Cells: What They Do

Overview

Students are introduced to cells as the basic units of living things. They explore what cells are, why cells are important, and how cells support the functions of organisms.

Learning intentions

Students will:

• understand that all living things are made of cells
• describe the basic functions cells perform to keep organisms alive
• connect cell functions to the needs of organisms (growth, repair, and survival)
• use scientific language to explain ideas clearly in a class discussion and short task

Success criteria

• I can explain what a cell is using my own words.
• I can state that living things are made of one or many cells.
• I can describe how cells help organisms survive (basic functions).
• I can communicate my thinking using evidence from our discussion and resources.

Curriculum links

• Life Systems learning goals about cells as the basis of living things
• Scientific inquiry skills: observing, classifying ideas, and communicating findings
• Scientific and technological literacy: using appropriate terminology in explanations
• Literacy skills: speaking and writing using clear, organized scientific explanations

Lesson structure (45 minutes)

1. 4 min – Hook and question

• Show a simple image set of different living things (plant leaf, human skin, pond organism, bacteria-like dot diagram) and ask: “What is the smallest living structure you can think of?”
• Tell students today’s big idea: cells are the basic building blocks of life.

2. 8 min – Mini-lesson: Cells as the unit of life

• Briefly explain that cells are microscopic structures found in all living things and that organisms can be made of one cell or many cells.
• Introduce the idea that cells have roles that help the organism survive (for example, obtaining energy, carrying out processes, and repairing).
• Emphasize age-appropriate language: “cells are like tiny working units.”

3. 8 min – Guided discussion: Why cells matter

• In pairs, students respond to two prompts:
• “How can one cell support a living thing?”
• “How can many cells work together in a larger organism?”
• Take class answers and record them under two headings: “One-celled living things” and “Many-celled living things.”
• Teacher models using sentence starters and revoicing student ideas into accurate science language.

4. 10 min – Hands-on/visual model activity

• Provide a “cell function card set” (e.g., support, growth/repair, getting materials, processing/using energy) and a simple organism diagram with blank “cell” circles.
• Groups place 3–4 cards into the diagram and explain with a partner how each cell function helps the organism.
• Encourage students to connect cards to the prompts from the discussion.

5. 8 min – Class share-out and teacher consolidation

• Groups share one key cell function and how it links to organism survival.
• Teacher consolidates into a clear class statement such as: “Cells are the basic unit of life; they carry out essential functions that keep living organisms working.”

6. 7 min – Quick check for understanding (exit ticket)

• Students complete an exit ticket:
• Define “cell” in 1–2 sentences.
• Write one sentence connecting a cell function to an organism need (e.g., “Cells help living things…”).
• Collect to inform next lesson planning.

Resources

• Images or printed visuals of diverse organisms (plant, animal tissue, pond organism, magnified cell diagrams)
• Cell function card set (teacher-made, age-appropriate)
• Simple organism diagram with blank cell circles (one per group or per student)
• Student science notebook or exit ticket slips
• Sentence starters for ESL support (e.g., “A cell is…”, “Cells help by…”, “Living things are… because…”)
• Teacher chart paper/board headings for discussion
• Timer for timed steps

Assessment

• Formative assessment through pair discussion contributions and group card placement explanations.
• Exit ticket checking for accuracy: correct definition of cells, connection to living things, and at least one basic function.
• Teacher observation checklist (participation, use of scientific language, ability to explain links between cells and survival).

Differentiation

• ESL support: provide sentence starters, allow oral responses first, use visuals and word banks (cell, living things, functions, survive, grow, repair).
• Learning supports: model one example of placing cards and writing the explanation; allow students to use drawings if writing is a barrier.
• Extended practice: prompt advanced students to add an additional cell function or refine explanations using a “because” statement.
• SEN support: offer reduced card sets (fewer functions) and a guided template for the exit ticket; provide additional wait time for processing and speaking.