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# K5 Science Endorsement GPS Lesson Plan

## Title STEM- Cell Membranes

Teacher(s) Jodi Wilder
E-mail jodi.wilder@cobbk12.org
School Big Shanty Intermediate School
Lesson Title Cell Membranes Investigation
Targeted membranes in plant and animal cells
Performance Expectation

b. Develop a model to identify and label parts of a 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.

## Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
-asking questions and defining Life Science -cause and effect
problems
-systems/system models
-developing and using models
-structure and function
-planning and carrying out
investigations -stability and change

## -using mathematics and

computational thinking

## -constructing explanations and

designing solutions

## -obtaining, evaluation and

communicating information
Georgia Performance Standards –

## S5L3. Obtain, evaluate, and communicate information to compare and

contrast the parts of plant and animal cells.

Safety Considerations –

## The Learning Plan:

ENGAGE: Watch a Power Point on Cells and how cell membranes work. Encourage discussion about what
students know about cells and cell membranes.

EXPLORE: Test the materials to observe how much 100 ml of water passes through them into the
measuring cup; write observations in journal. Make predictions on what materials would make the best cell
membrane where less than 20 ml of water would pass through it. Have groups use the “shopping chart” to
decide on what materials to “buy” for their cell membrane model. Using the materials chosen each group
with build and test 3 separate models and record the amount of water to pass through on the observation
chart in their science journals.

EXPLAIN: Have one student from each group explain what happened to each of the materials they tested
and explain the reason why they chose the materials for their model. Report findings after testing each
model and discuss conclusion to the investigations.

EXTEND: Scaffolded supports for research and writing; pre-assign topics; targeted systematic vocabulary
support; research books and videos on cell membranes.

EVALUATE: Formative assessments-Science Journals with drawings of cell membranes and reflections on
what materials would be best for a model of a cell membrane; participation in the discussion after each group
shares their investigations; Science journal notes of the three tests of their cell membrane models and
conclusion statements. Summative assessments-CER rubric to assess student performance task on
problems and solutions for good materials to use to create proper, functioning cell membrane models.

## Title of the Lesson: Cell Membranes

Lesson Logistics/Materials:

Whole group lesson-PowerPoint with Brain Pop/Videos on Cell Membranes and their functions; science
journals; pencils

## Partner sharing of notes with student next to them

Chart for data collection

Materials: cheese cloth, screen material, aluminum foil, round coffee filters, squares of felt, square sponges,
water bottles, measured cups, graduated cylinders, large SOLO plastic cups cut in half with a pre-cut hole in
the bottom, paper towels, timer