GSE Lesson Planning Template

Grade/ Grade Band: 5th Topic: Classifying Organisms Lesson Timeline:

Brief Lesson Description: STEM Classifying Organisms, cells

Essential Question(s):
How can I use my knowledge of the classification system for living things to model what makes vertebrates and invertebrates?
Why do scientists classify things?
How do scientists group organisms?
How have classification systems changed?
What do scientists do when something doesn’t fit in the classification system?

Narrative / Background Information

Prior Student Knowledge: Students should be able to name a variety of living things and describe a few general characteristics of plants and
animals. Students should also know some basic needs of organisms. If students have no prior knowledge of living things, remediate
characteristics of living things. (See Differentiation). It will also be helpful if students have had some experience with classification. For
example, it will be useful if students can name the kingdoms of life and identify some organisms from each kingdom. However, prior
knowledge of classification is not required for this lesson.

Science & Engineering Practices:
1. Asking Questions (for science) and
Defining Science (for engineering)
2. Developing and Using Models
3. Planning and Carrying Out
Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational
Thinking
6. Constructing Explanations (for science)
and Designing Solutions (for
engineering)
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and
Communicating Information
Georgia Standard Excellence (GSE): Crosscutting Concepts:
S5L1. Obtain, evaluate, and communicate 1. Patterns
information to group organisms using 2. Cause & Effect: Mechanisms and
scientific classification procedures. Explanations
a. Develop a model that illustrates 3. Scale, Property, and Quantity
how animals are sorted into 4. Systems and System Models
groups (vertebrate and 5. Energy & Matter: Flows, Cycles, and
invertebrate) and how vertebrates Conservations
are sorted into groups (fish, 6. Structure & Function
amphibian, reptile, bird, and 7. Stability & Change
mammal) using data from
multiple sources.
b. Develop a model that illustrates
how plants are sorted into groups
(seed producers, non-seed
producers) using data from
multiple sources.

Possible Preconceptions/Misconceptions:
 They may think that organisms with similar features are always grouped together; in fact, organisms with similar features may not
be closely related. For example, bats and birds both have wings, but bats are classified as mammals.

Differentiation strategies to meet diverse learner needs:

Students should also know some basic needs of organisms. If students have no prior knowledge of living things, remediate characteristics of
living things. (See Differentiation). It will also be helpful if students have had some experience with classification.
 Provide graphic organizers

 allowing students to re- watch videos, re-read passages, or re- do activities multiple times.

LESSON PLAN – 5-E Model

Engage:
* The students will decide if organisms on board are plant or Not a plant – will mark with X or check. (Keeley Probe)
* The students will categorize plants and give claim, evidence, and reasoning for how choose categories(allow them to choose the
categories and identify reason categorized).
*The students will present to class.
EXPLORE:
*The students will finish sharing how categorized plants in their groups and claims, evidence, and reasoning for categorizing along with any
examples.
*The students will discuss (whole group) and look at diagram (projector board) at plants with seeds vs. plants without seeds (spores) and
how alike and different.
*The students will view video and do “Test Yourself” activity on Studyjams.com – science- plants – plants with seeds.
The students/teacher will choral read pages 324/325 and observe charts and diagrams in Science text book and discuss organelles of plant
and animal cells and some of functions and likes and differences.
*The students will observe diagram/model of plant cell and animal cell on projector board (whole-group).
*The students will partner read in discoveryeducation.com science tech book and complete formative assessments
EXPLAIN
The students will complete “What Do Cells Do?” activity sheet using text pages 324-328.
*Students will receive and glue cell with organelles model into journal. Observe plant cell model displayed on projector board. Discuss each
organelle’s function (whole group).
*The students will explain what organelle’s do (on sticky note) and put on classroom cell models on wall around the room.
*Students will receive instructions/check list for constructing cell model.
Essential Question: what is the function of a nucleus?
* The students will construct tab foldables for their science journals defining vocabulary for Chapter 8 (Cells) and identifying cell
structure/function.
*Students will identify parts of a cell in an animal cell on the outer part of two-door foldable and compare/contrast the two on a double
bubble map on the inside.
*Studyjams.com - science – plants- plant cells.
*Give students cell project rubric and assignment description.
*”I will Survive” (alien video on youtube)
*Explain to students that unicellular organisms must have all it needs to survive in the ONE CELL.

Tier 2:
The students will fill out partially labeled foldables for their science journals defining vocabulary for Chapter 8 (Cells) and identifying cell
structure/function.
*Students will identify parts of a cell in an animal cell on the outer part of two-door foldable and compare/contrast the two on a double
bubble map on the inside.

Extension Activities (may do’s):

• Sheppard Software – cell games
• Brainpop – Science – Cellular Life and Genetics – cells
• Blendspace – KB5 Cells

ELABORATE:
**Professor Greg Ford and Charis coming to look at cells under microscope with students.

EQ: What does an plant cell look like and what are its parts?
*The students will look at different cells including that of a plant and animal and protest.
*The students will describe what they saw and if/what different (cell wall/cell membrane)
*The students will identify and use different parts of a microscope and realize specimen that cannot be seen with naked eye can be seen
with microscope.

EVALUATE:
*The students will create a model of a plant cell and present to class, explaining the functions of the main organelles and how a plant cell is
different from an animal cell.
*This will be assessed with a rubric for a grade.