Name: Sarah Glover

Lesson Plan
Lesson Title:​ Introduction to Cells- Cell Theory and Organelles ​Grade:​ 8 ​Date:​ November 21

Subject​: Science ​Strand:​ Understanding Life Systems: Cells ​Location:​ Room 9 ​Time: ​(​length in minutes​):​ ​75 Minutes

Lesson Plan Description ​– ​(one/two paragraphs with general details about what you will do and how you will do it)
This will be the first lesson of the cell unit. Students will be given a textbook and definitions/concepts. Students will
receive a glossary (Term, what is it?, what does it do?), a characteristics of living things chart, and an unlabelled plant
and animal cell diagram to complete. Students will work on their glossary definitions and as a group we will label a
diagram of a plant cell and an animal and determine whether the organelle is a component of one or both of the
different cells. Students will also begin to look at the parts of a microscope.
This lesson will be inquiry based, with only 7 grade 8 students in the class, they will be encourage to work in pairs.
CURRICULUM CONNECTIONS
Ontario Curricular ​Overall Expectations​ that this lesson builds towards​ ​(numbers from documents and details)
3. demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes

Ontario Curricular ​Specific Expectations​ that this lesson addresses​ ​(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.
3.1 demonstrate an understanding of the postulates of the cell theory
3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and
cytoplasm, and explain the basic functions of each
3.3 compare the structure and function of plant and animal cells

Learning Goals ​Discuss with students: ​What will we be learning today?​ ​(clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

● what cell theory is
● what the characteristics of living things are
● what makes up a cell
ASSESSMENT and EVALUATION
Success Criteria ​Discuss with students: ​How will I know I have learned what I need to learn?​ ​(clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: define cell theory

I can: explain the characteristics of living things
I can: explain what makes up a cell
Assessment – ​how will I know students have learned what I intended? How will they know if they've met the learning goals?

Achievement Chart Categories ​(highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written Graphic Organizers Students submit sheets for assessment.

CONSIDERATIONS FOR PLANNING

Prior Learning: ​Prior to this lesson, students will have
*some knowledge of cells making up all living things
*living things versus non-living things
Learning Skills/Work Habits
Highlight/circle ones that are​ addressed​: responsibility, organization, ​independent work​, collaboration, ​initiative​, ​self-regulation
Highlight/circle ones that are ​assessed:​ responsibility, organization, ​independent work​, collaboration, initiative, self-regulation

New Vocabulary ​(for word wall and/or to develop schema)

-Cell Theory; organisms; plant cells; animal cells; nucleus; chromosomes; cell membrane; cytoplasm; vacuole; cell wall; chloroplasts; flagella; cilia; mitochondria;
ribosomes; endoplasmic reticulum; Golgi apparatus; lysosomes

Resources and Materials /Technology Integration ​List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
● Science textbooks (either hard copy or online copy)
● Cell Diagram (Chart Paper)
● Graphic Organizer bundle
Learning Environment
Students will be separated with grade 8’s in the back of the classroom along the high top desks. The grade 7’s will be closer to the front of the classroom as the
majority of the class is grade 7, they will require more instructional content and space.

Cross Curricular Links ​(especially important for gr 7/8 lesson plans. Don't agonize over this)
Literacy development (graphic organizers, understanding scientific literacy)

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction ​(5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 1:15- 1:40(Indicate time breakdown of instructional elements)
Give students the work booklet (glossary, graphic Students are using the text glossary to fill in the
organizers), instruct students to start working on the definitions on the glossary and the what each term does.
glossary definitions of the cell structure while I get the Not all the terms will be in the back of the text, therefore
grade 7’s started on their ecosystems lesson. students are encouraged to skim/scan through the
designated pages to find the other terms.
If students are finished before the instructional content
with the grade 7’s is complete, they are encouraged to If complete before instructional content with the grade
start reading the characteristics of living things and cell 7’s is complete, students will begin working on the
theory on pages 8-9. characteristics of living things and cell theory pages.

Action: During /working on it ​(time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 1:40-2:20 (Indicate time breakdown of instructional elements)
Once students have finished most (if not all) of the
glossary sheet, we will look at a diagram of an animal cell
and a plant cell (chart paper) and try and label it as a
group. Using the hand out (cell structures and
organelles), we will properly label each organelle and
decide whether it occurs in both plant and animal cells,
or individual cells.
Once we have labeled the diagram and students have a
more comprehensive idea of the components of a cell
they will continue with their glossary and the function
column of the cell structure and organelles sheet.
If students finish all of the above, they will be provided
with a microscope labelling sheet to prepare them for the
lab that we will be doing next week.
Students will use the glossary terms that they do have, or
the information on pages 12-13 and 18-19 to help label
the diagrams. As there are only 7 grade 8’s in the class,
everyone is encouraged and expected to participate in
providing at least one label. Each student will have a
smaller version of the diagram to refer to as well.
Once the diagram is labeled, students will use their
organizer to determine whether the organelle is in both
plant and animal cells or just plant cells or animal cells.
Students will then continue with filling in their organizer
with the information that we discussed, as well as
finishing their glossary and characteristics of living things
charts. If finished all of this, students will be working on
 the microscope labeling sheet, although this will not be
handed out unless sheets are handed in.

Consolidation & Connection (Reflect and Connect)​ (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 2:20- 2:40 (Indicate time breakdown of instructional elements)
Quick regroup. Ask the questions: “What are the 3 main Active participants in the review, ready to answer if called
parts of the cell theory?”, “How many characteristics of upon regardless of hands up. Use this review to fill in any
living things are there?”, bring up the labelled diagram information they are missing in their bundle.
and go over the function of each organelle.

Extension Activities/Next Steps ​(where will this lesson lead to next)

Students will need to have a basic idea of what a cell looks like as well as how to use a microscope so they can
complete the onion lab next week.

Personal Reflection​ (​what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher: