NMPED
February 9-13, 2015
Theme: Cell Structure and Function
Class/Subject: Science
Unit Standards: General Science
NM Content of
Science and Society: Analyzing Technologies
Science:
Scientific Thinking and Practice: Using Math & Web Resources; Use Models
Designer: A. Robertson
Length of Unit: 2 Weeks
Life Science: Plant- vs. Animal- Cells
Physical Science: Chemical Reactions
Students will:
S&S: Analyze how technologies have contributed to the advancement of medicine
ST&P: Use a variety of web and print resources to collect information
Use mathematical expressions to represent data and observations
Use models as representations
LS:
Compare the structure and function of plant and animal cells.
Understand the structure of organisms and the function of cells in living systems.
Understand that organisms are composed of cells.
PS:
Know how energy is transformed organisms and ecosystems
Demonstrate that chemical reactions are important to life processes
Describe how substances react chemically to form new substances
CCSS Reading for Informational Text
CCSS RST:
Key Ideas and Detail:
1 Cite specific textual evidence to
support analysis of science and
technical texts.
3. Follow precisely a multi-step
procedure when carrying out
experiments, taking
measurements, or performing
technical tasks.
Craft and Structure:
4. Determine the meaning of
symbols, key terms, and other
domain-specific scientific or
CCSS Writing and Language
College & Career Readiness : Text
Types and Purposes 1 -3
Write arguments to support claims in
an analysis of substantive topics or
texts using valid reasoning , and
relevant and sufficient evidence.
Write informative, explanatory texts
to examine and convey complex
ideas and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
CCSS Other (Math, Listening and Speaking)
7. EE
Solve real-life & mathematical problems using numerical and
algebraic expressions and equati ons
WIDA/ELD Standards 2012
Standard I: Social & Instructional Languag e: Think, Pair, Share
Activity: With a partner, and alternating verbal responses,
students complete the promp t: “In question #___ (read the
question), I answered ____, because…
Standard 2: The Language of Language Arts: With Language
Partner, you will use technical terms to describe the formula writing process.
Standard 3: The Language of Math: Relate the efficiency of cellular
transport to the surface -area-to-volume ratio in cells.
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NMPED
February 9-13, 2015
technical context relevant to
Standard 4: The Language of Science : Cellular respiration and
grades 6-8 texts.
photosynthesis.
Students
will
keep
considering…
Essential
 What are the variables in all the experiments I do in science class?
Questions:
 What are the constants?
(meant to be
 What is the independent variable?
 What is the dependent variable?
explored, revised,
 How do the labs I do in class relate to what we’re studying?
meant to provoke
 How can I relate these labs to everyday life?
thought in students,
 Do I enjoy science class?
genuine questions,
 What kinds of careers are related to what we’re learning in class?
various possible
answers)
Concepts
Students will know:
How science provides answers to questions about the world around us.
Skills
What discrete skills and processes should students be able to use? Students will be
skilled at…
 Drawing Electron Dot Diagrams
 Writing chemical formulas
 Selecting formulas to complete math problems
 Using Science Process Skills
Other vocabulary
Passive Transport
Exocytosis
Diffusion
Cellular Respiration
Osmosis
Glycolysis
Facilitated Diffusion
Fermentation
Active Transport
Photosynthesis
Endocytosis
Academic Language (Tier 1, 2, 3 vocabulary)
Cell Theory
Cell Membrane
Macromolecule
Cell Wall
Nucleic Acid
Cytoplasm
Protein
Organelle
Lipid
Nucleus
Carbohydrate
Chloroplast
Resources:
Textbook, Web Resources, ConnectEd, Brain Pop, Lab Equipment
Labs, Virtual Labs, Periodic Table of Elements
Learning Target Statements: (Student-Friendly)
Assessments:
Level 1 Knowledge
Learning Targets
Recall/Reproduction



Define vocabulary terms
Label cell & processes (Foldable)
Recall what was read by answering lesson review questions.
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Formative Assessments:
Verbal Responses
ELL/ESL Reproducible
Foldable
Drawings
Leveled Quizzes
Summative Assessments
Modified written exams
Drawing w/ identifications
NMPED
February 9-13, 2015
Level 2 Knowledge
Learning Targets
Skills/Concepts


Level 3 Knowledge
Learning Targets
Strategic
Thinking/Complex
reasoning

Level 4 Knowledge
Learning Targets
Extended
Thinking/Reasoning






Distinguish Photosynthesis & fermentation
Collect information about cell processes and display it in a
graphic organizer.
Summarize cell processes
Make observations of cell processes
Hypothesize why carbohydrates are found in plant cell
walls.
Explain the function of DNA in a cell.
Hypothesize how photosynthesis occurs.
Analyze how the structure of the water molecule allows it to
interact with other water molecules.
Prove that the reactants in photosynthesis compare to the
products in respiration.
Multiple choice w/ clues
Leveled Tests
Formative Assessments:
Study Guides
ELL/ESL Reproducible
Foldable
Leveled Quizzes
Summative Assessments:
Leveled Tests
Formative Assessments:
Reinforcement Worksheets
Reviews/ Games,
Standardized Test Practice
Summative Assessments:
Qtr Exams
Semester Exams
Short-term projects
Leveled Tests
Formative Assessments:
Written Quizzes
Enrichment Worksheets
Knowledge Bowl
Math Skills
Summative Assessments
Qtr Exams
Semester Exams
Projects (Rubric Grading)
Extended Activities (Upper Level)
Challenge
Ideas for Differentiating


Group students together according to level of instruction, i.e. Students
who have fallen behind on work complete integral assignments together.
Resource teacher works w/students on IEP’s, or SAT for
individualized/small group instruction.
High, Medium, Low achieving students with individualized science lesson
meeting ZPD.
Activities:
3
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


Students select lab partner who demonstrates similar
learning styles and characteristics
Learning Profile/Strength/Readiness
Social/Emotional Factors
NMPED
February 9-13, 2015
(Must include a
Hook, Closure,
and
Assignments)
M-T
W-Th
F
Do Now- Science Journal Entry: Week’s Agenda
Emotional Hook: Cell Slideshow
Agenda: “e” Lab
Lab Safety
Materials Check-list
Review Microscope Parts
New Science Tools: Microscope slide, cover slip, tweezers
Whole Group: Read entire worksheet aloud (clarify terminology & procedures)
Independent Work: Follow lab worksheet instructions
Clean-up Procedures (5 min)
Objectives: Students will:
Examine the microscope
Make a wet mount slide
Draw observations
Summary: Recap lesson objective; week’s agenda.
NMSB: As above
Do Now: Preview Ch. 7: Cell Structure and Function
Emotional Hook: Diffusion Mini-Lab (Introduction to Moving Cellular Material)
Agenda: APK: Active vs. Passive
Read Ch. 7:3-4 Aloud
Lesson 3-4 Review: Popcorn- answers in Journal
Chapter Review Worksheet (Quiz)
Objectives: Students will:
Distinguish diffusion vs. osmosis
Distinguish active vs. passive transport
Analyze and evaluate scientific explanations
Summary: Review objectives and what we’ve learned
NMSB: As above
Do Now: Cell Functions Quiz
Emotional Hook: None
Agenda: Make-up Work Day
Objectives: Students will:
Make-up any work with score below 70%
Summary: Wrap-it Up! (Review)
NMSB: As above
4
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NMPED
February 9-13, 2015
5
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