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Enrichment: Can you predict which you would be?

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Enrichment: Can you predict which you would be?

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Which is simple and which complex?

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Exit ticket on the back of the warm up draw the example of a multi-cellular and unicellular organism

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Students will write to explain the similarities and the differences between unicellular and multicellular organisms. Students must give an original labeled example of each and illustrate the example.

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Come up with their own examples. Draw and explain the differences and simularities between uni and multi

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How do I know the difference between the two?

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How do I know the difference between the two?

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Can some organisms be both?
What are some examples of the two?
PPT whole response cards.
TPS - Explain how you know the example is multi cellular.
If no consensus recap next day.
Exit: Go back to original 4 corners and see if answer changed.

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1. Define Uni & Multi.
2. Describe (Define & Give and Example) Unicellular & Multicellular Organisms.
3. Differentiate between unicellular & multicellular organism using response cards or white boards.
4. Independent Practice - identify unicellular organisms and explain answer.

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Diagram and game diffrentiating unicellular and multicellular organisms.

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Give students 1-2 minutes to discuss the similarities/differences between uni/multi (unicycle/bicycle)

Next..show pictures of organisms and have them categorize those.  Talk about similarities and differences--they are all made up of cells (1 or many)

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Middle                       How did you determine the organisms on the wall were uni or multi-cellular? You have 30 seconds to tell your partner why you chose that specific organism to match. 

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Middle                       How did you determine the organisms on the wall were uni or multi-cellular? You have 30 seconds to tell your partner why you chose that specific organism to match. 

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Students will then watch  a quick video over uni and multi cellular organisms.

Notes on unicellular

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Quick notes

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To start out with Multi and unicellular cells. We would do a power point with response cards to see exactly what they know and if they still remember these things from the previous year.

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Grade level activity: what is an organism? Multicellular and unicellular organisms.
Define and explain cells
BrainPop activity.

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PowerPoint with response cards

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To hook students to introduce the TEKS show a picture of cell, plants, and mushroom and ask students what do they think they all have in common..? Then you can introduce that all living things are made of one or more cells. 

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To hook students to introduce the TEKS show a picture of cell, plants, and mushroom and ask students what do they think they all have in common..? Then you can introduce that all living things are made of one or more cells. 

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Round Robin to share results of Venn and add to theirs

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Round robin to share
Quick notes

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Give a set of sort card words or pictures and have students sequence from smallest to largest

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 Start class with a quick formative assessment of unicellular and multi-cellular. We could have pictures various organisms on the wall, and let the students walk to the ones they feel are uni or multi.

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 Start class with a quick formative assessment of unicellular and multi-cellular. We could have pictures various organisms on the wall, and let the students walk to the ones they feel are uni or multi.

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4 corners
Prior knowledge recap
Show video and Venn diagram

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4 corners

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Show a picture of a unicycle--have students discuss it as a group.
(repeat with bicycle, tricycle, etc)

Have each group share 1-2 of the things they came up with.

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Tell students to get into a groups of 5 with each person having a piece of paper. Tell students to draw what they think each part looks like and organize themselves from smallest to biggest for a pre-assessment and to get students collaborating

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Pictures representing prefix uni and multi such unicycle and bicycle. Finish with single cell and group of cells

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What does Uni mean  give me as many examples that you and partner come up with .