Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75403
The Cell Theory Lesson Plan
The components that make up the Cell Theory will be discussed, and students will show understanding by writing a detailed paragraph in their own
words explaining the three components. They will then work in small groups to research historical events leading to the development of the theory
by numerous scientist, the dates of their contributions, and explain how each contribution increased the development of the Cell Theory.
Students will then independently report their findings by constructing a colorful detailed timeline. The time line will show the historical events leading to
the development of the cell theory in a chronology order. Using their timeline they will revisit the one-paragraph summary of the cell theory and
rewrite the paper to explain how the sequence of events leading to the development of the cell theory in a Chronology order demonstrates the true
nature of science as we know it today.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Overhead Projector, Adobe Acrobat Reader, Microsoft
Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Cell Theory
Resource Collection: FCR-STEMLearn Cell Biology
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:
Explain the concept of spontaneous generation and how this concept, once defended and supported by scientists, was rejected because of the scientific process.
Demonstrate understanding of cell theory and how it developed over time by accurately creating a timeline showing the contributions of Seven scientists.
Construct and report findings by constructing a timeline showing the chronology of the historical events leading to the development of the cell theory.
Summarize how the development of the Cell Theory demonstrates the true nature of science.
Prior Knowledge: What prior knowledge should students have for this lesson?
Knowledge of the definition of a cell as the basic unit of life.
Internet research abilities such as researching credible websites from which to obtain information needed for time line.
They should understand the concept of chronology time and how to create, and read a time chart.
Guiding Questions: What are the guiding questions for this lesson?
How did people develop our current understanding that all living things are made of cells and that cells are the basic unit of life?
How did technology help early scientists learn about cells?
Teaching Phase: How will the teacher present the concept or skill to students?
Teachers will prompt students to think about our society's understanding of cells, as well as the process of developing the cell theory. They will present the three
components of Cell Theory and allow students to process the meaning of each components. This PowerPoint: Cell Theory ppt contains a discussion and presentation
guide. Teachers do not need to use this PowerPoint as a presentation tool, but may choose to print it and use it as discussion notes.
page 1 of 3 Throughout the discussion, teachers can direct students to first converse in groups then report to the class, students may respond individually in writing before sharing
answers, or students may quietly discuss questions with a shoulder partner.
At the completion of the discussion described in the Cell Theory PowerPoint, teachers will tell students that their job is to figure out how our society progress from a
very naive understanding of nature (that straw could become rats) to the world that we live in today (where we can manipulate individual cells and genetically modify
food).
Teachers remind students the importance of paraphrasing, not copying word-for-word while doing research. A good strategy is to read a small section of text, then
look away and write the important parts that you remember. Plagiarism is using more than three of the same words in a row as another person, so students are to
avoid doing this.
Also, remind students that all websites are not created equally. They should strive to find websites that end in .edu or .gov - sites that end in .com might be good, but
they have to be very critical that it is from a credible source, like an organization or institute (not Larry's World of Theories, for example).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Using the attached project directions, teachers will be certain that students understand the focus and requirements of their Cell Theory timeline research. Mostly,
students are trying to find out how the science ideas grew to be more sophisticated and accurate over time.
Because students will likely need to share resources (books, access to internet, etc), it is best to ask them to assist each other in finding relevant information.
Heterogeneous groupings (with high performing and struggling students grouped together) are especially effective in this activity.
As students research the development of cell theory and take notes on index cards, teachers will monitor each group to give feedback and suggestions. Teachers will
conference with groups, asking questions and ensuring that all students are participating appropriately (collaboratively researching, discussing findings, and providing
peer feedback).
Examples of probing questions might be:
"Why would that discovery be important?"
"What does that discovery have to do with the Cell Theory?
It doesn't seem to be in any of the three parts."
"What do you think he was expecting to see when he made that observation?"
Project Directions.docx
Explain to class that they will be giving an opportunity to use the Internet for research and collaborate with group members. Assign groups of four. Explain that each
student will be responsible for his or her individual Timeline; however, they may discuss the research information in their groups. Discuss the importance of research
and pulling out information that applies to the timeline as well, as paraphrasing the information. Review how to record and cite all web pages used. Have students use
one index card to make note of all sources' used. Students will be require to research the following Scientist, and their contributions to the development of the Cell
Theory:
Write a one-paragraph summary of the three parts of the theory in student's own words. independently create a timeline that begins with the invention of the
compound microscope to the experiment conducted by Louis Pasteur that finally dispelled the outdated idea of spontaneous generation.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will use the information from their index cards, which they compiled in groups, to individually construct a timeline depicting the development of Cell Theory.
Students will also write a one page summary showing understanding of how the development of the Cell theory demonstrates the true nature of science. Student
papers should address these three broad questions:
How did the sequence of events on your timeline lead to the development of the cell theory?
How does this process demonstrate how information is added to our science ideas?
How did improved technology help the seven scientists make their conclusions?
Cell Theory Timeline Rubric Rev.docx
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Ask students to think again about Peter and his rats (from the teaching phase of the lesson). Now that they understand about the development of the cell theory, how
could they explain to Peter how his great-grandchildren will have a very different understanding of living things?
Summative Assessment
Use the Cell Theory Timeline Rubric (attached in the 'independent practice' phase) to assess students on their cell theory project (timeline) and their understanding of
cell theory, and their final paragraph, which summarizes student’s understanding of the components of cell theory and a connection to how the cell theory
demonstrate the true nature of science. (That it takes the work of numerous scientist, over a period of many years to develop an accepted theory)
Formative Assessment
To assess the student's knowledge regarding cells and their origin, the teacher will do a version of "Commit and Toss". The teacher will use an inexpensive beach ball
and gently toss the ball to a student. The student that catches the ball will provide a statement regarding cells. Then that student will gently pass it to another and they
will give the same response. Repeat this for about 5 to 6 times. As each student responds the teacher will write the statement on the board.
Following the Commit and Toss, each student will do a quick one minute write describing what they know about cells.
Feedback to Students
During the teaching phase of this lesson, teachers will respond to embedded questions.
As students research the development of cell theory (described in the GuidedPracticephase of this lesson), teachers will monitor each group to give feedback and
suggestions. Teachers will conference with groups, asking questions and ensuring that all students are participating appropriately (collaboratively researching,
discussing findings, and providing peer feedback).
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ELL students can conduct research in their language of choice.
Students can be provided more structured notes for each scientist, in lieu of simply taking free-form notes on index cards.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Overhead Projector, Adobe Acrobat Reader, Microsoft Office
Special Materials Needed:
7 index cards for each student
long strips of paper for students to use when constructing timelines
SOURCE AND ACCESS INFORMATION
Contributed by: Jacqueline Norris
Name of Author/Source: Jacqueline Norris
District/Organization of Contributor(s): Columbia
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