Unit: Life Science - Cells
Essential Vocabulary:
Cell, microscopes, hand lenses, nucleus, slides,
cell wall, cytoplasm, nucleus, chloroplasts, cell membrane, mitochondria,
function, protists, moneran, fungi, bacteria
Overarching Unit Essential Question:
What are the structures and functions of
cells?
KEY CONCEPTS AND ESSENTIAL QUESTIONS
Observe Cells
What tools are used
to observe cells and
their structures?
Plant/Animal Cells
What are the parts of a
plant cell and their
functions?
What are the parts of
an animal cell and
their function?
How are plant and
animal cells different?
Multi-Cellular
Organisms
How are singlecelled organisms
different from multicelled organisms?
Unit Hook: Project a picture of a plant and animal cells and have students tell what they think it is or what they know about
it.
Key Concept
Standard:
S5L3. Students
will diagram and
label parts of
various cells
(plant, animal,
single-celled,
multi-celled).
Essential
Vocabulary
Activating
Strategy
Lesson #1
Cells
Lesson #2
Plant/Animals
a. Use magnifiers
such as
microscopes or
hand lenses to
observe cells and
their structure.
b. Identify parts of a
plant cell
(membrane, wall,
cytoplasm, nucleus,
chloroplasts) and of
an animal cell
(membrane,
cytoplasm, and
nucleus) and
determine the
function of the parts.
cell wall, cytoplasm,
nucleus,
chloroplasts, cell
membrane,
mitochondria,
vacuoles, function
Cell, microscopes,
hand lenses,
nucleus, slides
Students will
 prepare a
cheek and
Lesson #3
Multi-cellular
organisms
c. Explain how
cells in multicelled
organisms are
similar and
different in
structure and
function to
single-celled
organisms
protists,
moneran,
fungi, bacteria
Lesson #4
Lesson #5
Lesson #6

Teaching
Strategies/
Activities
Hands on
activities
Formative
Assessments
onion cell
slide.
Observe
both slides
under a
microscope
Students will
complete the
observing cells
reflective responses
sheet.
Flipchart to
introduce part of a
cell and its function.
Foldable to write
and organize the
information.
Students preparing
the slides and using
the microscopes to
observe the cells.
Create a plant and
animal cell using
construction part to
identify the parts of
the cells.
Flipchart pages
within the flipchart
where students
identify parts of the
cell and its
functions.
Summative
Assessments
(Graded)
1. Construction
paper cell
project
2. Vocabulary
quizzes using
activotes.
Vocabulary
quizzes using
activotes.
Unit test on
cells.
Writing (attach rubric)
** Note: A lesson does not have to fit into one class period. One lesson may sometimes take multiple days. Not all lessons will contain every component.
Performance Tasks (attach rubric)
Culminating Projects (Differentiation) (attach rubrics)
Directions: Students should choose an assignment in one box. The teacher may
need to choose for some students.
Edible cell project:



Students will create either a plant or animal
cell using edible products.
Students will label the parts of the cell and
name each function.
Students will bring the project to school for
grading and to share with other students.
GRASPS: Cells Goal: Students will demonstrate an
understanding of basic cell structure and function of
the cell. Role: You are the author of a booklet to
explain the basic parts of plant and animal cells. You
will explain their role in the cells and compare their
structure to cells in microorganisms. Audience: Other
fifth graders Scenario: Compile a booklet or
multimedia presentation about the structure of basic
cells. Develop a key that identifies the different
structures in all cells. Sketch or find pictures of
various cells in microorganisms, plants, and animals.
Use the key to locate structures in the cells such as
membrane, nucleus, cytoplasm, cell wall, and
chloroplasts. Note that not all cells have all of these
structures. Explain how the structures and the roles of
the cells are similar and/or different in the cells
shown. Discuss what would happen if one of more of
the structures were missing from the cell. Product: A
multimedia presentation or booklet to share with the
class.