Bridgewater College Teacher Education Program Lesson Plan Date: 10/31/2013

Name: Lauren Mullen

Subject Area(s): Science: Living Systems VA SOL: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include: a) basic cell structures and functions Content Objective(s): Upon completion of the lesson the student will be able to teach an older student the location, name, definition, and function of the different animal and plant cell parts using the edible materials they have been given. IEP Goal/Objective: Accommodations/ Differentiation Michael will be assessed differently, based on his own completion of the edible cell.

Title of Lesson: Edible Cell (Cooperative Learning) Grade Level(s):5

Assessment (based on objectives): The student will be assessed on the information that their high school student writes on the worksheet. Materials: 20 Edible Cell Worksheets (Plant and Animal) 45 graham crackers 45 rice cakes 3 tubs green icing 3 tubs red icing 2 bags twizzlers 2 bags of pretzel sticks 2 bags of big marshmallows 10 mandarin oranges (peeled and pulled apart) 1 bag of big gumballs Integration of technology: I dont know yet. Alternative Plan:

Accommodations/ Differentiation Anticipatory Set (Hook & Agenda): Is candy a living thing? No. So then, is candy made up of cells? No. You guys are so smart! Candy may not be made up of cells, but today we are going to make a cell made up of candy!! Access/Review Prior Knowledge: There are two types of cells, right? What are they? Lets review the parts of the cell that we have learned: (Review what it is, what kind of cell it belongs with, and the cell function) Cell wall, cell membrane, cytoplasm, chloroplasts, mitochondria, vacuole, nucleus Teaching Process & Modeling (Content is presented, accessed, or built): Guided Practice & Checking for Understanding: Independent Practice: 1. Pair each elementary student with a high school student. 2. Give the elementary student the plant cell worksheets and the high school students the animal cell worksheets, as well as the materials that each corresponds with. 3. Read the directions at the top of the worksheet to students. 4. Student should teach their high school students the names, functions, and locations of the cell parts of plant and animal cells. Make sure that the high school students are writing the definitions of the cell parts in the students words, even if it is wrong, as it is an assessment. 5. Have the students work together to complete the plant cells and animal cells. Pair Michael with his aide and a high school student. Have Michael label the plant OR animal cell with the materials, and identify them, their function, and location. Have the high school student write for him.

Time Planned 30 seconds

45 minutes

Closure: Have students turn in their worksheets to you and clean up their work space. They are free to eat their edible cells if they wish! Declarative Statement Summary: Today you were the teacher! How did it feel? Did you feel like your student learned a lot? Did you learn something?

5 minutes

5 minutes