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
Monday, March 2, 2015—Friday, March 6, 2015
Bell Ringer: Students will create a spider list that indicates eight organelles that can be found
in either plant cells or animals.
Learning Target: Learning Targets 1-5
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.
3.) I can describe the structure and function of cell organelles.
4.) I can determine the relationships between cell organelles.
5.) I can distinguish between plant and animal cells.
Teaching Strategy Used: Summary/Note Taking, Homework/Practice
In this lesson, students will work continue to work on making analogies with the functions of
cell organelles to other systems (e.g., school building, city, etc.). Students will also complete
a chart that reiterates the structures and functions of cell organelles.
Essential Questions of the Day: What is a cell? How does a cell divide responsibilities to
perform efficiently? Why is it important that a cell organelle’s structure is designed to meet its
function? In what ways do cell organelles depend on one another?
Assessment: Students will complete a practice quiz regarding the structures and
functions of cell organelles.
TUESDAY
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 expand on their spider list by labeling the functions (jobs) of each
organelle.
Learning Target: Learning Targets 1-5
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.
3.) I can describe the structure and function of cell organelles.
4.) I can determine the relationships between cell organelles.
5.) I can distinguish between plant and animal cells.
Teaching Strategy Used: Cooperative Learning (Pause Day—Differentiated groups)
Students will be placed in differentiate groups based on formative assessment data collected
regarding the first five learning targets in this unit.
Essential Questions of the Day: What is a cell? How does a cell divide responsibilities to
perform efficiently? Why is it important that a cell organelle’s structure is designed to meet its
function? In what ways do cell organelles depend on one another?
Assessment: Students will be asked to sketch the structure of each of the cell
organelles listed on today’s bell ringer prompt.
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 describe a pair of organelles that depend on one another.
Learning Target: Learning Targets 1-5
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.
3.) I can describe the structure and function of cell organelles.
4.) I can determine the relationships between cell organelles.
5.) I can distinguish between plant and animal cells.
Teaching Strategy Used: Cooperative Learning (Pause Day—Differentiated groups)
Students will be placed in differentiate groups based on formative assessment data collected
regarding the first five learning targets in this unit.
Essential Questions of the Day: What is a cell? How does a cell divide responsibilities to
perform efficiently? Why is it important that a cell organelle’s structure is designed to meet its
function? In what ways do cell organelles depend on one another?
Assessment: Students will complete a short formative assessment quiz. This
assessment will require students to recognize cell organelle interdependencies.
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 provided with five minutes to study for the learning target check
regarding objects 1-5 for this unit.
Learning Target: Learning Targets 1-5
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.
3.) I can describe the structure and function of cell organelles.
4.) I can determine the relationships between cell organelles.
5.) I can distinguish between plant and animal cells.
Teaching Strategy Used: N/A
During this lesson, students will complete the first Learning Target Check for this unit. This
test will cover targets 1-5.
Essential Questions of the Day: What is a cell? How does a cell divide responsibilities to
perform efficiently? Why is it important that a cell organelle’s structure is designed to meet its
function? In what ways do cell organelles depend on one another?
Assessment: Students will complete the first Learning Target Check for this unit.
FRIDAY
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 attempt to provide a definition for the terms osmosis and diffusion.
Learning Target: Learning Targets 1-5
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.
3.) I can describe the structure and function of cell organelles.
4.) I can determine the relationships between cell organelles.
5.) I can distinguish between plant and animal cells.
Teaching Strategy Used: Summary/Note Taking
In this lesson, students will learn more about the function of the cell membrane. Specifically,
students will learn about the following processes: diffusion and osmosis. This lesson will
prepare students for a follow up lab and activity.
Essential Questions of the Day: What is diffusion? What is osmosis?
Assessment: In a short formative assessment, students will define the terms osmosis
and diffusion.
Program Review: N/A