Lesson Plan Title: Cell Theory

Date: N/A
Subject: Science
Grade: 9
Topic: Reproduction & Human Development
Essential Question: What is the cell theory, and who are the major contributors and what did they do?

Materials:
- Power point handouts (26)
- Videos
- Diagrams

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be able to:
- Define parts of the cell and its function and label cell diagrams
- Understand and describe the history of cells, who contributed to main features
- Explain the difference between plant and animal cells
- Know and be able to describe genetic information, and the cell theory/cell division
- Students will be able to discuss with their peers the information they have learned using peer instruction
during the multiple choice questions and during self assessment.

Broad Areas of Learning:

This lesson will provide students with the opportunity to be life long learners. Learning about the cell theory,
students can realize that we are all made up of cells and constantly changing. Scientific findings is what we are
made up of, cells. The notion that the “cell theory” is a theory and is constantly changing with our evolution of
science, provides students with the opportunity of exploring and constructing new knowledge. With learning
about the history of the cell theory, and the scientists who contributed to the findings, I hope these students
understand that science is always changing, and what to learn and explore further with information they can
seek. As defined in lifelong learners “students are curious, observant, and reflective as they imagine, explore,
and construct knowledge”. (Broad Areas of Learning, 2010) My hope is that students are engaged in the
lectures, videos and questions. Providing the students, a variety of differentiation learning will hopefully
deepen their understanding of the cell theory and its history.

Cross-Curricular Competencies:

In this lesson, students will learn how to make connections to different areas of study such as developing
thinking and developing literacies. Students will develop critical thinking through questions, and labs. Students
will be able to develop their knowledge about scientific literacy through the cell theory, the history of the cell
theory, and who was involved and what for. They will expand on information they already know about they
cell, and apply the knowledge they have gained.

Outcome(s):

RE9.1
Examine the process of and influences on the transfer of genetic information and the impact of
that understanding on society past and present. CP, DM
 (c) Recognize that the nucleus of a cell contains genetic information and identify the relationship
among chromosomes, genes, and DNA in transmitting genetic information.

RE9.2
Observe and describe the significance of cellular reproductive processes, including mitosis and
meiosis. CP, SI
(c) Recognize that the nucleus of a cell determines cellular processes.

(d) Identify major shifts in scientific understanding of cell growth and division, including the
role of microscopes and related technologies.

(e) Explain how the cell theory accounts for cell division.

PGP Goals:

1.2 Ethical behavior and the ability to work in a collaborative manner for the good of all learners;

2.2 Proficiency in the Language of Instruction

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- Do the students recall information when watching the video of introduction to cells?
- Do the students understand cell theory, and the history? – This is where I think students will struggle. If they
do not understand, go over the information again. Ask students this before playing the video, cause maybe after
they will develop a better understanding. that is why I have provided a video to help strengthen their
understanding of the history or science and the cell theory. If not, go over the information again.
- Multiple choice – used to assess students understanding of the material they have previously learned in this
lecture. Allowing students to peer teach is a different instructional method the students may enjoy, involves
interaction, and may help the students understand the material better.
- Are students able to label the cell diagrams correctly? – Students will be asked to share there answers at the
end of class. This will allow me to see if the students can grasp this concept through solely the help of a visual.
- Did the students pay attention to the videos? – Ask questions in relation to the videos before/during/after to
ensure that students paid attention and understand the information from the videos. Questions to ask are in the
learning plan beside each video.
- Did the students understand the material? – This will be established at the end of class when you ask students
if they have any questions, and allow them to self reflect on what they have learned providing them with
questions (below in closure)
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

As this is only the second lesson in this unit, there will be no summative assessment found in this lesson.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~7 Minutes):

- Introduce to students that we will be learning about the cell theory and the history of the cell.
- Ask the students to recall what they already know about this topic
- Explain to students how cell division leads to all life, how they can divide and fuse together, and how it
passes on genetic information
1. Show video 1 Introduction to Cells (3 Mins)
https://www.youtube.com/watch?v=gFuEo2ccTPA

Main Procedures/Strategies: (~40-50 Minutes):

- While going over the notes, have them displayed over the projector for students to follow along as I read off
of them to the class.
- Attached is the slide notes that will be used for the class, along with the links in the slides to know when to
play the videos
- The purpose of this lesson is to introduce students to the cell theory. With having lecture notes provided and
several videos, it will target student’s strengths for learning, and provide visualization as well make the class
more interesting.

2. Begin the power point with the title slide and the reminder of what cells are for the second slide.
Highlight that there are many different types of cells even within a single organism. (~3-5 Mins)

3. Show the video 2 The Wacky History of the Cell Theory – but emphasize that we are going to
focus on the scientists that worked with parts of the cell that are relevant to us understanding
reproduction, development, and heredity (so not people like van Leeuwenhoek)
https://www.youtube.com/watch?v=4OpBylwH9DU (~7 Mins)
Tell students before video to pay close attention to the scientist they will need to know who the
scientist are and what they did.
After video ask students if they can tell you who the scientists are and what did they do?

4. Do the slides on Hooke and Brown, then watch video 3 A Cells Structure in 3D showing its
nucleus to show the hereditary material (DNA) and its location in the cell. While video is playing,
explain the chromosomes breaking into genes & genes unwind into dna.
https://www.youtube.com/watch?v=FfPRPovZUZU (~2 Mins)
- After video ask the class what is the nucleus and why is it so important? Allow a couple students to
provide their answers.

5. Continue with Dujardin, Schleiden, and Schwann. For the plant and animal cell diagrams have
students take out their handouts from Lesson 1 (with pro vs eu cell diagrams) and complete the cell
diagrams labels. (12-15 Mins). When students finish, have the students provide answers for each
blank. Also ask students to be able do define the parts of the cell to make srure they understand the
cell parts and their functions.
 - Within the power point are a couple multiple choice questions to see if the students understand the material,
the slide following provides the correct answer. Allow the students to think about the answer individually and
then with their table to allow peer instruction About a 30seconds to a minute individual, and then a minute or
two to discuss with groups.

6. After the Cell Theory slides, play the video 4 Cell Theory Song (time permitting)
https://www.youtube.com/watch?v=KuJqqiATlqw (~5-7 Mins)

7. Finish the rest of the power point and show the final video 5 Chromosome to DNA
https://www.youtube.com/watch?v=lUESmHDrN40 (~3-5 Mins)
** All of our DNA is the same set of information but they just have different jobs – lungs and
stomach highlight this after the video so student take note on its importance. If they want they can
write that down in their notes but they don’t have to.

Adaptations/Differentiation:
- Provide blanks in slides or no notes for students who understand information better by writing it down
(students would need to pay closer attention to the slides to fill them in)
- Provide replays of videos for students to develop a greater understanding of the information provided.
- cell
- EAL students will be placed near the front of the class by my desk so that I can provide extra guidance to
those who’s struggle with the English language and need further explanation.
- Students with learning disabilities will also be placed near the front of the class along with the students with
behaviours issues. This will make it easier for these students to concentrate during class lecture, videos, and
discussions. It will also be easier to attend to these students since they will be closer to my desk, making it
easier to provide help, answer questions and provide a clearer explanation.
- Students who are visual learners can learn through the videos provided that cover each section, as well with
the diagram handouts
- Students will hearing impairments can engage through the class visually. Some of the videos have subtitles,
but the ones that do not they will not be able to understand.
- Discussions are encouraged during this class, allowing the students to work together to help each other
understand the material. Often times when sitting and listening to the teacher lecture, students do not fully
listen and their questions go unheard and they are reprimanded for talking to their neighbors. Group discussions
promote interaction of peers while allowing myself and the E.A’s to circle the classroom answering questions
that cannot be answered by their peers.
- For students with anxiety, also have them sit at the front of the class. Using videos instead of notes might help
reduce student’s anxiety levels when they see a lot of writing on a document. Allow them more time to work on
the handout to reduce anxiety.
- There usually will be a E.A with students with learning disabilities who will sit at the table with them at the
front of the class to offer guidance and extra help for the students when needed.

Closing of lesson: (~5 Minutes):

- Ask the students if they have any questions about the material they have just learned: Do you understand the
cell theory? Do you know the scientists and their contributions to the history of the cell? Do you know the
difference between plant and animal cells? Ask the students these questions if they understand/know it thumbs
up, if not thumbs down, know a bit thumb sideways. Write down if majority of the class is struggling with
something to review it at the start of next class.
- Allows students to self assess: Ask them to discuss in partners or at their tables to discuss two things they
learned today. What is the cell theory? Who are key contributors in the history of science and what did they
find??
 - Introduce to the students that next class they will be taking part in a lab

Personal Reflection:

Work Sheet & Answer key are attached below to give to the students and for you to have a copy to know the
correct answers and if time at the end of class go over it.
Reflection/ Justification:

This lesson topic is cell theory that includes power point notes, several videos, and diagrams as well as
group discussions. This lesson is planned based on the provincial curriculum focusing on outcomes and
indicators from the life science section (indicated above in the lesson plan). Since this lesson is at the
start of the unit there is no summative assessment, but for formative are my students understanding the
material? Paying attention to the videos and retaining information? Are they able to answer the
questions in their notes and provide a reason why they chose this answer? From these questions group
discussing and peer instruction arise and self assessment. This information will help me as a teacher
determine if the way I am teaching my students and the information I share is strengthening their
understanding of the topic, or if we need to spend more time reviewing the topic next class.

My goal for my students is to be able to understand the information presented in class, be able to explain
things in their own words if possible, but be able to understand the cell theory and the history behind it.
What my students should be able to do, I believe are achievable and attainable. These are goals I have
designed related to the class and are focused on the main ideas/outcomes. I have chosen a couple
instructional strategies to see how my students learn best from powerpoint notes, videos and multiple
choice questions, as well as peer instruction and group discussion. During the multiple choice questions,
I have allowed time for the students to think of what the answer is themselves, and then allow time to
discuses at their table using peer instruction. This way students are interacting with one another,
teaching and learning from their peers, and a way to engage students in the lesson, and provide a
different instructional strategy to help students learn and understand the material. These learning
strategies are related to the outcomes and indicators providing information to the students about the
goals and outcomes of this lesson.

My formative assessment, having several questions to reflect upon after this lesson, if things go well or
not so well I can change my teaching styles as I plan down the road. I have provided information about
adaptation/differentiation in this lesson, for students who have learning disabilities, and for gifted or
struggling students. Creating notes with fill in the blanks, or having students write out notes, and
replaying videos. Having struggling students, behavioural students and learning disability students
sitting at a table near the front to allow me to help the students much easier and more often, and having
gifted students sit together as well.

My goals that I have set for myself for my professional development I fell should be achievable for
myself, but I will have evidence/areas where I will need improvement. Since I have not taught this
lesson yet, my cooperating teacher has told me in advance that after each lesson during our prep period
he would go over what went well what didn’t go so well and where I need to improve both in the written
lesson plan, and when I teach it to the class.

Since this lesson is at the start of the unit, it is not the most engaging, but incorporating videos of the
topics and having multiple choice questions and group/peer instruction throughout the lecture will
increase engagement in learning for my students. These videos connect to my questions and outcomes,
because it is the information that is provided in their notes, but providing a visuals and auditory of the
information to help students get a better understanding of the material. I also have questions written
down or important information to inform my students to take note on while watching the video or
questions I will ask after the videos. My planned activities would improve the discipline specific literacy
skills of my students. Students will strengthen their scientific literacy with the information they are
learning using written, reading, oral, and visual competencies. Introducing the topic, and what I expect
from my students will help them improve their literacy strategies. Throughout the peer instruction and
self assessment, this is where I think students can own their learning. They can share with their peers the
information that they understand, and convince students during the multiple choice why their answer
they have chose is correct. I think these activities will help increase connections between students and
student ownership and learning. Since I have not taught this lesson yet, I am unsure of the areas I need
to improve on or fix.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)