Ateneo de Zamboanga University
College of Education
Certificate in Professional Education
Roscel J. Araneta
April 22, 2013
Learning Plan: Day 4
April 22, 2013
LESSON PLAN for Cooperative Learning
I. Objectives / Learning Target:
At the end of the lesson, the students are expected to: 1. Differentiate plant and animal cells according to presence or absence of certain organelles. 2. Identify the structures and functions of animal and plant cells. 3. Explain why the cell is considered the basic structural and functional unit of all organisms.
II. Topic: Cell
Session 1: Animal and Plant Cells Parts and Functions
Barnes and Noble, General Botany Fifth Edition 1973
Goldberg, Deborah T., AP Biology Third edition, 2010, Barron’s Educational Series, 2010.
Storer, Usinger, Stebbins, Nybakken, General Zoology Sixth edition, McGraw – Hill, Inc. First Year of publication, 1979
Textbooks, PowerPoint lecture
Illustration board / Cartolina
Writing or drawing paraphernalia (pens, crayons, markers)
III. Learning Experience:
Presentation of the Question for the Day:
“What is the Basic Unit of life?”
A.2 Routinary activities:
The teacher will ask the students to:
1. Form a straight line before going inside the classroom. To pamper themselves and be prepared for the class. 2. Organize their things. Arrange the chairs and pick up pieces of paper. 3. Get their book, notebook, writing materials on their locker and remove unnecessary items on their desk. 4. Let the assigned student for the day to lead a prayer. 5. "Give me five." That means the entire class should be absolutely silent and still within 5 seconds, to relax their mind and be ready for the class.
Pass out some specimens of cork around the class for students to observe. Let the students share what they know about cork. Ask students to identify the source of the cork. Show a magnified section of a cork on a transparency and point out the cell walls. Show transparencies of different types of animal and plant cells and ask students to recall differences and similarities between these two types of cells. Have students state the functions of the organelles.
The teacher will provide the students a background knowledge on the topic. The teacher will show a PowerPoint or video presentation about animal and plant cells. The teacher will:
▪ Show the role of each animal and plant cell structures. ▪ Explain how the cell parts functions together.
▪ Challenge students to work in small groups to create a three-dimensional model of a plant or animal cell. ▪ Allow each group to present their models to the class.
The teacher will also pass out and explain the scoring rubric and instructions for creating a three dimensional cell. Show models and pictures of cells done by students in previous years to stimulate students’ ideas for their task and provide models of what is expected. Have students discuss and negotiate options as a class and in their groups.
|Time |Activity |Purpose | | |Students enter class, take out science starter sheet and |Get students to remember previous lecture and recall | | |start warm-up. The white board will have science starter, |information that will be helpful in the lecture today. | |(3) three minutes |which will read: What are the parts of a cell? | | | |Teacher will check for understanding of the...
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