5E Lesson Plan

Introduction to Cell Types

Your name or Whitney White

Cooperating
teacher name
(if needed)

Date(s) taught November 16, 2022

November 17, 2022
November 18, 2022

Subject Biology (Advanced Level)

Grade level 9th grade

Materials STUDENT MATERIALS:

KWL Activity Handout (Digital Version)
KWL Activity Handout (Printable Version)
Cell Types with iCell (Organizer and Questions)
Cell Types Notes (Student Version)
Cell Types Discussion Questions
Specialized Human Cell Types Website Checklist
Specialized Human Cells Website Reflection

OTHER MATERIALS:
Promethean ActivPanel (or similar technology)
Access to YouTube
Google Classroom (or other LMS)
Access to Quizizz.com (or similary platform)
Introduction to Cells Video by Frank Gregario on YouTube
images of 3 cell types

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 Quizizz Assessment: Guess the organism made from each cell
iCell (a Hudson Alpha interactive simulation)
Cell Types Notes (Teacher Version)
Bozeman Science “A Tour of the Cell” Video on YouTube
Completed Cell Types Notes (for reference)
Specialized Human Cell Types Sample Website

Standards ALSDE Standard (State Standard)

(State and
Biology 2) Obtain, evaluate, and communicate information to describe the
ISTE
function and diversity of organelles and structures in various types of cells (e.g.,
Standards for
muscle cells having a large amount of mitochondria, plasmids in bacteria,
Students)
chloroplasts in plant cells).

ISTE Standard for Students

1.6) Creative Communicator Students communicate clearly and express

themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.
Students:
a. choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
b. create original works or responsibly repurpose or remix digital
resources into new creations.
c. communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or
simulations.
d. publish or present content that customizes the message and medium
for their intended audiences.

Objectives Students will be able to:

Define organelle, eukaryotic cell, and prokaryotic cell.

Compare and contrast functions and structures of cellular components, such as

cell membrane, cytoplasm, and cell wall, and organelles in animal, plant, and

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 bacteria cells using a chart/diagram.

Explain the relationship of organelles and their structure in various types of

cells; specifically specialized types of cells found in humans, using a student
created website.

Create and publish a website, using a platform of their choice, to communicate

their research on a specialized human cell type of their choice, using
informational text, images, videos, etc.

Differentiation This lesson addresses a varietiy of learning styles. Throughout the lesson
Strategies there are various images, simulations, and videos for the visual and auditory
learners. For the visual learners the iCell interactive simulate provides an
excellent visual representation of the cell. Additionally, for the auditory
learners, the iCell interactive provides an audio option. This audio option is
also a great resource for students who read below grade level, and for students
that are non-native English speakers. The gallery walk to evaluate and learn
about the various types of specialized cells found in humans address the needs
to kinesthetic learners.

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The 5 Es

E Description

Engagement The teacher will review information learned from the previous lesson on the
discovery of cells and the development of the cell theory by asking students a
short set of questions and a whole class discussion format. the teacher will then
tell students that for the next phase in learning about cells we will focus on the
different types of cells. The teacher will instruct students to take out their
individual Chromebooks (or other device) and open the Introduction to Cells
KWL Activity document that has been posted to Google Classroom (or similar
Learning Management System).
Note: The digital version was used in this lesson, but there is also a printable
version available (see Materials List).

The teacher will instruct students to complete the “K What I Know” section on the
document with information they already know about cells. The teacher will give
students 3 minutes to complete this section. The teacher will remind students to
only open the document provided, use their own words and ideas, not
information they can find on the Internet. next, the students will be instructed to
complete the “W What I Want to Know” section with questions or questionable
ideas they have about cells. students will be given 3 minutes to complete this
section. The teacher will then show students the “Introduction to Cells” video by
Frank Gregorio on YouTube. Following the video, students will be given 3
minutes to complete the “L What I’ve Learned” section of the KWL activity.
Students will also add any additional questions or questionable ideas they have
about cells after watching the video to the “W What I Want to Know” section of
the KWL activity.

The teacher will now lead a whole class discussion about student responses on
the KWL activity sections. The teacher will record student responses for the
whole class to be able to view on the Promethean ActivPanel.

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 E Description

Engagement The teacher wil assess student engagement in two ways. First, based on
Assessment student responses during the whole class discussion of the KWL activity.
Second, the teacher will show students images of 3 cell types (animal, bacteria,
and plant). Students will be given 1 minute to discuss in their groups (students
were grouped at the beginning of the school year) similarities and differences
they observe in each cell type to determine which type of organism is made from
each of the 3 cells. Students will then share this information individually through
a live Quizizz, Guess the organism made from each cell (a similar platform could
be used). Once the live Quizizz is complete the teacher will review the
responses with students and reveal correct answers.

Note: During the Quizizz live assessment students will be reminded to enter
appropriate names (both for their name when entering the quiz and names of
organisms). Students will also be reminded to only access Quizizz and not to
access other sites, email, etc. while using their Chromebooks during this activity.

Exploration Students will use iCell (a Hudson Alpha interactive simulation) to explore animal,
bacteria, and plant cells. The teacher will demonstrate how to use iCell before
students are instructed to access the platform. Next, the students will be given a
printed version of the Cell Types with iCell (Organizer and Questions) document.
The teacher will review the document and instructions with students, prior to
allowing students to access iCell. The students will read 3 different levels of
informational text (basic, intermediate, and advanced) about components and
organelles found in all 3 cell types; animal, bacteria, and plant. Students will
then select 2 levels of informational text to create a summary about the structure
and function of each cell component/organelle. Students will use observation of
the 3D moveable cells to determine a general location for each cell
component/organelle. Students will collaborate within their groups to develop
their summaries. This information will be recorded on the Cell Types with iCells
document.

The teacher will address any student questions about the assignment.

The teacher will remind students that the information provided in their summaries
must be their own work and ideas, not simply copied from the text. Students will
also be reminded that while they are using their Chromebooks, they should only
access the iCell platform and no other websites, email, etc. Once reminders
have been given the students will be instructed to access the iCell platform
through a link provided on Google Classroom. Students will also be given the
option to access a digital version of the Cell Types with iCell document.

Exploration Students will be assessed based on their responses to the “Compare and
Assessment Contrast” section of the Cell Types with iCells handout. Students will compare

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 E Description

and contrast all 3 cell types.

Explanation Students will be given a graphic organizer to complete, Cell Types Notes
(Student Version). Students will be given a printed or digital version depending
on their preference. If students select the digital version using their
Chromebooks, students will be reminded of proper use (only access the
document, do not navigate to other websites, check their email, etc.)

The teacher will display the Cell Types Notes (Teacher Version) on the
Promethean ActivPanel and complete the blank notes with the students.

The teacher will first show the students a portion of the Bozeman Science “A
Tour of the Cell” Video on YouTube beginning at 3:52 through 5:18 which
explains basic cell types; prokaryotic and eukaryotic cells. The teacher will ask
the students to describe prokaryotic cells. Using student provided responses the
teacher will complete a definition for prokaryotic cells and record this information
on the notes organizer. The teacher will then ask students to describe
eukaryotic cells and using student provided responses will complete a definition
for eurkaryotic cells, recording this information on the notes organizer. The
teacher will explain the difference between the prefix “pro-“ and “eu-“ in relation
to the presence of a nucleus. The teacher will ask the students to describe
organelles and using their responses will develop a definition for organelles that
will be recorded on the note organizer.

Now the teacher will discuss the various types of organelles/cell components,
references eukaryotic cells mostly, based on their collective function. The
teacher will begin will organelles/components used for protein production. For
each organelle the teacher will begin by asking students to describe what they
already know about the organelle. The teacher will provide a condensed version
of the information provided by the students, verifying correct responses and
correcting any misconceptions. The organelles discussed will include nucleus,
nucleolus, ribosomes, rough endoplasmic reticulum, Golgi apparatus, and
vesicles. (See Completed Cell Types Notes for information on each). The
teacher will show the students a diagram with these organelles involved in
protein production and provide students with a summary of the process (See Cell
Types Notes Teacher Version for this diagram).
Students will be instructed to discuss the following scenario in their groups.
Students can write down their responses if they choose to do so, but it is not
required. The teacher will pose the question, “What if genetic material (DNA)
was absent? What would happen?”. Students will be given 3 minutes to discuss
this question in their groups. At the end of the 3 minutes, two groups will be
randomly select to share their ideas.

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 E Description

Next, the teacher will show Bozeman Science “A Tour of the Cell” Video on
YouTube from 5:35 to 9:32.

Next, the teacher will discuss organelles involved in energy flow; chloroplasts
and mitochondria. For each organelle the teacher will begin by asking students
to describe what they already know about the organelle. The teacher will
provide a condensed version of the information provided by the students,
verifying correct responses and correcting any misconceptions. The teacher will
show the students a diagram with these organelles involved in energy flow and
provide students with a summary of the process (See Cell Types Notes Teacher
Version for this diagram).

Students will be instructed to discuss the following scenario in their groups.

Students can write down their responses if they choose to do so, but it is not
required. The teacher will pose the question, How might an overactive
mitochondrion effect a cardiac muscle cell which is known to contain
approximately 5,000 mitochondria per cell? Students will be given 3 minutes to
discuss this question in their groups. At the end of the 3 minutes, two groups will
be randomly select to share their ideas.

Next, the teacher will show Bozeman Science “A Tour of the Cell” Video on
YouTube from 11:00 to 11:33.

Lastly, the teacher will explain the following cell structures: lysosomes,
peroxisomes, vacuoles, smooth ER, cytoskeleton, cell wall, and cell membrane.
Beginning with lysomsomes the teacher describe the role of lysosomes,
recording the information on the notes organizer then showing the students the
Bozeman Science “A Tour of the Cell” Video on YouTube from 12:18 to 12:57.
Students will be instructed to discuss the following scenario in their groups.
Students can write down their responses if they choose to do so, but it is not
required. The teacher will pose the statement, Describe the effects on a cell if
lysosomes are non-functional. Students will be given 3 minutes to discuss this
question in their groups. At the end of the 3 minutes, two groups will be
randomly select to share their ideas. Next, peroxisomes, vacuoles, smooth ER,
cytoskeleton, cell wall, and cell membrane will be discussed with information
being recorded on the notes organizer.

Completed Cell Types Notes

Explanation Students will be assessed using 6 open-response critical thinking questions to

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 E Description

Assessment access their understanding of how organelles/cell components function in

relation to survival for the organism.

Cell Types Discussion Questions

Elaboration Students will create a website using Google Sites, Weebly, Wix, or other website
building platform approved by the teacher. Students will select one type of
specialized human cells; red blood cells, skin cells, bone cells, skeletal muscle
cells, cardiac muscle cells, smooth muscle cells, or nerve cells.

Students will research the cell type of their choice using reputable digital
resources to determine the function, structure, interesting facts, and
conditions/disorders common to that cell type.

The teacher will review the checklist and sample website with the students
before students are allowed to begin or access their Chromebooks.
Students will be reminded for proper use of their Chromebooks and to make sure
they are giving appropriate credit for all informational text, video, images, etc.

Once websites are complete, students will evaluate their peers websites in a
gallery walk. Students will select 4 websites they found most interesting and
complete the Specialized Human Cells Website Reflection.

Evaluation Students will be evaluated on the accuracy of the content in their website as well
as completion of the Specialized Human Cell Types Website Checklist

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

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Polman, J.L. (2000). Designing project-based silence: Connecting learners through
guided inquiry. New York: Teachers College Press.

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