The Farmer and The Cell

The Farmer and the Cell

 Integrated Lesson Plan

Makenzie Vandiver, Shanna Calfee, Monica Clements

Unit Abstract

By the conclusion of this unit, students should have a new perspective to the
overarching essential question that asks: “what are the building blocks of life?” The unit begins
with a more didactic approach as students will be learning vocabulary to better help them
understand the cell, as well as the structure and function cellular organelles. However, the
lessons quickly challenge students to discover this new microscopic world by connecting it to
the world they know in the form of analogies. As a class, we will parallel the components of a
cell to a dairy farm, then, individually, students will draw upon their own parallels to expand their
understanding of the inner workings of the cell; a barb wire fence analogy will be used to
demonstrate the concept of simple diffusion Students will also learn to use a compound
microscope to explore the differences and similarities between plant and animal cells.
Furthermore, students will express their scientific comprehension in the form of an artistic 3-
dimensional model. Finally, the class will be introduced to the organizational levels of life (cell-
>tissue->organ->organ system->organism). This integrated unit collaboratively utilizes dual-
coding, or the use of text and imagery, to aid in both students’ recall and future application of
the content matter.

Rationale

As students engage in the interdisciplinary concepts being presented and discussed

during these lessons on the structure of the cell as well as participate in literacy strategies to
activate learning, they are developing critical thinking skills that are necessary for success both
in and out of the classroom. Collaborative activities provide students with opportunities to make
connections, to compare/contrast ideas, and to formulate and answer analytical questions in a
group setting. Standards-based instruction coupled with research-based literacy strategies
reinforce content knowledge of Biology through hands-on activities which incorporate Language
Arts and Art in a way that is both academically rich and culturally relevant.

Reference List

Books:

Anderson, M. (2016). Learning to choose, choosing to learn: The key to student motivation and
and achievement. Alexandria, VA: ASCD.
This book is full of ways that the classroom teacher can offer effective student choice during
instruction which will, in turn, create a more engaged and happier student.

Daniels, H., Zemelman, S., & Steinke, N. (2007). Content-area writing: every teacher’s guide.
Portsmouth, NH: Heinemann.
This is a great book for any teacher who desires to incorporate writing in their content area
through the use of relevant strategies which make writing fun and engaging for their students.

Lewis, W.E., Walpole, S., & McKenna, M.C. (2014). Cracking the common core: choosing and
using texts in grades 6-12. New York, NY: Guilford Press.
This book is a great reference guide for teachers in grades 6-12 who are striving to meet their
content-area goals by incorporating text driven instruction and strategies which are specifically
designed to cover the Common Core State Standards (CCSS).

Websites for Teachers/Students:

Common Lit. (n.d.). Let’s see what you’re made of. Retrieved from https://www.commonlit.org.
This is a good source for English teachers or any teacher who has to prepare Literacy lessons
for their students. The teacher is able to assign a passage (based on grade level) and to
formatively assess the student after reading.

Education World. (n.d.). http://www.educationworld.com

This website is a great source of relevant information about a variety of topics in education.

Google Classroom. (n.d.). https://support.google.om/edu/classroom/answer/6020279?hl=en

Google Classroom is a tool to connect teacher and student in a variety of ways. Classroom
assessments can be posted and even graded here.

Newsela. (n.d.). Immune system produces millions of specialized cells to keep body healthy.
Retrieved from https://newela.com
This website is another great source for Literacy and for collaboration between content areas. It
contains relevant articles that can be chosen and assigned based on reading level.

Overview of the Unit

Essential Questions: What are the building blocks of life? What are the parts of the cell, and
how do they work together to sustain life? What other analogies can be used to demonstrate the
parts of the cell? How would you compare/contrast the animal and plant cell? What are the most
important differences between these two types of cells? What are the similarities?
Objectives:

Biology:
● Understand the unit cell and how it is the building block of all life.
● Understand both the structure and function of cell organelles.
● Be able to identify organelles on a cell diagram.
● Understand the similarities and differences that exist between plant and animal cells.
● Be able to use a compound microscope to examine cells.
● Understand simple diffusion and how it is connected to the plasma membrane of a cell.
● Be able to translate scientific comprehension into a technical model.

ELA:
● Understand the vocabulary necessary to the study of the cell and its parts.
● Read related texts, participate in a Socratic Seminar, and write a constructed response
using the standard conventions of English language and supporting the keys ideas with
textual evidence.
● Compare/contrast the animal cell and plant cell using a thinking map.
● Respond to video/media writing prompts by writing reflective journal entries which
contain at least five vocabulary words to show understanding of the material.

Art:
● Understand the vocabulary necessary to draw the cell and its parts.
● Color the parts of the cells appropriately.
● Compare/Contrast the animal cell in different themed settings.

Biology Standards:

GLE 0707.1.1 Make observations and describe the structure and function of organelles found in
plant and animal cells.

● SPI 0707.1.1 Identify and describe the function of the major plant and animal cell
organelles.
● 90707.1.4 Build a 3-D model of a cell.
● SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.
GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and
interpret data.

● 90707.1.1 Examine and describe plant and animal cells using compound microscopes.
GLE 0707.1.2 Summarize how the different levels of organization are integrated within living
systems.

● SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among
cells, tissues, organs, and organ systems.
GLE 0707.1.5 Observe and explain how materials move through simple diffusion.
ELA Standards:

7.L.CSE.1 Demonstrate command of the conventions of standard English grammar

and usage.

7.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain specific
words and phrases; develop vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

7.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

7.W.PDW.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

7.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces
of textual evidence to support conclusions.

Art Standards:

1.1 Demonstrate an understanding of the application of current media, techniques,

technologies, and processes.

1.3 Compare and contrast the effective communication of ideas through the use of
media, techniques, technologies, and processes.

2.5 Reflect on the effective use of organizational components (structures) and

expressive qualities (functions) to communicate ideas in works of art.

6.2 Discover how unique qualities of visual art compliment student’s total learning.

Unit Vocabulary/Terms

● Cell
● Organelle
● Nucleus
 ● Nuclear Envelope
● Rough Endoplasmic Reticulum
● Smooth Endoplasmic Reticulum
● Golgi Apparatus
● Ribosome
● Mitochondria
● Vesicle
● Lysosome
● Plasma Membrane
● Cell Wall
● Vacuole
● Chloroplast
● Cytoplasm
● Microscope

Interdisciplinary Activities:

● Pre-Assessment (Biology) - Students will receive a pre-assessment in the form of

matching and labeling questions. Students will match organelles with their functions;
secondly, they will label organelles on a picture of an animal cell and plant cell. This pre-
test will parallel the unit test, so results should reliably indicate how much students learn
throughout the unit.

● Thinking Maps (ID) - Students will use a Double-Bubble Thinking Map to

compare/contrast the animal and plant cells.

● PALS Reading Strategy (ELA) - Students will partner read the article “Let’s See What
You’re Made Of” stopping at the end of each paragraph to ask comprehension
questions. At the end of the text, they will collaborate and come up with a 10-word
summary to share with the class. For differentiation purposes, partners will be
preselected based on Reading Lexile Level (pairing a higher reader with a slightly lower
reader).

● Jigsaw Strategy (ID) - Students will work in groups of two or three. Each group will be
assigned an organelle, such as the nucleus or plasma membrane, to present to the
class. Each presentation should include both the structure and the function of the
organelle. Furthermore, the shape of each cell component should be presented in 3-
dimensional fashion, and each presentation should run 3-5 minutes long.

● Write-Around Writing Strategy (ELA) - Students will work in small groups to write a story
in which the parts of the cells work together to “get the job done.” One student will begin
the story by using the provided sentence starter and will then add two sentences of
his/her own. The next student will add two sentences,the next two more, etc., with the
 last student writing the conclusion. Before passing the story, the student will also have to
incorporate two terms in his/her sentences. Each student will use a different color of ink
to show participation. One member of the group will share the group’s story with the
class.

● RAFT writing strategy (ELA) - Students will write a thank-you letter from the perspective
of the nucleus thanking another organelle in the cell. They will need to use the Science
vocabulary as they relate their appreciation for what that organelle does for the cell.

● “𝛱-chart” (ID) - Students will receive a pie chart handout that is divided into three
sections: one of which features a vocabulary word, the middle section is for the students
to define terms in his/her own words, and the third section is for the students to illustrate
the term. Students will draw upon the information presented in the PWPT. The use of
dual-coding, or writing down words and drawing pictures, will aide students in retaining
and utilizing information on cell organelles on future activities.

● 3-D Modeling ( Biology and Art) - Students will work in small groups to create 3-
dimensional plant or animal cell models. Students can choose from a wide variety of
mediums, such as paper, styrofoam, Play-Doh, etc., to build their cell model. An
assortment of building materials, such as dried beans, rubber bands, pipe cleaners,
erasers, etc., will be available to students as well. This activity engages students,
especially tactile-kinesthetic learners, by allowing them to apply previous information in
order to synthesize a scientific model.

● Venn Diagram (Biology and ELA) - Students will use a Venn Diagram to compare and
contrast plant and animal cells.

● Cell Coloring Pages (Art) - Students will identify the different parts in the animal cell with
their partners and individually color the separate parts.

*ID - Interdisciplinary

Unit Calendar

Day One

Biology Theme - Understand both the structure and functions of cell organelles.

Biology Activities - Activating Prior Knowledge (Hook):

https://www.youtube.com/watch?v=gFuEo2ccTPA&t=60s
Students will utilize the pie-chart handout to make corresponding PWPT notes.

ELA/Art Activities - Complete an illustrated vocabulary foldable.

ELA Activities - Class discussion of the essential questions. What is an analogy?

ELA Activity - Students will take out journals and write a brief reflection of the video and class
discussion. Use at least five vocabulary words to show understanding.

Day Two

Biology Theme - Understand both the structure and functions of cell organelles; Be able to
identify organelles on a cell diagram; Understand the similarities and differences that exist
between plant and animal cells.

Biology/Art Activities - Jigsaw Organelle Presentations

ELA Activity - Students will write a Thank-you note from the nucleus (RAFT) and then read
them in class.

Day Three

Biology Theme - Understand both the structure and function of cell organelles; Be able to
identify organelles on a cell diagram; Understand the similarities and differences that exist
between plant and animal cells; Be able to use a compound microscope to examine cells.

Biology/WAC Activities - Students will use microscopes to observe the physiology of prepared
plant and animal cells. Students will create either a Venn Diagram or a Thinking Map to
compare/contrast the plant and animal cells.

ELA Activities - Students will read Commonlit article “Let’s See What You’re Made Of” with
their PALS partner. They will then annotate with Thinking Notes in preparation for
tomorrow’s Socratic Seminar.

Art Activity - Students will color the different parts of the animal cell with their PALS partner
and discuss the different functions of the cell.

Day Four
Biology Theme - Understand both the structure and function of cell organelles; Understand
simple diffusion and how it is connected to the plasma membrane of a cell; Be able to
translate scientific comprehension into a technical model.

Biology Activities - As a class, compare the functions of cell organelles to the functional parts
of a dairy farm. The plasma membrane, which will be represented as the barbed wire fence,
will transition into a classroom discussion on simple diffusion with a demonstration. 3-D
Modeling

Art Activity - Powerpoint: Compare/Contrast the Animal Cell with a functioning dairy farm.

ELA Activity - Socratic Seminar – Opening Question: What would happen if we removed a
cell organelle? Students will come to class with additional questions based on yesterday’s text
and today’s activities and powerpoint. Types of questioning will focus on the development of
higher-order thinking skills. (Bloom’s Taxonomy)

Day Five

Biology Theme - Understand both the structure and function of cell organelles; Understand
the unit cell and how it is the building block of all life.

Biology Activities - Complete 3-D Modeling. Student project: Allow students to choose their
own real-life parallel to the cell, where he or she compares the functions of cell organelles to
real-life counterparts (such as a city, school, football team, etc.). Transition into organizational
structure of life via inductive discussion. Students will receive life organizational hierarchy
handout.

ELA Activity - After reading the article and participating in the Socratic Seminar this week,
students will write a constructed response answering the writing prompt on the board. Cite
text evidence.

ELA/Art Activities - Inductive discussion: Classroom discussion that encompasses the

inductive nature of life (cells -> tissues -> organs -> organ systems -> organism) and how
cells act as life’s building blocks. Lego blocks to accompany discussion. Students will connect
discussion to essential questions.

WAC Activity - Write-Around strategy: How do the parts of a cell work together to get the job
done?

WAC Activity - Exit Ticket: Briefly answer these two questions. What is one of the most
interesting things that I have learned about the cell this week? What is one thing that I still
need to understand better?
Differentiated Instruction: Selected texts will be differentiated by Lexile level. Sentence
starters will be avaliable for all written components in the unit.

Summation of the Unit

Assessment: Student learning will be evaluated in the form of a summative assessment. The
unit test will parallel the pre-assessment to some extent, and it will include the structure and
function of cell organelles, compare/contrast plant and animal cells, and basic principles of
simple diffusion. MC questions will be used, as well as matching, labeling, and a few short
answer questions to engage Bloom’s higher levels of learning, such as application and analysis.
The assessment will measure objectives across each of the three integrated curriculums.
Name__________________________________
Date__________________

Writing Prompt: Thank-You Note From the Nucleus

Your instructions: You are the nucleus of an animal cell. Choose any
organelle in the cell that you would like to thank for its contributions.
Be creative and thoughtful. Make sure you tell them how their specific
job is helping the cell. You must include the following:

1. Name and function of the organelle and how the cell would be different without it.
2. Facts and details about the organelle.
3. A minimum of two creative paragraphs.
4. Your thank-you note should be in letter format or in the form of a greeting card written in
first person as the nucleus.

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Name________________________________ Date__________________

Your instructions: Color the different parts of the cell with your PALS partner.
This is your study guide.
Keep this in your science notebooks when finished.
Name_____________________________________ Date_______________________

Your instructions: Color the different parts of the cell with your PALS partner.
This is your study guide.
Keep this in your science notebooks when finished.
 Name:___________________________________ Date:______________
Class:_________________

The Animal Cell

Instructions: In the LEFT column write the name of the cell part.
In the MIDDLE column write the definition of the cell part.
In the RIGHT column draw a picture of the cell part.

Example:
Nucleus controls the many functions of
the cell.
1. Nucleus