CMS Lesson Plan Template Teacher: Jolly-Smith Course/Level: 7th Grade Life Science
Week of: 3/23-27/15
Focused
Standard/Element(s)
Essential
Question(s)
Monday 3/23/15
Tuesday 3/24/15
Wednesday 3/25/15
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.
S7L3. Students will recognize how biological
traits are passed on to successive generations. a.
Explain the role of genes and chromosomes in the
process of inheriting a specific trait. b. Compare
and contrast that organisms reproduce asexually
and sexually (bacteria, protists, fungi, plants &
animals). c. Recognize that selective breeding can
produce plants or animals with desired traits.
Explain the difference
between dominant and
recessive alleles.
Compare asexual and sexual
reproduction.
What is selective breeding?
Brain Pop Video: DNA
Brain Pop Video: Asexual
Reproduction
Discussion of the methods humans use to ensure
better crops, more productive animals, and
medicines.
Opening (5-10 min)
Work-Time
Activities (40 min)
Cells and Genetics review
Georgia GPS Edition
Science Coach Book
Cells and Genetics review
Georgia GPS Edition Science Coach
Book
Read Pgs.79-82 Genes
and Chromosomes
Read pgs.84- 86 Asexual and Sexual
reproduction
Cells and Genetics review
Georgia GPS Edition Science coach book
Read pgs.89-90 Selective Breeding
Test practice pg. 91 and mixed review
Test practice pg.83
Test practice pg.87
Pgs.92-93
Discussion of test
practice
Closure Activity (10
min)
Discussion of test practice
Discussion of review
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.
Thursday 3/26/15
Friday 3/27/15
Additional Notes
S7L3. Students will
recognize how biological
traits are passed on to
successive generations. a.
Explain the role of genes
and chromosomes in the
process of inheriting a
specific trait. b. Compare
and contrast that
organisms reproduce
asexually and sexually
(bacteria, protists, fungi,
plants & animals). c.
Recognize that selective
breeding can produce
plants or animals with
desired traits.
S7L3. Students will recognize how
biological traits are passed on to
successive generations. a. Explain the
role of genes and chromosomes in the
process of inheriting a specific trait. b.
Compare and contrast that organisms
reproduce asexually and sexually
(bacteria, protists, fungi, plants &
animals). c. Recognize that selective
breeding can produce plants or animals
with desired traits.
http://ngm.nationalgeographic.com/2006/11/evolu
ion/zimmer-text
What are permanent
changes to DNA called?
How can you predict the results of
genetic crosses?
Differentiation
Strategies
(targeting student
growth)
Focused
Standard/Element(s)
Writing Prompt:
“In every human body roughly ten trillion
cells-brainless units of life-come together
to work as a unified whole.”
From your knowledge of cells and the above
quote from the article, what can your infer
regarding cells, their role, and importance?
Essential
Question(s)
Mutations Images
DNA Video
Opening (5-10 min)
Brain Pop Video: Genetic
Mutations and quiz
Work-Time
Activities (40 min)
Predicting the possible results of
genetic crosses
Skills lab: Make the Right Call
Discussion of results
Discussion of lab findings
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)