Lesson

 One  
Duration:  3-­‐5  days  
Focus  Standard    
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.  
Performance-­‐based  Objectives    
As  a  result  of  their  engagement  with  this  unit…  
SWBAT  gather  evidence  by  utilizing  technology  tools  IOT  support  a  claim  that  plants  
and  animals  are  comprised  of  cells  too  small  to  be  seen  without  magnification.  
Key  Terms  and  Definitions  

Microscope-­‐  a  scientific  tool  that  makes  very  small  objects  appear  larger  
•
Cells:  the  smallest  unit  of  an  organism;  they  are  enclosed  by  a  membrane  and  
•
perform  life  functions  
• Magnification:  the  process  of  enlarging  the  size  of  something  as  an  optical  image  
• Multi-­‐celled  organisms-­‐  organisms  that  contain  trillions  of  cells  that  perform  
specific  functions.  
• Gather  evidence:  to  observe  or  inquire  in  detail;  examine  systematically  
• Construct  an  explanation:  to  make  someone  understand  
• Evidence:  information  that  supports  an  idea  
Guiding  Questions:    

• What  is  the  basic  unit  of  life?  

• What  tools  are  needed  to  view  cells?  
• What  do  we  see  when  we  take  a  closer  look?  
• How  can  you  differentiate  a  single-­‐celled  organism  from  a  multi-­‐celled  organism?  
• Are  all  living  things  made  of  cells?  
• Why  can’t  we  see  the  cells  in  our  body?  
Interpretations  and  Reminders  
Teachers  make  sure  you  teach  the  following  proper  conceptions:    
• The  cell  is  the  basic  unit  of  life.  All  living  organisms  are  composed  of  one  or  more  
cells  that  come  in  all  different  shapes  and  sizes.  
• We  use  tools  such  as  microscopes  to  see  cells  and  the  structures  within  plants  and  
animals  that  our  eyes  cannot  see.  
• Many  cells  cannot  be  seen  with  the  naked  eye.    
• Animal  and  plant  cells  are  structured  differently.  
• Organisms  can  be  single-­‐celled  or  multi-­‐celled.  Some  objects  are  too  small  to  be  
 seen  without  magnification.    
• Microscopes  make  it  possible  to  see  that  living  things  are  made  up  mostly  of  cells.    
• Some  organisms’  cells  vary  greatly  in  appearance  and  perform  very  different  roles  
in  the  organism.    
• Some  organisms  are  made  of  a  collection  of  similar  cells  that  benefit  from  
cooperating.    
Use  DOK  questions  to  formatively  assess  students  throughout  the  unit.    

D O K_Q u estio n _Ste

ms.p d f
•  
The  research  based  5E  model  is  the  instructional  model  for  science.    

5E  Mo d el.p d f

•  
Misconceptions  

• Only  mammals  contain  cells.    

• Cells  are  too  small  and  numerous  to  observe.  
Suggested  Learning  Outcomes  
Core  Idea   Science  and  Engineering   Cross  Cutting  Concepts  
Practices  
•  Cells  and   •  Scale,  Proportion,  
Microorganisms   •  Obtain,  evaluate,  and   Quantity  
  communicate      
•  Construct  an  explanation     Cro sscu ttin g  
Co n cep ts  Imag e  an d  Exp lan atio n  (1).p d f
 
Practices  Imag e  an d    
Exp lan atio n  (2).p d f
 
Engage-­‐  Introduce  the  lesson  by  stating  the  performance  objectives  and  highlighting  and  
annotating  key  vocabulary  within  the  objective.  Administer  Is  It  Living  and  Is  It  Made  of  
Cells  probes.  First  administer  Is  It  Living  probe  to  assess  students’  prior  knowledge  about  
organisms.  Students  will  share  answers  with  small  group  and  then  whole  class.  Next  
administer  Is  It  Made  of  Cells  probe.  Students  should  connect  information  discussed  in  
the  Is  It  Living  probe  to  make  connections  to  Is  It  Made  of  Cells  probe.  
http://aps.nsta.patron.eb20.com/ISBN/9781935155669/PageNumber/123    
http://aps.nsta.patron.eb20.com/ISBN/9781935155669/PageNumber/131  
 
Science  Phenomenon:  Teachers  ask  students  to  take  out  their  journals  and  answer  the  
following  questions:  What  are  humans  made  of?  Do  we  have  cells?  What  do  cells  do  and  
what  do  they  look  like?  After  you  show  the  following  video,  
https://www.youtube.com/watch?v=gFuEo2ccTPA    Ask  them  if  their  answer  to  the  
initial  answers  changed  after  seeing  the  video.  Allow  students  to  share  their  responses.    
 
Explore/Collaborative  Practice  
Students  will  work  collaboratively  to  obtain  information  by  gathering  evidence  that  
cells  must  be  seen  using  a  microscope.  Students  will  evaluate  the  claim  of  how  plants  
and  animals  are  comprised  of  cells  that  must  be  seen  with  magnification.  Students  will  
communicate  with  a  written  explanation  of  their  claim  supported  by  evidence.  Teachers  
ask  the  following  questions  throughout  exploration:  What  is  the  basic  unit  of  life?  What  
tools  are  needed  to  view  cells?  What  do  we  see  when  we  take  a  closer  look?  
 
Have  students  use  Virtual  Labs:  Using  the  Microscope  to  become  acquainted  with  the  
microscope.  https://www.brainpop.com/games/virtuallabsusingthemicroscope/    
 
Activity  1-­‐  Microscope  Cell  Lab  
This  activity  requires  advance  preparation.  In  addition  to  the  slides,  the  teacher  should  
make  sure  that  the  microscope  is  in  focus  to  expedite  the  observation  process.    
In  this  activity,  students  will  use  a  microscope  to  view  and  sketch  cells.  Complete  part  1  
of  the  activity.  Login  to  STEMSCOPES  via  MyBackpack  to  access  teacher’s  instructions.    

GA_5L3ABC_Cells_E GA_5L3ABC_Cells_E
XPLO RE_Stu d en tGu idXPLO
e.p dRE_Stu
f d en tJo u rn al.p d f
 
 
Activity  2-­‐  Microscope  Cell  Lab  (if  microscopes  are  not  available)  
Students  will  utilize  the  following  website  in  groups  of  2.  
http://interactive.knowitall.org/interactive/hobbyshop/Microscope/    
The  teacher  may  need  to  help  them  launch  the  activity.  Students  should  complete  the  
following  sheet  while  using  the  online  microscope.    

W h at  item  are  yo u  

lo o kin g  at.d o cx
 
 
Explain/Focus  Lesson    
There  are  several  resources  below  teachers  can  use  to  teach  plants  and  animals  are  
comprised  on  cells  that  must  be  magnified  in  order  to  be  seen.    Teachers  use  the  explain  
section  from  STEMSCOPES  via  My  Backpack  to  teach  that  cells  are  the  building  blocks  of  life.    
Question  prompts  with  different  DOK  are  also  found  in  explain  section  on  STEMSCOPES.  
Teachers  use  Picture  Vocabulary  slideshow  under  Explain  tab  on  STEMSCOPES  via  My  
Backpack  to  introduce  key  vocabulary.  Before  showing  students  the  definition,  have  students  
complete  vocabulary  preview  document.  Introduce  the  words  cell  and  magnification.  
Teach erTo o lb o x_Pre GA_5L3ABC_Cells_E
viewin g Vo cab u laryTab
XPLAIN_Pictu
le_3-­‐5.p d f reVo cab u lary  (1).p p tx
 
Informational  Text  
Teachers  use  the  following  text  to  teach  the  concept  that  cells  are  the  building  blocks  of  life.  
Teacher’s  Note:  STEMSCOPES  informational  text  should  be  assigned  to  students  using  STEM  
Scopes.  Students  are  able  to  annotate  the  text,  and  answer  text  dependent  questions  when  
assigned.  Read  first  two  paragraphs  on  page  1  only.    

GA_5L3ABC_Cells_E
XPLAIN_STEMsco p ed ia  (1).p d f
   
Teachers  use  Science  A-­‐Z  informational  leveled  text  Inside  Living  Things  to  teach  cells.    The  
text  is  leveled  as  well  as  the  assessment.  Reading  strategies  and  text  structures  should  be  
used  with  all  information  text  to  ensure  student’s  comprehension  of  the  text.  Read  pages  4-­‐
5.  Discussion  cards  are  attached  to  promote  science  discussion  about  cells.    

Text  Stru ctu res.p d f in sid elivin g th in g s5-­‐ in sid elivin g th in g s5-­‐ in sid elivin g th in g s5-­‐
6_n fb o o k_lo w.p d f 6_n fb o o k_mid .p d f 6_n fb o o k_h ig h .p d f

in sid elivin g th in g s5-­‐

6_d isc_card s.p d f
 
Video  
Teachers  show  or  assign  content  connection  What  is  a  Cell  video  under  the  Explain  tab  
on  STEMSCOPES  via  My  Backpack.  Have  student  complete  video  worksheet  as  they  view  
the  video.    

CCV_W h atIsACell_T
wig .p d f
 
 
 
  
 
PowerPoint  Presentation    
Students  are  provided  with  the  information  about  cells  in  the  following  PowerPoint  and  
can  take  notes  in  their  journals.  

   
Questions  to  initiate  class  discussion:  Q:  Are  all  living  things  made  of  cells?  Q:  What  is  the  
function  of  the  structures  found  in  cells?  Q:  What  systems  are  formed  by  cells?    
 
Formative  assessment:  Draw  and  explain  how  plants  and  animals  are  comprised  of  
cells  that  have  to  been  seen  through  magnification.  Provide  evidence  to  support  your  
explanation.    

Teach erTo o lb o x_D r

awan d Exp lain _3-­‐5.p d f
 
 
Teachers  teach  crosscutting  concept  of  scale,  proportion,  and  quantity.  Students  need  to  
understand  the  size  of  cells.  Cells  are  microscopic  and  can  only  been  seen  through  
magnification  and  are  the  building  blocks  of  life.  Make  a  diagram  to  show  the  scale  (size)  of  a  
cell  to  a  plant  or  animal.    

 
Elaborate/Guided  Practice    
Select  one  or  two  elaborate  activities  for  students  to  complete.  Teachers  should  circulate  and  
formatively  assess  students  as  they  read  and  discuss  cells.    Use  DOK  questions  to  help  
generate  questions  to  ask  during  guided  practice.  Students  will  obtain  information  through  
various  task  below.  Students  will  evaluate  how  cells  are  microscopic  and  make  up  plants  and  
animals.    Lastly,  students  will  communicate  their  findings  with  each  other  and  the  teacher.    
 D O K_Q u estio n _Ste
ms.p d f
 
 
Close  Reading  
Students  will  work  cooperatively  to  complete  a  close  read  about  cells.  This  STEMSCOPES  
informational  text  can  be  assigned  via  STEMScopes.  Students  should  answer  text  dependent  
questions  at  the  end  of  the  text.  Answer  the  first  four  question  only.    

GA_5L3ABC_Cells_E
LABO RATE_Read in g Scien ce  (1).p d f
 
Math  Connection  
Students  will  use  prior  math  knowledge  to  calculate  questions  about  cells.  Math  concept  may  
not  be  aligned  to  current  math  standards.  Use  if  math  lesson  applicable.    

GA_5L3ABC_Cells_E
LABO RATE_Math Co n n ectio n s.p d f
 
Video  Connection  
Teachers  have  students  work  in  pairs  to  view  Cells  on  
https://www.brainpop.com/health/bodysystems/cells/  .  Students  should  complete  the  
task  that  accompany  the  video:  quiz  and  make  a  map.  Teachers  print  out  quiz  and  
preview  questions  before  viewing  the  video.    
 
Independent  Practice/Evaluate  
CER-­‐  Modify  the  Atoms  and  Cells  probe.  Ask  students  to  select  which  items  are  made  of  
cells  and  explain  why  they  can  only  be  seen  using  magnification.    Students  should  
provide  evidence  to  support  their  claim.    
http://aps.nsta.patron.eb20.com/ISBN/9781936137176/PageNumber/39    

Teach erTo o lb o x_Cla g rp h _o rg zr_claim_e

imEvid en ceBo xes_3-­‐5.p
vid denf ce_reaso n in g _in t_n f.p d f
 
Differentiation  Supports    
Learning  Difficulty   ● Create  a  cloze  read  handout  for  notes  on  cells.    
● Print  out  the  PowerPoint  notes.    
 ● Assign  the  readings  via  STEMScopes  and  Science  A-­‐Z  
to  have  students  utilize  text  to  talk  feature.    
High  Achieving   • Have  student  make  their  own  slides  for  the  
microscope  and  sketch  what  they  see  and  describe  
why  it  appears  the  way  it  does.  
● Have  students  research  current  issues  in  cellular  
research  and  write  an  opinion  essay  on  the  topic  of  
their  choosing.  
English  Learners   • Use  Picture  Vocabulary  on  STEMSCOPES  
• Use  STEMSCOPES  ELL  strategies  under  teacher’s  
instructions  under  Engage  and  Explore  
• Collaborate  with  ESOL  teacher.  
• Provide  differentiated  support  and  scaffolding  based  
on  English  language  proficiency  of  the  English  
learner  using  WIDA  CAN  DO  descriptors.  

• WIDA  ELD  Standard  4:    English  language  learners  

communicate  information,  ideas,  and  concepts  
necessary  for  academic  success  in  the  content  area  
of  Science.  

Online/Print  Resources  

www.brainpop.com  
www.studyjams.com