Teacher(s): Ms. Johnson/Hemphill Grade/Subject: 7 th Grade Life Science
Week of: 11/30/15
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted
Learning Goal:
Unit : Plants Dates: 11/30/15 –
12/18/15
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of
Domains.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.
ADVANCED STANDARDS
SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
Identify the hierarchical organization of plants as it relates to classification.
Explain life processes of plants including transporting materials, respiration, and photosynthesis
Essential Question How is photosynthesis related to cellular respiration in a plant?
What characteristics are common to all plants?
What adaptations have enabled plant species to survive Earth’s changing environments?
How are nonvascular plants and vascular plants alike and how are they different?
How are gymnosperms and angiosperms alike and how are they different?
Assessments
Pre Assessment: Plants Pretest
Formative Assessment: Lesson Quizzes
Summative Assessment: Unit Test
Progress Monitoring/
Feedback Loop
Higher Order
Question(s)
Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out and floating questions into subsequent unit tests of the most missed questions.
Identify the reactants, products and basic functions of photosynthesis.
Thinking map sequencing the relationship between photosynthesis and cellular respiration with summary
Key Vocabulary Cuticle, cellulose, vascular tissue, rhizoid, frond, xylem, phloem, stoma, photosunthesis, cellular respiration

Monday Unit : Plants
Daily Agenda
Daily Objective

Students will understand the characteristics of a plant.
BELL RINGER 
What characteristics are common to all plants?
( 5 minutes)
I DO: 
Pre-test, KWL+, Cornell notes, video
WE DO: 
Bell ringer, Discussion
YOU DO: 
Cornell notes, exit ticket
Homework

Finish notes and summary
EXIT TICKET:

How are plants classified?
(5 minutes)
Rigor Level 1
Tuesday Unit : Plants Rigor Level 2
Daily Agenda
Daily

Students will understand the characteristics of seedless plants.
Objective
BELL RINGER 
How are vascular and nonvascular seedless plants alike and how are they different?
( 5 Minutes)
I DO: 
Directions
WE DO:

Bell ringer, Discussion
YOU DO: 
Cornell notes and summary
Homework 
Textbook-Lesson review pgs. 338 & 339.
EXIT TICKET: 
How do seedless plants reproduce?
(5 minutes)
Wednesday Unit: Plants Rigor Level 1
Daily Agenda
Daily Objective 
Students will understand the characteristics of seed plants.
BELL RINGER 
What characteristics are common to seed plants?
( 5 Minutes)
I DO: 
Directions
WE DO: 
Bell ringer, discussion
YOU DO:

Cornell notes and summary, Thinking map compare and contrast Gymnosperms and
Angiosperms
Homework

Textbook-Lesson review pg. 349
EXIT TICKET: 
How are Gymnosperms alike and how are they different?
(5 minutes)
Thursday Unit: Plants Rigor Level 2
Daily Agenda
Daily Objective

Students will compare and contrast Gymnosperms, Angiosperms and seedless plants in lab.
BELL RINGER 
What characteristics are common to Gymnosperms, Angiosperms and seedless plants?
(5 Minutes)
I DO:

Directions to lab, provide materials
WE DO: 
Bell ringer, Discussion and questions
YOU DO: 
Compare and contrast plant materials

Homework

None
EXIT TICKET:

Turn in lab sheet
(5 minutes)
Friday Unit: Plants Rigor Level 2
Daily Agenda
Daily Objective

Students will review the characteristics of the types of plants.
BELL RINGER

What features distinquish between Gymnosperms and Angiosperms?
( 5 Minutes)
I DO:

Directions
WE DO: 
Bell ringer, discussion
You DO: 
Foldable with characteristics of seed plants, Gymnosperms and Angiosperms and Seedless plants
Homework 
Finish foldable
EXIT TICKET: 
What are the functions of the structures found in a cross section of a leaf?
(5 minutes)
Score 4.0
Score 3.0
Score 2.0
Score 1.0
Score 0.0
Grade 7
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond what was taught.
In addition to 2.0, the student will:
Be able to identify and distinguish between variables in an experiment, understand and be able to convert units using the metric system and describe different pieces of equipment essential for the lab.
The student will recognize or recall specific steps of the scientific methods such as:
Identifying and creating a hypothesis, making an observation, testing a hypothesis.
The student will perform basic processes, such as:
• Interpreting data and drawing conclusions.
With help, partial success at understanding scientific method
Even with help, no success
Writing
Writing activities that help students understand the content
Writing-to-Learn
• summaries
Process writing
WICR Strategies used during each unit.
Inquiry
Questioning strategies that help students understand the content
Collaboration
Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project
Higher level questioning in classes
• Costa’s Level 1: Students
Think Pair Share
Sharing ideas with a
Reading
Any strategies in reading that help students understand
Before reading activities
• vocabulary activities
• accessing prior knowledge

• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need find the answers right there in the text.
• Costa’s Level 2: Students must figure out the answer from information in the text.
• Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the student

Check for understanding

Allow to leave class for assistance
 Extra time for exams
 Daily agenda
 Allow student time to step out to de-escalate

Testing in small groups

Use of a planner/binder for organization
 English Language Dictionary
 Extended time on assignments =1 day

Preferential seating

Written direction given

Break directions into chunks
 Read Aloud to Students
 Visual manipulatives

Cooperative Learning,

Vocabulary, Description,
.
Introduction,