Download 5E Template- Science Name:Whitney Hanner Date: 11/14/09

5E Template- Science
Name:Whitney Hanner
Content Area:Science
Date: 11/14/09
Grade Level(s):7
Topic(s): Cell Theory
Standards (NSES or Benchmarks)
NSES:
Structure and function in living systems
Benchmarks
-All living things are composed of cells, from just one to many millions, whose details
usually are visible only through a microscope. 5C/M1a
-The way in which cells function is similar in all living organisms. 5C/M3b
Standards (SOL)
LS.2
c.) development of cell theory; and
Objectives (UKD’s)
Objective: Students will realize many scientists contributed to the definition of the cell
theory and will properly be able to match each contribution with its contributor.
K: Scientist (Hooke, Leeuwenhoek, Schleiden, Schwann, Virchow) contributed to cell
theory and how, cell theory
U: advances in technology and research lead to new discoveries
D: Rewrite the cell theory (Comprehension)
Topic/Essential Question
Cell Theory: Many Scientist assisted in the completion of the cell theory
Materials & Resources
Cell Scientists: From Leeuwenhoek to Fuchs by Kimberly Fekany
Internet (Optional)
Textbook
Encyclopedia
Cell Theory word sort
Entrance Cards
Teacher’s Notes
Encyclopedia.kids.net.au
Entrance cards.
What is a cell?
Where are cells found?
What is the purpose of cells?
Engage – Time Estimate __3__
Zooming into a cell.
http://www.youtube.com/watch?v=fNyq4A08mTo
(End movie after 35 seconds)
Explore – Time Estimate _10____
Students will be in groups and put in charge of investigating one scientist and presenting
it to the class. The groups will be divided by random numbering, one through five. There
will be multiple reading material on each scientist so students can be sure the material is
correct before they present. Students may look up information in the internet, provided a
computer is present. There are five groups and each student must relay at least one
pertinent piece of information regarding their assigned scientist investigated during their
presentation. Students should write down the information they found about their
scientist, so as to not forget. These notes will become part of students’ study material for
later assignments.
**It is important for students to focus on the scientists’ contribution to cell discovery and,
if applicable, the cell theory.
Explain -- Time Estimate ____20____
Each student relays the information they researched to the class. Students are to take
notes of the important details of each group presents. These notes should be written in
student’s field notebook. During this period it is crucial for the teacher to make sure
students have touched on the key features contributing to the cell theory. If the material
is not covered, I will inquire how the scientist influenced/contributed to the cell theory.
If they are unable to answer then I will allow them a second opportunity once the cell
theory is presented. Ties between the scientists and their advancement in cell discovery
would be important to document. Tablemates should check to make sure they have all
the same information and that is accurate
After everyone has presented I will define the cell theory.
Extend -- Time Estimate ____7____
Students will write down the cell theory in their notebooks and color code the sections of
the theory that were influenced by each scientist.
Evaluate -- Time Estimate ___5_____
Word sort. I will hand out a group of phrases or words that together will comprise the cell
theory. Without their notebooks, students are to arrange the cut-outs to form the cell
theory. (Use Cell Theory Handout)
Plans for Diversity
ELL:
-Word sort: longer phrases so there are less words to arrange.
-Presentations: Student led presentation of material so vernacular is on grade level. After
each presentation I will recap the essentials to ensure students include the major details in
their notes. Also tablemates will check each other’s work to ensure the data is consistent
with their own.
Gifted Students:
-Students who are more advanced in their reading can choose more challenging literature
to learn more about a scientist.
-During the Scientist sort, GT Students only get a scientist’s name with no description of
his contribution to the cell theory.
Short Attention Span:
-Multiple books for different grade levels to challenge students and create multiple
options for students to choose from.
-Group presentations provide an opportunity for different dynamics of teaching for the
students. Each group may have a different method of presenting the material and thus
provides variations that hopefully will keep students intrigued.
Connections
This is the introductory lesson of the unit. I am beginning with entrance cards so I know
what background the students have with the content. This will aid how I present the
material throughout the week and will help me identify who needs more assistance. I
hope to incorporate how the studied scientists influenced our current discoveries
regarding the cell. The next lesson will deal more with what the organelles scientists saw
in the cell using the newly developed compound microscope.
Teacher’s Notes::
Each of the five groups should have a textbook and any extra materials listed below the
name of the assigned. Make sure the material listed by each name is covered during the
presentations.
Hooke- discovery of cell. Coined “cell” (thought cells were only found in plant and fungi
-Robert Hooke : Creative Genius, Scientist, Inventor - Mary Gow (grades 4-6)
-Robert Hooke: Natural Philosopher and Scientific Explorer-Michael Burgan (6-8)
Leeuwenhoek- first to see bacteria and discovered that the yeasts used to make bread
dough rise were unicellular organisms.
-Antoni van Leeuwenhoek: First to See Microscopic Life
by Lisa Yount
-Cell Scientists: From Leeuwenhoek to Fuchs by Kimberly Fekany (grades 7-8)
Schleiden- Studied plant structure under the microscope (different parts of plant organism
composed of cells)
Schwann -studied animals under the microscope. Stated that animal tissues are made of
cells. (WROTE THE FIRST TWO PARTS OF CELL THEORY)
Virchow-Saw that cells could not develop from anything except other cells (WROTE
THE THRID PART OF CELL THEORY)
The color of the name should correspond with the influence on the cell theory section
below. My answers may vary from those of students so make sure they explain why they
answered the way they did for the Cell Theory Match (CTM) activity.
1. All organisms are made up of one or more cells
2. A cell is the basic unit of life in all living things
3. All cells come from pre-existing cells
LOW LEVEL ELL
Hooke- First to see a cell. Looked at cork cells through a compound microscope. Named
the block-like structure a “cell.”
Leeuwenhoek- found unicellular (one celled) organisms in yeast. First to see bacteria.
Schleiden- Studied plant structure under the microscope.
Schwann-studied animals under the microscope.
Virchow-Saw that cells came from other cells
MIDDLE LEVEL ELL
Hooke- Looked at cork cells through a compound microscope. First to discover cells.
Leeuwenhoek- first to see bacteria and discovered unicellular (one celled) organisms.
Schleiden- Examined plant structure under the microscope
Schwann- Observed animals under the microscope.
Virchow-Saw that cells could not develop from anything except other cells
OTHER
Hooke
Leeuwenhoek
Schleiden
Schwann
Virchow
CELL THOERY
1. All organisms are made up of one or more cells
2. A cell is the basic unit of life in all living things
3. All cells come from existing cells
Cell Theory Sort
All organisms are made up of
one or more cells.
A cell
is the basic
unit of life
All cells
come from
existing cells.
in all living things.