paint a better picture for
understanding plant and animal cells.

Auditory Learners- With the use of the motivational cells alive video to hear clear and
precise explanation of plant and animal cells.

DEVELOPMENTAL PROCEDURES
1. Refer students to the handouts they have completed. After going through the different
parts of a cell, student pairs should discuss briefly the types of items they could use to
represent the animal cell structures listed on the student sheet. Then they should gather
their materials (from the collection you prepared ahead of time) and make the animal
cells.
Can I have several volunteers tell the class what the different eatable objects are and how they
will represent each part of the cell.
2. Students should work in pairs, though each can make his/her own model cell depending
on the amount of materials available. Working in pairs is important because the Karo
syrup can be messy and students will need to work together to pour it into the plastic
baggie.
Why do we often depend on models? Why are models useful when discussing cells?
3. Students should put the items representing the various cell parts into the baggies before
they pour in the syrup, so that they can promptly seal the bag once the syrup is poured.
How is your model like a real cell? How is it different?
4. Once the "cell structures" are in the baggie, have students add the syrup. Have them pour
the syrup into a measuring cup that has a spout for easy pouring. One student should
carefully hold the baggie with both hands as the other pours in the syrup.
What have we noticed while making these cells class?
5. Students should record the material they chose to represent each cell structure, as well as
the reason for doing so (i.e., indicate how the material is representative of the particular
structure). Have them make a table with the following headings: Cell structure, Structure
Function, Why Material was Chosen for the cell part.
What are your reasons for using certain objects to represent the cell?
6. After students have made their model cells, allow students to compare their models with
other groups and discuss the similarities and differences.

Class what have we learned making these cell models? What are the parts of a cell?

ASSESSMENT
Students should understand the basic functions of the cell structures highlighted in this lesson, as
well as have a better understanding of the usefulness and limitations of models. Assess students
on their answers to the student sheet as well on their participation in class discussions.
Use the questions written from the engage section to find out what the students learned and if
their questions were answered.

INDEPENDENT PRACTICE
Cell structures and function in addition to plant and animal diagrams will be done independently
throughout the class to provide proper independent practice.

FOLLOW-UP

DIRECT TEACHER INTERVENTION

The student under direct teacher intervention must be able to complete a vocabulary test based
on plant and animal cells.

ACADEMIC ENRICHMENT
At the end of the lesson there is an activity where the students make an edible plant or animal
cell in addition to students exploring the different functionalities of a plant and animal cell

Teacher References

Martin, Ann. "Back To The Page of Science!!" Intro To Cells. Tripod, Feb.-Mar. 2009. Web. 11
Dec. 2016.
Readdy, Keller. "Biology Lesson Plans." The Science Spot. The Science Spot, Summer 2013.
Web. 25 Nov. 2016.
Science, Eureka. "Animal Cells - the Amazing Variety." Animal Cells - the Amazing Variety.
Eureka, 05 May 2011. Web. 1 Dec. 2016

Name ____________________________________

Date______________

Plant and Animal Cells