Sample Lessons:
Name: Caroline Henderson Grade: First Date:
10/10/13
Subject: Math Topic: Word Problems Time needed: 15 minutes
CA Standard(s):
Number Sense:
1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, −, =.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
Objective:
The students will learn how to read a word problem and solve it by drawing pictures and writing number sentences to represent the answer.
Materials:
1 Math Journal per student
1 Pencil per student
1 math prompt per student
1 glue stick per student
1 yellow crayon/highlighter per student
Math Journal Instructions List
1 math prompt (already highlighted) for teacher
Promethean Board to model lesson
Stamp or marker for teacher
Vocabulary: Subtraction, minus, number sentence
Subject: Math Topic: Word Problems Time needed: 15 minutes
CA Standard(s):
Number Sense:
1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, −, =.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
Objective:
The students will learn how to read a word problem and solve it by drawing pictures and writing number sentences to represent the answer.
Materials:
1 Math Journal per student
1 Pencil per student
1 math prompt per student
1 glue stick per student
1 yellow crayon/highlighter per student
Math Journal Instructions List
1 math prompt (already highlighted) for teacher
Promethean Board to model lesson
Stamp or marker for teacher
Vocabulary: Subtraction, minus, number sentence
- Instruction: Teacher addresses #1 of Math Journal Instructions: Read the whole prompt. Students read along with teacher.
-Teacher now points out #2 of Math Journal Instructions: Read one sentence at a time and highlight the important math words. (Math words are already highlighted on teacher’s model)
-Teacher and students read together the first sentence.
-Teacher asks students, for each sentence, to raise his or her hand and tell what the important math words are that should be highlighted. (Refer to V. Differentiation for this step in lesson)
-Student gives answer and then the whole class highlights those words on their math prompt.
-Teacher also asks after each sentence is read if the class must also do #3 of Math Journal Instructions: Show how you know by drawing a picture. (Teacher models)
-Teacher and students read together the second sentence (and so on…) of the math prompt and do #2 and #3 of Math Journal Instructions if applicable. - Guided Practice:
-Once the last sentence is read and the math problem has been solved by students’ drawings, the teacher asks the students to show with their fingers the answer.
-Teacher has students now use the fingers they are holding up to do #4 of Math Journal Instructions: Write the answer and circle it.
-Students do #5 of Math Journal Instructions: Write the number sentence by using their drawings and the answer they have just solved.
-Teacher walks around room to check for individual understanding at this point.
-Teacher either stamps the students’ Math Journal page if completely correct or works with students individually until a stamp can be given. - Closure
-Teacher picks a few students to share their Math Journal’s at the Promethean board explaining how they solved the math word problem. The teacher picks these students based on the drawings they have created to represent the math journal prompt. For example, one student could share his or her part-part-whole frame used to solve the math word problem, another could share his or her use of a ten frame, and another could use a drawing that has arrows representing the giving away or taking of objects between two people. - Differentiation
-English Language Learners (or any students who have difficulty with this math activity) will be able to participate at the beginning of the lesson during #2 of Math Journal Instructions because teacher will have already highlighted the important math words on his or her modeled prompt. This will allow students who may not typically know the answer to be able to see it on the Promethean board already done and volunteer to give the answer without anxiety. The teacher will knowingly call on the students who are more reluctant to give their ideas at this point to ensure positive reinforcement for their efforts.
-Also, with the important words already being highlighted for English Language Learners, those students will be able to focus on reading and understanding the math word problem rather than the task of finding important words to highlight first.
Name: Caroline Henderson Grade: First Date: 11/21/13
Subject: Language Arts Topic: Word Study Time needed: 30-40 minutes
CA Standard(s):
Reading:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development:
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an)
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
Objective: The students will learn the /sh/ and /th/ sounds, how they sound in words, how to produce them, and how to identify/read them by a teacher guided lesson through finding both sounds within a word, hearing a story about the /th/ sound, identifying what two letters make the sounds, and reading words that the teacher writes on the Promethean board using both /sh/ and /th/.
Materials:
1 Open Court Teacher’s Edition
1 puppet
1 poem: Thanksgiving
1 poem: Thanksgiving Day
Highlighting tape
Vocabulary: Words that contain the /sh/ and /th/ sounds
I. Anticipatory Set:
-For classroom management purposes, teacher will guide students by singing the class’ “Thanksgiving” song as they come to the rug. This gets the students to the rug much more quickly and quietly because they want to be able to sing the song with the whole group.
-Then, teacher and students will read the poem “Thanksgiving Day” together.
II. Instruction/Guided Practice
-Once the poem “Thanksgiving Day” has been read as group, the students will come up to the poem voluntarily and find certain patterns that are in the poem. This can include: long vowel patterns, short vowel words, rhyming words, the important word of the song (thanks!).
-Teacher will then direct the students’ attention to the next activity with Lial the Lion (puppet).
-Teacher will begin Open Court Lesson 39 with students.
-Warming up: Substituting /sh/--> students identify where the /sh/ is in a word (beginning or end)
-Phonics: Introduce /th/ with story
-Initial /th/--> students signal when they hear a word that begins with /th/ sound
-Final /th/--> students signal when they hear a word that ends with the /th/ sound
III. Closure
-This is a continuation of the Open Court Lesson 39 which sums up the /th/ sound using the Promethean board.
-Teacher will begin to write words on the board that students will have to blend together. *Teacher will remind students to not sound out the letters individually if she tells them it is going to be a blend. (Ex: the /th/ sound must be sounded out as a blend not as /t/ sound and /h/ sound separately)
-Line 1: Teacher will ask students what they notice all of these words have in common.
-Line 2: Teacher will ask students what is the same in this row now.
-Teacher will have students come up and circle the word that answers her question.
(Ex: What word rhymes with cat? (that) What is a subject we learn in school? (math) What is the opposite of thin? (thick)
IV. Differentiation
-This lesson really reaches out to ELLs because it helps those students identify the sounds and blends we are working on in words more frequently. The direct instruction geared towards each sound and blend aids the second language acquisition in terms of word study greatly.
-ELLs are also able to just focus on one blend or one letter’s sound throughout this activity which is beneficial for their recall when reading and writing throughout the day.
Subject: Language Arts Topic: Word Study Time needed: 30-40 minutes
CA Standard(s):
Reading:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development:
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an)
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
Objective: The students will learn the /sh/ and /th/ sounds, how they sound in words, how to produce them, and how to identify/read them by a teacher guided lesson through finding both sounds within a word, hearing a story about the /th/ sound, identifying what two letters make the sounds, and reading words that the teacher writes on the Promethean board using both /sh/ and /th/.
Materials:
1 Open Court Teacher’s Edition
1 puppet
1 poem: Thanksgiving
1 poem: Thanksgiving Day
Highlighting tape
Vocabulary: Words that contain the /sh/ and /th/ sounds
I. Anticipatory Set:
-For classroom management purposes, teacher will guide students by singing the class’ “Thanksgiving” song as they come to the rug. This gets the students to the rug much more quickly and quietly because they want to be able to sing the song with the whole group.
-Then, teacher and students will read the poem “Thanksgiving Day” together.
II. Instruction/Guided Practice
-Once the poem “Thanksgiving Day” has been read as group, the students will come up to the poem voluntarily and find certain patterns that are in the poem. This can include: long vowel patterns, short vowel words, rhyming words, the important word of the song (thanks!).
-Teacher will then direct the students’ attention to the next activity with Lial the Lion (puppet).
-Teacher will begin Open Court Lesson 39 with students.
-Warming up: Substituting /sh/--> students identify where the /sh/ is in a word (beginning or end)
-Phonics: Introduce /th/ with story
-Initial /th/--> students signal when they hear a word that begins with /th/ sound
-Final /th/--> students signal when they hear a word that ends with the /th/ sound
III. Closure
-This is a continuation of the Open Court Lesson 39 which sums up the /th/ sound using the Promethean board.
-Teacher will begin to write words on the board that students will have to blend together. *Teacher will remind students to not sound out the letters individually if she tells them it is going to be a blend. (Ex: the /th/ sound must be sounded out as a blend not as /t/ sound and /h/ sound separately)
-Line 1: Teacher will ask students what they notice all of these words have in common.
-Line 2: Teacher will ask students what is the same in this row now.
-Teacher will have students come up and circle the word that answers her question.
(Ex: What word rhymes with cat? (that) What is a subject we learn in school? (math) What is the opposite of thin? (thick)
IV. Differentiation
-This lesson really reaches out to ELLs because it helps those students identify the sounds and blends we are working on in words more frequently. The direct instruction geared towards each sound and blend aids the second language acquisition in terms of word study greatly.
-ELLs are also able to just focus on one blend or one letter’s sound throughout this activity which is beneficial for their recall when reading and writing throughout the day.
Name: Caroline Henderson Grade: 4th Date: 2/20/14
Subject: Language Arts Topic: Multiple Meaning Words/Hole’s Time needed: 1 hour
CA Standard(s):
· CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
· CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
· CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
· CCSS.ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
· CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
· CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Objective: The students will learn multiple meaning words and how to respond to deeper meaning questions by explicitly being taught multiple meaning words, completing a multiple meaning word activity, and responding to a peer’s deeper meaning question blog post.
Materials:
Multiple meaning words flipchart
Promethean board
1 Multiple meaning word activity sheet per group
1 Holes book per student
1 Tablet per student
Vocabulary: multiple meaning word, noun, verb, adjective, Holes, deeper meaning questions, deeper thinking, vocabulary, sentence, definition
I. Anticipatory Set:
Motivation/Purpose:
Activate prior knowledge:
Students will be reminded about how we have been learning about homophones and homonyms. Teacher will tell students that using what they know about homonyms and homophones, we are going to explore what multiple meaning words are.
II. Instruction:
-Teacher will begin with the Multiple Meaning Words flipchart at the Promethean board.
-Teacher will teach multiple meaning words through direct instruction with examples on the flipchart of different pictures whose words are spelt the same but have different meanings.
-Teacher will identify the differences in multiple meaning words by having students identify the parts of speech a word would be in different sentence structures or contexts which in turn changes its meaning.
III. Guided Practice:
-Students will begin their rotation groups at this point. Multiple Meaning Words Activity/Holes Questions
-Teacher will direct students to go to their designated rotation groups and then explain to all the directions for both rotations.
-For the multiple meaning word activity rotation: Students will work on their tablets (Wixie or Pixie apps) to recreate one of the sentences from the Multiple Meaning Words activity sheet. Students will replace the correct meaning of the multiple meaning word given in the sentence with its other meaning. This will create silly and enjoyable sentences for the students to share with each other while using their knowledge of multiple meaning words to understand how to recreate the sentences.
-For the Holes Questions rotation: Students will work independently to answer one of their peer’s questions on my current class blog. The students have worked for the last two weeks on how to create meaningful questions from their reading of Holes based on the Depth of Knowledge (DOK) levels. The students’ final best questions are now on my class blog after a long process of revising and conferencing.
-All students will have gone to both activities by the end of the Language Arts lesson time.
IV. Closure:
-Students will have their final answers to their peer’s questions posted on my class blog by the end of this lesson. We will use these answers for discussion tomorrow and students will have until the end of tomorrow’s language arts time to completely revise their answers before I approve them to be posted onto the class blog. The students have been explicitly taught the importance of editing and revising their work before posting it onto the internet because they want to look their very best for a public audience that could include many different countries within our world.
-At the beginning of tomorrow’s lesson, students will share their silly sentences using multiple meaning words and explain why the meanings have changed based on the context of a word or its new definition.
V. Independent Practice/Summative Assessment
-Both the Holes blog post and the multiple meaning word sentences will be shared by students the following day to provide proof of their understanding of today’s lesson objective while having adequate time allotted for all types of learners to complete the activities.
VI. Differentiation
-For my ELLs, I will use pictures to associate with the multiple meaning words that are used throughout my direct instruction piece of this lesson.
-For my ELLs, the students read out loud in a group the Holes book (most often, by one paragraph per person). The ELLs have the ability to listen to the other students read Holes while comprehending what they hear and following along with the students who read aloud.
-For my ELL who is still a beginner in terms of English Language Proficiency, he will work with the whole class during the lesson on multiple meaning words. During this part of the lesson I will be using gestures, pointing, and pictures to help him comprehend the different meanings of the same word. During the rotation piece of this lesson, this ELL student will be working on Raz-Kids reading books at his level during one rotation and then working on English in a Flash for the second rotation.
-During small group instruction, my ELL students will also have the opportunity to work with their peers and one-on-one with me to develop their multiple meaning sentences correctly while understanding the different meanings of one word.
Subject: Language Arts Topic: Multiple Meaning Words/Hole’s Time needed: 1 hour
CA Standard(s):
· CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
· CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
· CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
· CCSS.ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
· CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
· CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Objective: The students will learn multiple meaning words and how to respond to deeper meaning questions by explicitly being taught multiple meaning words, completing a multiple meaning word activity, and responding to a peer’s deeper meaning question blog post.
Materials:
Multiple meaning words flipchart
Promethean board
1 Multiple meaning word activity sheet per group
1 Holes book per student
1 Tablet per student
Vocabulary: multiple meaning word, noun, verb, adjective, Holes, deeper meaning questions, deeper thinking, vocabulary, sentence, definition
I. Anticipatory Set:
Motivation/Purpose:
Activate prior knowledge:
Students will be reminded about how we have been learning about homophones and homonyms. Teacher will tell students that using what they know about homonyms and homophones, we are going to explore what multiple meaning words are.
II. Instruction:
-Teacher will begin with the Multiple Meaning Words flipchart at the Promethean board.
-Teacher will teach multiple meaning words through direct instruction with examples on the flipchart of different pictures whose words are spelt the same but have different meanings.
-Teacher will identify the differences in multiple meaning words by having students identify the parts of speech a word would be in different sentence structures or contexts which in turn changes its meaning.
III. Guided Practice:
-Students will begin their rotation groups at this point. Multiple Meaning Words Activity/Holes Questions
-Teacher will direct students to go to their designated rotation groups and then explain to all the directions for both rotations.
-For the multiple meaning word activity rotation: Students will work on their tablets (Wixie or Pixie apps) to recreate one of the sentences from the Multiple Meaning Words activity sheet. Students will replace the correct meaning of the multiple meaning word given in the sentence with its other meaning. This will create silly and enjoyable sentences for the students to share with each other while using their knowledge of multiple meaning words to understand how to recreate the sentences.
-For the Holes Questions rotation: Students will work independently to answer one of their peer’s questions on my current class blog. The students have worked for the last two weeks on how to create meaningful questions from their reading of Holes based on the Depth of Knowledge (DOK) levels. The students’ final best questions are now on my class blog after a long process of revising and conferencing.
-All students will have gone to both activities by the end of the Language Arts lesson time.
IV. Closure:
-Students will have their final answers to their peer’s questions posted on my class blog by the end of this lesson. We will use these answers for discussion tomorrow and students will have until the end of tomorrow’s language arts time to completely revise their answers before I approve them to be posted onto the class blog. The students have been explicitly taught the importance of editing and revising their work before posting it onto the internet because they want to look their very best for a public audience that could include many different countries within our world.
-At the beginning of tomorrow’s lesson, students will share their silly sentences using multiple meaning words and explain why the meanings have changed based on the context of a word or its new definition.
V. Independent Practice/Summative Assessment
-Both the Holes blog post and the multiple meaning word sentences will be shared by students the following day to provide proof of their understanding of today’s lesson objective while having adequate time allotted for all types of learners to complete the activities.
VI. Differentiation
-For my ELLs, I will use pictures to associate with the multiple meaning words that are used throughout my direct instruction piece of this lesson.
-For my ELLs, the students read out loud in a group the Holes book (most often, by one paragraph per person). The ELLs have the ability to listen to the other students read Holes while comprehending what they hear and following along with the students who read aloud.
-For my ELL who is still a beginner in terms of English Language Proficiency, he will work with the whole class during the lesson on multiple meaning words. During this part of the lesson I will be using gestures, pointing, and pictures to help him comprehend the different meanings of the same word. During the rotation piece of this lesson, this ELL student will be working on Raz-Kids reading books at his level during one rotation and then working on English in a Flash for the second rotation.
-During small group instruction, my ELL students will also have the opportunity to work with their peers and one-on-one with me to develop their multiple meaning sentences correctly while understanding the different meanings of one word.
Name: Caroline Henderson Grade: Fourth Date: 3/7/14
Subject: Science Topic: Cells: Animal/Plant Time needed: 1 hour
CA Standard(s):
Science:
2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the
transport of materials.
g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration).
Literacy
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Objective: The students will learn the parts of an animal cell and a plant cell by reviewing the organelles within a cell, and then creating their own animal and plant cell using technology and definitions.
Materials:
1 Promethean Board
Diagrams of animal/plant cells (Direct Instruction)
Real-life pictures/examples of animal/plant cells
1 Wixie account per student
1 Wixie account for teacher
1 tablet or computer per student
1 Science notebook or journal
https://connect.palmbeachschools.org/p67053036/ *for ELL
Vocabulary: Cell, cell membrane, cell wall, cytoplasm, mitochondria, nucleus, vacuole, cell wall,
I. Anticipatory Set:
Activate prior knowledge: Students have already independently read about cells, animal cells, and plant cells during class the previous day. Teacher will ask students what we have been learning about in science and have the students share details about what they have learned about cells so far.
II. Instruction:
-Teacher will review important organelles of cells:
o cell membrane: holds all the organelles of the cell together, holds everything within the cell and everything in place—like the outside of a pool
o cytoplasm: jelly like substance that keeps everything from moving around within the cell—similar to the water in the pool)
o mitochondria: the food processor, the place where all the cell’s energy gets burnt, the cell’s energy processing factory and breaks down the glucose into usable energy for the cell
o nucleus: the brains of the cell
o vacuole: like a “jug” that holds a cell’s water—like the entire pool itself, plant cells have a larger vacuole because they have to wait for the rain to give the water. A plant cannot just move to go get a drink, so it has to store the water within its cells to have reserve of water.
o cell wall: located outside the cell membrane of a plant cell, keeps the cell protected and is rigid
o chloroplast: conduct photosynthesis within a plant cell
-Teacher will bring up an animal cell diagram on the Promethean board.
-She will tell students that this is a diagram of an animal cell and what is inside of it.
-Teacher will point out the location and representations of the organelles within the cell shown while continuing to remind the students about their definitions.
-Teacher will repeat this same technique to teach students the locations and representations of plant cell organelles too.
III. Guided Practice:
-Teacher will tell students that they are going to go onto their Wixie accounts and create their own animal cells and plant cells (using the project that will already be available on their personalized account.)
-Teacher will tell students further directions: The students must draw, label, and define each cell organelle on their cell project.
-Cell organelle definitions may be first found online, but then put into the students own words on their projects.
-Teacher will walk around the room and monitor student understanding/success. Teacher will be able to individually help those in need during this process and collect the class for whole group instruction if common error is occurring frequently.
IV. Closure
- As much time as possible will be given to students to complete this project during one class period. Students will save their Wixie Cell projects on their designated tablet or computer.
-If time allows, teacher will ask what students have to be the same and different in animal cells versus plant cells. If not, this is how the next science lesson will be introduced.
V. Independent Practice/Summative Assessment
-Students will finish their animal cell and plant cell diagrams for homework if they are not completed by the end of this lesson.
VI. Differentiation
-Teacher will use real-life pictures, diagrams, and drawn cross-section pictures to help English Language Learners visualize the scientific concept of a cell and the organelles within a cell.
-Teacher will use gestures, pointing, and work one of one with the student to identify specifics of a cell and its organelles in English.
-Beginning ELL will watch the following video while the students work on the Cell Project on Wixie. Then, he will also have an opportunity to complete the diagrams for the Cell Project. ** https://connect.palmbeachschools.org/p67053036/ **
Subject: Science Topic: Cells: Animal/Plant Time needed: 1 hour
CA Standard(s):
Science:
2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the
transport of materials.
g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration).
Literacy
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Objective: The students will learn the parts of an animal cell and a plant cell by reviewing the organelles within a cell, and then creating their own animal and plant cell using technology and definitions.
Materials:
1 Promethean Board
Diagrams of animal/plant cells (Direct Instruction)
Real-life pictures/examples of animal/plant cells
1 Wixie account per student
1 Wixie account for teacher
1 tablet or computer per student
1 Science notebook or journal
https://connect.palmbeachschools.org/p67053036/ *for ELL
Vocabulary: Cell, cell membrane, cell wall, cytoplasm, mitochondria, nucleus, vacuole, cell wall,
I. Anticipatory Set:
Activate prior knowledge: Students have already independently read about cells, animal cells, and plant cells during class the previous day. Teacher will ask students what we have been learning about in science and have the students share details about what they have learned about cells so far.
II. Instruction:
-Teacher will review important organelles of cells:
o cell membrane: holds all the organelles of the cell together, holds everything within the cell and everything in place—like the outside of a pool
o cytoplasm: jelly like substance that keeps everything from moving around within the cell—similar to the water in the pool)
o mitochondria: the food processor, the place where all the cell’s energy gets burnt, the cell’s energy processing factory and breaks down the glucose into usable energy for the cell
o nucleus: the brains of the cell
o vacuole: like a “jug” that holds a cell’s water—like the entire pool itself, plant cells have a larger vacuole because they have to wait for the rain to give the water. A plant cannot just move to go get a drink, so it has to store the water within its cells to have reserve of water.
o cell wall: located outside the cell membrane of a plant cell, keeps the cell protected and is rigid
o chloroplast: conduct photosynthesis within a plant cell
-Teacher will bring up an animal cell diagram on the Promethean board.
-She will tell students that this is a diagram of an animal cell and what is inside of it.
-Teacher will point out the location and representations of the organelles within the cell shown while continuing to remind the students about their definitions.
-Teacher will repeat this same technique to teach students the locations and representations of plant cell organelles too.
III. Guided Practice:
-Teacher will tell students that they are going to go onto their Wixie accounts and create their own animal cells and plant cells (using the project that will already be available on their personalized account.)
-Teacher will tell students further directions: The students must draw, label, and define each cell organelle on their cell project.
-Cell organelle definitions may be first found online, but then put into the students own words on their projects.
-Teacher will walk around the room and monitor student understanding/success. Teacher will be able to individually help those in need during this process and collect the class for whole group instruction if common error is occurring frequently.
IV. Closure
- As much time as possible will be given to students to complete this project during one class period. Students will save their Wixie Cell projects on their designated tablet or computer.
-If time allows, teacher will ask what students have to be the same and different in animal cells versus plant cells. If not, this is how the next science lesson will be introduced.
V. Independent Practice/Summative Assessment
-Students will finish their animal cell and plant cell diagrams for homework if they are not completed by the end of this lesson.
VI. Differentiation
-Teacher will use real-life pictures, diagrams, and drawn cross-section pictures to help English Language Learners visualize the scientific concept of a cell and the organelles within a cell.
-Teacher will use gestures, pointing, and work one of one with the student to identify specifics of a cell and its organelles in English.
-Beginning ELL will watch the following video while the students work on the Cell Project on Wixie. Then, he will also have an opportunity to complete the diagrams for the Cell Project. ** https://connect.palmbeachschools.org/p67053036/ **