Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75841
Tracing the Development of the Cell Theory
This lesson will help the students to understand the cell, the cell theory and the scientists who contributed to the development of the cell theory.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Interactive Whiteboard, LCD Projector,
Speakers/Headphones, Adobe Flash Player, Adobe
Acrobat Reader, Microsoft Office, Computer Media
Player
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Cell, cell theory
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
KWL (3).xlsx
Cell Theory Timeline and rubric (3).docx
cell_theory timeline 2 (2).ppt
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
Describe and explain the cell theory
Students will learn how the concept of a cell has evolved over time
Students will learn how scientists build upon prior information to generate the cell theory.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know that:
Living things are made up of cells;
All organisms have life processes and basic needs.
The 3 parts to the cell theory: All cells are made from pre-existing cell, Cells are the basic units of life, all Living things are made of cells
Guiding Questions: What are the guiding questions for this lesson?
Teacher will introduce the lesson by asking the following questions:
1. How did the cell theory evolve?
2. Who contributed to evolution of the cell theory?
3. What are key points of the cell theory?
page 1 of 3 Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will help guide students to the understanding of the small size of cells relative to objects that they see daily. To accomplish this, the teacher will use the
interactive exploration from the University of Utah called Cell Size and Scale. Depending on the classroom situation, students can work in pairs with a computer to
explore (website: http://learn.genetics.utah.edu/content/cells/scale/) or the teacher can use it as a demonstration and project the activity on the scree for the
class.
With the understanding of relative size of the cell, the teacher can begin the discussion of the importance of the development of the microscope to the study of the
cell and the development of the cell theory.
Students will be asked, "How do you think we have gained the scientific knowledge we have today?" Students will be given the following quote by Sir Isaac Newton:
:If I have seen further, it is because I was standing on the shoulders of giants." They will be asked to think about what they think that quote means. Then after
some individual thought have students turn to their "shoulder partner" or someone close to them and discuss their thoughts with each other. Provide an opportunity
for students to share their thoughts with the class.
This will be followed by thecell_theory timeline 2 (2).ppt tracing the development of the Cell Theory.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Place students in groups of 7. As a group, they are going to create a Cell Theory Timeline and rubric (3).docx that traces the developments that lead to the formation
of the Cell Theory. Use the quote, "After the first observations of life under the microscope, it took two centuries of research before the "cell theory", the idea that all
living things are composed of cells or their products, was formulated. It proved even harder to accept that individual cells also make up nervous tissue." to set the
stage and introduce the unifying concept from the history of cell theory by Paolo Mazzarello.
Students will be given a piece of poster board, chart paper, or bulletin board paper to create a timeline for their group. Each member of the group will assigned one of
the following seven scientists:
Robert Brown
Robert Hooke
Hans and Zacharias Jansen
Anton Van Leevenhoek
Matthias Schleiden
Theodor Schwan
Rudolf Virchow
The teacher can pair student to scientist in random matching. Avoid letting students select the scientist that they want to research.
For the timeline each student will complete and index card with the following information:
Name
Date of Discovery
Brief Description of Discovery
Students will research the scientist more in depth during the independent practice section of the lesson.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Using the scientist assign to them earlier and Cell Theory Timeline and rubric (3).docx each student will research their scientists to write a summary that includes the
following information in their final product:
Dates and contributions to our understanding of cells
Description of contributions to our understanding of cells
Explanation of how their work was affected by earlier scientists
The students will write a separate 1 to 2 paragraph containing the above information. This will be turned in and used in the group presentation.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Before leaving the classroom. Students will also fill in what they learned about cell theory on their KWL chart. They will also return to the corner they chose in the 4corner formative activity and move their post-it note to reflect their learning after the lesson.
Summative Assessment
Students' timeline presentations will be assessment. Cell Theory Timeline and rubric (3).docx
Formative Assessment
Teacher will begin the lesson with an activity called 4-CORNERS. This will allow the teacher to formatively assess the students knowledge of cell theory.
Teacher will asked the students to go to the corner of the room based on their knowledge of the cell theory.
Have no idea what cell theory is.
I have heard of cell theory.
I know what cell theory is, but cannot explain it.
I comfortable explaining cell theory.
In each corner, the teacher should have a piece of chart paper posted with one of the above statements written at the top on sticky notes. Once students have arrived
in the corner that matches their prior knowledge, the students will write their name on the sticky notes and place it on the chart paper. Then, the students will return
to their seat. Through the course of the lesson, students will have the opportunity to move their sticky note to reflect their learning as a means of self-assessment.
Feedback to Students
Students will use the 4-Corners activity to chart where their level of understanding.
Students will return to their seats and fill out their KWL chart. Teacher will explain to the students, to make sure they write down what they want to learn about the
cell theory. Then as the lesson progresses they will return to the KWL chart and record the new information they learned in the appropriate column.
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
The students who struggle with reading or who have an I.E.P will be given copies of the PowerPoint slides to help complete the writing activity.
Extensions:
Be The Scientist!
Choose one of the scientist from the timeline and re-live their life. Write a short summary and include the answers to the following questions
What do you think they were like at your age?
Where did they travel or what places did they visit?
What thought process did they go through when they began to think about the cell and/or its evolution?
Why was their discovery important and what other discoveries did it lead to in science?
Where would they be doing today in science if they were alive?
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers/Headphones, Adobe
Flash Player, Adobe Acrobat Reader, Microsoft Office, Computer Media Player
Special Materials Needed:
Graphic organizers.
Maybe reading resources about the scientists.
Rubric and instructions of the project.
Cell Theory rubric.docx
Chart paper or poster paper
Post-its
Pens
Glue sticks
SOURCE AND ACCESS INFORMATION
Contributed by: LaTonya Dixon
Name of Author/Source: LaTonya Dixon
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.14.1:
Description
Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
Remarks/Examples:
Describe how continuous investigations and/or new scientific information influenced the development of the cell
theory. Recognize the contributions of scientists in the development of the cell theory.
page 3 of 3