5E Lesson Plan Template

Author: Marcus Ross

Grade Level: 3-5, 6-8

Lesson Source: Myself, BrainPop: Bacterial Cell Lesson Plan: Build-a-Cell

Interactive

Concepts: To learn basic concepts of a cell and its internal functions.

Objectives: SWBAT work collaboratively to identify and learn about bacterial cells
and the role of each of the organelles. Build a bacterial cell by assembling its
organelles. And discover how they fit together. Analyze a problem related to
bacterial cells and identify the affected organelle.

Idaho State Standards: Grade: 03

CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause/effect.
Grade: 03
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
Grade: 04
CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in
which it appears.
Grade: 05
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
Grade: 06, 07, 08
CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
Grade: 06, 07, 08
CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant
to grades 68 texts and topics.
Grade: 06, 07, 08
CCSS.ELA-Literacy.RST.6-8.6
Analyze the authors purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text.
Grade: 06, 07, 08
CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).

Materials List and Advanced Preparations:

Computers or other devices with internet access
Interactive Whiteboard
Small dry erase boards for each pair or small group, or sheets of paper
Add more rows as needed (right-click on bottom row, then select insert row below)

ENGAGEMENT Time: Minutes

What the Teacher Will Do
Set-up computers for students
to begin BrainPop activity
Draw a cell body on the
whiteboard
Play the BrainPop movie
bacteria.
Student Responses and
Probing/Eliciting Questions
Misconceptions
What is the object draw on the The object on the board is a
board? cell.
What are some of its uses? Protects the body.

EXPLORATION Time: Minutes

What the Teacher Will Do
Have the class begin creating
a cell.
Ask questions through out to
engage the students more.
Student Responses and
Probing/Eliciting Questions
Misconceptions
What types of things are you
seeing?
How does this connect to our
body system?
What are these items within a
cell and what do they do?

Challenge students to come

up with definitions of each a
cells functions on their white
boards.
Have the students bring their
whiteboards up and have the
whole class analyze them
together.
EXPLANATION Time: Minutes
Student Responses and
What the Teacher Will Do Probing/Eliciting Questions
Misconceptions
Read the definitions
connected to the website.
Compare to the students
definitions.

ELABORATION Time: Minutes

Student Responses and
What the Teacher Will Do Probing/Eliciting Questions
Misconceptions
Reflect on any new
information that the class
went over.
Return to the discussion
questions on the website to
go over with the class.

EVALUATION Time: Minutes

Student Responses and
What the Teacher Will Do Probing/Eliciting Questions
Misconceptions
Have the students answer the
questions in the case study
sections. Have them write
down the answer as a test to
see what they understood and
did not understand.