KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: _Katie Gibbs_____________________________________ Date: _______________________

Cooperating Teacher: _________________________________________________ Coop. Initials: ________________
Group Size: _24_________________ Allotted Time: _1 hour________ Grade Level: _4th_____________
Subject or Topic: _____Animal Cells___________________________________ Section: _____________________

STANDARD: 3.1.5.A5 Explain the concept of a cell as the basic unit of life. Compare and
contrast plant and animal cells.

I. Performance Objectives
A. Fourth grade students will be able to identify and locate organelles in an animal cell
by creating a Jell-O animal cell model.

II. Instructional Materials

A. Cell PowerPoint (see attached)
B. Access to computer and projector
C. Guided Notes (see attached)
D. 8 Packs of Colored Pencils (one for each group)
E. 4 Packets of Jell-O (preferably light color; for cytoplasm; 2 cells per packet; one cell
per 3 students)
F. 8 Cups Water (to make Jell-O; 4 cup hot; 4 cup cold)
G. 1 Large Spoon (to stir Jell-O)
H. 1 Heating Element (i.e. Stove, Microwave; to heat water for Jell-O)
I. 1 Refrigerator (to chill Jell-O)
J. 24 Spoons (tool to insert organelles into Jell-O cell)
K. 24 Plates (to eat Jell-O cells after completion)
L. 24 Napkins (to eat Jell-O cells after completion)
M. 8 Cereal Bowls (cell membrane; one bowl per 3 students)
N. 8 large gumballs (nucleus)
O. 16 Sour Gummy Worms (Rough Endoplasmic Reticulum; 2 per cell)
P. 16 Gummy Worms (Smooth Endoplasmic Reticulum; 2 per cell)
Q. 16 Twizzler Bites (Centrioles; 2 per cell)
R. 8 Teaspoons of round Sprinkles (Ribosomes; 1 teaspoon per cell)
S. 8 Fruit by the Foot (Golgi Apparatus; 1 per cell)
T. 16 Raisins (Mitochondria; 2 per cell)
U. 16 M&M's (Lysosomes; 2 per cell)

III. Subject Matter/ Content

A. Prerequisite Skills
1. Basic understanding of cells and the cell theory.
2. Able to identify organelles both by location and function.
B. Key Vocabulary
1. Centrioles- Small cylinder-shaped organelle near the nucleus in animal cells,
occurring in pairs near the nucleus
C. Big Idea
1. Organelles in an animal cell and their functions.
D. Content
 1. Organelles (Specialized parts of a cell)
a. Centrioles
i. Small cylinder-shaped organelle near the nucleus in animal cells
ii. Occurring in pairs near the nucleus

IV. Implementation
***Half hour before class: Make Jell-O and pour into cereal bowls.***
A. Introduction –
1. Tell students to get out their science notebook and open up to the next blank
page.
2. Inform students that you just heard about a new job that each of them could
apply for. The job would pay them in candy and toys.
a. This job is a very special job and only certain fourth grade students are
asked to apply. The job is to become a nucleus trainer. Now the nucleus
controls the rest of the cell, and they would be controlling all the nucleus
in a group of cells. This makes them a very important person.
3. Instruct students to write what they would do if they got the job as Chief of
Nuclei.
a. Remind students to be descriptive when writing their plans. Have students
write for five minutes.
4. While students are writing, check homework for completion.
5. After four minutes has passed, warn students that they only have one minute
left.
6. One minute later have students put down their pencils and raise their hands to
share what they have written.
a. Call on three to four students to share before moving on.
7. Ask students to find a partner who completed the same section of the
homework as themselves.
8. Have students compare answers and raise their hands if they have more
questions.
9. Instruct students to reconvene at their desks.
B. Development –
1. Open the Cells PowerPoint to slide13 (see attached).
2. Instruct students to pull out their guided notes sheet (see attached) from the
previous lesson.
3. Inform students that they will be learning about animal cells today.
4. Go to slide 14, and read the information presented.
5. Have students copy the missing information into their guided notes (see
attached).
6. Ask the students if they have any questions before moving on.
7. Exit out of the Cells PowerPoint.
8. Ask for volunteers to help pass out the organelles and spoons
9. Have students pass out the organelles to each group and a spoon to every
person, while the teacher gets the chilled Jell-O out of the fridge.
10. Pass out the bowls of Jell-O so each group receives one bowl.
11. Have students take their spoon and carve a little hole in the center of their Jell-
O bowl.
12. Instruct students to place the large gumball into the hole in the center.
a. Ask students what organelle they think the gumball represents. Either
 correct the answer or congratulate the student on their correct guess.
13. Instruct students to dig a medium sized shallow hole next to the gumball.
14. Have students take the regular gummy worms, fold them into a squished "S"
shape, and place them next to the nucleus
15. Next, have students fold the sour gummy worms in the same fashion and place
them next to the regular gummy worms.
a. Ask students what organelle they think the gummy worms represent.
Either correct the answer or congratulate the student on their correct
guess.
16. Instruct students to make a small hole near the gumball, and place their
Twizzler bites inside the new hole.
a. Ask students what organelle they think the Twizzler bites represents.
Either correct the answer or congratulate the student on their correct
guess.
17. Instruct students to take a teaspoon of round sprinkles, and scatter them all
over the Jell-O.
a. Ask students what organelle they think the sprinkles represent. Either
correct the answer or congratulate the student on their correct guess.
18. Instruct students to dig a medium sized hole between the nucleus and edge of
the bowl.
19. Have students fold their Fruit by the Foot like a squished "S", and place it into
the newly made hole.
a. Ask students what organelle they think the Fruit by the Foot represents.
Either correct the answer or congratulate the student on their correct
guess.
20. Instruct students to dig two small holes on opposite sides of the cell.
21. Have students place their raisins in these two new holes.
a. Ask students what organelle they think the raisins represent. Either
correct the answer or congratulate the student on their correct guess.
22. Instruct students to dig two small holes on opposite sides of the cell from one
another.
23. Have students place the M&M's in each of the two holes.
a. Ask students what organelle they think the M&M's represent. Either
correct the answer or congratulate the student on their correct guess.
24. Have students record important information about the Jell-O cell into their
science notebooks.
a. Offer colored pencils to each group for sketching. Either correct the
answer or congratulate the student on their correct guess.
25. Once every student is finished; have students put their science notebooks
away.
26. Have volunteers pass out napkins and plates.
C. Closure –
1. Have each student say what organelle they would like to eat first.
2. Ask each student about the function of the organelle they have selected.
3. Once each student has shared, let students help themselves to their Jell-O
cells.
D. Accommodations / Differentiation -
1. Lily will use her completed notes instead of filling in the blank on the regular
guided notes. Lily will have the question orally read to her during Cell
Jeopardy.
 2. Students will have the opportunity to record this project into their science
notebooks by any means that they wish. Students may sketch the cell,
describe the cell in detail using words, or use a combination of both. This
allows students to later access the information in a way that is easiest for
them.

E. Assessment/Evaluation plan
1. Formative
a. The teacher will approve each Jell-O cell before consumption.

i. The teacher will ask each student in the group to point to an organelle.
The teacher will also ask each member which organelle is
represented by a certain piece of candy. This will prove that the
students are able to locate and identify organelles within a cell.

2. Summative
a. No summative assessment will be given until the unit test.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

Remediation

B. Personal Reflection
1. How well did students understand the functions of the organelles in an animal
cell now that they reviewed the information from the previous day?
 2. What changes would I make to the candy and Jell-O used in this lesson?
Should I let the Jell-O chill more or less?

3. Did students seem to better grasp the information with the Jeopardy game?
How was there evidence of comprehension and retention?

VI. Resources
A. Animal Cell. (n.d.). Retrieved March 15, 2016, from http://thefantasticfive-
hockmana.blogspot.com/2012/09/jello-animal-cell.html
B. Cell Structure. (n.d.). Retrieved February 15, 2016, from Bilogy 4 Kids website:
http://www.biology4kids.com/files/cell_cytoplasm.html
C. Definition of centriole in English:. (n.d.). Retrieved March 15, 2016, from
http://www.oxforddictionaries.com/us/definition/american_english/centriole
D. Dictionary. (n.d.). Retrieved from http://dictionary.kids.net.au/word/organelle
E. (n.d.). Retrieved February 21, 2016, from
http://bms.westfordk12.us/pages/teams/7green/cells/GroupH/Hindex.html
F. (n.d.). Retrieved February 21, 2016, from
http://resourcemine.blogspot.com/2012/08/animal-cell-plant-cell-normal-0-false.html