Exploring Unicellular Life

Overview

In this second lesson of the six-part unit “One Cell, Many Cells,” students investigate organisms made of one cell, including bacteria, yeast, and protists. Building on the idea that all living things are made of cells, students use images and short informational sources to explain how a single cell performs essential life processes and create a labeled organism profile.

Learning intentions

Students will be able to:

• Identify examples of unicellular organisms.
• Describe how one cell carries out life processes such as obtaining nutrients, using energy, responding, growing, and reproducing.
• Gather and paraphrase information from images and short science sources.
• Organize information into a clear, labeled organism profile.

Success criteria

• I can identify whether an organism is unicellular.
• I can explain at least two life processes performed by one cell.
• I can record information in my own words.
• I can create a labeled profile that groups related facts logically.

Curriculum links

• Science: Students investigate the characteristics and life processes of living organisms, including organisms made of a single cell, within the North Carolina Grade 5 science framework.
• Informational reading: Students refer to details and examples in sources and use visual information to support understanding.
• Informational writing: Students introduce a topic, group related information logically, and use labels or illustrations to aid comprehension.
• Research and communication: Students gather, summarize, and paraphrase information from more than one source.

Lesson structure (30 minutes)

1. 0–4 min · Hook and review. Teacher displays the opening mystery image showing a magnified drop of pond water and asks, “How could one tiny cell be alive?” Students silently notice details, then turn and talk about what a living thing must do to survive.

2. 4–9 min · Direct teach. Teacher uses the unicellular organism teaching slides to introduce bacteria, yeast, and protists, emphasizing that each organism is made of one cell. Explain that although a unicellular organism has no organs, its cell carries out life processes by taking in materials, releasing waste, using energy, sensing changes, growing, and reproducing. Students add a quick sketch and two facts to their science notebooks.

3. 9–13 min · Model reading and note-taking. Teacher models how to examine a labeled image and a short source paragraph, thinking aloud: “The source says yeast uses sugar. I can paraphrase this as ‘Yeast gets energy from sugar.’” Teacher identifies useful headings for the profile: organism, habitat, food or energy, movement or response, reproduction, and interesting fact. Students help decide which details belong under each heading.

4. 13–23 min · Partner investigation. Distribute the unicellular organism profile worksheet and provide pairs with the prepared organism images and short source cards. Each pair investigates one organism—bacterium, yeast, or protist—then records at least four paraphrased facts. Students complete a labeled drawing or visual profile showing how the cell obtains materials, uses energy, responds, and reproduces. Teacher circulates, asking, “What evidence shows this organism is alive?” and “Did you copy the source, or explain it in your own words?”

5. 23–27 min · Partner share and compare. Teacher returns to the comparison and discussion slides and invites pairs to share one life process their organism performs. Students compare organisms with a partner from another group, identifying one similarity and one difference. Guide students toward the understanding that different unicellular organisms may live in different environments but still perform the basic processes of life.

6. 27–30 min · Exit check. Teacher displays the final reflection slide and asks students to complete the final prompt on the worksheet: “Explain how one cell can be a living organism. Use one example and describe two life processes.” Students submit the worksheet as they leave.

Resources

• the unicellular life slide deck
• the unicellular organism profile worksheet
• Prepared, age-appropriate images of bacteria, yeast, and protists
• Short print or teacher-prepared informational source cards
• Science notebooks or lined paper
• Pencils and colored pencils
• Document camera or display screen
• Timer
• Optional magnifying glasses for examining printed images

Assessment

• During the hook and direct teach, listen for students’ use of the terms unicellular, cell, living, and life process.
• Check partner worksheets for accurate identification, paraphrased facts, logical grouping, and labeled evidence of life processes.
• Use the exit response to determine whether students can explain that one cell performs multiple life processes. Note students who describe a cell only as a structure rather than as a living organism.

Differentiation

• Provide a word bank with unicellular, organism, habitat, nutrient, energy, waste, response, growth, and reproduction; offer sentence starters such as “This organism is unicellular because…” and “One life process it performs is…”
• Pair students strategically and provide selected sources with larger print, shorter paragraphs, and clearly labeled images for students who need reading or visual support.
• Allow students to explain ideas orally before writing, use speech-to-text, or label a partially completed profile. Read source cards aloud for students with decoding needs or emerging English proficiency.
• Challenge ready students to explain how the cell’s structures help it perform a life process, using evidence from two sources.