Student: Kaitlyn McCormack

Course: EDU 521-01

Grade: 5th

Topic: Cell Process

Professor: Rickey Moroney

Date: 12/14/16
Content Area: Science

INSTRUCTIONAL OBJECTIVE (Lesson Objectives*)

After reading and reviewing what we read from the textbook, the students will apply their
knowledge of what they learned and complete a worksheet with a word bank in a wellconstructed level of performance.
CCLS/+NYS STANDARDS AND INDICATORS
Science Learning Standard 4: The Living Environment
Key Idea 1
1.1b The way in which cells function is similar in all living things. Cells grow and divide,
producing more cells. Cells take in nutrients, which they use to provide energy for the
work that cells do and to make the materials that a cell or an organism needs.
Indicator: this will be indicated when the students learn about a cell and how the cell starts the
cell process by creating tissues.
English Learning Standard:
Craft and structure
4. Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
Indicator: this will be indicated when the students learn the vocabulary for the cell process.
MOTIVATION (Engaging the learners*)
The teacher will show the students a video called Levels of Organization to help visualize the
cell process. The students will then explain the cell process in their own words.
MATERIALS

Posters
Video
Paper
Pencil

STRATEGIES (Learning Strategies)

Group Discussion: The students will apply their knowledge to what a cell is and what functions it
has?

Teacher Demonstration: This will be evident when the teacher explains how cell, tissues, organs,
and systems are part of the cell process with posters.
ADAPTATIONS (Exceptionality*)
The student with an IEP, will have the directions and questions read to them when needed.
DIFFERENTIATION OF INSTRUCTION
Tier one: The students will apply their knowledge of what they learned and complete a
worksheet with a work bank and pictures in a well-constructed level of performance.
Tier two: The students will apply their knowledge of what they learned and complete a
worksheet with a word bank in a well-constructed level of performance.
Tier three: The students will apply their knowledge of what they learned and complete a
worksheet in a well-constructed level of performance.
DEVELOPMENTAL PROCEDURES

The students will be asked what the words cells, tissues, organs, and systems mean.
What is a cell? What is a tissue? What is an organ? What is a system?
The students will define the cell process in their own words. In your own words, explain
the cell process.
The students will break up into groups to create a song, skit, or rap explaining the cell
process. How can you be creative with the cell process?
The students will present their song, skit, or rap to the class.
ASSESSMENT (artifacts and assessment [formal & informal]*) (Evaluation)

The students will apply their knowledge of what they learned and complete a worksheet with a
word bank in a well-constructed level of performance.
INDEPENDENT PRACTICE
After completing the lesson, the students will complete a worksheet in a well-constructed level
of performance.
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: The teacher will create a cartoon strip of the cell process. The
students will read the cartoon and then verbally explain what the cartoon means. The teacher will
write down the students response so the student can go back to it when reviewing for further
assessments.
Academic Enrichment: The student(s) will create their own cartoon strip about the cell process.

TEACHER REFERENCES
Cells and cell processes - biology honors. (n.d.). Retrieved December 13, 2016, from
https://quizlet.com/7471100/cells-and-cell-processes-biology-honors-flash-cards/
Cells - BrainPOP. (n.d.). Retrieved December 13, 2016, from
https://www.brainpop.com/science/cellularlifeandgenetics/cells/
[Mark Drollinger]. (2013, April 26). Levels of Organization [Video File]. Retrieved from
https://www.youtube.com/watch?v=ZRFykdf4kDc

Name____________________________

Date______________

Directions: Use the words in the word bank for the questions below.
Tissues
1.
2.
3.
4.

Systems

Organs

Cells

___________________ Basic unit of structure and function of all living things

___________________ tissues that work together to perform a specific function
___________________ organs that work together to perform a function
___________________ Cells that work together to perform a specific function

Directions: Write the cell process in the correct order using the words above.
5. ________________-_______________-______________-_____________

Directions: In your own words, explain the cell process

6. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________