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Cells, Cells, Cells Cyndi Blankenship and Pam O’Brien, Lead Weekday
Instructors Developed with funding from the |
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Major Understanding |
Every living organism is made up of cells. Cells are microscopic and are classified by their parts, called organelles. Each organelle has a specific function within the cell. Cells are classified as eukaryotic and prokaryotic. Eukaryotic cells include plant and animal cells, and prokaryotic cells include bacteria. |
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Grade/Subject |
Grade 5; Life Science |
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Objectives |
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Understand that all living organisms are made up of cells. |
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Identify the essential structures and functions of an animal cell and a plant cell. |
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Understand the differences between a Eukaryotic cell (plants and animals) and a Prokaryotic cell (bacteria). |
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Observe how bacteria are spread. |
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State two ways in which the spread of bacteria can be prevented. |
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Analyze the structure of numerical patterns and how they
change and grow. |
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Time |
Anticipatory Set |
5 minutes |
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PPT and Discussion (Part 1) |
10 minutes |
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Activity: Cell Investigation |
15 minutes |
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PPT and Discussion (Part 2) |
5 minutes |
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Activity: Preventing the Spread |
15 minutes |
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Math Break |
10 minutes |
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Closure |
5 minutes |
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Practice |
Variable |
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Assessment |
Variable |
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Materials |
For the class: Laptop computer LCD projector QX5 microscope Power Point Presentation of
Cells, Cells, Cells Prepared microscope slides of plant and animal cells Mini UV blacklight Microbe Model Glo germ compound Response cards for Cell Review For each group of students: Plant & Animal Cells worksheet Math
Break worksheet Response cards for Cell Review |
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State and National Correlations |
Virginia
Standards of Learning: Science (5.1, 5.4); Math (5.20); Life Science (LS.3) National
Science Education Standards: Living systems at all levels of organization; Demonstrate the
complementary nature of structure and function; All organisms are composed of
cells, the fundamental unit of life; Most organisms are single celled, other
organisms, including humans are multi-cellular; Cells carry on the many
functions needed to sustain life. NCTM Standards: Develop
mental fluency with multiplication and division; Describe, extend, and make generalizations
about numeric patterns; Collect, data
using observations and experiments; Communicate
mathematical thinking to peers. |
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Instructional Strategies |
1. Anticipatory
Set 1.1 Begin
the power point presentation. Have students try to identify the different images.
Each of these images shows part and then all of a living organism. Introduce
the idea that all living organisms are made up of smaller parts. What is the
smallest part of a living organism is called? (a cell) 1.2 All living organisms are made up of cells. Cells were first discovered in the 1600’s. Since that time scientists have been studying cells and making new discoveries of cell structure and cell function. Today we are going to join those scientists and investigate cells.
1.3 These ideas hold true for all cells and are known as the Cell Theory. · All living organisms are made up of cells. · Cells are the basic unit of structure and function in an organism · All cells arise from other cells 2.
Identifying Plant & Animal Cells (Eukaryotic) PPT (Part 1) 2.1 Scientists
classify cells into 2 groups: eukaryotic (plants and animals) and prokaryotic
(bacteria). *Note: at this point only
eukaryotic cells are discussed 2.1 Basic Cell Structure. Hand out cell worksheets and colored pencils to students. Follow the progress of the power point and explain each part of the cell and its function while students follow along and complete their own cell sheet. After the students have completed their sheet show them the animal cell and plant cell slide in the power point. Discuss how these pictures were taken. 3. Introducing the Digital Microscope 3.1 Introduce the digital microscope and discuss how it is
used as a scientific tool. 3.2 Demonstrate scale to the class by using the following… · use a student’s height. (0x:5 ft.; 10x:50 ft.; 60x:300 ft.; 200x: 1000ft.) · show your finger at the three levels of magnification. ·
show a five dollar bill at the three levels of
magnification. (at 60x the names of the fifty states can be seen on the
4.
Cell Identification 4.1 Eukaryotic Cell Identification. Using a digital microscope show the class different cell slides. Identify slides as plant cells or animal cells as a class.
*Note: Prepared slides have been
preserved with chemicals and stained.
The slides used in this lesson are cross sections of specimens and are
best viewed at 200x magnification. You
will be able to identify the cell membrane, cell wall, and darkened nucleus. 5. Identifying Bacteria (Prokaryotic) PPT
(Part 2) 5.1 Prokaryotic Cells. Ask the students if they can classify the prokaryotic cell. Have the students look for a cell wall, cell membrane, and cell nucleus. Point out there is not a structured nucleus. This is a bacteria cell. Follow the power point to introduce prokaryotic cells. Briefly discuss the bacteria cell as compared to the plant and animal cell. Show the model of the bacteria cell and explain that this model is enlarged one million times. Allow the students to pass the model. 6. Helpful or Harmful Bacteria 6.1 As the model is passed discuss with students if bacteria is helpful or harmful. Are bacteria important? Do they affect us? · Good: Nitrogen Cycle-take nitrogen from the air and release into the soil for plant use, Recycling-break down organic waste, Bioremediation-Scientists using bacteria to clean up pollution-oil spills, Food and Medicines-Antibiotics, Cheeses, Pickles, Sour Cream, Sour Dough Bread · Bad: Diseases in Plants (Blight), Animals and People (Pneumonia, Cavities, Ulcers, Strep Throat, Food Poisoning, Lyme Disease, Typhoid Fever) 7. The Spread 7.1 Ask students for ideas on how bacteria are spread in the environment. Bacteria are spread by plants, animals, people, water, & soil. (PPT slide) Tell the students that we have spread bacteria during this class. 7.2 Pass the UV blacklight and ask student if their hands are glowing? Glow germ causes bacteria to glow on the skin under UV light. Is all this bacteria bad for you? No. Can we tell the difference between the good and bad bacteria by looking? No. We would need a very powerful microscope. 7.3 Discuss ways we can stop the spread of bacteria: hand washing, washing fruits and vegetables, properly preparing foods, using antibacterial products. Remind students to wash their hands at the conclusion of the lesson. 8. Math Break 8.1 In an ideal growing environment some bacteria can divide into two bacteria every twenty minutes. Pass out the Math Break I worksheet with the flow chart and have students solve. How many bacteria would there be at the end of an hour? (eight-remember they will multiply exponentially) 8.2 Now have the students transfer what they have learned onto the Math Break II Chart. Allow the students to continue the growth pattern to solve for the additional time periods. Why are we not overtaken by bacteria? (Bacteria do not always have an ideal environment to grow in.) 9. Cell Review 9.1 Assess student knowledge with the cell game questions on the Power Point. |
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Practice |
1.
Have the students construct a 3-dimensional model
of either an animal or a plant cell using various materials. Have the
students label each part of the cell appropriately. For ideas on different
cell model ideas refer to Cells for
Kids located at http://www.kathimitchell.com/cells.html. 2.
Wash Up
In a recent poll 94% of
people surveyed responded that they wash their hands after using the
restroom, however, scientist observed only 68% of people actually wash their
hands. Have students visit and
discover the truth behind washing up and its importance at http://www.microbeworld.org/. Now have students educate their peers and
conduct their own survey of who actually washes their hands. Students can record their data through a
chart or graph and share their findings with the class. |
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Closure |
How can scientists benefit from using microscopes as
research tools? Why is it important to study living systems at the cellular
level? How are bacteria harmful and beneficial to humans and our global
ecosystem? Review the cell theory using the power point presentation |
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Extensions |
1. Have students explore cells at Cells Alive. This site contains animated diagrams of
cells as well as stunning actual images of different kinds of cells. This
website can be found at http://www.cellsalive.com. 2. The Living Cell. Have students transform the classroom into a giant cell. Lesson plan can be found at www.southernco.com/learningpower. Scrolldown to Lesson Plans for Teachers and click once. Scroll down to The Living Cell – grades 3-5 and click once again. 3. Virtual
Microscopes Have students experiment with identifying
samples of
unicellular and multi-cellular organisms. under a virtual electron microscope online at http://school.discovery.com/lessonplans/activities/electronmicroscope/ 4. Have
students visit and discover the truth behind washing up and its importance at http://www.microbeworld.org/. |
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Assessment |
Sample items are provided for use in checking students’
understanding. Project Rubric: Cells
Cells Cells The following table shows how the assessment items are related to specific objectives. |
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Objective |
Paper-Pencil Test |
Product/ Performance |
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Understand that all living organisms are made up of cells. |
1 |
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Identify the essential structures and functions of an animal cell and a plant cell. |
2, 3 |
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Understand the differences between a Eukaryotic cell (plants and animals) and a Prokaryotic cell (bacteria). |
5, 6 |
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Observe how bacteria are spread |
7 |
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State two ways in which the spread of bacteria can be prevented |
8 |
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Analyze the structure of numerical patterns and how they change and grow. |
9, 10 |
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Every living organism is made up of cells. Cells are microscopic and are classified by their parts, called organelles. Each organelle has a specific function within the cell. Cells are classified as eukaryotic and prokaryotic. Eukaryotic cells include plant and animal cells, and prokaryotic cells include bacteria. |
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Have the students construct a 3-dimensional model of either an animal or a plant cell using various materials. Have the students label each part of the cell appropriately. For ideas on different cell model ideas refer to Cells for Kids located at http://www.kathimitchell.com/cells.html. |
Teaching Tips |
1. Some tips about the materials used in this lesson: Prior to the lesson add a teaspoon of glo-germ to the bag containing the model. Shaking the bag will evenly cover the model and will provide enough glo-germ for two classes. The teacher can choose to pass the model of the bacteria during the discussion of bacteria, and pass the UV light while the students work in pairs to solve the math break activity. This helps with time management, and student are not sitting and waiting for a turn. 2.
Tips for
teaching the lesson: Student Cell Diagram - Have students use green to
code chloroplasts, and have students leave the cytoplasm white and code as
white. Remind students to color organelles the same color in the plant &
animal cell. To ensure that all students complete their worksheet, have
students color in the key and outline the organelle, then fill in the
organelle as time permits 3.
Where do we get the supplies: The
microscope used in this lesson can be purchased from Best Buy. The prepared
slides can be purchased from Carolina Biological. Carolina Biological also supplies the UV
lights and glo-germ compound used for the bacteria experiment. |
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References |
Biology4Kids An online resource
covering a variety of topics in biology including cell structure and
function. Good straight forward information with accompanying diagrams. Sites for
photography of cells Site for background on bacteria Site for background information on cells
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