Lesson+plans+and+websites

Life in a Drop of Pond Water @http://www.sciencenetlinks.com/lessons.php?DocID=378 OBJECTIVE: Students will learn that all life forms are made up of cells—from single-celled bacteria found in ponds to human beings, who are made up of trillions of cells. Students will discover that cells are alive. A secondary objective for this lesson is to acquaint students with microscopic technology. This lesson will be modified using pond water that has been brought to class. Students will make observations in a three-stage process using personal vision, a hand lens, and lastly, a microscope. || Website: Lesson 1 Microscopic View of 5 uL Pond Water This musical video shows pond water under the microscope with living cells moving around. Students will see the benefits of using the microscope to get up close. || Biology: Life Systems-cells @http://www.lessonplanspage.com/biology-life-systems-cells OBJECTIVE: Students will identify the main structures and functions of animal cells. Students will be able to understand age-appropriate vocabulary related to the structure and function of an animal cell. Students learn with a hands-on approach about the animal cell. A suggested materials list and complete vocabulary list is included on the page. This has the 5E model posted and an activity to make a journal for an informal assessment. || Website: Lesson 2 Antatomy of Plant and Animal Cell @http://www.youtube.com/watch?v=AeK0lKkyYXo&feature=related This is a detailed explanation of the functions of plant and animal cells. It has close-uo diagrams of the different parts of the cell and can be paused for observation and discussion. It helps to identify the similarities and differences of the two cells. || Introducing Cells @http://seplessons.org/node/772 OBJECTIVE: Students learn that all living things are made of cells. They learn how to use a microscope and make comparisons. Lesson is developed around the question "What do living things have in common?" Students will use microscopes to observe onion and animal cells. They will observe, then draw. This site has great suggestions on using word search puzzles and other activities while students wait their turn to use the microscope. Worksheet Word Scramble Basic Parts of the Cell @http://www.softschools.com/language_arts/worksheets/word_search_worksheet.jsp || Website: Lesson 3 Cells Alive! Interactive Animal and Plant Cell @http://www.cellsalive.com/cells/cell_model.htm Students must select either the animal or plant cell prompt. As they click on each cell part, the name,definition, and function appears in writing. They can also select the vocabulary word without viewing the cell diagram. The Cell Song @http://www.youtube.com/watch?v=rABKB5aS2Zg&feature=related This is a catchy tune about taking a tour in the cell. []= || @http://sln.fi.edu/tfi/activity/bio/bio-3.html OBJECTIVE: Students interact together to make a cell with their bodies by acting out the main parts like the nucleus, mitochondrion, membrane receptors, and cell membrane. They work together to learn how the cell is like a city and each part has its job that contribute to the cell. || media type="custom" key="10991160"Playlist 1. The Cell Song 2. Cell are like Factory || OBJECTIVE: Students will create a three-dimensional cell by producing a cell model from various food items to reinforce the concepts of cell structures and functions. It is a great way for students to be creative on how to create a cell. || **Website 2:** Rachel @http://www.harcourtschool.com/activity/cell/cell.html Students interact with labeling parts of a cell with vocabulary to be covered before. Then after the cell is all labeled, the game checks the answers and ask if it is a animal or plant cell. The students will then be given an example of one of the cells and a fact about it. || OBJECTIVE: Students work on a representation of a cell and do an experiment on it to determine smaller particles react faster than larger particles. Younger students are asked which "cell" got the needed substance distributed to all its parts depending on their results from the experiment. || **Website 3:** Rachel @http://www.cellsalive.com/howbig.htm Students work with an animation by magnifying the view to see how small a cell is compared to the head of a pin. It would be great to integrate with lesson plan 3. || __**Cells**__ Objective: Students will be grouped in groups of 3 to 4 students. This is a lesson that could be used over a period of time, but should be done close together. The first and second activities help students to learn what a cell is. In the third activity, the students model a cell by using a cookie, Hersey's kisses, colored gum drops, toothpicks, and pipe cleaners. The fourth activity has the students model the different processes the cell goes through. You can go as deep as you want to with the activities. The activities continue on, going deeper into the cell each time. This lesson plan encourages students to work together, and allows them to use hand on manipulatives. [] || **Website 1: Whitney** [] At biology4kids.com the students can watch videos, learn about plant cells, animal cells, cell activities, cell structures, and take online quizzes. || __**Cell-O**__ Objective: The teacher prepares a gelatin mix right before class. The teacher also bring fruit to put in the gelatin mix. The teacher has the students identify different parts of the cell by using the gelatin mix set up. A Venn-Diagram is then drawn on the board. As the students talk about the cells, the teacher uses the Venn-Diagram for plant and animal cells. After the students have completed the activity, they are allowed to enjoy the cell by eating it. [] || **Website 2: Whitney** [] At biology4kids.com the students can watch videos, learn about plant cells, animal cells, cell activities, cell structures, and online quizzes. media type="custom" key="11026006" 1. Cell Rap 2. Introduction to Cells 3. Osmosis Story || __**Salt Water VS. Fresh Water**__ Objective: This activity demonstrates osmosis. It gives the students a visual on how the cells membrane is permeable. The teacher will use a cucumber. The cucumber will be placed in different bowls. One bowl contains saltwater, and the other bowl contains freshwater. The differences should be discussed. [] || **Website 3: Whitney** [] This website can be used by the teacher to find microscope activities. It also can be used to help a teacher learn more about a microscope. This website can be used to help the teacher be creative.http://www.mixpod.com/create-playlist.php?keywords=microscopic+view+of+5+ul+pond+water#?keywords=microscopic view of 5 ul pond water ||
 * **Lesson Plan 1: (Ramona) **
 * **Lesson Plan 1: (Ramona) **
 * @http://www.youtube.com/watch?v=gd3UOqxabuk**
 * **Lesson Plan 2**: Ramona
 * **Lesson Plan 3**: Ramona
 * **Lesson Plan 1:** Rachel
 * __The Giant Cell__**
 * **Lesson Plan 2:** Rachel
 * __The Incredible, Edible Cell__**
 * __@http://www.accessexcellence.org/AE/ATG/data/released/0251-NickHoffman/index.php__**
 * **Lesson Plan 3:** Rachel
 * __How Big Would You Want To Be If You Were A Cell__**
 * __@http://mypages.iit.edu/~smile/bi9226.html__**
 * **Lesson Plan 1: Whitney**
 * **Lesson Plan 2: Whitney**
 * Mixpod:**
 * **Lesson Plan 3: Whitney**