Kaitlyn Resavy

Professor Gallo
24 October 2014
Animal Cells Lesson Plan
Standards:
SC.3.N.1.1 Raise questions about the natural world.
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and
graphs, of investigations conducted.
SC.3.N.1.5 Recognize that scientists question, discuss, and check others evidence and
explanations.
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or
measurements, which is used to help validate explanations of natural phenomena.
Objective:
Students will be able to identify and describe organelle in animal cells
Materials:
Lesson:
Chart Paper
Data Collection Sheets
Information sheets (students were given these in the previous class)
Activity:
At least 8 different candies to represent different organelle
Bread
Ziploc bags
Paper Towels
Small cups (for transportation of candies)
Spoons (to separate candies)
Procedure:
Introduction:
Good morning scientists! I heard from Mrs. Dewan that you are learning all about cells
and cell structure. I was wondering if you could remind me of what you know about cells
(complete a KWL chart on chart paper with students). What do you want to learn about cells?
Well today we are going to review what you learned on Friday and we are going to make
our own cells!
Review: (Students will go back to desks and take out worksheet from Friday)
Who can tell me what ______ is? Where is it located? (Fill in blank with terms below)
Cell Membrane
Nuclear membrane

Cytoplasm
Nucleus
Ribosome
Endoplasmic Reticulum
Mitochondria
Golgi Body
Lysosomes
Activity:
What you are going to do next is actually create your own Animal Cell. Now when you
are making your cell I want you to fill out this data collection sheet that I will be handing out.
On this chart there are 4 columns. In the first column there is the organelle that should be
included in your cell. Next you are to fill out what that organelle does. The 3rd column is where
you can record what food item you used to represent that organelle and in the 4th column you can
explain why you choose that food. You can select for many different reasons like they look
similar or the texture is the same ect.
Now you may create your cell here, but you MAY NOT eat it here. You MUST wait
until you get home before you eat your cell.
To begin making your cell I want you to use a slice of bread to represent the cell
membrane. This will be the base of your cell and you may add to the top of it any other items
that you think represent the organelles.
You will notice that there is a wide range of foods in each group. You may use these
foods to represent any of the organelle on your data sheet. Now remember you should pay
attention to how many of each organelle there are in each cell. You may decide which food you
want to stand for each organelle.
Make sure you use the spoons provided to retrieve the food from the cups. You dont
want to be touching others food.
There are also little cups provided that you may use if you choose to store the food you
are using on your cell.
(End of lesson)
There are Ziploc bags so you can store your cells and keep them fresh until you get home.
Closure:
Scientists! Who can tell me what we learned about today? Can someone name an
organelle and what it does? (Ask at least 3 different students this question).
Assessment:
The teacher will be asking specific questions to students throughout the lesson to
discover what the students know. These questions will help the teacher assess the students
learning.

Teacher can also collect the data sheets to discover what the students know.