Cells Lesson 1: The Solve Educator’s Resource Guide

Objective In The Solve, students will:

1. Observe two phenomena on cells and complete a matching activity to connect cells with their associated organisms.

2. Develop an understanding that all living things are made of cells, cells can be unicellular or multicellular, and that cells are the basic unit of structure and function of all living things.

The Activity Students will view two video clips that show unknown objects moving in surprising ways. In the first, they will see a single cell develop into an alpine newt. In the second, they will see single-celled protists in a water droplet. As students watch each video, they will write down what they think they are seeing and update their ideas as each video progresses. After you share with them that the videos they studied both show living organisms made of one or many cells, students will work to come up with a definition of a cell. They will then complete a cell/organism card matching activity and discuss the reasonings for their matches. Through this activity students will determine that all living things are made of cells, cells can be unicellular or multicellular, and that cells are the basic unit of structure and function of all living things. They will use this knowledge to revisit images of cells from the videos and label the images with scientific terms.

Phenomena Description In the first video, students view a

single cell develop into an alpine

newt.

In the second video, students view

protists in a drop of pond water.

Video 1: Alpine newt Video 2: Protist

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Time Required: 45–70 minutes

Materials Required

● Video Clip 1: https://mosamack.com/home/cells/lessons/solve/live

● Video Clip 2: https://mosamack.com/home/cells/lessons/solve/live#video-2

● Student Guide

● Computer with speakers (for projecting video) or headphones (for student viewing on

laptops)

● One set of “Cell and Organism Cards” cut out for each group of students (~4–6 sets

total)(Appendix A). Note: If possible, print the cards in color and laminate for use in multiple

classes. If you can’t print in color, project the cards in color on the board for reference as

students use the black and white cards.

● “Cell and Organism Cards” answer key (Appendix B)

Safety Considerations Science & Engineering Practices

None ● Developing and Using Models

● Constructing Explanations or Arguments

From Evidence

Agenda

Part 1. Video Clips of Phenomena (5–10 minutes)

Differentiation Tip: The videos can be viewed as a class, in small groups, individually, or completed for

homework.

1. Explain to students that they will be viewing two

video clips. Let them know that as soon as you

press play on each, they should write down the

first thing that comes to mind on what they are

seeing. They should continue to write what they

think they’re seeing as the video progresses.

Encourage students to come up with questions as

well as observations.

2. Play video clip 1:

https://mosamack.com/home/cells/lessons/solve/live . Teacher background only (don’t share

this yet with students): This video is a sped-up version of a newt developing from a single cell.

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Sample student observations and questions: Is it an egg? What is happening to it? Why is it

changing? It’s moving. It is getting bigger and changing shape. It is living! It is something alive

and growing!

3. Play video clip 2: https://mosamack.com/home/cells/lessons/solve/live#video-2 . Teacher

background only (don’t share this yet with students): This video shows single-celled organisms

called “protists” in a droplet of water.

4. Remind students, as they watch video clip 2, to write in their Student Guide what they think

they are seeing. Encourage them to keep writing

and developing their ideas of what they are

seeing as they watch the clip.

Sample student observations: Are these worms?

They are different cells in pond water. Are they

glowing? They are eating other things. Are they

reproducing?

You can choose to show the videos one–two

more times if students would like to see them

again.

5. Once students have completed watching the videos, prompt them to complete the questions in

their Student Guide as to how these videos may be related. Have students share out their

answers with the class.

6. Now it’s time to give students more information. Share with students that the videos they just

viewed all show living things (called organisms) made of one or many cells! The first video

showed a newt developing from a single cell. The second video showed an organism (a living

thing) made of one single cell. The name of this organism is a protist. The video showed many

protists in a droplet of pond water.

Part 2. Let’s Figure It Out! (15–25 minutes)

1. Put students in groups of 3–4 to have them complete the fill-in-the-blank section of their

Student Guide.

a. Share the answer: The videos that you studied above all show living things (or

organisms), made of one or many cells! 2. They will then work in their same groups to come up with what they think a definition of a cell

might be. They will record their answer in the “My Group Definition” box.

3. Have students share out answers and write key parts of definitions on the board. To guide

students towards a common, accurate definition, provide prompting questions:

a. Do you think cells make up both nonliving things and living things?

b. Do you think all living things are made up of only one cell?

4. Come up with a class definition. “Cells make up all living things. Living things can be made of one

or many cells.” Have students write this definition in the “Class Definition” box.

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Student Directions

Living things can be made of one or many cells. And in fact, the different types of cells in an organism

can actually look very different from each other depending on their job or function. Study the cards

provided by your teacher. Can you correctly match each cell card to the proper organism or part of each

organism? Using the table in your Student Guide, write down the organism card letter in the correct

row. In the “Reasoning” column, explain what clues led you to match the cell with the organism.

Prepare ahead of time

1. Print and cut the cell and organism cards for each group (located in Appendix A below).

Optional: Laminate the cards so that you can reuse them when you do this activity with multiple

classes each year.

2. Place the cards in stacks at the center of each group table. There will be one set of cards for

each group.

Getting the students started

1. Model the Cell/Organism Card Matching Activity with students.

a. Working in groups of 3–4, students should study each of the cell cards and organism

cards provided.

b. Students will use the clues provided on the cell cards to match each cell card to the

correct organism.

c. They will record their answers in their Student Guide and explain their reasoning for the

match. Let students know that they will not be graded on their final answers, but that

their focus should be on explaining their reasoning about which cell belongs to which

organism.

2. Call on 2–3 students to share out their answers for each card.

3. Share the correct matches with your class by projecting Appendix B to the class.

4. Students should then answer the reflection questions in their Student Guide. Question 1: Reflect on the answers that your teacher showed you. Did you match all

cards correctly? Choose one you matched correctly. What clues led you to make the

correct match? Choose one you matched incorrectly. What clues do you now see that

you didn't initially see?

Answers will vary. Potential answers include: I correctly matched the skin cells to the frog

because I recognized the clue that the cell provides a protective barrier. I matched #8

correctly. I guessed that this protective layer was the skin. I matched #5 incorrectly. I

initially thought it was a bone, but now see that it is the cells that make up a tree trunk

because these cells provide structure for the trees.

Question 2: Why do you think certain cell types look the way they do? What do you

think the relationship is between a cell’s structure and its function? Answers will vary.

Potential answers include: I think cells might look different depending on their purpose.

For example, a nerve cell is long so that it can send messages.

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Part 3. Constructing an Explanation (20–25 minutes)

1. Prompt students to complete Question 1 in their Student Guide:

Use these terms to annotate the images below. Hint: There’s more than one right answer!

a. Cell: Basic unit of life

b. Unicellular: Made from one cell

c. Multicellular: Made from many cells

d. Organism: An independent, living thing capable of carrying out life processes (examples:

plant, animal, or single-celled creature)

Explain to students that they will circle and label where they see the terms in the images of the

cells and organisms in their Student Guide. Encourage students to use the new terms more than

once. Note that the terms make sense in multiple places. One example of an annotated image is

shown below. Review as a class to make sure students have a clear understanding.

Note: If the images are printed in black and white:

● Project the images from the Student Guide as students complete their annotations.

● Have students use colored pencils so that their annotations are clear.

2. Prompt students to complete Question 2:

Explain how the videos we viewed at the beginning of this lesson and the card matching activity

help us understand that cells are the foundation of living things. Apply the terms used in

Question 1 in your explanation.

Potential Answer: In the first video we watched, we viewed a single cell develop into a

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multicellular organism, which became an alpine newt. It was multicellular because it was made from many different cells. In the second video, we saw the various types of protists that can be found in a drop of pond water. Protists are unicellular organisms and because they are made of a cell, they are a living thing. The videos and matching game helped me understand that cells arethe foundation of living things, because in the video, I saw a newt develop from a single cell and in the matching game, I saw that there are different types of cells in different organisms.

Part 4. Exit Ticket: Check for Understanding (5–10 minutes)

Differentiation Tip: This can be done in groups, pairs, individually, or more formally as an online quiz.

Students complete the exit ticket to check for understanding. This can be done online by selecting the

Quiz button in Lesson 1 or on paper in the Student Guide. Answers are highlighted in bold below. 

Exit Ticket

1. All of the following are made from cells except:

a. Grass

b. Rock

c. Mouse

d. Mushroom

2. Which of the following cell statements are accurate?

a. Cells are the basic unit of structure and function of living things

b. All living things are made of cells

c. Organisms can be made from one or many cells

d. All of the above

3. A bacterium is a living organism, made from one cell. Therefore, a bacterium is considered to be:

a. Multicellular

b. An organelle

c. Nonliving

d. Unicellular

4. True or False: Although cells are the building blocks of living organisms, they can vary in size,

shape, color, and function.

a. True

b. False

5. Which of the following statements accurately describes the image?

a. This image shows something that is multicellular

because I see many cells

b. This image shows something that is unicellular, because it

only one cell

  

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Appendix A: Cell and Organism Cards Directions: Cut out each card along the solid lines. Give one set of cards to each table group.

 

Cell Cards  Organism Cards 

 1 The green parts inside these cells allow light to be captured. 

 D 

 2 These cells are the foundation of the skeletal system.  

E 

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 3 These cells have extensions like wires to send messages throughout your body. 

 F  

 4 These single cells are green and live in ponds.  

 A  

5 These cells have a boxlike structure with walls to provide support.   

H 

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 6 These cells are long and lean and latch onto one another when they contract and relax. 

B 

 7 These cells have sturdy walls to provide support and are green until they turn into a fully ripened fruit. 

 G 

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8 These cells form a protective outer layer in organisms. 

 C 

    

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Appendix B: Answer Key 

Cell Cards  Organisms     Cell Cards  Organisms 

 1 The green parts inside these cells allow light to be captured. 

D  

 

 5 These cells have a boxlike structure with walls to provide support. 

 H 

 2 These cells are the foundation of the skeletal system.  

E 

 

  6 These cells are long and lean and latch onto one another when they contract and relax. 

B 

 3 These cells have extensions like wires to send messages throughout your body. 

 F  

 

    7 These cells have sturdy walls to provide support and are green until they turn into a fully ripened fruit. 

 G 

 4 These single cells are green and live in ponds.  

 A  

 

 8 These cells form a protective outer layer in organisms. 

 C 

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