Lesson Plan: Cells

Teacher Name: Rachael Barker

Lesson Title: Similarities and differences between plant and animal cells

Target Grade/Subject: The target grade is 8th grade life science. Students understand
and have experience in the process of experimentation, including the development of
hypotheses, design, and conclusions. They know the various parts of a microscope and
the appropriate use required. The students have a basic, yet limited knowledge of cellular
components and organelles.
Length: 1 hour

VA SOL: LS.2 (a)(b)

Essential Questions:
1. What organelles compose a typical animal cell?
2. What organelles compose a typical plant cell?
3. What differences between the two do you notice?
Objectives
Students will look at models of animal and plant cells--enlarged, touchable
replications of these cells and their components. By using microscopes, the students will
be able to look at actual slides of various animal and plant tissues composed of their
respective cells. During lecture, students will gain the basic knowledge of appearances
and functions of cellular organelles. While in lab, they will not only be able to look at
actual cells under the microscope, but, by the end, they will be able to point out and
identify the differences between plant and animal cells.
Tools and Resources:
-Microscope
-Slides
-Cell models
-Internet
Preparation
Technology/Classroom Arrangement and Management Strategies:
This lecture will be given in a lab. Computers will also be available in the
classroom. Lecture will last approximately 15-20 minutes. Group time will be
encouraged when looking at cell models and microscopic slides. The activity involving
cellular models, to be performed before lecture, will last about 10 minutes. After lecture,
students will divide into groups, each pertaining to a different organelle. Each group will
complete a podcast, using their organelle as their topic of discussion. Each student in a
group will provide descriptions of that organelle and its functions. This should take about
15 minutes. Lab will then commence, breaking up the class into partners (2 to a
microscope). Lab should take about 20 minutes. At the end of lab, class will regroup and
watch a video entitled, Voyage inside the cell, which should last for the remainder of the
time.
Prerequisite technology skills needed by students:
Students should know the various parts of a microscope and how to use one.
They should know appropriate and responsible care for a microscope and understand to
handle the equipment in a gentle manner. The teacher will be available for assistance.
Students should also know or have a basic understanding of how to create a podcast.
Lesson Development
Focus and Review of previous work/knowledge:
The lesson will begin with a brief lecture on general cellular organelles and their
functions. The lesson will then progress with comparing and contrasting animal and
plant cell structures.
Anticipatory Set:
1. Students will arrive to class and will be broken up into several groups.
2. Each group will either have a model of an animal cell or plant cell.
3. Students will become familiar with the overall picture/design of each type of cell
and their components in an effort to prepare for lecture. The anticipatory set
should last about 5-10 minutes.
Instructional Activity:
1. Lecture will be given upon review of cellular models.
2. During lecture, discussion is strongly encouraged, as the teacher may ask if
anyone already has knowledge of various cellular components and their functions.
Guided Practice and checking for understanding (Student activities):
1. Upon completion of lecture, teacher will instruct students to create podcasts.
Each podcast (one for each group) will be focused on a different cellular
organelle.
2. Number of groups dependent on how many students in class.
 3. The podcasts will force students to use new vocabulary words ad concepts. Notes
from lecture may be permitted if teacher feels compelled.
4. Each podcast, if time is permitted, will be played. As a study tool, the teacher will
make each podcast available to the class through some means (CD, classblog,
etc.)
Independent Practice:
1. If supplies are available, students may complete microscope lab individually.
Partners are not discouraged.
2. About 20 minutes will be allotted to reviewing actual slides of cells.
3. No work will be handed in, as this is purely review of similarities and differences
between plant and animal cells.
Closure:
1. Upon lecture completion, students will come together to watch a short video entitled,
Voyage Inside the Cell (found on You Tube at
http://www.youtube.com/watch?v=1B4F2V0_yYg&feature=related). This will last the
remainder of class (approximately 3-5 minutes).
2. Ask students the following questions:
a. What do you think are the advantages/disadvantages of these different cell
structures?
Evaluation Procedure
Assessment of objectives:
The teacher may award points for podcasts that could contribute to future quizzes/tests.
The podcasts could also be counted as an in-class grade if desired.
All other activities will be assessed via student-teacher interaction. During lab, the
teacher may pose questions to each pair of students, asking them what they see or notice
under the microscope.