edTPA Indirect Instruction Lesson Plan
Unicellular and Multicellular Organisms Introduction
________________________________________________________________________
Central Focus/Big Idea: Structures of living organisms in life science.
Subject of this lesson: Introduction of unicellular and multicellular organisms.
Grade Level: 5th grade
NC Essential Standard(s):
5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.
Next Generation Science Standard(s):
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
21st Century Skills: Critical Thinking and Problem Solving-outcome for 8th conduct scientific investigations and write detailed explanations based on their evidence. Communication-outcome for 8th grade identifies conventions for writing and speaking scientifically. Collaboration-outcome for 8th grade work collaboratively with others in scientific discussion.
Academic Language Demand
· Language Function: Students need to be able to categorize organisms as unicellular or multicellular, describe cells, and explain cell/organism characteristics.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize
· Scientific Vocabulary: unicellular, multicellular, cells, organisms, specialized
Instructional Objective: Students will be able to identify both unicellular and multicellular organisms. Students will also be able to identify the different characteristics of single celled and multi-celled organisms. They will categorize organisms during a picture sort, learn about cells’ special features while moving through stations, and compare and contrast the cells through a PicCollage. If students are able to describe the cell features and explain why the organism is either unicellular or multicellular on their PicCollage, then the students will show mastery of the material.
Prior Knowledge (student): Students need to know that organisms can be large or small (microscopic) and all organisms are living.
Content Knowledge (teacher): The teacher needs to know the different characteristics of unicellular and multicellular organisms. The teacher should also be familiar with the stations and technology the students will use in through the lesson.
Accommodations for special needs (individual and/or small group):
Students that have any kind of disability need to be at the front of the room, close to materials and the teacher. The teacher should keep a close eye on these students and give them extra support if needed. If any ELL’s are in the classroom, place them in groups together so they are able to better explain the choices they made for the activities. The teacher may also need to read the questions to the ELL children while they’re in centers.
Materials and Technology requirements:
Total Estimated Time: 50-60 minutes
Source of lesson:
NC End-Of-Grade Coach, Gold Edition, Science, Grade 5 Book pgs. 88-91
Collaborative Teacher
Safety considerations:
Before working in stations, the teacher will review the expected behavior. Before using technology, go over rules and procedures and watch students closely.
Content and Strategies (Procedure)
Engage:
To start the lesson, the teacher will pass out envelopes containing multiple precut pictures (see Appendix A) to student pairs. Ask the students to arrange the pictures however they want, whatever makes sense to them (open sort). Move around the room asking students the following questions:
Next, the teacher will allow students to share how they organized their pictures with the whole class. Then, tell the students that the pictures they are viewing are of multicellular and unicellular organisms. State that unicellular organisms are made up of one single cell, where multicellular organisms are made up of many different cells. From that definition, have students do a close sort, arranging the photos in two groups of unicellular and multicellular organisms. Move around the room and ask:
· How did you decide what each picture was of?
· Which group of pictures is multicellular? Unicellular?
Go back to whole group and make a T-chart on the Promethean board of unicellular and multicellular organisms. Hold up the pictures and ask students to explain which section they go under. After completing the chart, ask if everyone agrees on the arrangement and make students defend their answers to persuade the teacher to say if the chart is correct.
Explore:
The students will be split into four groups of six for the exploration activity. There will be four centers (which will be labeled) that the students will rotate through around the room. The centers are as follows:
-Have the pictures and videos pulled up on the IPads before the students go to the stations.
-The cells will not be labeled.
-The students can watch the video twice if needed.
The students will move to each station with a worksheet that they will use to guide them through the exploration (see Appendix A). The directions will be up on the Promethean board. Students will each need to complete their own worksheet but can use their groups members to collaborate throughout the exploration. The teacher should instruct students to move from center to center, making connections from one to the next. Tell the students that there are three different types of cells (plant, animal, and bacteria) and they will need to decide which one is which based on it features. The teacher should also take a brief moment to explain how students should behave in groups and at the centers.
While the students are exploring, the teacher will move to the different stations and ask these questions: (Answers will vary)
Explanation:
In whole group, discuss the difference between unicellular and multicellular organisms. Use this explanation: “Unicellular organisms are made up of only one cell. Single-celled organisms can usually only be seen through a microscope. These organisms include bacteria and some algae. Multicellular organisms are made up of two or more cells. These organisms include humans, animals, and plants.” Ask:
After students defend the types of cells they observed, be sure to clarify the types for the students to do the next activity correctly.
Elaborate:
Have students get an IPad and go back to their seats. Instruct students to get on the PicCollage application and use the new information they learned to create a collage. Half of the room will create one on unicellular organisms and the other half of the room will create one on multicellular organisms. Students can use the worksheet resource from the centers to help them with the collage. The teacher will move around probing students thinking (Questions will vary depending on the students’ progress). This will be their exit slip.
After students are given a few minutes to complete the collage, they will be allowed to share their PicCollage to the class (They will need to put their IPad under the document camera). The teacher will ask students if they agree with the students collage or not. The teacher can ask these questions to help students decide if it is correct:
Evaluate:
The teacher will collect the stations worksheet and view the PicCollages. Along with the questions asked and observations of the teacher, the stations worksheet will be used as a formative assessment. The students should show in-depth thought when answering and explaining. Students should have also correctly completed the worksheet from the centers to show understanding of materials. This means they need to correctly draw and label each cell and answer the video questions with thought and proficiency. The PicCollages will be used as a summative assessment. If students have shown correct characteristics of either multicellular or unicellular organisms without any mistakes, then students show full competency of the new topic.
Unicellular and Multicellular Organisms Introduction
________________________________________________________________________
Central Focus/Big Idea: Structures of living organisms in life science.
Subject of this lesson: Introduction of unicellular and multicellular organisms.
Grade Level: 5th grade
NC Essential Standard(s):
5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.
Next Generation Science Standard(s):
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
21st Century Skills: Critical Thinking and Problem Solving-outcome for 8th conduct scientific investigations and write detailed explanations based on their evidence. Communication-outcome for 8th grade identifies conventions for writing and speaking scientifically. Collaboration-outcome for 8th grade work collaboratively with others in scientific discussion.
Academic Language Demand
· Language Function: Students need to be able to categorize organisms as unicellular or multicellular, describe cells, and explain cell/organism characteristics.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize
· Scientific Vocabulary: unicellular, multicellular, cells, organisms, specialized
Instructional Objective: Students will be able to identify both unicellular and multicellular organisms. Students will also be able to identify the different characteristics of single celled and multi-celled organisms. They will categorize organisms during a picture sort, learn about cells’ special features while moving through stations, and compare and contrast the cells through a PicCollage. If students are able to describe the cell features and explain why the organism is either unicellular or multicellular on their PicCollage, then the students will show mastery of the material.
Prior Knowledge (student): Students need to know that organisms can be large or small (microscopic) and all organisms are living.
Content Knowledge (teacher): The teacher needs to know the different characteristics of unicellular and multicellular organisms. The teacher should also be familiar with the stations and technology the students will use in through the lesson.
Accommodations for special needs (individual and/or small group):
Students that have any kind of disability need to be at the front of the room, close to materials and the teacher. The teacher should keep a close eye on these students and give them extra support if needed. If any ELL’s are in the classroom, place them in groups together so they are able to better explain the choices they made for the activities. The teacher may also need to read the questions to the ELL children while they’re in centers.
Materials and Technology requirements:
- Envelopes containing eight precut pictures of unicellular and multicellular organisms (need 12 sets)
- Promethean Board
- Slide Show for Promethean board (containing t-chart, directions, etc.)
- Labels for the 4 stations and tape to hang them up around the room
- Class set of IPads (typically 26)
- Class Computers (optional)
- 26 Stations Worksheets(see in Appendix A)
- Plant and Animal Cell to pull up on IPad:
- ~ http://2012books.lardbucket.org/books/introduction-to-chemistry-general-organic-and-biological/s20-03-membranes-and-membrane-lipids.html
- Bacteria Cell to pull up on IPad:
- ~ http://azmaieshgah.persiangig.com/image/bacterial%2520cell%2520copy%5b1%5d.jpg
- Students need pencils
- PicCollage app downloaded on each IPad
- Document Camera
Total Estimated Time: 50-60 minutes
Source of lesson:
NC End-Of-Grade Coach, Gold Edition, Science, Grade 5 Book pgs. 88-91
Collaborative Teacher
Safety considerations:
Before working in stations, the teacher will review the expected behavior. Before using technology, go over rules and procedures and watch students closely.
Content and Strategies (Procedure)
Engage:
To start the lesson, the teacher will pass out envelopes containing multiple precut pictures (see Appendix A) to student pairs. Ask the students to arrange the pictures however they want, whatever makes sense to them (open sort). Move around the room asking students the following questions:
- What do you notice about the photos?
- Are some of these pictures unfamiliar to you? Explain.
- If you could take a guess to what these unfamiliar pictures are, what do you think they could be?
- How did you arrange you pictures? Explain your thinking?
Next, the teacher will allow students to share how they organized their pictures with the whole class. Then, tell the students that the pictures they are viewing are of multicellular and unicellular organisms. State that unicellular organisms are made up of one single cell, where multicellular organisms are made up of many different cells. From that definition, have students do a close sort, arranging the photos in two groups of unicellular and multicellular organisms. Move around the room and ask:
· How did you decide what each picture was of?
· Which group of pictures is multicellular? Unicellular?
Go back to whole group and make a T-chart on the Promethean board of unicellular and multicellular organisms. Hold up the pictures and ask students to explain which section they go under. After completing the chart, ask if everyone agrees on the arrangement and make students defend their answers to persuade the teacher to say if the chart is correct.
Explore:
The students will be split into four groups of six for the exploration activity. There will be four centers (which will be labeled) that the students will rotate through around the room. The centers are as follows:
- Three computers and three IPads with a YouTube video on multicellular/unicellular organisms.
- Two IPads with pictures of a plant cell
- Two IPads with pictures of an animal cell
- Two IPads with pictures of a bacteria cell
-Have the pictures and videos pulled up on the IPads before the students go to the stations.
-The cells will not be labeled.
-The students can watch the video twice if needed.
The students will move to each station with a worksheet that they will use to guide them through the exploration (see Appendix A). The directions will be up on the Promethean board. Students will each need to complete their own worksheet but can use their groups members to collaborate throughout the exploration. The teacher should instruct students to move from center to center, making connections from one to the next. Tell the students that there are three different types of cells (plant, animal, and bacteria) and they will need to decide which one is which based on it features. The teacher should also take a brief moment to explain how students should behave in groups and at the centers.
While the students are exploring, the teacher will move to the different stations and ask these questions: (Answers will vary)
- What do you notice about this cell compared to the other ones you saw?
- What connections are you beginning to make about cells?
- What new information have you learned about unicellular and multicellular organisms?
- Which cell do you think you are observing? Explain.
Explanation:
In whole group, discuss the difference between unicellular and multicellular organisms. Use this explanation: “Unicellular organisms are made up of only one cell. Single-celled organisms can usually only be seen through a microscope. These organisms include bacteria and some algae. Multicellular organisms are made up of two or more cells. These organisms include humans, animals, and plants.” Ask:
- What type of cells did you see in your centers? (Answer: plant, animal, and bacteria)
- What similarities did you see between the different cells? (Answer: The plant and animal cells were more complex than the bacteria cell. They had some of the same parts. Etc.)
- What are some differences you observed? (Answer: Plant cells are squarer and animals more round. Etc.)
- Which cell do you think you observed in center 2? 3? 4? Defend you answer. (Answer: Plant. Animal. Bacteria)
After students defend the types of cells they observed, be sure to clarify the types for the students to do the next activity correctly.
Elaborate:
Have students get an IPad and go back to their seats. Instruct students to get on the PicCollage application and use the new information they learned to create a collage. Half of the room will create one on unicellular organisms and the other half of the room will create one on multicellular organisms. Students can use the worksheet resource from the centers to help them with the collage. The teacher will move around probing students thinking (Questions will vary depending on the students’ progress). This will be their exit slip.
After students are given a few minutes to complete the collage, they will be allowed to share their PicCollage to the class (They will need to put their IPad under the document camera). The teacher will ask students if they agree with the students collage or not. The teacher can ask these questions to help students decide if it is correct:
- How can we describe a unicellular organism? (Answers: One cell, simple, small, etc.)
- How can we describe a multicellular organism? (Answers: Two or more cells, more complex, larger, they are specialized.)
- Why is it important to know about and understand cells? (Answers will vary)
Evaluate:
The teacher will collect the stations worksheet and view the PicCollages. Along with the questions asked and observations of the teacher, the stations worksheet will be used as a formative assessment. The students should show in-depth thought when answering and explaining. Students should have also correctly completed the worksheet from the centers to show understanding of materials. This means they need to correctly draw and label each cell and answer the video questions with thought and proficiency. The PicCollages will be used as a summative assessment. If students have shown correct characteristics of either multicellular or unicellular organisms without any mistakes, then students show full competency of the new topic.