Teacher Name: Abeer Alnajjar   

Grade:  Grade 7 

Subject:  Science

                   Topic:  Plant and Animal Cells  Weekly lesson plan (18 /9 to 22/9)
  Cell Analogies--The similarities and differences between Plant and Animal
Cells. Vocabulary--Cell Wall, Cell Membrane, Cytoplasm, Chromosomes,
               Content:  Nucleus, Nuclear Membrane, Vacuoles, Chloroplast, Chlorophyll, Organelle. 
  Students will be able to effectively engage in the lab by using their
scientific reasoning skills to create different analogies about different cell
  parts. Students will be able to recognize and name all of the different plant
                  Goals:  and animal cell parts. Students will be able to match the different cell
   organelles with each picture. Students will be able to realize that there may
be more than one answer to each question that they examine. Students will
be able to work together with their teammates. 
  After modeling and practice, the students will determine at least three
similarities and differences between plant and animal cells by using their
          Objectives:  scientific reasoning skills. 
             Materials:  "Cell Analogies" experiment sheet Set of Pictures Set of Cell
Words/Organelles Lab Notebook (students) Pencil (students) Overhead
Projector 
  The teacher will review previous lesson on Plant and Animal Cells. Today's
lesson will be a continuation of this topic. Teacher will use the overhead
       Introduction:  projector to complete this review. 
  -Define and discuss what an analogy is. -Explain what an analogy is by using
a definition form Websters Collegiate Dictionary. -Model what an analogy is by
     Development:  showing examples on overhead and on television. 
                           -Students will break into teams and directions given to complete the
experiment. -Discuss the problem of the Experiment. -Have the students
   Practice:  write a hypothesis, or what they think will happen during the experiment. -
Check to see if each group has all of their materials. -Discuss procedure of
the experiment. -Discuss where to write their conclusions. 
  -Higher level questioning and explanation will asked of those students who
will need it. -Questioning students to make sure they understand what is
asked of them. -Providing more explanation of where they should be at, what
Accommodations:  they should be doing, how much time they have left. -Allow certain students
  to keep materials on my shelf, or on another table so that they are prepared
for class. -Ask certain students if they fell comfortable with the material
discussed today and they know they can see me before or after school for
further explanation. 
  checking I ask the students if they understand new concepts and if they feel ready
For Understanding:  to start the lab. Teacher will rotate around the room to accomplish this
understanding. 
                  Closure:  Students will then move from teams to class discussion about the lab.
Discussion will be a review of the day's lesson. 
                  Teacher will check each experiment to determine proper conclusions to
experiments. 
Evaluation: 
    Did the students follow directions for the experiment? Was the group work
successful? What can I do to improve team work? Were the students
  Teacher motivated to accomplish the task of this lesson? Did the students meet all the
Reflections:  goals of the lesson? 
 Lesson Plan : What is Inside a Cell?
Teacher Name: Abeer Alnajjar
Grade: Grade 7-8
Subject: Science

Topic:  The Cell

 Nucleus: the control center of the cell. This organelle directs all the cell's
activities and holds the DNA. Endoplasmic reticulum: a system of tubes and
channels that transports materials from organelle to organelle. It holds the
ribosomes. Mitochondrion: the powerhouse of the cell. It produces ATP, the
energy for the cell. Cell membrane: the "skin" of the cell; it protects the cell
and stops unwanted molecules from entering , allows waste to go out, and
lets wanted food in. Ribosomes: small spherical organelles that produce
Content:
protein. Golgi apparatus: a system of flattened sacs in which molecules are
prepared and put in vacuoles in order to be moved out of the cell or to other
organelles. Cytoplasm: jelly-like fluid that fills most of the cell. Vacuoles:
organelle that transports and stores things for the cell. Cilia: hair-like
structures that enable a cell to move. Some cells use flagella and
pseudopodia rather than cilia for this purpose. Centrioles: tube-like
organelles that help the cell reproduce.
 In this lesson, students will gain an understanding of the components of a
cell. They will match definitions of organelles with the organelle name,
research the organelle's form and function, and contribute to a class drawing
Goals:
of a cell by depicting a specific organelle within the composite cell. Through
this lesson, students will explore answers to the essential question: How are
"form" and "function" related in biology?
 Students will: 1. Match definitions of organelles with the organelle name. 2.
Research the properties and functions of the organelle in a cell. 3. Draw the
Objectives: organelle to scale based on the size of the contour animal cell passed out in
class. 4. Position their drawn organelle in its appropriate place on a class
diagram of an animal cell.
 For this lesson plan, you will need: Biology Textbook Internet access or
handout of the cell and its organelles from
Materials: http://www.cellsalive.com/cells/animcell.htm Vocabulary hand-out 20
cards including 10 organelles and 10 definitions Construction paper Color
pencils/ Markers A large diagram of the cell
 Explain to the students that they will work in pairs or small groups to
define, research, and draw an organelle. Allow students to review the
resources available in the classroom. Introduce the topic of the cell to
students. Introduce the essential question, �How are form and function
related in biology?� and elicit answers from the students. Discuss the sizes
Introduction: of cells (microscopic) and their roles in the human body. Discuss and
question the students on the role of organs in our bodies. Use human organs
as an analogy for cellular organelles. Discuss the idea that the cell is a
system, consisting of interdependent parts with specific roles and functions.
Using the vocabulary handout, introduce the concept of the organelle and
highlight the vocabulary words and their meanings.
Development:  Direct students attention to the outline of the class cell hanging on the wall.
Discuss the concept of scale. Explain to students that they will be asked to
fit their organelles within the outline of the cell. Model this by using one of
 the organelles on the list (the Golgi apparatus or mitochondria work well).
Draw three sizes of the organelle, only one of which is to scale. Have the
students pick the most appropriate version. (Eyeballing or estimating the
correct scale is sufficient.) Distribute all of the cards (ten names of
organelles and ten definitions). Have students find their partners by
matching their definition to the vocabulary card. Once matched, have the
paired student�s research, analyze, sketch to scale, color, and cut out their
organelle. (Please note that a different approach is required for the cilia.
The students responsible for the depiction of the cilia should brainstorm on
how best to make it. One idea is to fringe-cut the edges of the composite
cell and folding back every other strip.
 Students should use the available resources to extend their understanding of
the cell�s form and function beyond the definition given on the card. The
students will take notes on their organelle and rewrite a description of its
form and function in their own words. The text will be used as an aid in the
Practice:
group�s oral presentation to the class. To depict the cell, students will
select colors to effectively communicate their organelle and to ensure the
organelle contrasts well with the background cell. Students should reflect
upon the effectiveness of their choices. Encourage the students to use vivid,
complementary colors. Fill out the Our Composite Cell Assessment Rubric as
the students work.
 If there is no internet access in the classroom provide printouts from the
Accommodations:
web-sites that are of interest.
 Critique the composite cell as a class. For individual assessment, refer to
Checking For
Understanding:
the Composite Cell Assessment Rubric completed during the student
presentations.
 Close with a discussion on what the students learned from the lesson. Refer
Closure: back to the lesson�s essential question. Include a discussion on the use of
color of both the individual organelles as well as the composite cell.
Evaluation:  
Teacher Reflections: