Integrated Lesson Plan: Science, Social Studies, Arts, and Health Education
| Name: Mentor: |
| Date: |
| Subject/grade level: Science, Social Studies, Arts, and Health Education (Grade: 4) |
| Materials: Textbook; posters with the pictures of plants and animal cells (with details and descriptions over the arrows pointing at the corresponding part of the plant or animal cell); posters of cells with no descriptions (the learners are supposed to fill them in); spreadsheets with crossword puzzles printed on them; pencils; erasers; crayons. |
| CCSS Standards or MD VSC: “Use knowledge of the language and its conventions when writing, speaking, reading, or listening” (National Governors Association 29); “Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text” (National Governors Association 62); “Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words” (National Governors Association 63) |
Lesson objective(s):
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Accommodation/Differentiation strategies to meet diverse learner needs:
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| Essential Question: What functions do plant and animal cells play, and how does the understanding of it affect people and their health? |
| Rationale/Background: Learning about how different elements of the environment interact with each other is essential for learners. Thus, the foundation for their exploration of nature and a deeper understanding of science can be created. Particularly, the learners will understand that every element of an organism has a specific function. Furthermore, the significance of the cooperation between different parts of the cells will be stressed. As a result, the basis for understanding the complexity of nature, in general, can be built. |
| Vocabulary: Cell (a unit of living organisms) [‘sel]; Nucleus (the center of the cell) [ˈnjuːklɪəs]; Prokaryotic cell (a cell with no nucleus) [‚prɔːk ərɪˈɒtɪk]; Eukaryotic cell(a cell with one or more nuclei) [ˈjʊ k ərɪˈɒtɪk]; Membrane (the cover of a cell) [ˈmembreɪn]; Chloroplasts (the parts of a plant cell that generate carbohydrates) [ˈklɔːəˌplæsts]; Vacuole (a vessel for storing waste and water) [ˈvækjuəʊl]; Chromoplasts (the parts that define the cell’s color) [‘krəʊməˌ plæsts]. |
| ENGAGEMENT (pre-assessment, warm-up, or engagement activity): Time _____5 min________________________________________________
The teacher shows the students a small construction toy set (e.g., big LEGO blocks clipped together) and asks what they think is also built out of similar “bricks.” After the students participate in a small class discussion, the teacher reveals that every living organism is made of small “bricks,” i.e., cells. A colorful image of a cell is shown with the help of a classroom projector. The teacher states that, during the lesson, the students will learn:
Essential question: What are the key components of plant and animal cells? |
| EXPLORATION (hands-on, task cards, any way to explore the concept) Time ______10 min_________________________________________________
The students are provided with activity sheets, asked to read the definitions, and mark the appropriate part of a cell on their sheets by signing it and coloring it with a crayon (a different color per each element). The teacher controls the process, correcting the mistakes, and clarifying the issues that confuse the students. |
| EXPLANATION (TEACH the concept) Time _______10 min__________________________________________________
The students will have to answer the following questions: |
| ELABORATION (small groups, seat work, or extension) Time ______15 min___________________________________________________
The teacher asks the students to show how the knowledge of a cell’s properties will help them learn more about plants and animals, The students share their opinions in a group discussion. |
| EVALUATION (formal and informal assessment) Time ____15 min__________________________________________________
The teacher provides the learners with a list of concepts (i.e., a cell, a chloroplast, etc.) and asks the learners to define them in their own words. After a learner provides a definition, the rest of the class agrees, expands the answer, or corrects it, while the teacher supervises the discussion and corrects the learners (if necessary). |
| Follow-up Activities (homework/expanding your lesson): (5 min) The teacher provides the students with homework details (i. e, giving examples of animal and plant cells). |
Works Cited
National Governors Association. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.”CCSSI ELA. 2010, Web.