Metro RESA K-5 Science Instructional Unit Plan

Candidate: Topic and Grade Level:

Example 5th Grade Unit : Cells & Microorganisms

Resources/Websites: Misconceptions:

Centers for Disease Control: http://www.cdc.gov Organisms have cells inside them, such as blood cells
Food and Drug Administration: http://www.fda.gov Cells are too small and numerous to observe
Yogurt: http://www.foodsci.uoguelph.ca/dairyedu/yogurt.html
Microbe Zoo: http://commtechlab.msu.edu/sites/dlc-me/zoo
American Dairy AssociationI Love Cheese:
http://www.ilovecheese.com/chees_health.asp
Microbe World: http://www.microbeworld.org/home.htm

Performance Expectation:

In this unit, students gather evidence by utilizing technology (microscopes) to construct arguments that explain the similarities and differences

between plant and animals cells. Students will develop models (pictures, words, images) to identify and label parts of a plant and animal cell. This

unit is not on classifying microorganisms. It builds on the third and fourth grade understandings of habitats and food chains. This unit focuses on

evidence of harmful and beneficial organisms in the ecosystem.

Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

1. Asking questions
2. Analyzing and interpreting data
3. Using mathematics, information and
computer technology, and computational
thinking
4. Construct an argument
S5L3. Obtain, evaluate, and communicate
information to compare and contrast the parts of a
plant and animal cells.
a. Gather evidence by utilizing technology tools to
construct an explanation 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
1. Compare and Contrast: Plants and
Animals
2. Writing and Reading
Literature Connections AIMS Resource Books,
"Magnificent Microworld Adventures" and
"Budding Botanist" Cells Are Us (Cells and
Things), Frances R. Balkwill Cellular Biology:
 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.
Organelles, Structure, Function, April Chloe
Terrazas Cells for Kids (Science Book For
Children), Nishi Singh Learning About Cells,
Grades 4 8, Debbie Routh Christina
Examines Plant Cells & Animal Cells Book
The Magic School Bus: Inside the Human
Body. Cole, Joanna. (1989). New York, NY:
Scholastic, Inc.

General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

Compare and research two Cells (using a graphic organizer), and construct an argument using a C-E-R framework.

EVALUATE (Culminating Task):

Students use the CER framework to construct an argument and include their evidence and reasoning to justify their argument.

Weekly Lesson Plans

Lesson 1 Lesson 2 Lesson 3
Essential
Question: Why are species threatened or Why are species in Georgia Why are some species more
endangered? threatened or endangered? successful than others?

ENGAGE
(Opening/Hook) Show Brain pop video on plants and Students label the parts of a In this activity, students learn
animals. Description In this activity, plant cell and an animal cell about things that are too small
How will you
students will be introduced to the and compare the two types of to see in our environment.
ENGAGE students
concept of things existing that are too cells.
and/or connect to small to be seen without magnification.
prior knowledge? Materials List Reusable 1 Hand lens (per
group) Consumable 8 Index cards (per
class) Preparation Write the following
words on the index cards with only one
word per card: sandwich, house, school,
kitchen, computer, car, bicycle, and
closet.
EXPLORE/EXPLAIN
(Work Period) In this activity, students will use a Students need to know only the In this activity, students explore
microscope to view and sketch cells, cell parts of a plant cell and an how microorganisms are
How will students
construct models of cells, and identify animal cell. They do not need beneficial and harmful to the
EXPLORE, EXPLAIN
similarities and differences between the to know their functions. health of organisms and
and/or EXTEND a cells in plants and animals. Materials
concept? Students should be able to ecosystems. With each
Printed Material 1 Student Guide (per
student or group) 1 Student Journal (per identify which plant and animal presentation, students will
student) 1 Student Reference Sheet (per cells are similar and different. scientifically argue their
group) Reusable 1 Light microscope (per position on each
group) 1 Animal cell, prepared slide (per microorganism.
group) 1 Plant cell, prepared slide (per
group) 5 Different colors of clay (per
group)
Closing: Give one example each of how
How will you The following diagrams are seen What are the parts of a plant microorganisms maintain the
summarize the under a microscope. Which cell? What are the parts of an health of both organisms and
lesson? How will picture is a plant cell and which animal cell? How are plant and ecosystems.
you EVALUATE? one is an animal cell? Identify animal cells similar? How are
they different?
the basic structures of each cell.
Cells
Formative (On-going)

Educational Cell Model Sets

Small Groups (Based on Assessment Data)
Scafolded supports for writing the CER statements
Pre-assign posters

Supporting Documents

Claim-Evidence-Reasoning Rubric
Claim
A statement or conclusion
that answers the original
4 3 2 1
Advanced Proficient Progressing Beginning
Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
relevant, accurate, and Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
complete. responds to question) claim. irrelevant claim.
 question or problem.
Evidence
Scientific data that supports
the claim. The data need to
be appropriate and
sufficient to support the
claim.
Reasoning
A justification that connects
the evidence to the claim. It
shows why the data counts
as evidence by using
appropriate and sufficient
scientific principles.
Source: Evidenced Based Writing, J. Peacock
Contrasts the claim to an Accurate (Consistent with
alternative claim. evidence and scientific principles)
Complete (Complete sentence
that stands alone)
Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
sufficient evidence to support the claim that is insufficient evidence to evidence, or only
support claim. Appropriate (Scientific data or support claim. May provides inappropriate
Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
would support alternative valid scientific sources) inappropriate evidence. does not support claim).
claim. Sufficient (Enough evidence to
support the claim)
Provides reasoning that Explanation provides Provides reasoning that Does not provide
clearly connects the reasoning that is connects the evidence to reasoning, or only
evidence to the claim. Clear (Clearly communicated and the claim. May include provides inappropriate
Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
evidence)
sufficient scientific or justification for why
Connected (Explains why the
principles to explain why evidence is important or why it is the evidence supports the
the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
Explains why the to an important disciplinary idea
and crosscutting concept)
alternative claim is
inaccurate.
 Comparing Species

S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of
behaviors (hibernation), and external features (camouflage and protection).
a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not
have these features (for example: camouflage, use of hibernation, protection, etc.).
b. Identify factors that may have led to the extinction of some organisms.

Compare two similar species (Ex: grizzy bear & polar bear; dolphin & whale)

Identify the 5 characteristics of

the animal

How many animals are

estimated to be alive?

Where in the world is the

animal found?

Identify adaptations of the

animal that help them to
survive

What is the status of the animal

(threatened, at risk, vulnerable,
unprotected, in jeopardy, in
decline, endangered, critically
endangered, etc.)?
What environmental factors
have led to that status?
 Comparing Species Poster

Question: What factors make one species more successful than another?

Make a claim about why one species is more successful than another

Question:

Claim: Evidence:

Reasoning:
Make mathematical statement that compares the two animals
Describe an adaptation that helps animal #1 to survive
Describe an adaptation that helps animal #2 to survive
Compare
Poster Session

Species & Status Location Causes of Status Effects of Status