Grade: Grade 6
Topic: Plant and Animal Cells
Content: Cell Analogies–The similarities and differences between Plant and Animal Cells. Vocabulary–Cell Wall, Cell Membrane, Cytoplasm, Chromosomes, Nucleus, Nuclear Membrane, Vacuoles, Chloroplast, Chlorophyll, Organelle
Goals: Students will be able to effectively engage in the lab by
using their scientific reasoning skills to create different analogies about different cell parts. Students will be able to recognize and name all of the different plant and animal cell parts. Students will be able to match the different cell organelles with each picture. Students will be able to realize that there may be more than one answer to each question that they examine. Students will be able to work together with their teammates.
Objectives: After modeling and practice, the students will determine at least three similarities and differences between plant and animal cells by using their scientific reasoning skills.
Materials: “Cell Analogies” experiment sheet Set of Pictures Set of Cell Words/Organelles Lab Notebook (students) Pencil (students) Overhead Projector
Introduction: The teacher will review previous lesson on Plant and Animal Cells. Today’s lesson will be a continuation of this topic. Teacher will use the overhead projector to complete this review.
Development: -Define and discuss what an analogy is. -Explain what an analogy is by using a definition form Webster’s Collegiate Dictionary. -Model what an analogy is by showing examples on overhead and on television.
Practice: -Students will break into teams and directions given to complete the experiment. -Discuss the problem of the Experiment.
-Have the students write a hypothesis, or what they think will happen during the experiment. -Check to see if each group has all of their materials. -Discuss procedure of the experiment. -Discuss where to write their conclusions.
Accommodations: -Higher level questioning and explanation will be asked of those students who will need it. -Questioning students to make sure they understand what is asked of them. -Providing more explanation of where they should be at, what they should be doing, how much time they have left. -Allow certain students to keep materials on my shelf, or on another table so that they are prepared for class. -Ask certain students if they fell comfortable with the material discussed today and they know they can see me before or after school for further explanation.
Checking For Understanding: I ask the students if they understand new concepts and if they feel ready to start the lab. Teacher will rotate around the room to accomplish this understanding.
Closure: Students will then move from teams to class discussion about the lab. Discussion will be a review of the day’s lesson.
Evaluation: Teacher will check each experiment to determine proper conclusions to experiments.
Teacher Reflections: Did the students follow directions for the experiment? Was the group work successful? What can I do to improve team work? Were the students motivated to accomplish the task of this lesson? Did the students meet all the goals of the lesson?