Program Title: Scope It Out!

Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter

Program Lesson Planner

Engagement Time Statement of Objective: What should students know and do as a result of the lesson?
15 min Students who demonstrate understanding can:
PE-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.]
Students who demonstrate understanding can:
PE-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. [Clarification Statement:
Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell
membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane.
Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells
or cell parts.]

Listed above are the two Performance Expectations (PEs) for the Next Generation Science Standards (NGSS) that will be addressed though out the lesson.
Please find attached a full matrix of the evidence statements addressed, as well as CCRSS for Math and RELA.

Summary Objectives: Students will work in pairs using magnification tools to investigate the difference between living and non-living things
developing a understanding of Cell Theory. Continuing to work in pairs students use compound microscopes to describe similarities and
differences in plant and animal cells. Students will work in teams to design an investigation to answer an essential question about the cell
membrane using Claim, Evidence and Reasoning (CER).
5 min Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge?
Have the phenomena of cyclosis on video running in a loop- this is happening inside the leaf of an elodea plant- green things are chloroplasts
moving through the cell called cyclosis.
Show YouTube clip from Star Trek discussing living/non-living things :
How do you define life?
Watch the video: How does it define life
http://www.youtube.com/watch?v=5OfIsNPZm8w(1 min and 10 seconds)
Does the video highlight a controversy about what is life?
What tool has helped us to better define what is living and non-living? (the microscope- it allowed us to see cells)
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter

Program Lesson Planner

Teacher Monitored Activities: What will students do together to use new concepts or skills? How will you assist them in this
Time
process?
25 min Activity 1: Living vs. Non-Living. Students rotate in pairs to at least 3 stations and make a claim for each slide contents as to whether it contains an
Exploration

example of something living or non-living.

15 min Activity 2: Review of Microscope Use and the Power of Magnification. Students will use a slide of the letter “e” in order to practice focusing the
microscope, drawing observations within the field of view and calculating the magnification.

45 min
Activity 3: Known vs Unknown. Students work in pairs with a compound microscope and observe two examples of plant cells and two examples of
animal cells. Then they are given one or two unknown slides (depending on time) to decide if it is a plant or animal cell and why using CER (Claim,
Evidence and Reasoning)
Teacher Directed Activities: How will you aid students in constructing the meaning of new concepts? How will you
Time
introduce/model new skills or procedures?
After each exploration activity, the students and teacher discuss their discoveries to develop an understanding of the concept.
(time
include
in Activity 1: Living vs. Non-Living. Stations labeled 1 will have living examples, stations labeled 2 will have living things that are dividing and stations
explora labeled 3 will have non-living things at them. As they investigate they will be begin to uncover one of the major theories that scientists rely on when
tion) studying living things is the cell theory. This theory includes three major ideas that have been supported over the years as new life forms continue to be
Explanation

discovered:
1. All living organisms are made up of one or more cells.
2. The cell is the basic unit of life.
3. All new cells come from cells that are already alive.

Activity 2: Review of Microscope Use and the Power of Magnification Size of “e” gets bigger. Fills more of field of view. Calculation of each
objective lens. Strategies for focusing. After high power ask students to share what they saw. After several students share as the question “Who can
summarize what we can see when look at the “e” specimen under high power?”

Activity 3: Known vs. Unknown Cells. Students work with their partner and then discuss with another team that has the same slide what claim they
came up with and what evidence they have to support it based on the prior experience they gain with their known cells. Groups share out their responses.
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter

Program Lesson Planner

LUNCH 30 minutes
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in
Time a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world
situation? How will students demonstrate their mastery of the essential learning outcomes?
15 min Activity 4a: Virtual Lab-Students are introduced to transport of material across the cell membrane through the question: Under what conditions do cells
gain or lose water?

Note: In student edition the beaker symbol (lab) takes you to this lab in Lesson 3 on transport.
Elaboration/
Explanation

This will provide some prior knowledge for the students to set up their own investigation on osmosis.

Activity 4b: Cell Membrane Investigation- Students work in teams of 4 to design an investigation on osmosis around the essential question: How
90 min
does the concentration of salt affect the rate of osmosis? Students will share out their responses. Examples of ways to write up CER reports have been
included in the post visit materials.

These optional inquiry activities have been prepared as a way for students to fill time while waiting for results from their investigations and will be set up
Ongoing on the periphery of the room and may or may not be used depending on time and the length of individual team experimental designs.
at the
side of Optional Inquiry Activity 1: Students are asked to tell why they think specialized cells look so different from each other. They then try to identify the
the correct type of cell by viewing it under the microscope and drawing the cells (time permitting)
room

Optional Inquiry Activity 2- Students observe blepharisma, a single-celled organism and try to identify parts they see can provide evidence for or against
a fictional student’s claim. “The blepharisma observed here is not a living thing.”
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter

Time Ongoing Assessment: How will you monitor student progress throughout the lesson?
Evaluation

Student oral and written responses during class.

Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How
will you assess their learning?

Formal Assessment tools are included in the post visit materials including peer reviews and reports.

Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they
Time learned today and preparing for tomorrow’s lesson? What homework will be assigned to help students practice,
Closure

prepare, or elaborate on a concept or skill taught?

5 min Give clean-up instructions and summarize how to share information back at school.

Resources: Several resources were used and adapted to develop this program.

Abouzamel, Thuria. “What is Cell Theory?” A 5 E’s Lesson Plan. UFTeach Developing the Next Generation of Florida’s Math and Science Teachers DOA
9/30/16.
Resources

Enderle, Patrick J. et al. Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8.Lab 3 Osmosis: How Does the Concentration of Salt in
Water Affect the Rate of Osmosis? p. 58-70. Osmosis? NSTA press 2015
Enderle, Patrick J. et al. Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8.Lab 4 Cell Structure: What Type of Cell is on the
Unknown Slides? p. 58-70. Osmosis? NSTA press 2015
iScience Textbook Grade 7 Prince George’s County Edition Virtual Lab: Under what conditions do cells gain or lose water? McGraw-Hill. 2015
NGSS Website http://www.nextgenscience.org/ DOA 10/30/16
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
NGSS
PE-MS-LS1-1.
Conduct an investigation to provide evidence that living
X X X X
things are made of cells; either one cell or many different
numbers and types of cells.
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and
progresses to include investigations that use multiple variables and provide X X X X
evidence to support explanations or solutions.
 Conduct an investigation to produce data to serve as the basis for
evidence that meet the goals of an investigation
Disciplinary Core Ideas
LS1.A: Structure and Function
 All living things are made up of cells, which is the smallest unit X X X
that can be said to be alive. An organism may consist of one
single cell (unicellular) or many different numbers and types of
cells (multicellular).
Cross-Cutting Concepts
Scale, Proportion, and Quantity
 Phenomena that can be observed at one scale may not be X X X X X X X
observable at another scale.

Connections to Engineering, Technology and

Applications of Science
Interdependence of Science, Engineering, and Technology
 Engineering advances have led to important discoveries in X X X X X X X
virtually every field of science, and scientific discoveries have led
to the development of entire industries and engineered systems.
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
Evidence Statements
1a Identifying the phenomena under investigation-
From the given investigation plan, students identify and describe* the
phenomenon under investigation, which includes the idea that living things X X X X
are made up of cells.
1b Identifying the phenomena under investigation -
Students identify and describe* the purpose of the investigation, which
includes providing evidence for the following ideas: that all living things are X X X X
made of cells (either one cell or many different numbers and types of cells)
and that the cell is the smallest unit that can be said to be alive.
2a Identify the evidence to address the purpose of the investigation
From the given investigation plan, students describe* the data that will be
collected and the evidence to be derived from the data, including:
i. The presence or absence of cells in living and nonliving things.
X
ii. The presence or absence of any part of a living thing that is not
made up of cells. X
iii. The presence or absence of cells in a variety of organisms,
including unicellular and multicellular organisms. X X
iv. Different types of cells within one multicellular organism. X
2b Identify the evidence to address the purpose of the investigation X X X X X X
3a Planning the investigation
From the given investigation plan, students describe* how the tools and
methods included in the experimental design will provide the evidence
necessary to address the purpose of the investigation, including that due to X X X X X X X
their small-scale size, cells are unable to be seen with the unaided eye and
require engineered magnification devices to be seen.
3b Planning the investigation
Students describe* how the tools used in the investigation are an example
of how science depends on engineering advances.
X X X X X X X
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
4a Collecting the Data
According to the given investigation plan, students collect and record data
on the cellular composition of living organisms. X X

4b Collecting the Data

Students identify the tools used for observation at different magnifications and
describe* that different tools are required to observe phenomena related to X X X X
cells at different scales.

4c Collecting the Data

Students evaluate the data they collect to determine whether the resulting
evidence meets the goals of the investigation, including cellular composition as X X X X X
a distinguishing feature of living things.

PE-MS-LS1-2.
Develop and use a model to describe the function of a cell as
X X X
a whole and ways parts of cells contribute to the function

Science and Engineering Practices

Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing,
using, and revising models to describe, test, and predict more abstract
X X
phenomena and design systems.
 Develop and use a model to describe phenomena.
Disciplinary Core Ideas
LS1.A: Structure and Function
 Within cells, special structures are responsible for particular X X X X
functions, and the cell membrane forms the boundary that controls
what enters and leaves the cell.
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
Crosscutting Concepts
Structure and Function
 Complex and microscopic structures and systems can be visualized, X X X
modeled, and used to describe how their function depends on the
relationships among its parts, therefore complex natural
structures/systems can be analyzed to determine how they function.
Evidence Statements
1a Components of the model
To make sense of a phenomenon, students develop a model in which they
identify the parts (i.e., components; e.g., nucleus, chloroplasts, cell wall,
mitochondria, cell membrane, the function of a cell as a whole) of cells relevant
X X X
for the given phenomenon.

2a Relationships
In the model, students describe* the relationships between components,
including:
i. The particular functions of parts of cells in terms of their
contributions to overall cellular functions (e.g., chloroplasts’
involvement in photosynthesis and energy production, mitochondria’s
X X
involvement in cellular respiration).
ii. The structure of the cell membrane or cell wall and its relationship
to the function of the organelles and the whole cell.
X X X X
3a Connections
Students use the model to describe* a causal account for the phenomenon,
including how different parts of a cell contribute to how the cell functions as a X X X
whole, both separately and together with other structures. Students include
how components, separately and together, contribute to:
i. Maintaining a cell’s internal processes, for which it needs energy. X
ii. Maintaining the structure of the cell and controlling what enters
and leaves the cell.
X X X
iii. Functioning together as parts of a system that determines cellular
X X X X
function.
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
3b Connections
Students use the model to identify key differences between plant and animal
cells based on structure and function, including:
i. Plant cells have a cell wall in addition to a cell membrane, whereas
animal cells have only a cell membrane. Plants use cell walls to X
provide structure to the plant.
ii. Plant cells contain organelles called chloroplasts, while animal
cells do not. Chloroplasts allow plants to make the food they need to X
live using photosynthesis.

CCRSS-Math
Make sense of problems and persevere in solving them. X X X X X X
Reason abstractly and quantitatively. X X X X
Construct viable arguments and critique reasoning of others. X X X X X X
Use appropriate tools strategically. X X X X X X

CCRSS-RELA
RST.6-8.1 Cite specific textual evidence to support analysis of science
and technical texts. (MS-LS1-3)
X X
RST.6-8.2 Determine the central ideas or conclusions of a text; provide
an accurate summary of the text distinct from prior knowledge X X
or opinions. (MS-LS1-5),(MS-LS1-6)
RI.6.8 Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and X
evidence from claims that are not.(MS-LS1-3)
WHST.6-8.1 Write arguments focused on discipline content. (MS-LS1-3) X X X X
SL7.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others' ideas
X X X X X X X
and expressing their own clearly.
 Program Title: Scope It Out! Grade Level: 7
Science Discipline: Life Science Date: 2nd Quarter
Activity 1: Activity 2: Activity 3: Activity 4a: Activity 4b: Optional Optional
Living vs. Review of Known Virtual Lab Cell Inquiry Inquiry
Non- Microscope vs. Membrane Lab 1 Lab 2
Living. Use and the Unknown Investigation
Power of Cells
Magnification
SL 7.4 Present claims and findings, emphasizing salient points in
a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact, X X X X X
adequate volume, and clear pronunciation.