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Meet the Micro:bits
Coding is easy and fun when students meet the micro:bits. Learn to write and download code, so you are ready to create your own scientific tools!
Meet the Micro:bits
Coding is easy and fun when students meet the micro:bits. Learn to write and download code, so you are ready to create your own scientific tools!
Student Edition
(English/Spanish)
Student Edition
(English/Spanish)
Student Edition
(English/Spanish)
California Wildfires
Watch Class Movie
teacher Prep
Lab sheet & activites
Class Movie
Watch Class Movie
Class Movie
Teacher Prep Movie
Lab Materials Needed
Blockey Koa Crate
from Kea STEMCrate
- 1 Springy Spring Scale per student
Student Lab Sheet
Organelles Work Together: What's Inside a Cell?
Student Edition
(English/Spanish)
Teacher Edition
(English/Spanish)
From Molecules to Organisms MS-LS1-2:
Develop a model to describe the function of a cell as a whole, and ways that parts of a cell contribute the function of a cell. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]
Pacing Guide:
Color Key: Green words- Hands-on Activity Black words- Book reading Blue words: Revisit the Phenomenon
Instruction day 1: Explore the Phenomenon
Summary: Students investigate cells and what they look like. Determine that cells cannot be seen
with the naked eye but can be studied with a microscope.
Discover that cells can be smaller than 1 millimeter and that they are often measured in micrometers.
Lesson objective: Students will discover that cells make up living tissue and because of their small size they are only visible with a microscope.
Materials needed: Fruit, vegetable or leaf sample
Meeka Microscope or Micro Peek app
Meshi measuring tape or small ruler
Explain the Phenomenon
Lesson anchor question
How could you describe the characteristics and size of the cell to another person?
Answers will vary. Students can explain the size, shape and color of the cells they see in their sample. Discussion on size of a cell can be done in comparison to living or non-living things. For example, a cell is smaller than an ant. A cell is smaller than a grain of salt. A cell is bigger than one molecule of water.
Instruction day 2 (pages 37 - 38): Read and discuss
Summary: A fun introduction to the author and to cell organelles with a riddle. Guessing the riddle is a fun interactive activity.
Lesson objective: To introduce the concept that organelles are parts of the cell, each with their own machinery and specific function that helps a cell function and survive.
Cells rap song: https://youtu.be/-zafJKbMPA8
Instruction day 3 (pages 39 - 40): Read and discuss
Summary: Cells need energy to survive and perform their functions. Cells consume energy and need oxygen. Humans obtain the energy they need for their cells from the breakdown of sugars and nutrients. At the atomic level, the breakdown of these molecules releases energy.
Lesson objective: Students learn about sources of energy for cells and the important products of important reactions that produce carbon dioxide, water and energy.
Instruction day 4 (pages 41 - 42): Read and discuss
Summary: Students read and discuss amino acids, the most basic molecules that are important to the cell. Amino acids are the basic building blocks of proteins and there are 20 different types. Proteins are complex 3D structures that are important for cell structure and function.
Everything you eat has proteins and sugars in it. These nutrient sources are what help keep our cells alive.
Lesson objective: Students explore the concept that plants produce proteins and sugars that are important food sources for animals. All living organisms rely on plants for food.
Students are challenged to think deeper about what other sources of food, besides water, do not come from plants.
Ask: What is the difference between an amino acid and a protein?
Example: Proteins are 3D structures that are made of many amino acids. Amino acids are made by action of the DNA code.
Instruction day 5 (pages 43 - 44): Read, draw, and discuss
Summary: Students are introduced to the basic structure of plant and animal cells, and that these eukaryotic cells contain organelles (tiny organ-like compartments). Some organelles have their own membrane and it is similar to the plasma membrane. Each organelle has a specific function within the cell that helps it survive.
Lesson Objective: The difference between animal and plant cells is explained. Students learn that eukaryotic cells contain small organ-like compartments within their cells that have specific functions for cell survival.
Instructions: Students color the plant and animal cell illustration in their book or handout (see pdf document).
Optional craft: sewing a small cell pillow.
Guiding Questions:
Ask: What organelles are only found in plant cells?
Example: The vacuole and chloroplast. A cell wall as well, but some fungi like yeast have a cell wall too.
Ask: Can you point out any other differences between animal and plant cells?
Example: Animal cells do not have a cell wall, chloroplast or vacuoles.
Ask: Can you point out the difference between a bacterial cell and a eukaryotic cell?
Example: A bacterial cell does not have membrane enclosed organelles.
Instruction day 6 (pages 45 - 46): Read and discuss
Summary: A brief introduction to each organelle and its function.
The role of proteins in a cell varies, as they are part of the cell structure and involved in different processes that are needed for the cell. Proteins are used as enzymes (catalysts that aid in reactions), and signaling/communication agents within and outside of the cell.
Lesson objective: Introduce organelles commonly found in eukaryotic cells.
Instruction day 7 (pages 47 - 48): Read, draw, and discuss
Summary: Protein production in a cell is illustrated by analogy of little factory workers that produce proteins in a factory production line.
Ribosomes are introduced as protein builders. They translate genetic material into amino acids and build proteins by linking amino acids together and folding them into complex 3D structures.
Lesson objective: Display a general overview of protein production. Identify ribosomes and their function.
Activity: Students complete the illustration of factory workers producing protein bubble cakes, by using the drawing prompts in the book or handout (see pdf).
Guiding Questions:
Ask: Where are the ribosomes located in the cell?
Example: They can be found on the rough endoplasmic reticulum, that’s why it is rough! Ribosomes can also be found ‘free’ in the cytoplasm.
Instruction day 8 (pages 49 - 50): Read and discuss
Summary: The rough endoplasmic reticulum (RER) is an organelle within the cell where proteins are produced. It is covered in ribosomes. The smooth endoplasmic reticulum (SER) is an organelle where lipids are produced. As its name indicates, it is smooth and lacks ribosomes unlike the RER.
Lesson objective: Students are introduced to the rough and smooth endoplasmic reticulums: their basic structures, functions, similarities and differences.
Instruction day 9 (pages 51 - 52): Read and discuss
Summary: The golgi complex is involved in receiving proteins made from the endoplasmic reticulum and coating them with sugar tags that indicate where they need to go in the cell. Sugars (carbohydrates) are produced in the golgi complex. Proteins are basically “packaged and sorted” in the golgi.
Proteins, lipids and sugars travel from the endoplasmic reticulum to the golgi complex and out to a cellular destination via transport vesicles. Vesicles are circular membrane compartments that form by pinching off from an organelle membrane.
Lesson objective: Students learn about the function of the golgi complex, that it is responsible for sorting and coating proteins that are produced in the endoplasmic reticulum. Proteins and lipids travel between the endoplasmic reticulum, golgi complex, and to other destinations in the cell via transport vesicles. Vesicles are small lipid bubbles that pinch of the organelle membranes to transport proteins in the cell.
Guiding Questions:
Ask: Why do you think proteins need to be transported in vesicles?
Example: Some proteins cannot be exposed to the liquid environment of the cell because they may be hydrophobic. An example would be a membrane protein, it is made to be within the membrane, in direct contact with the phospholipids of the membrane. Some proteins have a positive or negative charge, the vesicle is like a protective lipid bubble that transports them to their destination.
Instruction day 10 (pages 53 - 54): Read and discuss
Summary: The mitochondria are energy-converting organelles in eukaryotic cells. They are very abundant in these cells.
In each cell there is a pair of cylindrical structures arranged at right angles to each other, called centrioles. Centrioles are important central components of the cytoskeleton (Yes, cells have a skeleton too!), that are involved in cell movement and organize the centrosome matrix, arranging the spindle fibers that hold DNA during the cell division process.
Lesson objective: To define the function of mitochondria and centrioles in eukaryotic cells.
Guiding Questions:
Ask: Why are there so many mitochondria in eukaryotic cells?
Example: Some eukaryotic cells have many mitochondria because they need to produce a lot of energy in the form of ATP molecules. For example, muscle cells contain lots of mitochondria so they are readily able to produce energy for muscle activity.
Ask: What is so special about mitochondrial membranes?
Example; Energy production takes place between the membranes.
Instruction day 11 (pages 55 - 56): Read and discuss
Summary: The nucleus is the cellular compartment that holds the cell’s genetic material (DNA). It is enclosed by a nuclear envelope (membrane), and it is connected to the endoplasmic reticulum
Chromosomes are formed from condensed (concentrated) coils of DNA. They contain all the genetic material of the cell. Chromosomes are only visible in X shape during cell division.
Lesson objective: Students learn about the nucleus and its function in the cell. Students define chromosomes as condensed forms of DNA within the nuclear compartment.
Guiding Questions:
Ask: What do you think DNA looks like when it is not condensed in X form?
Example: DNA looks like a linear strand that is loose.
Ask: What would happen to the DNA of a eukaryotic cell if the nucleus didn’t have a nuclear membrane?
Example: The chromosomal DNA would be unprotected from the environment and reactions that take place in the cytoplasm. Without a nuclear membrane the cell would die.
Instruction day 12 (pages 57 - 58): Read and discuss
Summary: Nobody’s perfect, even cells! Sometimes there are errors in protein and lipid production. Lucky for our cells, they are able to identify their mistakes and toss out products that were not made right. These mistakes are carried by vesicles to the lysosome, the recycling center of the cell. Lysosomes are rich in enzymes that cut up all the proteins, lipids and molecules that are sent there by the golgi complex. The inside of a lysosome is very acidic. Chloroplasts are the powerhouses of plant cells. They perform photosynthesis during the daytime, converting the light energy from the sun into food energy for the plant by use of carbon dioxide and water.
Lesson objective: Introduce students to lysosomes and chloroplasts. Lysosomes help maintain the cell by getting rid of faulty proteins and molecules; chloroplasts found in plant cells are unique in being able to convert light energy into food, sugar and energy.
Photosynthesis under the microscope video:
Guiding Questions:
Ask: Do you think the acidic pH of the lysosome is bad for the rest of the cell?
Answer: Yes, an acidic pH would kill the cell.
Ask: What is the difference between a mitochondrion and a chloroplast in how they produce energy?
Example: Chloroplasts produce food energy from light energy; the energy produced is used to make sugars (food energy). Mitochondria produce energy from food energy and is used for metabolic processes.
Instruction day 13 (page 59): Read and discuss
Summary: The cytoplasm is the internal environment of the cell, containing the majority of water in the cell. All the organelles are within the cytoplasm and are arranged by lying on the cytoskeleton. A cell membrane is a selective phospholipid bilayer that surrounds the cell. It controls cell volume and allows certain ions to flow in and out by use of selective membrane proteins called channels. The cell wall is found in plant, bacteria and fungi (yeast) cells. It is a very tough outer layer that protects the cell.
Lesson objective: Students will learn that the basic frame of an animal cell is made up of a cellular membrane that surrounds the cytoplasm, the internal environment, where all the organelles are located. The basic frame of a plant cell consists of a tough outer cell wall, a membrane and internal cytoplasm with organelles.
Guiding Questions:
Ask: Why do you think animal cells do not have a cell wall?
Answers will vary. Cell walls maintain cell shape. Plant cells have cell walls and because of this they do not need to have a skeleton to be upright. Animal cells have different shapes depending on what part of the body they belong to.
Instruction day 14 (pages 60 - 61): Vocabulary
Summary: Students use their notes and STEMTaught journal to elaborate on the list of STEM vocabulary words.
Instruction day 15 (page 62): Hands on Activity: Explore Plant Cells! (Lab Day 1)
Lesson Objective:
-Students investigate vegetables with Meeka Microscope to see that plants are made of cells.
-Students visually see how cells connect to make living organisms and that cells have organelles inside them.
-Students will be able to identify cell walls, the nucleus of a tomato cell, and vacuoles in potato cells.
Lab Preparation:
1. Samples – Bring 2 potatoes (peel them before the lab), 2 tomatoes, and another
fruit or vegetable that you choose.
2. Room Prep – Prepare three veggie sample prep stations for student use during the
lab. Each of the three sample prep stations should consist of; one trash bag table
cloth (3 total), one veggie peeler (three total), one dropper bottle of methylene
blue dye (3 total), one dropper bottle of red iodine dye (three total), some
vegetables or fruit (potatoes, tomatoes, and another type of fruit of veggie).
3. Bring Meeka Microscope cart to class with one microscope per student, and print
student lab sheets. Bring Petri dishes for sample viewing.
Materials needed:
1 Mezzie Measuring Tape per student
-1 Petri Dish per student
-3 Iodine droppers
-3 Methylene Blue droppers
-3 Vegetable Peelers
Discovering Plant Cells
Students explore plant cells under the microscope.
Running the Lab Activity:
1. Show class movie “Discovering Cells” while you prepare the sample prep stations.
2. Review veggie peeler safety: Peel away from you, thin peels are best for viewing.
3. Remind students that 1 small drop of dye is all they need to use.
4. Remind students to use the bottom light on the microscope so that light can shine through and illuminate the cells.
5. Demonstrate how to prepare a sample for viewing: Peel 3 slices of potato, place them in a petri dish, drop one drop of blue on one slice, one drop of red on another slice, and leave the third natural with no dye. Now they are ready to view in the microscope.
6. Ask students to draw the cells they see on their lab sheet.
7. Let students do the lab. They peel their own peelings, use the dye, and observe their samples with 2X and 4X objective lens settings and bottom lighting.
Guiding Questions:
Ask: Did you see anything inside the cells?
Example: In the tomato cells the nucleolus is visible as a red-orange ball within the clear cytoplasm. The potato cells were full of organelles called vacuoles which hold and store starch for the potato.
Ask: What did you see? How were the cells shaped? Were they flat or did they have volume?
Example: It’s amazing to see how much volume the plant cells have; they are 3-dimensional, not flat. They are full of fluid, cytoplasm and organelles.
Ask: Were the cells connected?
Example: You can see in all the different plant types that cells are connected to form the larger structure of the plant. Plants cells have rigid cell walls to support their high growth.
Ask: What did the red and blue dye do? How did they make viewing cells easier?
Example; The Methylene Blue dies the outside of the cell walls making them easy to see. The Red Iodine gets inside the cells and dyes the organelles and cytoplasm. Without any dye, it can be more difficult to make see individual cells.
Instruction day 16 (pages 63 - 65): Hands on Activity: Bring your own vegetable day! (Lab Day 2)
Summary: Students make a model of either a plant or an animal cell out of clay.
Lesson objective: To create a cell model with organelles that students can label.
Instruction day 17 (pages 66 - 68): Hands on activity: Play Cell Organelle Bingo! (Lab Day 3)
Summary: Play bingo to review all the information presented about organelles in this unit.
Lesson objective: To give students an opportunity to review and study organelles in a fun game of bingo with organelle flashcards.
Organelle Bingo
Print 34 unique Bingo Cards to practice Organelle .
Instruction day 18 (pages 69 - 70): Writing Workshop
Summary: After being introduced to cellular organelles, students are able to apply what they learned by writing about how they contribute to cell function.
Students choose an organelle to study and write about.
Lesson objective: Prompt reading and comprehension of organelles and their function in the cell. Students can then vote for their favorite organelle.
Vote For your
Favorite Organelle
Instruction day 19: Evaluate
Google Forms Quiz: Teachers can access what students understand through this google forms quiz.
Click the link to copy this google form into your personal Google classroom.
Click the link to copy this form into your Google classroom.
*No password is required for the quiz*
Coding Activity: Bacteria Multiplication Rate!
Programming Challenge:
Bacterial Multiplication Rate!
Create an interactive visual of bacteria multiplication rate.
