Engage: What Do You Think?
Print a copy of the "What Do You Think? Anticipation Guide" handout found in Related Items. Read each statement. If you agree with the statement, circle A in the Before Learning column on your handout. If you disagree with the statement, circle D in the Before Learning column.
Be sure to keep this anticipation guide. You will complete the last column in Elaborate 2.
In this lesson, you will learn
- how cells were first discovered,
- how the cell theory was developed, and
- the main components of the cell theory.
Explore: Cells—Necessary for Life?
Click on the video box below to watch a video.
Listen for the answers to the following questions.
- What are some functions of, or jobs performed by, organelles found in cells?
- What tools are used to study cells?
- What are the parts of the cell theory?
- Which scientists were involved in the development of the cell theory?
The "Cells—Necessary for Life?" handout is provided to record your answers. The handout is located in Related Items.
Explain 1: Development of the Cell Theory
Watch the video about the cell theory.
Watch the video a second time and complete the "Cell Theory" handout located in Related Items.
Explain 2: Who Would Have Said. . .
Many times in science, the work of one scientist leads to a new development or discovery by another scientist. The development of the cell theory would not have been possible without the invention of the microscope and the use of the microscope to look at the structure of living things.
In the following activity, match the scientist with the best description of that scientist’s contribution. Refer to your Explore "Cells—Necessary for Life?" and Explain "Cell Theory" handouts if needed.
Elaborate 1: Understanding the Cell Theory
Why is it important for us to understand the cell theory?
Life on Earth is very diverse. Organisms are diverse; each has a specific role in its ecosystem. From the frozen tundra to the tropical rainforests to the arid deserts, every species is different and uniquely adapted to survive in a specific environment.
While living things can be very different, they are alike in one fundamental way. All living things are made of cells. Cells are the building blocks of life on Earth.
In the following sorting activity, determine the best placement for each descriptor as it relates to the cell theory.
To retake the quiz, reload the page and then select No when the Resume Quiz dialog box appears.
Elaborate 2: What Did You Learn?
Revisit your "What Do You Think? Anticipation Guide" handout from Engage.
Reread each statement. In the After Learning column of your handout, circle A if you agree with the statement or D if you disagree with the statement.
Compare your answers with those in the Before Learning column. Then, check your answers with the answer key located in Related Items.
What did you learn about the cell theory?
Evaluate: Assess Your Learning!
Follow the directions to complete the assessment. To retake the quiz, reload the page and then select No when the Resume Quiz dialog box appears.
In this lesson, students recognize the components of the cell theory, TEKS (7)(12)(F). The contributions of scientists, TEKS (7)(3)(D), as they relate to the cell theory are embedded throughout the lesson.
|Students review their knowledge of the cell and the cell theory. Students should keep this copy of the Anticipation Guide to complete in Elaborate 2.
|Through the video song, students review the functions of the cell and organelles and are introduced to the cell theory. Guiding questions are provided for student focus. The "Cells—Necessary for Life?" handout is provided for convenience. The cell theory includes a component that states cells carry out similar functions, so this is a good time to quickly embed and review the function of organelles, even though this is not the focus of the lesson.
|Students view an animated TED Ed video that focuses on the development of the cell theory. Students are encouraged to watch the video at least twice. Students should first view the video for general content. During the second viewing, students should record information in their journals. The "Cell Theory" handout is provided to help students record important information. Encourage students to stop the video, allowing time to process and record the information on the handout.
|In Explain 2, students complete an interactive activity by matching scientists with their contributions to the development of the cell theory. Use of students' notes from Explore and Explain 1 is encouraged.
|The Elaborate part of the lesson reviews the components of the cell theory. Students match descriptors to the cell theory components. Students should repeat the activity if needed.
|Students review their learning by rereading the statements from the anticipation guide found in Engage. Students will circle either A for agree or D for disagree as they read each statement. Encourage the use of the student’s notes if needed. The answer key is located in Related Items.
|Students review and assess their learning through a variety of questions.