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Task 4 Daniel Moreno Individual

The document outlines a lesson plan for teaching 4th grade students about cells. It includes warm-up, presentation, and practice activities to introduce cell structures and types using models, videos, and microscope observations of plant and animal cells. The lesson aims to develop students' understanding of cells, tissues, organs, and organelles through group work, inquiry questions, and comparing sample observations.

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Daniel Okazaki
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93 views6 pages

Task 4 Daniel Moreno Individual

The document outlines a lesson plan for teaching 4th grade students about cells. It includes warm-up, presentation, and practice activities to introduce cell structures and types using models, videos, and microscope observations of plant and animal cells. The lesson aims to develop students' understanding of cells, tissues, organs, and organelles through group work, inquiry questions, and comparing sample observations.

Uploaded by

Daniel Okazaki
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Teacher Name Daniel Steven Moreno

Student’s Level (CEFR) A1-A2


Grade 4to
Skills to develop Reading and writing

Warm Up:
give students additional information about the topic using pictures, conversations,
photocopies in order to make the class interesting.

Presentation:

explain the scoring rubric and instructions, followed by showing students models and
pictures of cells made by students in previous years or drawn by children on the internet to
visually stimulate students' ideas for their homework and provide models of what they
expected. Have students provide different options as a class

objectives:

 discuss cells and organelles in small groups


 negotiate designs for building a cell
 use appropriate scientific terms for cells, organelles, and functions
 Identify the different types of cells

Every organism, or living thing, is made up of structures called cells. The cell is the
smallest unit with the basic properties of life. Some tiny organisms, such as bacteria and
yeast, consist of only one cell. Large plants and animals have many billions of cells. Human
beings are made up of more than 75 trillion cells.

To begin the lesson on cells, I first show the students a video about cells. I will show the
students some Lego figures and tell them that Lego figures are like cells. I will tell students
that just as many Lego figures can be connected together to make a house or a car, cells can
work together to produce tissues and organs in the human body.

Preparation
 Appreciation a. In what biological event or creature do we commonly hear the
following terms: DNA, Helix, chromatids, histones, chromosome nucleosomes, and
chromatin.
 Review the parts of a cell.

Motivation (Show a video presentation "Mysteries of Life: Cellular Reproduction")

Essential Vocabulary

 Cell
 Tissue
 Organ
 Organelle
 Nucleus
 Mitochondria
 Cytoplasm
 Vacuole
 Cell wall
 Nuclear membrane
 Cell membrane
 Chloroplast

Materials

 Copies of the text lesson Animal Cells: Lesson for Kids, one per student
 Copies of the lesson quiz, one per student
 Paper, pencils, crayons, markers
 Microscope (one per group)
 Slides and slide covers (one per group)
 Methylene blue (one dropper per group)
 Toothpick (one per group)
 Dropper (one per group)
 Images of a real animal cell to go on a projector
 Notecards with different terms on them (see vocabulary list)

Practice:

The teacher asks the students to use the magnifying glass to observe the skin of their
partner's hand, for which they have 5 minutes in each team of triads

The teacher asks the students the following questions: what do you observe? What is the
skin made of? They dialogue between their triads, write their results on a sheet of paper and
stick these on the board.

The teacher raises the objective of his class for the session: "To inquire about the cell as
part of the level of organization of living beings."
Students are organized into triads. They are reminded that everything they work on will be
recorded in their field journal.

The teacher guides the students to pose inquiry questions in relation to the cell and select
one of them. For example:

 Are all living things made of the same type of cell?


 Are all living things made up of the same number of cells?
 Can cells be seen with the naked eye?
 Is the cell structure the same in all cells?
 Are an animal skin cell and a human skin cell the same?

The teacher provides the students with a sequence of actions that they are going to carry out
in the experience and use samples (onion catafilo, elodea, buccal tissue) with the following
procedure

1. Identifying the plant cell

a. Obtain a thin slice of onion, with the help of a razor blade or a scalpel. Place a
piece on the coverslip. A sample of elodea can also be used.

b. Put a drop of lugol on the sample, place the coverslip, and view it under a
microscope. Draw your observations. Optical field magnification: Describe your
observations:
2. Identify the animal cell

a. With the help of a swab or the slide, make a small scrape on the inside of the
cheek of a colleague and spread the sample on the slide.

b. Light the lighter and hold the foil with the tweezers. Flame it over the flame to
evaporate the water in the sample.
c. Add two drops of methylene blue and leave the sample for 3-4 minutes. Wash off
the excess dye and then look under the microscope. Draw your observations:

Students record the observations they made with the microscope and represent them with
pictures; describe characteristics such as the shape of the cell, differences between its
observable parts, color of the staining, etc.

Perform procedures to obtain samples (cut, stain) and make observations with the
microscope

 Students compare the samples observed under the microscope (plant tissue cell and
plant cell), in a comparison chart, or on a Venn diagram.
 The students, in a group, share the similarities and differences of the observed
samples with their classmates.

Then the teacher asks the students to take out their tables, provides a link
https://myprofeciencias.wordpress.com/2011/02/10/la-clula-unidad-de-la-vida/, so that they
can inquire about the cell, and make a timeline with the information provided and then
socialize it with their peers

Production:

In a clean sheet of paper:

 Research for articles or writings of events depicting abnormal cell growth.


 Write an essay about the relationship of cellular growth and reproduction to
abortion. Include a 1 paragraph reaction about your stand on abortion issue.

Evaluation

Below you will find two exercises that will help your students to recognize the assimilation
of the previous concepts, these is a good activity to reinforce previously acquired
knowledge
1. Crossword: http://dl.dropbox.com/u/20611524/crucigrama-la%20celula.htm

2. Fill in the spaces: http://dl.dropbox.com/u/20611524/complete%20celula.htm

References

Myprofeciencias (2011) “La celula: unidad de vida”

https://myprofeciencias.wordpress.com/2011/02/10/la-clula-unidad-de-la-vida/

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