Unit Title: Organization and Development Number of Days
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Summary of Unit: Exploration of the interrelationship and regulation of internal body systems and essential functions of plant and animal cells.
Grade Level:5
Stage 1: Desired Results (Learning Targets)
Strand A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.
Enduring Understanding
Living organisms have a variety of observable features that enable them to obtain food and reproduce.
Essential Questions
What do all living things have in common?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
Systems of the human body are interrelated and regulate the body’s internal
environment.
Model the interdependence of the human body’s major systems in regulating its internal environment. (5.3.6.A.1)
Essential functions of plant and animal cells are carried out by organelles.
Model and explain ways in which
organelles work together to meet the cell’s needs. (5.3.6.A.2)
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010)
http://www.nap.edu/catalog.php?record_id=12771#orgs Adaptability Complex Communications/Social Skills Non-routine Problem-solving Skills Self-management/Self-development Systems Thinking
Students use of Technology: Materials/Equipment needed:
Stage 2: Evidence of Learning Instructional Guidance for Content Statement:
Construct conceptual models to clarify the levels of organization for structure and function in living things (cells, tissues, organs, organ systems).
Create simulations and models of how human body systems (digestive, respiratory, reproductive, and circulatory) work together to perform functions necessary for life.
Assessment for CPI:
5.3.6.A.1
Model the interdependence of the human body’s major systems in regulating its internal environment.
Students imagine themselves as their favorite food, a red blood cell, a virus, air, etc. and write a short story about what happens when the food, etc. enters the human body. They trace the object throughout the human body, explaining where the object stops and for what purpose and present their short story at a reading in the school’s library.
To show evidence of meeting this CPI, students may answer the following question:
Which of the following best describes the function of this system?
A. absorbing nutrients from food B. protecting the body from infection
C. exchanging gases with the environment
D. responding to stimuli in the environment
Resources:
Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI.
http://www.teachersdomain.org/resource/tdc02.sci.life.reg.lp_humanreg/ http://www.teachersdomain.org/resource/tdc02.sci.life.reg.bodycontrol/
http://www.kidskonnect.com/subject-index/31-health/337-human-body.html
http://kidshealth.org/PageManager.jsp?lic=1&article_set=29673&ps=110
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Instructional Guidance for Content Statement:
Compare and contrast the types of organelles found within plant and animal cells. Focus on how all of the organelles, in both plants and animals, work together to complete the essential cell functions.
Assessment for CPI:
5.3.6.A.2
Model and explain ways in which organelles work together to meet the cell’s needs.
You are the leader (mayor, principal, manager, etc.) of a human-created system (a city, a school, a restaurant, etc.). Compare, using an original metaphor, the functions and interdependence of cell organelles to the elements of your human-created system. Create a commercial to advertise your city, school, restaurant, etc. using the details of the organelles’ functions to draw people in, highlighting how efficiently the elements work together, just like within a cell.
Resources:
Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI.
http://www.teachersdomain.org/resource/lsps07.sci.life.stru.celldiagram/ http://www.teachersdomain.org/resource/tdc02.sci.life.cell.animplant/
http://www.schools.utah.gov/curr/science/sciber00/7th/cells/sciber/orgtable.htm (cell
organelles)
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Name of Activity/Lab/Investigation # 2 X hours/Days
Description
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations
Extra support
Enrichment or early finishers Various learning styles Limited English proficiency
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
Open Ended Teacher Reflection:
1.What changes would I make next time the lesson is taught?
