Teacher Page
Introduction:
This lesson focuses on learning about plant and animal cells and the role of the cell's organelles.
Students will research online resources to develop an oral report and a model of either a plant or animal cell.
Content Area and Grade Level:
This lesson is designed for fifth-grade students. The students use science and language arts standards to investigate cells.
Differentiation:
Grouping:
Consider creating collaborative groups in a number of different ways:
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Student choice
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Self-selection
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Multiple reading or ability levels
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Learning styles
You want to ensure that students are productive, actively participating, and moving efficiently through the process.
Modifications:
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For students will difficulty reading, see the assistive technology options.
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Allow students more time to complete the tasks.
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Adjust the rubric as needed.
AssistiveTechnology:
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Google Translate can assist with limited language proficiency.
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Students can use this WebQuest with Snap & Read Universal and Co: Writer to aid students with limited language proficiency or special needs. More information is at the websites below.
Technical Considerations:
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The teachers must be able to access Google Drive and the students should have a Google Classroom Account to complete their work. If Google Classroom is not available, the teacher can save the document as a Microsoft Word Document and assign it in Microsoft Teams.
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The teacher may want to create a Deck.Toys account so they can make a copy of the game and track student progress. To create a Deck.Toys account visit https://deck.toys/
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To make a copy of the Deck.toys present click the links:
ISTE Standards for Students:
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem-solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Curriculum Standards:
Science:
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
a. Gather evidence by utilizing technology tools to support a claim 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 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.
Language Arts:
ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. ELAGSE5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELAGSE5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Implementation Overview:
This lesson is designed to be integrated in several days. The students should have background knowledge of cells, and the WebQuest is designed so students can show mastery. The lesson was designed for students to work in small groups.
Resources Needed:
To implement this lesson, you will need to have available:
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Laptop Computers
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Access to the Internet
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Headphones
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Maker supplies (i.e.: recycled material, 3 D doodler; legos)
One teacher can manage this alone, but students should be grouped and supplies should be organized to keep the flow of the lesson.
Entry Level Skills and Knowledge:
Before the lesson is taught the students will have to have completed reading and activities to learn about cells.
Students will also need to know how to access the web as that is not part of the instruction.
A teacher would need to know how to facilitate group discussions, have technology skills on how to use HyperDocs, Deck.Toys, green screen, and how to assist students with organizing material for presentation.
The WebQuest has Google translate linked for English language learners.
Roles:
Assign students research roles:
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Watcher
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Reader
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Listener
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Viewer
Assign students writing roles:
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Notetaker
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Note Reader
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Editor and reviser
Evaluation:
This lesson should be deemed successful if the students in each group attain at least the following scores:
Oral Report-80%
Model-80%
This will indicate mastery of the above-mentioned standards.
Conclusion:
This lesson is an incorporates science and language arts skills. There are many ways the lesson is differentiated to offer choice and meet different learners' needs.
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