CMS Lesson Plan Template Teacher: Jolly-Smith/Rawlins/Wallace Course/Level: 7th Grade Life Science
Week of: 3/16-20/15
Focused
Standard/Element(s)
Monday 3/16/15
Tuesday 3/17/15
Wednesday 3/18/15
S7L5. Students will examine the
evolution of living organisms
through inherited characteristics that
promote survival of organisms and
the survival of successive
generations of their offspring.
S7L5. Students will examine the
evolution of living organisms through
inherited characteristics that promote
survival of organisms and the survival
of successive generations of their
offspring.
S7L2. Students will describe the
structure and function of cells, tissues,
organs, and organ systems. a. Explain
that cells take in nutrients in order to
grow and divide and to make needed
materials. b. Relate cell structures (cell
membrane, nucleus, cytoplasm,
chloroplasts, mitochondria) to basic
cell functions. c. Explain that cells are
organized into tissues, tissues into
organs, organs into systems, and
systems into organisms.
How do scientists infer evolutionary
relationships among organisms?
What evidence supports the theory of
evolution?
Describe the structure and function of
cell parts.
Essential
Question(s)
Evolutionary Review
Opening (5-10 min)
Test
Bell Ringer: Why weren’t cells
discovered until 1665? What invention
made their discovery possible?
Inside the Cells Video:
https://www.youtube.com/watch?v=2K
QbVr9kFO0#t=79
Evolution Review
Test
Color and label animal and plant cell
models
Work-Time
Activities (40 min)
Review continued
Test
Name one cell part and its function
Paired groups, peer tutors, and
individualized instructions when
needed.
Paired groups, peer tutors, and
individualized instructions when needed.
Paired groups, peer tutors, and
individualized instructions when needed.
Closure Activity (10
min)
Differentiation
Strategies
(targeting student
growth)
Focused
Standard/Element(s)
Thursday 3/19/15
Friday 3/20/15
Additional Notes
S7L2. Students will describe the
structure and function of cells,
tissues, organs, and organ systems.
a. Explain that cells take in nutrients
in order to grow and divide and to
make needed materials. b. Relate
cell structures (cell membrane,
nucleus, cytoplasm, chloroplasts,
mitochondria) to basic cell
functions. c. Explain that cells are
organized into tissues, tissues into
organs, organs into systems, and
systems into organisms.
S7L2. Students will describe the
structure and function of cells, tissues,
organs, and organ systems. a. Explain
that cells take in nutrients in order to
grow and divide and to make needed
materials. b. Relate cell structures (cell
membrane, nucleus, cytoplasm,
chloroplasts, mitochondria) to basic cell
functions. c. Explain that cells are
organized into tissues, tissues into
organs, organs into systems, and
systems into organisms.
Writing Prompt for 3/16/15:
What are the 3 major differences
between plant and animal cells?
What controls the inheritance of traits in
organisms?
Essential
Question(s)
The dinosaur that started scientists talking has
been named Tianyulong confuciusi. It lived
between 144 million and 99 million years ago.
It's a lot smaller than the massive
Tyrannosaurus rex. The fossil is of a dino that
was a little less than three feet long, with sharp,
fang-like teeth. Scientists say the creature
walked on two legs and had a tail. No one is
sure what it ate. The fossil has three patches of
stiff, hair-like fuzz on its body and tail. Some
dino experts think the fuzz might have been
early feathers. These patches are about 1.5
inches to 2 inches long.
Branching Out
Do Now
Opening (5-10 min)
A recent discovery of a dinosaur fossil hidden in
a museum in China has scientists trying to
solve a hair-raising mystery: Did the earliest
dinos have fuzz on their bodies? And if they did,
was that fuzz an early type of feather?
What are Punnett squares and why do
geneticists use them?
Scientists already know that some dinos, called
theropods, had feathers. These dinos walked
on two legs. They ate meat and were the early
ancestors of birds. (The giant T. rex was a
theropod.) But what's unusual about the China
fossil is that it isn't a theropod. Instead it is a
member of another branch of the dinosaur
family. (Dinosaurs divided into two branches
more than 235 million years ago.)
If Tianyulong had feathers, it might mean that
feathers cropped up in dinos much earlier than
http://www.cellsalive.com/cells/cell
_model_js.htm
Work-Time
Activities (40 min)
scientists had thought. Feathers may have
started to grow on some dinosaurs before the
branches split. Then, scientists say, the
theropods may have kept their feathers. But
other dinos may have lost their feathers during
millions of years of evolution.
Review of plant and animal cells
Not everyone agrees with this idea. Lawrence
Witmer of Ohio University said no one can be
sure that Tianyulong's fuzzy patches really are
early feathers. It's possible, Witmer says, that
the patches are some sort of tissue that may
have been inside the dinosaur.
Ticket out the door:
What are the three major differences
between plant and animal cells?
Closure Activity (10
min)
Predicting the possible results of
genetic crosses
Skills lab: Make the Right Call
Discussion of lab findings
"Little Tianyulong has made an already
confusing picture of feather origins even
fuzzier," noted Witmer. One thing is certain,
however: Dino experts say they'll be looking
more closely at any new fossils they dig up as
they search for clues to when dinosaurs started
growing feathers.
http://www.timeforkids.com/news/fuzzywas-he/11911
Writing Prompt: What is your opinion
regarding fuzz on earlier
Paired groups, peer tutors, and
individualized instructions when
needed.
Differentiation
Strategies
(targeting student
growth)
Paired groups, peer tutors, and
individualized instructions when needed.
dinosaurs? Explain your position as to
whether the fuzz was actually feathers
or not.