Instructional Software
Lesson Idea Name: Animal Cell vs. Plant Cell
Content Area: Science
Grade Level(s): 5
Content Standard Addressed:
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled,
multi-celled).
- a. Use magnifiers such as microscopes or hand lenses to observe cells and their
structure.
- b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and
of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of
the parts.
- c. Explain how cells in multi-celled organisms are similar and different in structure and
function to single-celled organisms.
Technology Standard Addressed:
Empowered Learner
Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals,
informed by the learning sciences. Students:
- a. articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning
process itself to improve learning outcomes.
- b. build networks and customize their learning environments in ways
that support the learning process.
- c. use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
- d. understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current
technologies and are able to transfer their knowledge to explore
emerging technologies
Selected Technology Tool: Brain Pop
URL(s) to support the lesson (if applicable):
https://www.brainpop.com/science/cellularlifeandgenetics/cellspecialization/
Type of Instructional Software:
☒ Drill and Practice ☒ Tutorial ☒ Simulation ☒ Instructional Game ☒ e-books/e-references
Features of this software (check all that apply):
☒ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☒ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
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Instructional Software
☒ Multiple languages
☒ Safety, security and/or privacy features
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating
Levels of Technology Integration (LoTi Level): (Select the one best level)
☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL): This would support all learners in many ways. It is available in multiple
languages so students who are English language learners are able to watch and read this material in their
native language. The information is given in a video, a reading and through tutorials. With all of these
different kinds of representation you are able to reach different learners who need to hear or see material in
a different way. This also supports struggling students with remediation throughout the assessments. If
students seem to be struggling they provide support, tutorials and readings to help accommodate the
student.
Engagement: Students are able to pick their own assessments and games to help them better understand the
material. Because they are able to select their method of assessments, students will be more likely to be
excited about the lesson and actually learn something from it.
Representation: Students are able to watch a video, read and do tutorials to help them understand this
knowledge. Since it is expressed in different forms, student who are unable to comprehend the materials by
watching the video, are able to get the information another way.
Action and Expression: Brain Pop tracks their activity to be able to assist them in material they are struggling
with. Since there are different games, they are being assessed without realizing it. If it’s a quick game where
you are trying to beat a time, students will pick up the material faster to be able to beat the game.
Lesson idea implementation:
Students and teacher will begin the lesson by watching the video associated with the lesson. After watching
the lesson, the teacher would ask what the students learned from watching that video and discuss the
important things that were mentioned throughout. The video is on animal cells and plant cells and their
differences, so the teacher would review what makes them different and ways to tell them apart. There are
different “challenges” in this lesson to complete. The teacher would have the students complete some of the
challenges, doing one together as a class first. Then have the students work independently. There is a Venn
diagram tool the teacher can pull up ad type in. The teacher would utilize this tool by completing the Venn
diagram with the class and having the students tell her what to write and why. Last there is a quiz that Brain
Pop made associated with the video and lesson. The teacher would make students complete this quiz
independently and this would assess the students on their knowledge of this lesson. The teacher would
conclude the lesson by going over the quiz once everyone is done to help summarize and clear up any
confusion the quiz may have brought.
Since students are working independently their progress is being monitored by the system and remediating
on information they have missed throughout the game or assessment. This would be a great way to support
students who are struggling with this concept. This website is also available to anyone so students would be
able to go to this at their home and get more radiation if needed. There is also readings and references for
the students to look at throughout so if they are needing a different kind of instruction they are able to find it
with the same material.
Reflective Practice: I think this lesson would be great for students in the sense that they are in control of their
learning by picking the assessments they want to do and also being able to go back and read the material they
watched a video on. Brain Pop videos are always very entertaining and are relatable to students in different
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Instructional Software
ways. From past experiences, students become excited for Brain Pop videos because they enjoy the videos.
This would Help the teacher assess the students by making them join a class and being able to see how they
are scoring on different types of assessments. If students are scoring poorly, she will be able to stop and help
support the students in need.
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