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5 Die Lesson Plan Cells 2
5 Die Lesson Plan Cells 2
Subject: Cells
National:
o
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.
[Clarification Statement: Emphasis is on developing evidence that living things are made of
cells, distinguishing between living and non-living things, and understanding that living things
may be made of one cell or many and varied cells.]
MS-LS1-3: In multicellular organisms, the body is a system of multiple interacting subsystems. These
subsystems are groups of cells that work together to form tissues and organs that are specialized for
particular body functions. (MS-LS1-3)
State
Local (optional)
Student Learning Objective(s. Students will be able to identify and understand that cells are the smallest unit of life and cells only
come from other cells, through division
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Blank white big-paper
markers
Conception to Birth- Visualized video
http://www.ted.com/alexander-tsiaras-conception-to-birth-visualized-30969
Laptop with projector
Lab Safety
Requirements: Describe the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of
all materials used within their subject area science instruction. Include MSDS for all chemicals being used in the lesson
(http://www.flinnsci.com/msds-search.aspx) (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply
Emergency Procedures: Describe emergency procedures and the maintenance of safety equipment, policies and procedures
that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students. (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply
Ethical Treatment of Organisms: Describe ethical decision-making with respect to the treatment of all living organisms in
and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions
on the collection, keeping, and use of living organisms. (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply
2013 - 2014
Featur
e
Name
Description
Scientific
Question
Each 5-DIE lesson is focused on a scientific question (i.e. Big Question). With feature one of 5-DIE, the student will be asked to
respond with their initial ideas related to the Big Question. Example: Prior Knowledge Activity/Formative Assessment Related to
the Topic of Study
Collect
Evidence
Feature two of 5-DIE is an activity where the students are required to collect some evidence related to the science content of the Big
Question. Example: Lab/Activity that requires the students to engage in evidence collections.
2
Create
Explanations
Feature three of 5-DIE involves students analyzing their evidence and using it to generate an explanation (also called a claim) about the
scientific ideas of the lesson. Typically, the analysis will produce an artifact that the student will describe and justify to their peers and
teacher at in feature 5.
Example: Developing a Conclusion, Model, Graph, that answers the Big Question
Compare
Explanations to
Scientific
Knowledge
The accepted scientific understanding of the lesson is presented with feature four of 5-DIE. In addition to demonstrating a thorough
understanding of the scientific knowledge of the content, the student will be asked to compare and contrast your explanation from
feature three. Example: Lecture, Research, Textbook reference
Communicate and
Justify
Explanations
5
Finally, feature five of 5-DIE involves the students sharing and justifying their explanation and artifacts from feature three among their
peers and with their teacher. The culminating activity of 5-DIE is to reflect on the Big Question of feature one and synthesize their
understanding by using their evidence to compare and contrast their ideas with those of their peers and teacher. Examples:
Collaborative Argumentation Strategies: Big Paper, White-boarding, Small GroupWhole Group Collaboration
The Lesson:
5-DIE
Feature
Time In
Minute
s
What
are cells
and
where
do they
come
from?
2.
10
3.
4.
5
5.
6.
10
7.
8.
1.
2.
3.
4.
5.
6.
7.
Description of Learning
Outcomes
(Why are you doing it?)
& SKI Principles
Assessment of learning
from previous class
Prior knowledge
activity: Basic cell
knowledge
Prior knowledge
activity: Cells
Making thinking visible
Constructing
knowledge
Prior knowledge
activity: Cells
Making thinking visible
2013 - 2014
8.
5
Why do
we need
different
types of
cells?
How are
different
cells
created?
9.
Prior knowledge
activity
Constructing
knowledge
Prior knowledge
activity
Constructing
knowledge
Assessment of learning
Use their questions to
move forward and build
on their knowledge
Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be special or general
education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement
levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons
included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated
instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means different, not more; differentiation should focus on learning, not behavior
Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
ck
Student or group is staring at the
Scaffold knowledge and/or use guiding questions to lead them to where you want
paper, not writing anything
them to be. Give each group member a specific task or role.
cj
Scaffold knowledge and/or use guiding questions to lead them to where you want
them to be
Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Student answers all questions very
Have the student help others that are struggling and share their knowledge and
2013 - 2014
2013 - 2014