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Lesson Idea Name: Cells, Cells, Cells!
Grade Level/Content Area: 5th Grade Life Science
Content Standard Addressed: S5L3. Obtain, evaluate, and communicate information to compare
and contrast the parts of plant and animal cells.
a. Gather evidence by utilizing technology tools to support a claim that plants and animals are
comprised of cells too small to be seen without magnification.
b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus,
chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
c. Construct an explanation that differentiates between the structure of plant and animal cells.
ISTE Technology Standard Addressed: What would you like students to know and be
1.1a Empowered Learner - Students articulate and set personal
able to do by the end of this lesson:
learning goals, develop strategies leveraging technology to achieve

Content Standard Addressed: S5L3. Obtain,
them and reflect on the learning process itself to improve learning evaluate, and communicate information to
compare and contrast the parts of plant and
outcomes.
animal cells.
1.1b Empowered Learner - Students build
- Students should be able to recognize the
networks and customize their learning environments in ways that difference between animal and plant cells
support the learning process.
through labelling.
- Students should be familiar with
organelles and their functions.
1.6c Creative Communicator- Students communicate complex
- Students should know what a cell is and
ideas clearly and effectively by creating or using a variety of digital its function.
- Students should be able to tell/ write a
objects such as visualizations, models or simulations.
story explaining the cells organelles and
functions in a fictional but informative
setting.
What is the student learning goal(s) for this lesson idea?

Students should be able to complete their assignments independently by navigating the padlet
provided to them. They should successfully complete the cells assignments and be able to recognize
the differences between an animal and plant cell.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating
Students will experience a higher order of thinking when they create their own story on cells
organelles and their functions.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.)
Lesson idea implementation:

First, I will display the standard, learning goals, and the padlet on the smart board. I will walk them
through each assignment making sure they do not have any questions before they get started.
Padlet and the other assignments, such as BrainPOP, are all accessible through their iPad. Students
will be aware of the time limit. I will give them cues letting them know how much progress they
should be making throughout to keep them on track. Their prior knowledge will be activated when
asking them what a cell makes up. They should already know this information at this point. In the
padlet, I have provided an assignment for students to create their own story. They will be making
real world connections to this story by comparing a cell organelle to a real world job/ function. For
example, a student may write that the cell wall is a bodyguard, or that the Golgi apparatus is a mail
carrier. They will be making these real-world connections through their own stories. Their learning
will be assessed by overviewing the assignments and they will complete the Kahoot together as a
class. I will receive the assessments in real time allowing my to know if students get the content or
will need extra help later on.
Managing student learning:

Students will move from passive to active learners through the padlets. They will have a time limit of
50 minutes to complete all assignments. I will give them a time table that it takes to complete each
assignment. Students will also be co-engaging during the create your own story padlet. This allows
for the students to share their stories with one another and provide feedback. Students will achieve
all levels of Bloom’s Taxonomy throughout the lesson. During the Kahoot, they will be playing with
one another during the assessment. The students should shift to active learners during the creation
of their story and the Kahoot assessment.
Universal Design for Learning (UDL):
Students will be immersed in UDL throughout the assignments. They will experience engagement in
almost all activities. The BrainPOP involves engagement, as well as create your own story and
Kahoot. They will experience representation through labelling organelles and during create your own
story. Also, create your own story allows students to express their creativity and ideas. I believe the
Padlet enhances a UDL experience.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
Reflective Practice: With this being the first time using padlet, I think it is a great way to implement
a lesson in the classroom. I think this tool promotes students to own their own learning. They can
pace themselves and complete the lessons and assignments on their own. I feel these web 2.0 tools
help students better than other tools when it comes to being able to own their own learning by
paving their way through the lesson on their own terms. The students can experience their own
learning styles throughout the padlet.
Frazier, 2021

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Web 2.

0 Tools for Communication and Collaboration

learning goals, develop strategies leveraging technology to achieve

What is the student learning goal(s) for this lesson idea?

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Lesson idea implementation:

Managing student learning:

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