Download Building Blocks of our Body

Science Lesson Planning Template
5 E Learning Cycle Model
Context Issues of the Lesson
Unit or Lesson Title:
Unit: 4
Grade Level
Building Blocks of Our Body
5th-7th
Topic/Theme/Nature
of the Investigation:
What Are Cells?
NGSS Performance
Expectation(s)
Next Generation
Science Standards
LS1.A: Structure and Function

NGSS Dimension 1
component
Modeling
Developing and Using Models
(Scientific and Engineering
Practices)
Dimension 1
Modeling in 6–8 builds on K–5 experiences and
progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.

NGSS Dimension 2
component
(Crosscutting Concepts)
Dimension 2
NGSS Dimension 3
component
Develop and use a model to describe the
function of a cell as a whole and ways parts of
cells contribute to the function. MS-LS1-2
Develop a model to describe phenomena.
(MS-LS1-2)
Scale, Proportion, and Quantity

Phenomena that can be observed at one scale may not be
observable at another scale. (MS-LS1-1)

All living things are made up of cells, which is the smallest unit
that can be said to be alive. An organism may consist of one
(Disciplinary Core Ideas)
Dimension 3
single cell (unicellular) or many different numbers and types of
cells (multicellular).

Within cells, special structures are responsible for particular
functions, and the cell membrane forms the boundary that
controls what enters and leaves the cell.
Duration:
.
3-4 Class Periods
Lesson Planning Template - - The 5 E’s
Planning Stages Within the 5-E Inquiry Model
Engage
PURPOSE:
Students are given labeled diagrams of animal and plant cells. They are asked to explain
similarities and difference between the two examples.
What is the teacher doing? What are the students doing?
1. Teacher is creating opportunities for students to expand their knowledge on cells by
comparing structures and functions through various activities.
2. Students are collecting evidence to show their growth in knowledge on how cells
function.
Explore
PURPOSE:


Student identify the necessary organelles found in the plant and animal cells
Students begin to explain how each organelle function in the cell.
Activities (list)
1. Students are given pictures of both plant and
animals cells labeled. Students work in
groups of no more than 3 to collected data on
seminaries and difference they observe in
both cell diagrams. Student report out on
information they collected to other groups.
Questions what organelles seem to be
important in each cell type? Tell why?
Driving Question
Why are cells important to the
building blocks of our body?
What structures and functions
are the same or different in both
plant and animal cells?
2. Students will use food items to reconstruct
plant and animal cell. i.e. square (Plant cell)
round (animal cells) . Use various candies or
healthy snacks to represent the organelles
found in each cell. Question what items you
would use to represent the organelles in a
plant and animal cell. Explain why you
would use these items.
3. Student will compare their plant and animal
models with others students to explain why
they constructed their model.
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of quality)
Students will construct a booklet, foldable that reflect the function of organelles
Explain
PURPOSE:


To provide students with additional resources to build knowledge about cell organelles and their functions
To provide workable definitions and compare organelle functions to other systems..
Lesson Planning Template - - The 5 E’s
Content Media: (written material, video, teacher lecture, technology)
Teacher directed activities( Use of technology below will help further explain functions
of cells)
1. Teacher provided stations to explain functions of organelles in plant and animal
cells.
2.
Students are placed in groups of 4 to review power point presentation on Plant and
animal cells. Student will complete a guided outline related to the presentation to
complete. They will report on their findings with another group.
Sample of possible PowerPoints to use with students. Small group:


Free PowerPoint Presentations http://science.pppst.com/cells.html - Introduction to
the Cell, Plant and Animal Cell, Cell Theory, etc.
http://sun.menloschool.org/~cweaver/cells/- Reinforcement of animal and plant cell
terms http://www.explorelearning.com/index.cfm (Cells) Free 30 Day Trial for
online simulations that power inquiry and understanding http://www.brainpop.com/
(Cells) Free 30 Day Trail for Movie Clip and Quiz
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
1. Student will do oral presentation on the power point presentations they reviewed
Elaborate
PURPOSE:

to extend students' conceptual understanding through application or practice in new settings
Activities:
1. Students will participate in a scavenger hunt related to organelle functions. Given
cards with clues for function and organelles.
2. Students will self-check using answer key when completed. Students will record
Content Media: (written material, video, teacher lecture, technology)
1. Study Jams Scholastic. com Plants students will use this site to do pre and post
quiz. Look over vocabulary words and view short video
Extending/Application Questions for Whole/Small Group Discourse:
Lesson Planning Template - - The 5 E’s
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
Evaluate
PURPOSE: In this phase students assess their ability to recreate model for plant and animal
cell.
Skill/Reasoning Learning Objectives
1. Teacher need to assess prior
knowledge then compare with post
test to determine growth of student
knowledge.
Assessment Instrument
Pre’ Post testing over material to be
covered.
2. Student are able to write about the
cell model they completed
Lab sheet works with completed diagrams of
their cells and explanations.
3. Students have the ability to engage
in an argument that supports their
learning by using collected data.
Students will compare two function oof
organelles and create if the statements (cause
and effect) using their data to support their
claim.
If this organelle was missing from the cell
then ________________would cause the
cell to because________________________
Assessment Instrument
Knowledge Learning Objectives
Persuasive essay on which organelle is
more important and why.
Rubric for identifying part function
purpose and importance of the organelle..
“My organelle is the most important one in
the cell because….) Outcome presented in
debate format..
Lesson Planning Template - - The 5 E’s