Plant and Animal Cells
Author(s): Trina Nicklas & Anna Louise Emrich
Subject: Life Science
Grade Level(s): Grade 5
Big Idea(s): Students will be able to explore both plant and animal cells and discern the similarities and differences.
What you need: Probe worksheet on atoms and cells (see attached). Many “small books” from the science adoption. Six microscopes with prepared slides that display various plant and animal cells. A Cell Worksheet that contains a Venn Diagram to compare and contrast the plant and animal cell (see attached).
Setting: This lesson can be taught in the regular classroom, although we did it in the science lab where we had microscopes and slides set up in advance.
Time Needed: This is an extensive lesson that needs at least an hour.
Summary:
Students will begin the lesson by completing a probe to access their prior knowledge. Then students will cut and paste vocabulary cards in their science journals. Students will read a “small book” on any science topic and write a short summary in their science journal while groups take turns observing plant and animal cells with the microscopes. . Next, students will draw what they’ve observed in their science journal. Students will receive input from their science text pgs. 26 – 27. The students will complete the Venn Diagram that compares and contrasts the cells. Finally, students will complete a Ticket Out the Door assessment by writing at least one reason why a plant cell has to be different from an animal cell.
Learning Goals / Objectives:
Students will understand that plants and animals are made of cells and that cells are the smallest units that can carry out life processes.
Background
Students will need to have prior knowledge of the atom.
Setup:
Have six microscopes set up ahead of time and focused on three plant cells, such as allium root, and three animal cells, such as blood, skin, and cheek cells.
Anticipatory Set:
Probe: give each student a copy of the Atoms and Cells probe activity. Have them first read it independently and write their answer. Next, have them discuss their response with their neighbor. Use this to transition into living systems and how they’re different from non-living matter.
Instructions / Activities:
1.Give pairs of students a probe sheet called Atoms and Cells. Have them work together to discover the solution. Discuss briefly.
2. Have students cut and paste the vocabulary cards into their science journals.
3. Each student should select a “small book” that comes with the science adoption and write a short summary of the article in their science journal.
4. In the meantime, have student small groups work their way through the microscopes, observing carefully each of the plant and animal cell slides.
5. In their science journals, sketch what they observed in the microscopes.
6. Together as a whole group, read the science text, pgs. 26 – 27 and take notes in journal.
7. Complete the Venn Diagram worksheet that compares and contrasts the plant and animal cell.
8. Students complete a Ticket out the Door assessment by writing on a Post It note one reason why a plant cell has to be different from an animal cell.
Assessment:
Use the ticket out the door technique to check for understanding. Have students write down on a post it note at least one reason why a plant cell needs to be different from an animal cell.
Wrap-up / Closure:
There is a tremendous amount of content in this lesson. If necessary, the lesson could be split up over two separate days. The Ticket out the Door is the assessment and closure activity.
Attachments: https://ccsplibrary.com/wp-content/uploads/gravity_forms/1-98399c595b52310e23a081ee652e5a53/2013/06/Cell-Probe.zip
Tags: Grade 5
Categories: Life Science