Leah Dickens

March 12th 2014 Science Lesson Plan

Leah Dickens Life Science 5th Grade Georgia Performance Standard: S5L3- Students will diagram and label parts of various cells (plant, animal, singlecelled, multi-celled). b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. Resources: http://www.glencoe.com/qe/science.php?qi=258, http://www.mce.k12tn.net/science2/life_science_5/cells/cells_5thgrade.htm, http://www.myschoolhouse.com/courses/O/1/70.asp, Houghton Mifflin Georgia Science book Materials Needed: Bell Work Sheet Matching Vocab. Worksheet Crayons Scissors Glue sticks Learning Objective: After completing the Bell Work/Quiz and the online quiz that I have prepared the students should be able to identify the different cell structures as well as record their comprehension of the vocabulary terms. Through reviewing the material with the class and involving them in the discussion, the students should be able to

Middle Grades Education

Leah Dickens

express their knowledge of the different parts of the cell as well as their functions. Assessment/Progress Monitoring: I will gauge the student's progress on how successful they are at answering the vocabulary quiz on their own as well as how well they can express their understanding of the material out loud to the rest of the class. Differentiation: I have decided to use three different types of review assessments for the students to complete. First they will do an individual quiz that will require them to recall their own understanding of the material. Secondly, I will get them, as a group, to participate in an interactive quiz online so that I will engage the visual and audible learners. Lastly, I will have the students work together in pairs to complete a matching vocabulary activity which will engage the hands-on learners. If I see that the students are not responding to the method that I am trying then I will revise my strategy and move on to another activity or discussion. Special Education Accommodations: If there are any special need students in the classroom I would personally assist them during the quiz to make sure that they understood the questions. I would frequently monitor their progress to make sure that I kept them engaged and interested in class discussion. During the matching activity I would pair that student with one of the more advanced students that could help assist them. Opening the Lesson/Introduction: 1. Gain Students Attention/Focusing Activity: To gain the interest of the students and to introduce the topic of my lesson I will have the students sectioned into four groups and give them each a pile of letters which will spell out one of the vocabulary terms. The group that can put the letters in order the quickest wins. 2. State Behavioral Expectations:

Leah Dickens

1. Today I expect that you will behave for me as you would if Mr. Ellington were teaching so you will sit quietly and work diligently. 2. If you have any questions or would like to answer a question you will not shout out, you will raise your hand and I will call on you. 3. Connect to Prior Knowledge/Review Today we will be reviewing the information and vocabulary terms about plant and animal cells that you have been learning and discussing for the past two weeks. 4. Lesson Objective and Purpose: Today we will be doing some activities that are designed to help refresh your memory of the information that you have learned about cells and their structures. Hopefully in completing these assignments you will be better prepared for taking your test and will have a better understanding of the material. Conducting the Lesson: 1. Modeling ("I do it"): I plan to help the students follow the lesson instructions by reading the questions out loud to the class so that they can better understand them as well as show the students examples of cell structures by leading them through an online quiz. 2. Guided Practice ("We do it"): When the students finish answering their quiz questions I will allow them to take turns sharing their answers out loud to the class and will give them constructive feedback as needed. If I see that there is one area that the students have a hard time understanding then I will direct the group's focus on that area and we will discuss it as a group. 3. Independent Practice("You do it"): I will have the students independently answer the essential question as well as take a small quiz/assessment that will gauge how well they remember the material. I will be able to tell which students know the material and which ones may be struggling by their participation in going over the quiz answers. Closing the Lesson: 1.Review/Summery: Today we completed three different review activities that should have helped to prepare you for the upcoming test. If you were able to answer all of the questions

Leah Dickens

concerning cells and their structures then you have been able to successfully learn and retain that information. 2.Preview Future Content: In the next few days you will be reviewing the material from the other two sections in the chapter and then you will be taking the test on Monday. 3.Assign Independent Practice: Refer to your agenda for any homework that Mr. Ellington may have assigned to you. Also, to help you better prepare for the test you need to study and quiz yourself on your vocabulary terms from the chapter and your study guide. After the Lesson: Remarks-