Lesson Plan Template Revised 2023

Candidate Name: Neil Cole

Strategy in this lesson: Questivities

UNIT NAME: Cells

LESSON NAME: Animal Cells Vs. Plant Cells

Time Needed (Hours/Days): 45 minutes/1 Day

Grade: 7th Grade

Subject : Life Science

STANDARDS/ELEMENTS:
 S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and
organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell
membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system
in obtaining nutrients to grow, reproduce, make needed materials, and process waste.

TAG Standards:
 HOTS 1: Asks probing, insightful, and relevant questions.
 HOTS 2: Responds to questions with supporting information that reflects in-depth knowledge.
 HOTS 3: Conducts comparisons using criteria.
 HOTS 11: Draws conclusions based upon relevant information.
 CPS 5: Develops original ideas, presentations, or products through synthesis or evaluation.
 ACS 2: Creates a complex product that is purposeful and organized.

ENDURING UNDERSTANDING(s):
Students should:
 Know the structure difference between animal and plant cells.
 Know what organelles are found in animal cells and what organelles are exclusive to only plant cells.
 Know the function of different organelles in animal and plant cells.

ESSENTIAL QUESTION(s)
1. How do the structural and functional differences between animal and plant cells reflect their respective roles in
multicellular organisms?
2. To what extent do the specialized organelles within animal and plant cells contribute to the overall survival and
adaptation of each organism to its environment?

TEACHER LESSON PREPARATION

o Nearpod: “Introduction” to Cells” is placed in Microsoft Teams by the teacher as an assignment for students to
complete and turn in.
o Venn diagram and microscopes with animal and plant cells slides are prepared and placed at
“Compare/Contrast” center with Clorox wipes for sanitizing purposes.
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o “What would happen if…” center will have drawing paper, markers, and crayons for student to complete this
center with an illustration.
o Chart paper, crayons/markers/color pencils will be stationed at task 4 for students to complete.
o Flipgrid class will be set up, with hyperlink for students to access the video recording activities for tasks 5 – 7.

ACTIVATING STRATEGY
Hook (See – Think- Wonder):
Students will view the picture below on the projector and engage in the “See-Think-Wonder” activity. They will write their
responses on index cards and discuss with the class.

(Picture of nerve cells under a microscope)

Instructional Sequence and Activities including use of technology where appropriate

Questivities:

Each question stem for this strategy will be a self-guided center for students to explore and complete performance tasks:

Task 1. “List…5 different types of organelles found in animal or plant cells and their functions.”

Using their student device, students will complete the Nearpod: “Introduction to Cells” https://www.youtube.com/watch?
v=8IlzKri08kk.” Nearpod is a Microsoft Teams assignment in which students are to watch the video and complete the
tasks as an “open ended” question activity on Nearpod. Students will turn in this assignment via Microsoft Team.

Task 2. “Compare/Contrast…3 differences and 3 similarities between an animal and plant cells observed using the
microscope.”

Students will use two (2) microscopes at this center. One will have an animal cell slide, while the other will have a plant
cell slide. Students will then use a Venn diagram to list the differences and similarities.

Task 3. “What would happen if…the microscope was able to take a large size picture of what the animal or plant cell look
like on the slide? Illustrate a picture showing what the animal or plant cell looks like as a large, scaled picture.”

Task 4. “Would you rather… be a chloroplast in a plant cell or a mitochondrion in an animal cell? Why?”

Students will make a “T-chart” with chart paper with their group answer the question stem. Students will take a stance
and on the chart paper, write down reasons why they chose to be a chloroplast in a plant cell or a mitochondrion in an
animal cell.

Students will sign onto Flipgrid and complete a recorded video answering Tasks 5 – 7. With Flipgrid, students will be
able to annotate their videos and use creative tools to express their themselves with creativity.

Task 5. “How would you feel if… you were a nucleus responsible for controlling all cell activities?”
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Task 6. “Why… are mitochondria often referred to as the powerhouse of the cell?”

Task 7. “Active Question: Make a list of questions a plant cell might ask the animal cell?”

Assessment Strategies
The assessment are performance tasks completed at the center for each task in the Questivities activity. The teacher will
score each task against the rubric and is aligned to the standards students are being taught for life science.

Materials/Links/Text References/Resources

 Student devices
 Headphones
 Index cards
 Microscopes
 Chart paper
 Blank paper for illustrations
 Crayons/Markers/Color pencils
 Animal Vs. Plant Cells Venn Diagram sheet
 Nearpod Video: https://www.youtube.com/watch?v=8IlzKri08kk
Lesson Plan Template Revised 2023
Anim
Writ

Animal Vs. Plant Cells Rubric

Lesson Plan Template Revised 2023
Criteria Does Not Meet Meets Exceeds

Task 1: List 5 different types of - Lists 5 organelles with accurate

- Lists fewer than 5 - Lists 5 organelles
organelles found in animal or plant functions and provides additional
organelles with functions
cells and their functions examples or details

Task 2: Compare/Contrast 3 - Does not provide - Provides 3 - Provides 3 accurate differences

differences and 3 similarities between any differences or differences and 3 and 3 accurate similarities with
animal and plant cells observed similarities similarities clear explanations

Task 3: Illustrate a picture showing - Includes a detailed picture with

- Does not include a - Includes a picture
animal or plant cell as a large, scaled accurate representation and
picture but lacks scale
picture proper scaling

- Does not provide a - Chooses an - Chooses an organelle and

Task 4: Choose to be a chloroplast or
choice or organelle and gives a provides a detailed explanation
mitochondrion and explain why
explanation basic explanation with valid reasoning

Task 5: Explain how it would feel to - Provides a detailed explanation

- Does not provide - Provides a basic
be a nucleus responsible for of the responsibilities and
an explanation explanation
controlling cell activities challenges of being a nucleus

Task 6: Explain why mitochondria - Provides a detailed explanation

- Does not provide - Provides a basic
are referred to as the powerhouse of of the role and importance of
an explanation explanation
the cell mitochondria

- Creates a comprehensive list of

Task 7: Create a list of questions a - Does not create a - Creates a list of
relevant questions showing a
plant cell might ask an animal cell list questions
deep understanding