SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME: AMBER MEJIA

SUBJECT: LIFE SCIENCE
COURSE TITLE, GRADE LEVEL(S): 7TH
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): THE UNIT IS ON CELLS. THIS LESSON IS IN THE MIDDLE OF THE UNIT WHERE PROKARYOTIC AND
EUKARYOTIC CELLS, AS WELL AS, PLANT AND ANIMAL CELLS HAVE ALREADY BEEN EXPLAINED.
LESSON TITLE: PLANT AND ANIMAL CELLS: ARE THEY DIFFERENT?
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: ASSORMENT OF CANDY, PROJECTOR,
VENNDIAGRAM, GRAPHIC ORGANIZER, JELLO, CUPS, POWERPOINT

CLASS DESCRIPTION:

There are 7 students who are classified as English Learners 3 are early advanced-04 (Bridging), 2 are intermediate
-03 (Expanding), and 2 are Early Intermediate-02 (Emerging). Four students classified as special needs. 1 has
Aspergers, 1 had ADHD and I dont know the other 2. They have IEPs but my MT has not received the student profile
for them yet. The class is in a science classroom and all the students sit at lab tables. This lesson is in the middle of
a unit. The students have already learned about the basics of cell and are now moving onto the animal and plant
cells and their organelles.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
Intro- The students will be ENGAGED with the cells rap video. This will contextualize the information for them because the
students will remember the song when thinking about the cells and their organelles.
Body- Students will EXPLAIN the organelle functions with the graphic organizer and the lecture. They will then EXPLORE the
animal and plant cells and their organelles with the animal and plant cells candy models.
Closure- Students will EVALUATE the activity with the writing prompt at the end of the activity with the Think Write Pair
Share . They will then ELABORATE with their written summary.

The evidence that students demonstrate mastery of the content or perform the expected skills will include the development and
modification of the cell models and the written summary at the end of the lesson to synthesis the information of the differences of the
plant and animal cells and the organelle functions.

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

COPY AND PASTE THE

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
COPY AND PASTE THE

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

NGSS MS-LS1-2
Develop and use a
model to describe
the function of a cell
as a whole and ways
parts of cells
contribute to the
function.

ELA
SL.8.5 Integrate
multimedia and
visual displays into
presentations to
clarify information,
strengthen claims
and evidence, and
add interest.
Mathematics
6.EE.C.9 Use
variables to
represent two
quantities in a realworld problem that
change in
relationship to one
another, write an
equation to express
one quantity,
thought of as the
dependent variable,
in terms of the other
quantity, thought of
as the independent
variable. Analyze
the relationship
[between the
dependent and
independent
variables using
graphs and tables
and relate thee to
the equation.

ELD 7 I.A.1 Emerging

: Exchanging
information/ideas
Engage in
conversational
exchanges and express
ideas on familiar topics
by asking and
answering yes-no and
wh- questions and
responding using
simple phrases.
ELD 7 I.A.1
Expanding:
Exchanging
information/ideas
Contribute to class,
group, and partner
discussions by following
turntaking rules,
asking relevant
questions, affirming
others, adding relevant
information, and
paraphrasing key ideas.
ELD 7.I.A.1 BRIDGING:
EXCHANGING
INFORMATION/IDEAS
CONTRIBUTE TO CLASS,
GROUP, AND PARTNER

COPY AND PASTE THE

DISCUSSIONS BY FOLLOWING
TURNTAKING RULES,
ASKING RELEVANT
QUESTIONS, AFFIRMING
OTHERS, ADDING RELEVANT
INFORMATION AND
EVIDENCE, PARAPHRASING
KEY IDEAS, BUILDING ON
RESPONSES, AND PROVIDING
USEFUL FEEDBACK
ELD 7.I.C.10B
EMERGING

WRITE BRIEF
SUMMARIES OF TEXTS
AND EXPERIENCES USING
COMPLETE SENTENCES
AND KEY WORDS (E.G.,
FROM NOTES OR GRAPHIC
ORGANIZERS).
ELD 7.I.C.10B
EXPANDING

OBJECTIVE (s) of Lesson

(Students will be able to.)

PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR

INSTRUCTIONAL OBJECTIVES. THEY SHOULD BE SPECIFIC,
CONCISE, MEASURABLE, AND OBSERVABLE.
REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:
HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HT
ML

STUDENTS

WILL CREATE A MODEL OF AN ANIMAL

AND PLANT CELL USING CANDY TO REPRESENT
THE DIFFERENT ORGANELLES TO BE ABLE TO
LABEL AND IDENTIFY THE DIFFERENT PARTS OF
THE CELL.

STUDENTS

WILL USE THE CELL MODELS TO

COMPLETE A VENN DIAGRAM AND WRITE A 3-4
SENTENCE SUMMARY CONTRASTING THE WAYS
THE ANIMAL AND PLANT CELLS ARE DIFFERENT.

Write increasingly
concise summaries of
texts and experiences
using complete
sentences and key
words (e.g., from notes
or graphic organizers).
ELD 7.I.C.10B
BRIDGING
Write clear and
coherent summaries of
texts and experiences
using complete and
concise sentences and
key words (e.g., from
notes or graphic
organizers).

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Informal EL

To determine what
they know about
plant and animal
cells and their
organelles.

KWL Chart
The students will be
given a KWL chart.
Teacher will guide
the students in filling
out the what you
know (K) and want
to know (W)
sections. This will be
done as a class
discussion. The
sections are based
on what they want to
know or know about
animal and plant
cells. They will
discuss with the
whole class

Class discussion
about the KWL chart.
The teacher will
collect the KWL chart
at the end of class
because the what
did you learn
section will be
answered at the end
of the lesson.

The teacher will be

able to identify how
basic the lesson
needs to be. The
partner discussion
will help the teacher
identify the students
who do not know
much about animal
and plant cells.

Informal PM

Formal S

To determine if the
students can identify
the organelles of the
cell and describe the
functions.

To determine if the
students can
differentiate
between the animal
and plant cells.

Graphic
Organizer
Students will
complete a graphic
organizer with all
the organelles and
their functions
written in them.
Half will be done
on day 1 and the
other half on day
2.
Animal and Plant
Cell Models
Day 1: The
students will be
provided with an
assortment of
candy in the class
and they will
construct 2
models. One
animal cell and
one plant cell.
They will only put
in the
endoplasmic
reticulum, nucleus,
cell membrane,
and mitochondria.
Day 2: Modify the
cells by adding
chloroplasts, cell
wall, ribosomes,
lysosomes, and
rough endoplasmic
reticulum. The
teacher will go
over them.

Students will turn

in each day and
teacher will give
feedback next day.

This will allow the

teacher to see if
the students are
understanding the
function of the
organelles.

Teacher will give

written feedback
within a week of
turning in the
models.

This will inform the

teacher if the
students can
identify the
different
organelles in the
cells.

Day 2
Think-Write-PairShare
A prompt question
Give me at least 2
differences between
animal and plant
cells and the
functions. The
students will ThinkWrite-Pair-Share. The
answer will be
written in the L
section of the KWL
chart.

The teacher will

collect and review
the answers.
Students will get
feedback the within
the next couple of
days.

This will inform the

teacher if the
students recognize
the plant and animal
cell differences.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:

DESCRIPTION:

H IN
MINUTE
S:
10 MIN

Day 1:
1. Teacher will introduce the topic by
showing a quick video that gives a brief
explanation about the animal and plant
cells. The video is entitled cells cellsParts of the Cell Rap
https://www.youtube.com/watch?v=zafJKbMPA8.

1. Students will watch the video about plant and animal cells.
ELs, SSNs, and striving readers will visualize and listen to the
video.

2. Students will do the entry level assessment. ELs can follow

along with the class and think about what is being said.
2. Teacher will give out EL assessment.
The teacher will explain to list anything
that they know about animal and plant
cells. Then the teacher will explain that
the what you want to know section will
be filled will anything that you want to
know about animal and plant cells, for
example, why are plant cells green?
Then teacher will explain the what do
you want to learn or L section of the
chart should be filled out with anything
that they want to learn about cells.
Teacher will tell students that they can use
what they saw in the video to help guide
them on what they want to learn.
Teacher will ask the students to give their
answers by volunteering.

DAY 2:
1. TEACHER

WRITES THE WARM UP

QUESTION ON THE BOARD, WHAT DID YOU
LEARN ABOUT ORGANELLES YESTERDAY?
TEACHER WILL ENGAGE THE CLASS IN A
DISCUSSION.

DAY 2:
1. STUDENTS

WILL ANSWER THE QUESTION ON THE BOARD IN THEIR

DAILY SCIENCE JOURNALS AND THEN PARTICIPATE IN A CLASS
DISCUSSION.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
DAY 1:

DESCRIPTION:
DAY 1:
3. STUDENTS WILL THINK ABOUT THE QUESTION BEING POSED.
STUDENTS WILL FILL OUT THE PM ASSESSMENT WHILE THE LECTURE
IS GOING ON. STUDENTS WILL TAKE NOTES ON THE POWERPOINT

40
MIN

3. Directed Instruction: Teacher will pose

the question Are plant and animal cells
the same? Teacher will give out PM
Assessment graphic organizer. Teacher
will give a brief power point lecture about
animal and plant cells. The presentation
will include the vocabulary with a
phonetic spelling, picture and oral
pronunciation of each term. There will
also be slides about each organelle, the

LECTURE. ELS AND STRIVING READERS WILL LISTEN AND VISUALIZE THE
VOCABULARY TERMS AND THE CONTENT FOR THE LESSON.

function of the endoplasmic reticulum,

nucleus, cell membrane, and

mitochondria.

30
MIN

4. Teacher will give out the PM

assessment animal and plant cell
models. The teacher will go over the
procedure and explain that the
students will use the rice cake or
graham cracker for the base. The
organelles will be candy. The students
will only put the organelles the
teacher went over in class in their
cells. The teacher will instruct
students to write the candy that
represents each organelle on the
graphic organizer.
Day 2:
2. TEACHER WILL HAND BACK THE GRAPHIC
ORGANIZERS AND TEACHER WILL GIVE A
BRIEF LECTURE LIKE THE DAY BEFORE AND
WILL ADD THE FUNCTION OF THE
CHLOROPLASTS, CELL WALL, RIBOSOMES,
LISOSOMES, AND ROUGH ENDOPLASMIC
RETICULUM.

3. TEACHER

WILL INSTRUCT STUDENTS TO

MODIFY THEIR CELLS TO FIT THE NEW
ORGANELLES IN THEIR CELLS.

4. STUDENTS

WILL DO THE PM ASSESSMENT AND WILL WRITE THE

CANDY THAT REPRESENTS THE ORGANELLES IN THEIR GRAPHIC
ORGANIZER.

2:
2. STUDENTS
DAY

WILL GET BACK THEIR GRAPHIC ORGANIZERS AND FILL

IN THE FUNCTIONS OF CHLOROPLASTS, CELL WALL, RIBOSOMES,
LISOSOMES, AND ROUGH ENDOPLASMIC RETICULUM.

3. THE

STUDENTS WILL MODIFY THEIR CELLS TO FIT THE NEW

ORGANELLES IN THEIR MODEL CELLS.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:

DESCRIPTION:
DAY 1:
STUDENTS WILL WORK ON THEIR MODELS THROUGH THE PERIOD.

10
MIN

Day 1:
No close. Class will work through period.
Day 2:
1. Teacher will give the S Assessment.
The prompt question written on the
whiteboard, What are 2 differences
between animal and plant cells and their
functions?
Teacher will then let the students know
that they may write more than 2
differences and give the functions if they
so choose. Teacher will explain that they
will first think about the question and then
write their answer in the L section of
their KWL chart. After they write their
answer they will then pair up with
someone and share their ideas. Teacher
will walk around and listen to student pair
discussions. Teacher will discuss the
question with the whole class.

DAY 2:
1. Students will think about the prompt question. Then will write
at least 2 complete sentences to the prompt in the L section of
the KWL chart. Then they will pair up with someone and then
discuss their thoughts with a partner. Lastly, students will
participate in a class discussion and students will take notes on
any differences they did not think of. Advanced students will
add more than 2 differences and some functions to their
answer. ELs will choose a partner that speaks their home
language. Student with Aspergers will interact with a peer that
they do not know well.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
DIFFERENTIATED
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
The different ways the
English Leaners are
accommodated are:
1. In the intro the video
will serve as a visual so
they may comprehend
what the lesson is about.
2 .The KWL chart will
serve as a way to help
them assess what they
know and what they want
to know and what they
have learned at the end.
It breaks the ideas up for
them so they can see if
they learned anything new
by the end of the lesson.
3. In the lecture, the
phonetic spelling and the
oral sound, and picture of
the vocabulary in the
lecture will help with
comprehension and
pronunciation of the
vocabulary.
4. The PM assessment of
Modeling the animal and
plant cells will provide a
visual and kinesthetic way
of learning the parts.
5. The Venn diagram will
make it easier for them to
do the S Assessment,
because after they
complete it they will have
the answer already in
front of them. ELs will
just have to concentrate
on their sentence
structure.
6. The S Assessment will
allow them to talk with
someone of their home
language to help them
along with the question.
7. They will be seated
next to someone who
speaks their home
language (If available) and
is proficient in English and
the content.

Striving readers are

accommodated in this
lesson with:
1. In the Intro the video
about cells will help
because they get auditory
and visual presentation of
the topic. There is not
much reading.
2. The lecture presentation
will have pictures and
phonetic spelling of the
vocabulary terms. This will
help them decode how to
read it in the text and
lecture.
4. The Venn diagram will
help also because it will
help them organize their
thoughts without having to
go back and read the text
or lecture notes.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

SSNs are accommodated

in this lesson with:
1. The video in the intro to
help them visualized and
listen to the different parts
of the cell.
2. The Venn diagram will
help organize the
information they have
animal and plant cells
based on what they did in
the lesson thus far. It will
make it easier for them to
do the S Assessment,
because they have the
answer already in front of
them. They will just have
to make them into
complete sentences.
3. The S Assessment will
accommodate the SSNs
because they will be able to
interact with their peers.
This will especially help the
Student with Aspergers
because the student lacks
social skills. The student
will have to exchange
relevant ideas about the
question. Student will be
seated next to a peer they
do not know well.

ADVANCED
STUDENTS
Advance students are
accommodated in this
lesson with:
1. In the S Assessment,
the teacher gives the
option to write more than
2 differences of plants and
animals and also the
different functions. This
will challenge the advance
students to write and
think about what other
differences there are and
what functions they serve.

RATIONALE SECTION:
In the Intro I chose to show a cell parts rap video, because the students can visualize and listen to the different parts of
the cell. This will accommodate the ELs and SSNs because they will be able to comprehend what the lesson is about
using the visuals from the video. It will also engage the whole class because it relates to their social interest of music.
Then I decided to use the KWL chart as an Entry Assessment because it will allow me to check the progress of the
students at the beginning and at the end of the lesson. The answers the students give me will help me assess how
much I need to tweak the information in the lecture. We do this as class because it will help ELs because they can
listen to other students examples and create their own if they do not understand the chart. I have them only fill out
the K and W sections because they cant put what they learned until after the lesson is done.
In the lesson body, I chose to do a PowerPoint lecture because it saves time and I can add colorful visuals to help
illustrate the content. The lecture itself will give the students the content they need to understand the topic. The
students are writing notes on the lecture in there graphic organizer for the organelles, so they can refer back to them
when they need to. The ELs and striving readers will benefit because the lecture has the vocabulary and visuals they
need to comprehend the content. They phonetic spelling put next to each term will further help with pronunciation of
the vocabulary. The Animal and Plant models is the Progress Monitoring Assessment because it will show me that the
students can identify the different organelles of the cell (first part of the lesson objective). This aligns with the
modeling epistemic practice because it gives a one-on one correlation by them making the models with the candy
and then they modify their cells on day 2 by adding in new organelles. I broke it up into 2 days because it would give
the students the basic organelles that both cells have and then add in the organelles that only one of the cells may
have. This will help the students see the ways they are the same and different. They can just use the visuals on the
textbook to figure out the different parts. I chose to give out a Venn diagram so that the students can organize what
they have learned so far and to make it easier for them to complete the Summative Assessment. The Venn diagram
can accommodate the ELs, striving readers, and SSNs, because they will already have their answers to the question
in the Venn diagram they already completed. This will help them concentrate on the sentence structure instead of the
content.
For the close, I chose to do the Think-Write-Pair-Share as the Summative Assessment because it will help me assess if
the students can contrast 2 ways animal and plant cells are different and the functions (second part of the lesson
objective). I decide to tell the class that they may add more than 2 ways they are different and the functions because
it will accommodate the Advanced students. It will challenge them to think about more than just contrasting the two
cell organelles. They then need to add the functions of those organelles, so that I may see that they can synthesize
the information. The ELs are accommodated because they will sit next to someone with their home language so they
can talk in their native language and are proficient in English and the content, to share their ideas. It also
accommodates the SSNs because they can interact with their peers and get their ideas. This will especially help the
student with Aspergers who lacks social skills. The Aspergers student will have to interact and exchange relevant
ideas with a peer. I chose to seat this student next to a peer the student does not know well, to help challenge the
social skills.

INSERT SUPPORT MATERIALS.

Cell Organelles
Animal Cells
Organelle
Cell
Membrane
Nucleus

Food Item

Function

Rough
Endoplasmi
c Reticulum
Smooth
Endoplasmi
c Reticulum
Ribosomes

Golgi Body

Mitochondri
a
Lysosomes

Plant Cells
Chloroplasts

Cell Wall

Vacuole

Edible cell Models

Procedures:

Do NOT eat any of the materials until given permission by your

instructor!!
1. Label the edge of a paper plate with your names and cell type
(animal or plant).
2. If you are making an animal cell, use a rice cake base. If you are
making a plant cell, use a graham cracker base.
3. Spread frosting evenly over the base to represent the cytoplasm.
4. Assemble your model by sticking the appropriate organelles into the
cytoplasm, showing correct spatial relationships between different
types of organelles.
5. As you come up with the candy you want to use as your organelle, write it
in your organizer next to the organelle it represents.
6. After your model is completed, raise your hand for the instructor to
come take a picture and give you permission to eat your model.

Name:____________________
Date:__________
Period:________

Comparing Plant And Animal Cells VENN Diagram

Directions: Fill in the VENN Diagram to compare PLANT CELLS to ANIMAL CELLS.
Use the Video, Plant and Animal Cell diagrams, and Lecture notes to complete.

PLANT CELL

Both

ANIMAL CELL

Name______________

Name____________________
Date____________
Period______

K-W-L Chart
Topic: ___________________________________
Directions: In the first column, write what you already know about the topic. In the
second column, write what you want to know about the topic. After you have completed
your research, write what you learned in the third column.

What I Know

What I Want To Know

What I have Learned