(Assessment) Students will be assessed based on teacher observation of active participation and contributions to class discussion.

Day 1: Introduction to Cells Lesson Plan Topic: Living Systems, Cell Introduction Date: 4 November 2008 NSES: Life Science Standard- Structure and function in living systems Grade level: 5th Grade SOL: 5.5-The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include a ) basic cell structures and functions Subject: Cells Daily Question: What is a cell? Procedures for Learning Experience Guiding Questions Materials Needed Evaluation (Assessment) Approximate Time Needed Procedures Engagement: Teacher will open with some guiding questions. With use of the digital microscope, teacher will demonstrate that skin, blood and leaves are made up of tiny units called cells. The teacher can interactively discuss and show cells to the class. Exploration: Students will work in pairs to explore what cells look like in everyday living things. Students will mount slides with a provided item or look at a pre-made slide. Guiding Questions What makes up the skin on my hand? What about blood? What makes up the leaf of a plant? What are these tiny units called? What is different between each thing that is viewed under the microscope? What is the same? What hypotheses can you make about cells? Materials Needed Digital Microscopes Microscopes for each group of two, student lab notebooks, dry plastic slides, plastic slide covers, pipettes, items to be magnified such as cheek cells, onion cells, potato Evaluation (Assessment) Students will be assessed based on teacher observation of active participation and contributions to class discussion. Students will be assessed based on lab notebook records (see example of lab notebook set-up) and teacher observation of participation. Approximate Time Needed 10 mins 15 mins

2 Groups must look at a least three things and make detailed notes in their lab notebooks including pictures and written observations or questions. (Items provided for by the teacher which will depend on availability.) Explanation: The teacher will share a prepared slide, using the digital microscope, of an animal and a plant cell. The teacher will lead a discussion in the major differences between the two and some similarities. The teacher will branch out as to why the cells are made this way (purpose). Extension: Each group will pick one of the slides they looked at to share with the class but What do you notice about the outside boundary of the cell? What about the overall shape of the cells? Why do you think the cells you looked at were different? Is this a plant or animal cell? What else do you notice? Are the cells cells, maple leaves, cork cells, etc. Digital microscope and prepared slides of an animals and plant cell Digital microscope Students will be assessed based on teacher observation of active participation and contributions to class discussion. Students will be assessed based on teacher observation of active participation, 10 mins 25 mins

they will keep the identification of the slide a secret. Using the digital microscope, each group s slide will be presented to the whole class and the class will guess what it is. Students may ask 5 questions to the presenting group. comparable to anything your group looked at? careful observations of slides and creative thinking. 3 Notes: Unit: This lesson would fall at the beginning of a unit on cells. But, the class needs to be proficient in the use of microscopes and mounting slides or else more time will be needed to teaching microscope usage skills. Safety: Students need to be familiar with proper use and handling of microscopes. Differentiation Strategies: Grouping of students can be prearranged based on ability so students can help each other. *For Day 2: Make jello cells tonight (see directions in Day 2 exploration).

Topic: Living Systems Date: NSES: All students should develop an understanding of structure and function in living systems. Grade level: 5 th SOL: 5.5. The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include: a) basic cell structures and functions. Animal Cell Structure and Function Daily Question: What are the main parts and functions of plant and animal cells? Subject: Plant and 4 Procedures for Learning Experience Guiding Questions Materials Needed Engagement: Show students the finished plant What structures do these Completed cell and animals cells that the teacher completed the Jell-O concoctions represent? models night before and brought in. Tell students that today they are going to have the chance to make Do you notice any their own Jell-O cell models. differences? Evaluation (Assessment) Students should notice there are differences between plant and animal cells. Approximate Time Needed 5 min. Exploration: The teacher should prepare the Jell-O 1 ½ hours before the lesson putting the green Jell-O in the Tupperware containers and the red Jell-O in the plastic bags. When the Jell- O has thickened give each pair of students a dish of green Jell-O and a bag of red Jell-O. Each pair should also be given grapes, small marshmallows, one large marshmallow, one cherry, and gummy worms to put in their Jell-O cells. Students should make inferences about which food items they think represent which cell part. They can choose any food item they want to represent a cell part and function, but they need to give evidence for why they chose what they did. Why do you think the plant cell is green? What do you observe in these different cell models? Which cell parts do you think the different food items represent? (Ask this question before explaining each food item and its representation) Why are the plant cells in a container with sides but the animals cells are in bags? 3 boxes of Green Jell-O, 3 boxes of red Jell-O, green grapes, small marshmallows, large marshmallows, gummy worms, red cherries, one plastic Tupperware container for each pair, plastic bags, large bowl Observe students to make sure that: 1) pairs are working well together 2) students should not be eating their food items or their Jell-O As students ask questions observe whether they are confused about the differences, and clear up any misconceptions 30 min.

5 Explanation: Use the completed cell models the teacher made the night before. Show students the plant cell model and have them explain the different cell parts and their functions. Then show students the animal cell and point out things that are similar between the two cell models. Have students make a list of things that have plant cells and things that have animal cells. Which cell model looks like a tree cell? What about a human cell? What body organ in humans is similar to the nucleus in cells? (the brain) Completed cell models, whiteboard, dry erase markers Observe students understanding of basic cell structure and function Evaluate the list students generate to make sure each thing is in the right category 15 min. * Extension: The next day students should look at their completed cell models. Tell students they can eat them, but as they pick their cells apart they should talk with their partner about what cell part that food item represents, and also the function of that cell part. After students eat their cell models show them the other food items brought in the next day. Have students make inferences about which food item represents which cell part. Students must give evidence for their choices. Can you see cells without a microscope? What differences did you notice between the two cell models as you ate them? Students completed cell models, spoons, paper towels, gushers, Twizzlers, blueberries, mandarin orange slices, and M&Ms Clear up any misconceptions Observe students as they discuss with their partner the different cell parts and functions Observe students responses to questions asked and clear up any misconceptions 5 min. Notes: This lesson is the second lesson of a six lesson series. Safety notes: remind students they should not eat their cell models. Make sure no students have food allergies. Differentiation strategies: students will work in pairs, which will support students with disabilities. The hands-on nature of the activity will allow ADD and ADHD students to participate without being disruptive. The evaluation rubric is attached.

Topic: Living Systems Date: NSES: Content Standard C- As a result of their activities in grades 5-8, all students should develop understanding of: structure and function in living systems. SOL: 5.5- The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include: a) basic cell structures and functions Grade level: 5th Subject: Plant and Animal Cells Daily Question: How are plant and animal cells alike and different? 6 Procedures Guiding Questions Materials Evaluation (Assessment) Engagement: How are plants and Writing utensil, Student Ask students if animals alike and overhead/whiteboard participation and they remember different? responses their jello models from yesterday. How were your How were the plant jello models from and animal models yesterday alike and alike and different? different? Reinforce that cells are the foundation of life and that difference in cell structures explains the difference between plants and animals. Tell students that today we are going to continue to compare plant and animal cells. Exploration: (Extension from day 2) Students should look at their completed cell Can you see cells without a microscope? What differences did Students completed cell models, spoons, paper towels, additional food items (licorice, grapes, etc) Observe students as they discuss with their partner the different cell parts and functions Time needed 5 mins 5 minutes- eating jello models

7 models. Tell students they can eat them, but as they pick their cells apart they should talk with their partner about what cell part that food item represents, and also the function of that cell part. After students eat their cell models show them additional food items. Have students make inferences about which food item represents which cell part. Students must give evidence for their choices. As students finish eating, pass out pictures of plant and animal cells (unlabeled) and Venn diagram handouts. Have students examine the pictures and write observations on the Venn diagram. Ask them to infer which you notice between the two cell models as you ate them? What cell structures are alike in each diagram? What cell structures are different? How can you tell which is the plant cell and which is the animal cell? Pictures of plant and animal cells, Venn diagram handouts Observe students responses to questions asked and clear up any misconceptions Students staying on task and completing the Venn diagram. Do they have detailed observations? 10 mins

8 one is the plant cell and which one is the animal cell. Explanation: Reveal the plant and animal cells. Reinforce that the plant cell has the cell wall and chloroplasts. Pass out microscopes and prepared plant and animal cell slides and allow students to look for the cell features in both. Meanwhile, distribute copies of Cell Mates booklet worksheets and Plant and Animal Cells Study Prints. Have students create booklets, then read and take notes on the study prints. Review answers as a class. Extension: Have students discuss at their tables how each cell feature could connect to a part of What feature did the plant cell have that the animal cell did not? What are the functions of the cell s parts? How are the plant and animal cells different? How are cell features similar to parts of a school? Microscopes and prepared plant and animal cell slides Copies of the booklet worksheets and study prints Copy of school map for each table Student written and oral reports Student responses 5 minutes 15 minutes 5 mins

the school, eg- the nucleus=the principal; the cell wall=the exterior wall of the school; the vacuoles= the cafeteria, restrooms Provide a copy of school map to each table and have students label the rooms/areas with corresponding cell features. 9 Notes: This lesson is a continuation from the previous day s lesson on cell parts and functions and the third lesson of a six lesson series. Safety notes: make sure students have no food allergies before allowing them to eat their cell models. Also review proper microscope handling before passing out slides. Differentiation: students can work in pairs when completing cell picture observations and Cell Mates booklet notes. References: Learning cycle adapted from: Virginia Department of Education. (2006). Plant and animal cells. Science enhanced scope and sequence- grade 5 (p. 21-24). Retrieved November 23, 2008 from http://www.doe.virginia.gov/vdoe/enhancedsands/scigrade5.pdf With materials from: AIMS Education Foundation. (2004). Cell mates. Virginia 5 th grade life science (p. 24-38).

Topic: Living Systems Date: Day Five NSES: Standard C- As a result of their activities in grades 5-8, all students should develop understanding of: structure and function in living systems. SOL: 5.5- The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include: c) vascular and nonvascular plants Grade level: 5th Subject: Plants Daily Question: What is the difference between vascular and nonvascular plants? 10 Procedures Guiding Questions Materials Evaluation (Assessment) Engagement: Ask Can you name -samples of grass Student responses students to name some plants? -white carnation and participation different types of How might you -celery stalks plants. List on categorize them? -peat moss whiteboard. What do these Display grass plants need to live? clippings, white How do they eat carnation, celery or drink? stalks, and peat moss. Ask students if these are all plants and how they would categorize them. Ask them to think about how the plants receive their water and nutrients. Exploration: Tell students they are going to explore how water moves in different types of plants. The night before How can we find out how a plant drinks? Where did the food coloring go? What can we infer about how the celery For each student group of 4-5: -celery stalk with leaves that has been placed overnight in a jar filled with water and 10 drops of blue food Students participating and remaining on task Quality of observations Time needed 5-10 mins 10 mins

lesson: place 5 celery stalks in jars half full of water mixed with 10 drops of blue food coloring. During lesson: give each table group a celery stalk. What happened? Have students cut celery stalks in half and examine them both by eye and under a microscope. Have them write observations in their science journals. Provide each group with a limp celery stalk, disk of peat moss, a balance, and masses. Instruct groups to find the mass of the celery and the mass of the peat moss and record it on their Water Passages worksheet. Have students write down which plant they predict will absorbs water? What is the difference between the celery and the peat moss? What plant do you predict will absorb more water? Why might this be? coloring -microscope -knife (to be handled by teacher) -2 clear 10-ounce cups -two rubber bands -celery stalk -peat moss disk -graduated cylinder -balance -masses For each student: Water Passages worksheet 11

absorb more water. Have them add 200 ml of water to each clear cup and slide a rubber band around each cup to mark the initial water level. Then have the groups add the peat moss and the celery to the cups and record any observations they have in their journals. Tell students they will leave the cups in a safe place overnight and make further observations during the next science class. 12 Explanation: Distribute booklet sheets on Plant Passageways and have students construct their own. Read as a class and make chart on the board headed with Vascular and Nonvascular. Have students What are the characteristics of vascular and nonvascular plants? Which type is more common? How would you categorize the peat moss and celery? Plant Passageways sheets Student written and oral participation 10 mins

13 volunteer characteristics of each with examples of plants. Extension: Provide each table a white carnation. Tell students that they now have an opportunity to use what they ve learned to change their carnation to a different color or even multiple colors. Is the carnation vascular or nonvascular? Is it more similar to the celery or the peat moss? How might you change the carnation to two colors? White carnation for each table, jar, water source, yellow, blue, and red food coloring Student participation 5 mins Notes: This is the 5 th lesson in a series of 6. Safety note: Make sure teacher cuts open the celery for students. Provide a safe place to store jars for the absorption activity in the classroom to avoid spills or contamination. Differentiation: students will be working in collaborative groups. References: Learning cycle adapted from: Virginia Department of Education. (2006). Tubes for the move. Science enhanced scope and sequence- grade 5 (p. 42-43). Retrieved November 23, 2008 from http://www.doe.virginia.gov/vdoe/enhancedsands/scigrade5.pdf and AIMS Education Foundation. (2004). Water passages. Virginia 5 th grade life science (p. 152-158).

Topic: Living Systems Date: Grade level: SOL: 5.5. The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include d) vertebrates and invertebrates. Subject: Vertebrates and Invertebrates Daily Question: Which animals are vertebrates and which animals are invertebrates? Procedures Guiding Questions Materials Evaluation (Assessment) Time needed Engagement: Tell students that just like they learned yesterday about two categories of plants, there are also two categories that animals fall into. Show students the video of the squid moving through the water (about one minute into the video). After showing the video to students have a volunteer come up to the front of the class and walk around. Tell students they are going to observe some animals in their habitats today and take notes on what they observe. Remind students not to tap on the glass of the cages, or take the animals out of the cages. Hand out the observation worksheet (attached). What differences do you notice about how humans and squids move around? Why do you think humans can stand up straight and walk, but squids cannot? Computer, projector, YouTube video, student volunteer, observation worksheet Observe student responses to see if they notice differences between how humans and squids move around. 5 mins Exploration: There will be five stations, which puts four students in each group. Station one will have a hamster, station two will have goldfish, station Does your prediction of whether the animal has a backbone or not have anything to do with its environment? Hamster, goldfish, worms, butterflies, computers, four cages, students will need their science notebook and a pencil Note students predictions Observe students to make sure everyone is taking notes 30 mins 14

three with have worms, station four will have butterflies, and station five will be videos of jellyfish swimming around. Students will observe for five minutes at each station and take notes about what they observe. For each station students will make an inference about whether they think the animal has a backbone or does not have a backbone. Explanation: Ask students if they know the names of the two categories animals fall into. After students answer the question write the two categories (vertebrate/invertebrate) on the board. Explain to students what vertebrate and invertebrate mean. Give examples if they need clarification. Have students volunteer their answers and write them in the appropriate category. Tell students to name any other animals they can think of that fit into the invertebrate category. Tell students that all insects are invertebrates because they have exoskeletons instead of backbones. Would all insects go in the same category of backbone or no backbone? If animals do not have backbones how do they move around? Ask students which animals go in which category. Do you know any other invertebrates that are not listed? Does environment affect whether an animal has a backbone or not? Whiteboard, dry erase markers Observe students to make sure no one is opening cages or tapping on cages Note students placement of animals in the two categories Clear up any misconceptions 10 mins Extension: Have students Do you see more animals Magazines, large Collect collages to make 20 mins 15

16 pick a partner that they can work well with. Give each pair a magazine. Have them draw two columns on a large piece of construction paper labeled vertebrate and invertebrate. Tell students to cut out at least 10 pictures for each category and make a collage of each type of animal. that are vertebrates or invertebrates in your everyday life? Which category do mammals fall into? What about fish? How about sponges? construction paper, students will need glue, scissors, and markers sure students can identify animals with and without backbones Notes: This is the last lesson on a series of lessons on living systems. Safety notes: students should not tap on the glass of cages, or open cages. Differentiation strategies: group work should allow students with disabilities the support they need to be successful. Students with ADD and ADHD will enjoy the opportunity to get out of their seats.

17 Day 6: Monerans, Protists and Fungus Lesson Plan Topic: Living Systems, Kingdoms (Monera, Protist, Fungi) Date: 23 November 2008 NSES: Life Science Standard- Structure and function in living systems Grade level: 5th Grade SOL: 5.5-The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include b ) kingdoms of living things Subject: Monerans, Protists, Fungus Daily Question: What are monerans, protists, and fungus? Procedures Guiding Questions Materials Evaluation (Assessment) Time needed Engagement: The teacher will bring in samples of pond water, a slide of bacteria, and bread mold. The students will examine each specimen with either their naked eyes or the digital microscope and discuss what they are called. Conclude engagement with a review of the classification system and kingdoms (taught on Day 5). What are these specimens? Are they similar? Should they be classified together? Out of the kingdoms discussed on Friday, where do you think these organisms belong? Pond water, bread mold, bacteria slides, and digital microscope Teacher observation of active participation and contribution to class discussion 10 mins Exploration: The students will be divided into groups and be given ten different specimens. The groups will have to classify the specimens given the text that will describe kingdom characteristics. The What is similar about all the specimens in a given kingdom? What is different between the kingdoms? Ten different moneran, protists, and fungus specimens for each group (depends on pre-made slide availability but each group needs one example of Students will be assessed based on lab notebook records and teacher observation of participation. 15 mins

students will record their observations and classification in their science lab notebook each kingdom), microscopes 18 Explanation: The groups will reconvene with the whole class and share their findings. The group s spokesperson will state the specimen name, classification of each organism and the reasoning behind specimen classification. If there is a disagreement on classification, the teacher will put the specimen under the digital microscope and lead an open discussion on where it should be classified. Extension: The students will work in pairs to research more in depth about one of the specimens seen in class. The pairs can use computers or the text provided. Each student will record their findings in their lab notebook. Why did you classify that specimen in that kingdom? What is the purpose behind classification? What two kingdoms did we not see today? Digital microscope Computers and text books Students will be assessed based on teacher observation of active participation and contributions to class discussion. Students will be assessed based on teacher observation of active participation, careful observations of slides and creative thinking 10 mins 25 mins

Notes: Unit: This lesson would be presented after the introduction to kingdom classification as a more in depth look into the kingdoms, protists, monerans, and fungus. Safety: Students must demonstrate care when handling microscopes, slides, and specimens. Differentiation Strategies: Grouping of students can be prearranged based on ability so students can help each other. 19