Jennifer Tripp

Dr. Schindel
Lesson 5- Unicellular Organisms and Specialized Cells

Age/Grade Level: 6th grade

Time: 45 minutes
Instructional Objectives/Goals:

Students will compare and contrast unicellular and multicellular organisms, through verbally
responding in discussions and completing a T-chart in their science notebooks.
Students will compare specialized cell types in plants and animals as well as these cells
structures and functions, as demonstrated by completing graphic organizers.

Essential Question:

How do cells differ among unicellular and multicellular organisms?

How are cells structured to ensure efficiency and survival?

NY State Standards:
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
Introduction: Living things are similar to each other yet different from nonliving things. The cell is a basic
unit of structure and function of living things (cell theory). For all living things, life activities are
accomplished at the cellular level.
Major Understandings:
1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain
life. Cells are usually microscopic in size.
1.1b. The way in which cells function is similar in all living things. Cells grow and divide, producing more
cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the
materials that a cell or an organism needs.
1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or
chloroplasts. Many cells have a nucleus.
1.1d. Some organisms are single cells; others, including humans, are multicellular.
Materials:

unicellular & multicellular organisms PPT, modified from: http://slideplayer.com/slide/7928441/

specialized plant and animal cell Google documents (graphic organizers)
computers (computer lab)

Internet
projector
whiteboard
marker
science notebooks

Learning Activities:
1. Introduction: (6 minutes)
a. Ask students what they think unicellular and multicellular organisms are and examples
of them.
i. Students respond.
ii. Write these on the whiteboard.
b. Show students introductory video (link in PPT). Have students look for any changes in
their initial conceptions and anything they have learned.
c. Call on some students to share after the video.
2. PowerPoint: (5 minutes)
a. Take students through PPT, discussing the definition and characteristics of unicellular
and multicellular organisms, as delineated in the PPT, until unicellular and multicellular
T-chart.
i. Give example of uni as in unicycle or unicorn.
ii. Refer to the bread or pizza dough rising because of yeast.
iii. Click on images of amoeba, diatoms, Volvox, and paramecium to show students
quick video of them under a microscope and moving. State how many of these
are found in pond water.
iv. Discuss benefits and characteristics of unicellular and multicellular cells, as in
the PPT.
v. Give an example of multi as in multipurpose or multiple.
vi. State that insects, including fruit flies are multicellular.
3. Unicellular versus Multicellular T-Chart: (4 minutes)
a. Give students time to fill out T-chart (shown on PPT), drawn in their notes.
b. Call on students across the room to share what they put in their T-charts.
c. Show students the completed T-chart, in the PPT.
d. Tell students to modify their T-charts accordingly.
4. Cell Size Perspective: (1 minute)
a. Give students a quick view of cell size, now that they are familiar with most of the
terms. Show students the online interactive scale (link is in the PPT).
b. Point out grain of rice, sesame seed, amoeba, paramecium, yeast, organelles, proteins,
water, carbon atom.
5. Group Specialized Multicellular Cell Exploration: (14 minutes)
a. Give directions:

i. Tell students that they will now work in groups to explore specialized cells in
multicellular organisms. Each group will study 1 plant and 1 animal specialized
cell. You will use the website resources provided on the Google document to
complete your sections of the table. Have student state directions to make
sure everyone understands.
ii. Split students into groups by having them count off by 5s. Group 1 looks at
xylem and nerve cells, and so forth (group # corresponds to row in table).
iii. Assign group roles.
1. 1 person is a reader (reads information on website)
2. 1 person is a summarizer (summarizes information)
3. 1 person is a note-taker (types on Google document)
4. 1 person is a presenter (presents group findings to the class each
group will only present one of their cell types (1-2 minutes) Make sure
there is a distribution of plant and animal specialized cell
presentations.)
5. all students contribute ideas to the Google document
b. Students work in groups:
i. Students explore websites and fill out the charts (they will access it from a link
on the class website).
ii. Circulate the room and observe student interactions and responses on the
chart.
iii. Give students a 2 minute warning.
6. Student Presentations: (12 minutes)
a. Students present on 1 of their cell types, using the Google document as a reference.
Peers watch.
b. After students presentations, there is a short period where students can ask group
members questions.
7. Closure: (3 minutes)
a. Ask students: What are some similarities and differences between the cell types you
studied and that of your peers?
i. Students should note the correlation between structure and function and the
diversity among cells in multicellular organisms.
b. Show students last slide in PPT, with all of the different types of cells in the bird.
i. Briefly mention that many cells together make up tissues, and these tissues
form organs, like a kidney or stomach. Note that unicellular organisms carry out
all of its functions with just one cell.
Assessments:
Formative:
observation of student handout (t-chart/Google document) responses and presentations
small group and whole group discussion responses
Teacher will make note of important observations in a journal.