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K5 Science Endorsement GPS Lesson Plan

*please delete the blue instructions and change the font to black before submitting*

3 days
Title Cells to Microorganisms

Teacher(s) Tahet
E-mail
School Sawyer Road
Lesson Title
Grade Level Concepts(s)
Targeted
Performance Expectation In this activity, students will be introduced to the concept of things
existing that are too small to be seen without magnification.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept


Practice (Content)
Reading: compare and Scenario Dr. Barnes and Dr.
Hensley, two scientists, recently
contrast discovered the set of unknown
cells pictured below. Dr. Barnes
argues that the set of cells is
from an animal because he
notices cytoplasm and nuclei.
Dr. Hensley argues that the set
of cells is from a plant because
he notices cell walls and
chloroplasts. Prompt Write a
scientific explanation agreeing
with either Dr. Barnes or Dr.
Hensleys identification
Georgia Performance Standards - cut and paste standard # and standard from
www.georgiastandards.org
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.
b. Develop a model to identify and label parts of a plant cell (membrane, wall,
cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and
nucleus).
c. Construct an explanation that differentiates between the structure of plant and
animal cells.
S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit
or harm larger organisms.
(
Clarification statement:
Possible microorganisms could include Tardigrades, Lactobacillus,
Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox),
Ecoli, Algae, etc. Students are
not expected to know these specific microorganisms. The list is provided to give teachers
examples.)
a. Construct an argument using scientific evidence to support a claim that some
microorganisms are beneficial.
b. Construct an argument using scientific evidence to support a claim that
some microorganisms are harmful.

Safety Considerations - Important: include safety rules general, but also specific rules to
activities completed during the unit.

The Learning Plan: <Briefly describe the sequence of activities for the lesson.> In the course
of the planning identify at least 1 of the 5 Es. Outline the specific Es below:

ENGAGE: Write the following words on the index cards with only one word per card: sandwich,
house, school, kitchen, computer, car, bicycle, and closet.

EXPLORE: In this activity, students will use a microscope to view and sketch cells, construct models
of cells, and identify similarities and differences between the cells in plants and animals.

EXPLAIN: Question Prompts Remember/Recall What is a cell? A cell is the basic structural and
functional unit of all organisms. All living things are composed of cells. All nonliving things are not
composed of cells. Where is cytoplasm found? Cytoplasm is the jelly-like substance that fills in
around all the other plant structures. Understand/Skill and Concept How do plant and animal cells
compare? Plant and animals cells both have a nucleus, cell membrane, and cytoplasm. How do
plant and animal cells differ? Plant cells have unique structures that animal cells do not have
specifically the cell wall and chloroplasts.

EXTEND: Reading Vampire and cell Lexile level 950

EVALUATE: Concept Review Game key term and concepts


Title of the Lesson:
Lesson Logistics/Materials: < What management considerations will you need to make? What
materials are needed? Are your students working as a whole group, in small groups or as
individuals?> Copy and paste documents at the end of the chart.***
Opening/Hook/Initial Focus: <How will you ENGAGE students? How will you connect to prior
knowledge and previous lessons/content?>

Work Session: <How will your students be actively engaged in the development of concepts
during the class period? This section may include multiple activities, different group strategies
and may occur over a period of several days. These could be EXPLORE, EXPLAIN, EXTEND or
include EVALUATE strategies such as a formative assessment.>

Closing: <How will you close the class period? How will you summarize the days learning and
tie concepts together? How will you EVALUATE your students understanding?>

Documentation of Resources - Document sources used to develop units. Include useful


websites for content development of someone utilizing your unit.