INSTRUCTIONAL OVERVIEW
Teacher: Shelby Fisher
Class: 2nd, 4th, 5th, and 7th periods
Unit Topic: Structure, Function, and Information Processing
Core Standards Taught: Next Generation Science Standards
Performance Expectations
07-LS1-1. Conduct an investigation to provide evidence that living things are made of cells, either one cell or many
different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things
are made of cells, distinguishing between living and non-living cells, and understanding that living things may be
made of one cell or many and varied cells.]
07-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute
to the function. [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.] [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.]
07-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed
of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and
tissues from organs specialized for particular body functions. Examples could include the interaction of subsystems
within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not
include the mechanism of one body system independent of others. Assessment is limited to the circulatory,
excretory, digestive, respiratory, muscular, and nervous systems.
Disciplinary Core Ideas
1.) LS1.A: Structure and Function
- All living things are made up of cells, which is the smallest unit that can be said to be alive.
An organism may consist of one single cell (unicellular) or many different numbers and types
of cells (multicellular). (07-LS-1)
- Within cells, special structures are responsible for particular functions, and the cell membrane
forms the boundary that controls what enters and leaves the cell. (07-LS1-2)
- In multicellular organisms, the body is a system of multiple interacting subsystems. These
subsystems are groups of cells that work together to form tissues and organs that are
specialized for particular body functions. (07-LS1-3).
Vocabulary: cell, organelle, tissue, organ, organ system, Monera, Protista, Fungi, Plantae, Animalia, prokaryotic cell,
eukaryotic cell, multicellular organism, unicellular organism, osmosis, diffusion, nucleus, mitochondria, ribosome,
endoplasmic reticulum, Golgi complex/apparatus, cell/plasma membrane, cell wall, chloroplast, vacuole, muscular system,
nervous system, circulatory system, excretory system, digestive system, respiratory system
WEEK OF:
MONDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Tuesday, January 20, 2015—Friday, January 23, 2015
Bell Ringer: Students will complete the vocabulary rating organizer for this unit and the goal
setting portion on the unit organizer.
Learning Target: Learning Targets 1-2
1.) I can describe how organisms are classified into kingdoms based on their cellular
characteristics.
2.) I can compare and contrast multicellular and unicellular organisms.
Teaching Strategy Used: Similarities/Differences, Summary/Note Taking, Adv. Organizer
In the lesson, students will complete the vocabulary rating organizer for this unit. Students will
also have the opportunity to set a goal for their learning during this unit. Next, students will
compare and contrast pictures of organisms from the five kingdoms. Students will also be
introduced to a new project. In this project, students will be expected to research the five
kingdoms of life and complete a graphic organizer.
Essential Questions of the Day: How is life classified and characterized? What makes you
a unique organism?
Assessment: Students will complete a formative assessment at the end of the class
period. This assessment will require students to list 3 of the 5 kingdoms of life.
TUESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
WEDNESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Bell Ringer: Students will be asked to list the 5 kingdoms of life.
Learning Target: Learning Targets 1-2
1.) I can describe how organisms are classified into kingdoms based on their cellular
characteristics.
2.) I can compare and contrast multicellular and unicellular organisms.
Teaching Strategy Used: Similarities/Differences, Summary/Note Taking, Adv. Organizer
Students will continue to conduct research for their project. As students complete the
research component, they will construct a cube containing the information they found.
Essential Questions of the Day: How is life classified and characterized? What makes you
a unique organism?
Assessment: Students will complete their cubes containing information pertaining to
the five kingdoms of life. In addition, students will receive their assessment from the
previous class period. Students will elaborate on their answers by giving three facts
about each kingdom they listed.
Bell Ringer: Students will pick up and complete a table outlining defining characteristics for
the kingdoms of life.
Learning Target: Learning Targets 1-2
1.) I can describe how organisms are classified into kingdoms based on their cellular
characteristics.
2.) I can compare and contrast multicellular and unicellular organisms.
Teaching Strategy Used: Summary/Note Taking
During this class period, students will take additional notes pertaining to the five kingdoms of
life. Students will also revisit the table they began to work on at the beginning of the class
period.
Essential Questions of the Day: How is life classified and characterized? What makes you
a unique organism?
Assessment: Students will continue to add to their formative assessment from the
previous day by providing the common name for each kingdom and giving an
example of organism that belongs to each kingdom.
THURSDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Bell Ringer: Students will describe which kingdoms are more closely related. They will utilize
defining characteristics of each kingdom to support their answers.
Learning Target: Learning Targets 1-2
1.) I can describe how organisms are classified into kingdoms based on their cellular
characteristics.
2.) I can compare and contrast multicellular and unicellular organisms.
Teaching Strategy Used: Cooperative Learning
Students will engage in a card sort activity that will allow them to classify organisms into the
five kingdoms. Students must use their current understanding to divide the cards into groups.
In addition, students will be asked to justify their classification.
Essential Questions of the Day: How is life classified and characterized? What makes you
a unique organism?
Assessment: Students will complete a quiz on the iPad regarding the 5 kingdoms of
life.
FRIDAY
Bell Ringer: Students will complete the first section of the vocabulary notebook in their
Similarity/Differences science notebook regarding terms introduced in the previous lessons.
Summary/Note
Learning Target: Learning Targets 1-2
Taking
1.) I can describe how organisms are classified into kingdoms based on their cellular
Effort/Recognition
characteristics.
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
2.) I can compare and contrast multicellular and unicellular organisms.
Teaching Strategy Used: Summary Note Taking, Adv. Organizer
Because biology contains many new vocabulary terms, students will work on a vocabulary
building activity. In this activity, students will draw pictorial representations and make
connections to background knowledge pertaining to the words.
Essential Questions of the Day: How is life classified and characterized? What makes you
a unique organism?
Assessment: Students will complete a practice vocabulary assessment. This assessment
will cover the following vocabulary terms: Monera, Protista, Fungi, Plantae, Animalia,
prokaryotic cell, eukaryotic cell, multicellular organism, unicellular organism
Program Review: N/A