EDLD+5364+UDL+Lesson+-+Cells



= CAST’s UDL LESSON BUILDER =

Lesson Overview

 * ** Title: ** || Plant and Animal Cells ||
 * ** Author: ** || Johnetta Alfred ||
 * ** Subject: ** || Science ||
 * ** Grade Level(s): ** || 6–8 ||
 * ** Duration: ** || 3 Days ||
 * ** Subject Area: ** || Plant and Animal Cells ||
 * Unit Description: || In this unit, the students will begin the unit by knowing that all living organisms are made up of cells. The students will find out what are the differences between plant and animal cells and understand that all organisms are composed of cells that carry on several roles needed to continue life. By learning the differences between plant and animal cells students will begin to explore and understand the ways in which plant and animals are different. They will recall these differences throughout the remainder of the unit. ||
 * Lesson Description for Day: || For the next three days, students will investigate why all living organisms are made up of cells. These three-dimensional cells are microscopic. They can be singular or multi-cellular. They are composed of many parts that work together in order for a cell to function. The students will identify plant and animal cell parts, explain the function of plant and animal cells, describe cellular parts of plant and animal cells and differentiate organelles that are found in only plant, only animal or both cells. ||
 * State Standards: || §112.19. Science, Grade 7

(4) The strands for Grade 7 include: (b) Knowledge and skills. (12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: (D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; ||

Goals

 * ====** Unit Goals: **==== || By learning the differences between plant and animal cells students will begin to explore and understand the ways in which plant and animals are different.

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 * ** Lesson Goals: ** || The students will develop an understanding of the function and difference of plant and animal cells.
 * Day 1 ** – Students will differentiate the characteristics of animal and plant cells and label parts of a plant and animal cell.
 * Day 2 ** – Students will compare and contrast plant and animal cells and describe function of each part of the cell.
 * Day 3 ** – Students will demonstrate and understand 3-dimensional aspect of cell structure. ||

Methods

 * ====** Anticipatory Set: **====

**// Recognition Network //** || Brainstorming students for prior knowledge of plant and animal cells using the following: [|Matrix of Cell Parts] [|Lab: Cell Investigations] [|Diagram of Plant & Animal Cells] Have students brainstorm, using the board, what all living things are made of. Discuss prior knowledge of cells. Have students [|fill out] [|Matrix A] predicting the parts of plant and animal cells. Hand out diagrams of plant and animal cells. Students will fill in [|Matrix B] using the diagrams. On an overhead fill in the matrix with the students. Discuss differences and similarities. Use the [|Venn Diagram] to make comparisons.

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 * ====** Introduce and Model New Knowledge: **====

**// Strategic Network //**

**// Affective Network //**

**// Recognition Network //** || Teacher will introduce new concepts and use interactive whiteboard, PowerPoint slides, science websites, and videos in reference to new material. Students will go to [] and explore the cells. Teacher will ask students questions on characteristics of each cell. After studying the cell structure, the class will be divided into groups of four. Distribute materials for [|Lab: Cell Investigations]. Ask each group to construct a 3-D model of both a plant and animal cell. As each group adds a new cell structure, they will research the function for the cell and write the name and function in their notebook. All students are responsible for having the function written down as well as a drawing of the structure.
 * Computer Activity for Students - Day 1 **
 * Lab on Cell Structure - Day 2 **
 * Structure and Function of Cells - Day 3 **

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 * ====** Provide Guided Practice: **====

**// Recognition and Affective Networks //** || ** Day 1 ** - Students will be given a worksheet with examples of both cells. The activities are structured for all levels of learning abilities and physical abilities.
 * Day 2 ** - The students will label both the type of cell and the parts of cell.
 * Day 3 ** - The students will identify, show, and recall the parts of the cell from the three dimensional cell they constructed to demonstrate their understanding.

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 * ====** Provide Independent Practice: **====

**// Recognition Network //** || ** Day 1 ** - The assignment has an individual independent practice component included.
 * Day 2 ** - The homework assignment will include a student reflection and a drawing that has been labeled and colored to identify a plant and animal cell.
 * Day 3 ** - The student will write a short paragraph describing the differences between a plant and animal cell.

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Assessment

 * ** Formative/Ongoing Assessment: **

The following is provided for use in assessing students’ understanding: [|Paper-Pencil Test: Cell Investigations] [|Product: Cell Investigations] [|Rubric: Cell Investigations] ||
 * // Recognition and //**
 * // Strategic Networks //** || Classroom observations, Rubric for assignments
 * ** Summative/End Of Lesson Assessment: **
 * // Strategic Network //** || Project Rubric - poster showing the parts and functions of plant and animal cells. ||

Materials
Notebook Pictures of Plant and Animal Cells Markers Science Book Colored Pencils Crayons Poster Board 1 copy [|Matrix of Cell Parts] 1 copy of [|Diagram of Plant & Animal Cells] 1 copy of [|Lab: Cell Investigations] Play Doe (5 different colors) Yarn or cooked spaghettiPepper Plastic bubble packing Plastic wrap Pencil shavings Computers with Web Access Computer Projection System Overhead Projector Whiteboard [|Transparency of Matrix of Cell Parts] [|Transparency of Venn Diagram] [|Transparency of Plant & Animal Cells] ||
 * || ** For each student: **
 * For each group of students: **
 * For the teacher: **