Science
Strand:
SCI.III.1.1
Using Scientific Knowledge in Life Science
Standard:
Grade: 5
Cells - All students will apply an understanding of cells to the functioning of
multicellular organisms, including how cells grow, develop and reproduce
Benchmark:
Demonstrate evidence that all parts of living things are made up of cells
Constructing and Reflecting:
SCI.I.1. 1 - Generate scientific questions about the world based on observation.
• Generate questions about microorganisms and various human cells observed under a microscope.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
• Provide evidence that all parts of living things are composed of cells.
• Evaluate the claims of various medical treatments that rely on strengthening the disease-fighting response of
specialized cells in the human body.
Vocabulary / Key Concept
Types of living things:
• plants
• animals
Parts of organisms:
• All functions of organisms are carried out by cells
Tools:
• Microscope
• Hand lens
Context
Common plant or animal cells
Knowledge and Skills
Demonstrate evidence that all parts of living things
are made of cells.
Resources
Coloma Resources:
• Discover the Wonder Text – Module A
• Scott Foresman Science – Discover the
Wonder – Module A pgs A54 – A71
• Janice VanCleave’s – Biology for every
kid pgs 146-149
Activities:
“Onions are made of cells too” – Scott
Foresman Science Discover the Wonder –
Module A pgs A52-A53
“Building a model of a cell” – Module A pgs
A62-A63
“Naked egg” – Biology for every kid pgs 146147
“Shrinking Egg” – Biology for every kid pgs
148-149
Other Resources: (continued from column at right)
•
The Lives of Plants – MDE, New Directions Unit –
p. 79
Interactive Tour of the Cell
http://library.thinkquest.org/3564/?qskip1=1
•
Magnificent Microworld Adventures – AIMS
•
The Private Eye – Kerry Ruef, The Private Eye
Project
•
Connecting with Learning: An Equity Toolkit –
MDE and NCRE
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl
or call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
III.1.MS.1
Inner Factory: The Working Lives of Cells from
HealthSpace Cleveland
Other Resources:
Common plant or animal cells
• Elodea leaf cells
• onion skin cells
• human cheek cell
Tools:
• microscope
• hand lens
•
Michigan Teacher Network Resources
•
Scope Unit – Cell Theory and Biological
Organization
•
Cell pictures.
http://www.cellsalive.com.
•
Microworlds – NSRC – p. 67 “Looking
Inside an Onion”
•
Instruction
The class will brainstorm what they already know
about cells (KWL, small group, large group
discussion). Students will observe a variety of cell
samples through the use of printed material, videos,
multimedia and lab explorations. Students will use a
variety of scientific tools, such as microscopes and
hand lenses.
The teacher should help students expand their
understanding of scientific contributions by
introducing scientists from diverse populations
(cultures, ethnicity, gender).
• Antony van Leeuwenhoek
• Robert Hooke
• Frank Young: conducted extensive research in
fundamental genetics of bacteria (1931-)
• Barbara McClintock: Nobel Prize Winner at age
eighty-one; did research in genetics and mutations
(1902- )
• Ernest E. Just: studied cell physiology and
understanding life itself and evolution through the
study of cells (1883-1941)
• Katherine Esau: an expert on plant viruses;
focused on research on cells and tissues that
produce food for plants (1898-)
*Note: Need microscopes, slides, coverslips,
prepared slides, etc.)
Assessment
Students will be able to provide a brief explanation that
living things are made up of cells.
Students will be able to draw a diagram while observing
a cell through a microscope or hand lens.
Based on all the cell samples they have observed,
students will create a product providing evidence that all
living things are made of cells. This presentation should
also highlight one scientist from the timeline and explain
his or her contributions. Students may select from a
variety of presentation mediums, including illustrations,
multimedia presentations, models, posters, prepared
slides, or informational books. Students will present their
product to the class and explain characteristics of the
different cells.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Explanation of cells:
Apprentice - Provides a vague explanation.
Basic - Provides a brief explanation.
Meets - Provides an accurate, detailed explanation.
Exceeds - Provides an extensive, detailed explanation.
Criteria: Evidence of cells:
Apprentice - Shows an example of a single cell.
Basic
- Shows one or two examples of cells.
Meets - Shows multiple examples of cells.
Exceeds - Shows detailed examples of a variety of
cells.
Criteria: Explanation of scientific contribution:
Apprentice - Selects a scientist, but omits the
explanation of his or her contribution.
Basic
- Selects a scientist and vaguely explains his
or her contribution.
Meets - Selects a scientist and explains his or her
contribution.
Exceeds - Selects more than one scientist and gives a
detailed analysis of their contributions
Teacher Notes:
Focus Question: How can we prove cells make up living things?
“All living things are composed of cells, from just one to many millions, whose details usually are visible only through a
microscope. Different body tissues and organs are made up of different kinds of cells. The cells in similar tissues and
organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. ” (BSL)
“Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires
that they take in nutrients, which they use to provide energy for the work that cells do. Specialized cells perform specialized
functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different
tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a
distinct structure and set of functions that serve the organism as a whole. ” (NSES)
The structures within cells are introduced in the corresponding high school benchmarks (III.1.HS.2). Middle school students
are not required to differentiate between plant cells and animal cells in terms of their inner structure, or explain how various
structures within cells help them carry out their functions (also III.1.HS.2). Rather, they are supposed to become familiar
with a variety of animal cells and plant cells, and explain how each of those cells are needed by the organism.