KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: _Katie Gibbs___________________________________ Date: _______________________

Cooperating Teacher: _____________________________________________ Coop. Initials: ________________
Group Size: _24_________________ Allotted Time: _1 hour________ Grade Level: _4th_____________
Subject or Topic: _____Review___________________________________ Section: _____________________

STANDARD: (PA Common Core):

A. 3.1.5.A5 Explain the concept of a cell as the basic unit of life. Compare and contrast plant
and animal cells.

I. Performance Objectives
A. Students will demonstrate their knowledge on cells by correctly answering the Jeopardy
questions.

II. Instructional Materials

A. Cell Jeopardy PowerPoint (see attached)
B. 1 Coin (for coin toss)

III. Subject Matter/ Content

A. Prerequisite Skills
1. Basic understanding of cells and the cell theory.
2. Able to identify organelles both by location and function.
B. Key Vocabulary
1. Cell- the basic structural and functional unit of all organisms; can exist
independently, or combine with others
2. Organelle- a specialized part of a cell
3. Membrane- keeps all the organelles inside the cell, like a bag; surrounds the cell
4. Cytoplasm- fluid that fills a cell; everywhere inside the cell
5. Nucleus- acts like the brain of the cell; usually near the center of the cell
6. Mitochondria- powerhouses of the cell, act like a digestive system; floating in the
cytoplasm, usually on opposite sides of the cell from one another
7. Lysosomes- hold enzymes; floating in the cytoplasm, usually on opposite sides of
the cell
8. Golgi Apparatus- functions as a manufacturing and packaging system; located near
the edge of the membrane
9. Endoplasmic Reticulum- manufacturing and packaging system; connected to the
nucleus on one side and the membrane on the other
10. Ribosomes- protein builders; found on the outside of the rough endoplasmic
reticulum, and floating in the cytoplasm within the cell
11. Centrioles- Small cylinder-shaped organelle near the nucleus in animal cells,
occurring in pairs near the nucleus
12. Chloroplast- small sac containing chlorophyll; carries out photosynthesis
13. Vacuole- a tiny hollow space filled with fluid in the cytoplasm of a cell
14. Cell Wall- rigid wall that surrounds the plasma membrane and supports the cells
15. Red Blood Cell- red-colored cell found in blood that carries oxygen from the lungs
to other parts of the body
16. White Blood Cell- clear or colorless cell in blood that protects the body from
 disease
17. Muscle Cell- a cell found in muscle that can contract and produce movement
18. Skin Cell- cell found in the natural outer layer of tissue that covers the body
C. Big Idea
1. Parts of the cell and their functions.
2. Organelles in an animal cell and their functions.
3. Organelles in a plant cell and their functions.
4. Humans and other large living organisms are made up of many specialized cells.
D. Content
1. Cell Theory
a. Cells are the basic building blocks for all living organisms; everything living
is made up of cells
2. Two main types of cells
a. Animal
i. Contains centrioles
b. Plant
i. Contains cell wall, chloroplasts, and vacuole
3. Organelles (Specialized parts of a cell)
a. Nucleus
i. Acts like the brain of the cell
ii. Usually near the center of the cell
b. Cytoplasm
i. Fluid that fills a cell
c. Membrane
i. Surrounds the cell and keeps all the organelles and cytoplasm inside the
cell
d. Mitochondria
i. Powerhouses of the cell
ii. Act like a digestive system
iii. Floating in the cytoplasm, usually on opposite sides of the cell from one
another
e. Lysosomes
i. Hold enzymes
ii. Floating in the cytoplasm, usually on opposite sides of the cell
f. Golgi Apparatus
i. Functions as a manufacturing and packaging system
ii. Located near the edge of the membrane
g. Endoplasmic Reticulum
i. Manufacturing and packaging system
ii. Connected to the nucleus on one side and the membrane on the other
h. Ribosomes
i. Protein builders
ii. Found on the outside of the rough endoplasmic reticulum and floating in
the cytoplasm
4. Centrioles
a. Small cylinder-shaped organelle near the nucleus in animal cells
b. Occurring in pairs near the nucleus
5. Cell Wall
a. Rigid wall that surrounds the plasma membrane and supports the cells
6. Chloroplast
a. Small sac containing chlorophyll
 b. Carries out photosynthesis
7. Vacuole
a. A tiny hollow space filled with fluid in the cytoplasm of a cell

8. Red Blood Cell

a. Red-colored cell found in blood that carries oxygen from the lungs to other
parts of the body
9. White Blood Cell
a. Clear or colorless cell in blood that protects the body from disease
10. Muscle Cell
a. A cell found in muscle that can contract and produce movement
11. Skin Cell
a. Cell found in the natural outer layer of tissue that covers the body

IV. Implementation
A. Introduction
1. Have students take out their science notebook and turn to a blank page.
2. Tell students that they are a cell in the body. They can be any kind of cell that they
desire.
3. Have students write what cell they want to be at the top of the page.
4. Instruct students to write about why they want to be that kind of cell, and what they
would do as that cell.
5. Have students illustrate their cell and label at least five organelles.
6. Give students five minutes to write their thoughts.
7. Ask students if they would like to share what they wrote with the class.
B. Development
1. Open up the Cell Jeopardy PowerPoint (see attached).
2. Have students put all their notes away and clear off the top of their desks.
3. Have students volunteer to be team leaders.
4. Have each team leader pick peers until the class is divided up into two even groups
(should be two groups of twelve if no absences).
5. Have one volunteer from each group be the scorekeeper and stand at the board.
6. Have a coin toss to determine which side will pick a category first.
7. Have one representative from that team pick a category and answer the question.
8. If after thirty seconds the student cannot answer the question on their own, have
them consult with their group for ten seconds.
a. The group may be consulting the entire time, as long as it is in a hushed
whisper.
9. If the answer given by the team is correct, they will receive the points associated
with the question.
10. If the answer given by the team is incorrect, the other team has ten seconds to steal.
a. If the opposing team gets the question right, they get the associated points
awarded to themselves.
b. If the opposing team gets the question wrong, the correct answer will be
revealed to the class, and no team will receive points.
11. Reveal the answer by clicking on the link that says “answer” on the bottom of the
slide.
12. Rephrase the question into a statement using the answer provided on the slide.
13. On the answer slide, hit the home button to return to the main page.
14. Have the other team pick a category to continue game play.
 15. Repeat steps 7-14 until every category has been chosen.
16. Have the scorekeepers total up the points for each team.
17. Have each team decide what points they want to wager on the Final Jeopardy
Question.
18. Have the scorekeepers put the wager onto the board.
19. Reveal the Final Jeopardy Question to the students.
20. Give students one minute to answer the questions, collaborating with their
teammates.
21. Have one representative from each team write their answer on the board.
22. Reveal the Final Jeopardy Question answer to the class.
23. Reward or subtract the points accordingly.
24. Congratulate the winning team and close the Jeopardy PowerPoint.
Have students reconvene at their desks.
C. Closure
1. Ask students to pull out their notes from this unit.
2. Instruct students to review their notes for ten minutes.
3. Inform children that it is okay to quiz their neighbor, and they may raise their hands
if they have any questions.
4. After ten minutes, ask students if there is any additional questions.
5. Remind students to study for the exam which will happen the next class (ideally a
Monday).
D. Accommodations / Differentiation
1. Lily will be able to sit closer to the projection, so it is easier for her to see. She
may also ask a peer or the teacher to read the information located on the slide
aloud.
2. Students will be able to answer the questions both independently or by using
peer supports. This allows the class to peer tutor and build knowledge off of
one another. During the closure, students may study in whichever way is most
beneficial to them. Some students may choose to have another student quiz
them, while another students may choose to read over the information
independently.
E. Assessment/Evaluation plan
1. Formative
a. Students will be evaluated based on their answers for the Jeopardy questions.
If the student has correct answers most of the time, or provides correct
answers to his or her teammate, they will receive full credit for the class. If the
student constantly has no ideas relevant to the answer, then the student will
not receive credit for the class.
2. Summative
a. Summative assessment will be given after this lesson at the next
appropriate class time.

V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives
 Remediation

B. Personal Reflection
1. Which questions seemed too difficult for the students to answer? Which
questions seemed too easy for the students?

2. Was the game of Jeopardy adequately planned for in regards to time? Should I
allot more time in the future? Did the students get through the game too
quickly?
 3. Were students able to monitor themselves when studying at the end of class?
What prompts were necessary to keep students on task?

VI. Resources
A. PowerPoint Jeopardy Templates Downloads, Educational PowerPoint Information.
(n.d.). Retrieved April 12, 2016, from
http://www.edtechnetwork.com/powerpoint.html
B. Standards. (n.d.). Retrieved April 06, 2016, from http://pdesas.org/Standard