Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

GRADE: 7
DATE: July 21, 2016
DURATION: 2 Hours 40 minutes (4 sessions)
TOPIC: Cells

ATTAINMENT TARGET
Understand the importance of life processes in plants and animals.
Demonstrate a positive attitude towards the use of scientific language.
Demonstrate positive interpersonal skills in order to foster good working relationships
BENCHMARKS
Know that the cell is the basic unit of structure and function of all living things and be aware
of the difference between plants and animal cells
Observing slides under a microscope
Create 3D models of generalized plant and animal cells
ICT- Browsing for information
SPECIFIC OBJECTIVES
1. Define the cell as the basic unit of structure and function of living organisms.
2. Examine plant and animal cells using the light microscope.
3. Construct models of generalized plant and animal cells.
4. Analyze general plant and animal cells to identify at least 4 organelles.
5. Identify at least 3 differences between plants and animal cells.
KEY SKILLS
Observation, communication, manipulation, evaluation and creativity.
KEY VOCABULARY
Cell wall, cytoplasm, cell membrane
Organelles- chloroplast, nucleus, vacuole, mitochondria
MATERIALS/RESOURCES
Slides, light microscope, laptop, projector, plain paper, play dough, cooking oil, water,
plastic bags, beads.
CONTENT OUTLINE
Cells are considered as a basic unit of living things. Plants and animals are classified as
living things so we can say that plants and animals are made up of cells.
PRIOR LEARNING
Recall the characteristics of living things
LEARNING OUTCOME
Make labelled drawings of generalized cells
Distinguish between generalized cells of plants and animals
Create models of generalized cells of plants and animals

TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,

Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

ASSESSMENT CRITERIA
Drawings made to reflect the generalized structure of plants and animal cells
Models made to reflect the generalized structure of plants and animal cells
PROCEDURe/ACTIVITIES
Engage: A projector and microscope will be used to show examples of cells (plants and
animals). Students will be asked what are the tiny objects they are seeing. The slides will be
removed and students asked if they are able to find the small objects with their naked eye.
Students will be asked; what are they? How do they work? What are they made up of?
Explore: Students will be taken to the computer lab and asked to sit in groups of threes and
directed to a webquest (see appendix 1). Students will be asked to use the webquest to assist
in answering the questions that were previously given.
Explain: Students will choose from a raffle pack of questions that will have them share their
findings to the rest of the class and a guided discussion will clear misconceptions.
Elaborate: Students will be asked to make a creative presentaiton about their findings, to
the rest of the class (in their groups). They will be asked to use given items to create 3d
models of generalized plants and animal cells.
Evaluate: Students will be given a rubric to grade their own work as well as the work of
their classmates in terms of their models of cells. The Teacher will also use this rubric for
assessment (See appendix 2).
EXTENDED LEARNING
Students will be given prepared slides of plant and animal cells to identify the cell
organelles using a light microscope.
More advanced students will be given cotton swabs, onions and different types of leaves to
prepare their own slides and identify the cells in the given items using a light microscope.
LINKS TO

OTHER SUBJECTS
English vocabulary
ICT/conducting internet research
Mathematics- geometry

POST-LESSON REFLECTION

TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,

Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

Appendix 1

Plant & Animal Organelle Webquest

Use the links below to assist you with your webquest of the tiny living objects that cannot be
seen with the naked eye. Click here to download a copy of the student recording sheet.
Part I
Go to: www.wisc-online.com/objects/index_tj.asp?objid=AP11604
Part II
Go to the interactive cell models at www.cellsalive.com/cells/3dcell.htm.
For #16 use this link: http://www.ehow.com/facts_5439557_purpose-cell.html
For #17 use this
link: http://www.biotopics.co.uk/genes1/asexual_and_sexual_reproduction.html
For #18 use this link:
Animal Cell
http://www.enchantedlearning.com/subjects/animals/cell/
Plant Cell
http://www.enchantedlearning.com/subjects/plants/cell/
PART III
Go to the Cell Comparison Tutorial
http://www.diffen.com/difference/Animal_Cell_vs_Plant_Cell
Look at and click on the plant and animal cell diagrams. View the comparison chart to assist
you in filling in the Venn Diagram.
NOW USE THE INTERACTIVE CELLS,
http://www.diffen.com/difference/Animal_Cell_vs_Plant_Cell
TO HELP YOU LABEL YOUR CELL DIAGRAMS. DONT FORGET TO DO BOTH THE
PLANT AND THE ANIMAL CELLS!!!
Color and label the plant and animal cells.
PART IV
Cell Quiz: Go to http://www.biologycorner.com/quiz/qz_cell_parts.html. Complete the cell
quiz. When you are finished, raise your hand to show your score to your teacher
TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,
Amanda Newsome, Orain Nickle, Monique Thompson

Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

PART V
Finished with time to spare? Go to http://www.cellsalive.com/puzzles/.
Cell Jigsaw Puzzles: http://www.neok12.com/jigsaw-puzzles/Cell-Structures.htm
Cell Structure Crossword Puzzle: http://www.neok12.com/jigsaw-puzzles/Cell-Structures.htm

TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,

Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

Appendix 2
Name _______________________ Period ________

Cell Type ____________

3-D Cell Model Rubric (Score Sheet)

Grade: ________ out of 30 Rubric points = __________ %

Labels

Organelles

Key Criteria
Functions

Identification

Presentation
Part &
Function

Excellent (5)

Great (4)

Good (3)

Model is 3-D.
Uses different
objects for each
organelle. Cell
proper shape.
Imaginative.
Name, period,
cell type
present. All
organelles
labeled neatly
and legible on
model.
All required
organelles
shown. Proper
size, shape and
placement in the
cell.

Model is 3-D.
Uses different
objects for each
organelle. Cell
proper shape.

Model is 3-D.
Uses different
objects for each
organelle. Cell
not proper
shape.
Missing two
elements: name,
period, cell type,
organelle labels
Neatly labeled.

Model is 3-D.
Organelles are
all made out of
the same
material.

Model is not 3D.

Missing more
than two
elements: name,
period, cell type,
organelle labels.
Not neat.

Organelles not
labeled on
model.
Difficult to read
and understand.

Missing two
organelles from
cell. Most
organelles
proper shape,
size and
placement.
Good (3)
Missing two
organelle
functions.
Neatly written.

Missing three or
more organelles.
Most organelles
proper shape,
size and
placement.

Most organelles
are correctly
labeled and
match model.

Most organelles
are NOT
correctly labeled
and do NOT
match model.

Missing three or
more organelles.
Most organelles
not proper
shape, size or
placement in the
cell.
Poor (1)
Missing four or
more organelle
functions. Key
is difficult to
read.
Organelles are
not labeled on
key.

Good (3)
Does not
explain two
organelles or
their functions.

Fair (2)
Does not
explain three
organelles or
their functions

Missing one
element: name,
period, cell type,
organelle label
Legible and neat

Missing,
misplacement,
improper size or
shape of one
organelle in cell.
Including an
extra organelle.
Excellent (5)
Great (4)
All organelle
One organelle
functions are
function missing
correct for cell
or incorrect.
model. Neat and Extra organelle
legible.
function added
All organelles
All organelles
are correctly
are correctly
labeled. Sample labeled. Pictures
organelle on
drawn to
key. Match
represent
model.
organelles.
Excellent (5)
Great (4)
Discusses all cell Does not
parts and
explain one
functions.
organelle or its
Explains what
function.
was used for
each organelle.

Fair (2)

Fair (2)
Missing three
organelle
functions. Not
neatly written.

Poor (1)

Poor (1)
Does not
explain four or
more organelles
or their
functions. Does
not present
project.

Comments:________________________________________________________
TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,
Amanda Newsome, Orain Nickle, Monique Thompson

Using the NSC in the Class Context: Lesson Planning Integrating 5E Model

Appendix 3
Video showing what projected slides would look like
Animal Cell: https://www.youtube.com/watch?v=i2x3MKSJez4
Plant cell under microscope: https://www.youtube.com/watch?v=flLN3z9ExRc

TEACHERS: Kedeisha Barnett, Shannon Campbell, Denise Clarke, Aleta Lawrence,