Lesson Plan

1. Title/Topic/Grade level: Cool Cells, Cells, Organelles, Function/Shape, 4th grade

2. Lesson Essential Questions:
What is a cell?
What are the functions of the different organelles found in a cell?
How does the shape of a cell relate to its function?
3. Standards:
9.1.4.A.1-Recognize a problem and brainstorm ways to solve the problem
individually or collaboratively.
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of
cells; either one cell or many different numbers and types of cells.
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.
4. A: Learning objectives and assessments
Discover the different organelles located in a cell and what function each organelle has
Understand that different cells in the body have a specific shape based on their function
B: Assessments:
Objectives

Assessments

SWBAT define the functions

of each organelle that can be
found within a cell

Students will make a foldable. Each flap will represent a different

organelle. Functions of the organelle will be written with on the
foldable

SWBAT compare and

contrast different cells in the
body based on pictures and
drawings

Students will be asked to draw a specific cell in the body based on

the information they are given. They will then be given a picture
of what the cell actually looks like. They will fill out a Venn
diagram, comparing and contrasting the two.

5. Materials:
White board
Dry erase markers
Movable Whiteboard
Unit Folders
Room Worksheet (4)
Organelle Pictures (8)
Cool Cell Foldables (15)
Cool Cells Worksheet (7)
Printed Pictures of the Different Types of Cells (7)
Index cards with Cell information (7)
Cool Cells Crossword Puzzle (15)

Writing utensil
Crayson/markers

6. Pre-Lesson Assignments and/or Prior Knowledge:

Students learned about molecules the day before
The term cell was mentioned briefly when the lesson was introduced in the beginning
of the unit
7. Lesson Beginning:
Prompt students with the question: You are in an empty room, but you can never leave.
What do you need to survive?
o Have students work at their tables and brainstorm ideas on a Room Worksheet that
is handed out
o Draw a blank room on the white board, and have each group tell you the ideas
that they came up with
8. Instructional Plan:
Begin with the Empty Room prompt listed above
Define a Cell
o Cell-Basic units of life
Explain how inside of each cell, there are different parts that help the cell function. These
are called organelles. Relate this back to the Empty Room prompt, saying that there are
different things needed to make the cell work.
Identify the animal cell on the bulletin board. Explain how this cell has organelles within
them. Each organelle has a name, a unique structure, and a specific function
Hand out the foldables. Explain to the students that we are going to make a foldable.
Point to an organelle picture on the movable white board and say the name. The teacher
will write the name and function of the organelle on the board. Students will copy it onto
each flap of their foldable. On the other side of each flap, students will draw a picture of
the organelle. **It is important to go through each organelle one at a time. Do not move
on to the next organelle until you know everyone is finished writing**
o Cell Membrane-Controls what goes in and out of the cell
o Cytoplasm-Gel-like substance that holds organelles in place
o Nucleus-Controls the cell
o Endoplasmic Reticulum-Carries substances to different parts of the cell
o Golgi Body-Receives materials and distributes them out to the cell
o Lysosome-Breaks down materials
o Mitochondria-Produces energy for the cell
o Ribosomes-Produces proteins
Tell students that there are over 200 different types of cells in the human body. Each cell
is shaped in a different way for the function, or job, that it performs. For example, there is
a nerve cell. Explain that nerve cells carry messages throughout the body. Try and draw a
nerve cell on the board of what you think the cell looks like. Now, take out a picture and
show them what the actual cell looks like. Compare and contrast the two out loud.

As a class, ask students if they can brainstorm what a red blood cell might look like.
o Red blood cells carry oxygen to different parts of the body
o Try and construct a red blood cell on the board, and then show them a real picture
of what it actually looks like
o Try to compare and contrast what the class drawing and the real drawing looks
like
Activity: Have students work in partners to try and create a cell for a specific part of the
body (I will have already chosen partners and the cell they will be working with). Give
each group a specific cell and an index card containing information that they need to try
and draw that cell. Once the pairs are done drawing their cell, give them a real picture of
their cell to glue in the box next to their drawing. They will then be given a Venn
Diagram to compare and contrast the two cells. Explain that this worksheet will be
graded and they need to have at least 3 statements per circle on the Venn Diagram.
o Bone Cell
o Muscle Cell
o Skin Cell
o White Blood Cell
o Hair Cell
o Eye Cell (Rod)
o Eye Cell (Cone)

Differentiation: Examples will first be done as a class so no one feels discouraged if they
dont know the answer. Students that know the answers will most likely be the ones to
answer. There will be models for visual learners, via doing examples on the board and
having pictures of the organelles and different types of cells. During the Cool Cell
Activity, students will work in pairs, which we will chose beforehand. Those who are
struggling will be paired with those who are excelling. We will be walking around the
room to give students extra help who need it. There will be homework given to reinforce
the terms that were discussed in class.

Class Management: Students will be at their desks the entire time. Teacher will direct
students attention from the board and their papers. Teacher will hand out all worksheets
before beginning the activities, so the students are not distracted. Teacher will choose
partners and type of cells for the Cool Cell Activity beforehand. Teacher will walk around
the classroom while students create their cells to monitor and offer help. Once students
are done, they can go to the Im Done Jar or start on their Organelle Crossword Puzzle.
When a student is needed to answer a question, the teacher will pick a name from the
popsicle sticks.

Transitions: The lesson will begin with the students attention directed on the board.
Throughout the lesson the teacher will instruct students to take notes on their foldables.
As a class, they will create drawings of different types of cells, comparing and
contrasting them to what the actual cell looks like. Once students are comfortable with
creating their own cells, the teacher will pair the students up, and hand out the materials

for the Cool Cell Worksheet. The teacher will collect the worksheets when students are
finished, and hand out their homework.
9. Closure: Choose two pairs to come to the front of the class to show their picture and the real
picture, and explain what they compared and contrasted. Distribute an Organelle Crossword
Puzzle Worksheet for the class to complete for homework.

Name: ______________________________

Date: ___________________

Cool Cells Worksheet

Type of cell ________________________

What we Think it Looks Like

What it Actually Looks Like

Our Drawing

Actual Cell

Cool Cells Worksheet

Formatting

The drawing is
large enough to
be clear and is
drawn
appropriately.
Student's name
and date are on
the top of the
paper.

The drawing is
large enough
to be clear.
Some details
may be
missing.
Student's
name and date
are on the top
of the paper.

The drawing it
too small and
is not clear.
Details are
missing.

There is no
drawing on
the paper.

Drawing

All assigned
details have
been added. The
details are clear
and easy to
identify.

Almost all
assigned
details have
been added.
The details are
clear and easy
to identify.

Almost all
assigned
details have
been added. A
few details are
difficult to
identify.

No detail is
added to the
picture.

Accuracy

No detail is
added to the
picture.

Drawing can
be recognized
as a cell. Most
of the
information
presented is
accurate.

Drawing
somewhat
resembles a
cell. Some of
the
information
presented is
accurate.

Drawing
cannot be
recognized as
a cell.
Information
presented is
not accurate.

Total: _____ / 12