Stage One: Desired Results
Teacher: Snowden
Grade/Subject/Course: 7th/Life
Science/Science
Essential Questions:
Dates: October 5th-9th, 2015
How is a living organism the sum of all of its parts?
How do you explain the relationship between the structures and functions of cell organelles?
Stage Two: Planning for Assessing Student Learning
Assessment(s):
Life Skills & Georgia Milestones Strategies (5 days per
Vocabulary Worksheet (Monday)
week):
Sponge:
Check all that apply:
X informal
X formal
formative
____ summative
Two prefixes/suffixes/roots will be posted on the
whiteboard daily. Students will copy these down on the data
chart, “Be a Vocabulary Expert”. Students will define and write
down examples. Next, they will brainstorm words that they
know which contain these roots/prefixes/suffixes. We will
discuss. Students will be quizzed over these each week.
Additionally, they will be on the 4.5 assessments. Lastly,
students will be required to complete a “dictionary” which is
due Oct. 30. Students may choose to draw the dictionary or
make a power point. examples -micro
-mega
Stage Three: Organizing the Learning Plan & Identifying Strategies
Literacy Strategies:
Graphic Organizers:
L6-8RST3: Follow precisely a multistep procedure
Vocabulary 4 square
when carrying out experiments, taking
Webb Diagram
measurements, or performing technical tasks.
Plant and Animal Cells Venn Diagram
Report)
Fact Sheet
L6-8RST7: Integrate quantitative or technical
information expressed in words in a text with a
version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table). (Cell
Review Fact Sheet Anticipation Guide, Webb
Diagram Guided Reading and Short Answer
(Vocabulary-cell, prokaryote, eukaryote, unicellular,
questions, Plant and Animal Cells Venn Diagram)
multicellular, nucleus, cell membrane, cytoplasm, chloroplasts,
mitochondria, cell theory, organelles, golgi complex
(apparatus), vacuole, lysosome, ribosome, endoplasmic
reticulum (ER), cell wall, chromosome)
Teaching the Standards
Describe the research-based strategies used to help students master standards and achieve each day’s goals.
MON
Below Level/Range
Work Session
On Level/Range
Above Level/Range
Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell
structures (cell membrane nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the
standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font.
Hook:
https://youtu.be
/gFuEo2ccTPA
TUES
Wrap:
Introduction
to Cells
Exit ticket each
group will give
a fact about
their scientist
Mini lessonIntroduction to Cells
https://youtu.be/4OpBylwH
9DU
Mini LessonIntroduction to Cells
https://youtu.be/4OpBylwH9
DU
Mini Lesson: The Wacky
History of Cell Theory
https://youtu.be/4OpBylwH9D
U
Work Session:
Work Session:
Work Session:
Vocabulary 4 Square
Graphic Organizer
Vocabulary 4 Square Graphic
Organizer
Vocabulary 4 Square Graphic
Organizer
*Provide word and picture
*Provide word and picture
Role-Scientist (assign students
4 scientists who have
contributed to the Cell Theory)
Format-letter to the paper or
new conference (dialog)
T- The topic focus should
discuss a ground-breaking
discovery made by their
assigned scientist which led to
the development and
acceptance of the modern cell
theory. Present letter to class.
Students will be assigned
guided readings for important
concepts through the chapter.
The readings will have assisted
questions to point out key
concepts.
Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.b. Relate cell
structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the
standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font.
Hook:
http://www.yo
utube.com/wat
ch?v=hVxMP
Lrzv4A
Mini lesson
Students will watch a
https://www.brainpop.com/t
echnology/scienceandindust
ry/microscopes/ Brain Pop
episode that will follow up
with a word scramble and
microscope part matching
exercise.
.
Mini lessonStudents will watch
https://www.brainpop.com/te
chnology/scienceandindustry/
microscopes/ episode that
will follow up with a word
scramble and microscope part
matching exercise.
Mini Lesson:
Students will watch
ahttps://www.brainpop.com/te
chnology/scienceandindustry/
microscopes/ episode that will
follow up with a word
scramble and microscope part
matching exercise.
Work SessionStudents will cut and paste
microscope parts to their
proper definitions and create
a sentence with each word.
Work Session:
http://portersciencerosepark.w
eebly.com/lessons.html
Students and teacher complete
a power point exercise on the
parts of a microscope and its
proper functions.
Students will review
procedures and protocol for
Wednesdays’ lab.
WED
Wrap:
Revise and
discuss the
opening
question.
Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell
structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions.
Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold
font.
Hook:
Cell Rap
Introduction to
Cell Structure
and Function
https://youtu.be
/-zafJKbMPA8
Mini lessonhttp://www.shellysscience
spot.com/worksheets/cell/
organelles.pdf PowerPoint
presentation on structure &
function of a cell.
Work SessionLabeling animal and plant
cell diagrams
Mini lessonhttp://www.shellyssciencesp
ot.com/worksheets/cell/orga
nelles.pdf PowerPoint
presentation on structure &
function of a cell. Students
will take closed notes during
the presentation of a cell and
its function.
Mini Lesson:http://www.shellyssciencespo
t.com/worksheets/cell/organe
lles.pdf PowerPoint
presentation on structure &
function of a cell. Students
will take closed notes during
the presentation of a cell and
its function.
Work SessionLabeling animal and plant
cell diagrams
Work Session:
Students will complete a Venn
Diagram comparing and
contrasting the differences
Between plant and animal
cells.
Wrap:
Hot Seat
What function
do the nucleus,
cell membrane,
golgi complex,
and
endoplasmic
reticulum
serve?
Quick Lab (pg 54) Cork and
Pond Water Examination:
students will explore the cell
structure of a slice of cork and
slides of local pond and lake
water. They will then draw
what they have seen.
Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell
structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the
standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font.
THURS
Hook:
www.youtube.
com/watch?v=
hVxMPLrzv4A
Mini Lesson.http://studyjams.scholast
http://studyjams.scholastic.
ic.com/studyjams/jams/sc com/studyjams/jams/scienc
ience/animals/animale/animals/animal-cells.htm
Students will complete a power
cells.htm students will
point on animal cells with the
complete flow chart.
Work SessionStudents will pair up and
draw chalk diagrams with
proper identification of the
organelles.
Wrap:
Review
questions from
opening.
Mini Lesson-
Mini Lesson:
http://studyjams.scholastic.c
om/studyjams/jams/science/
animals/animal-cells.htm
teacher, while completing a set
of cloze notes
Students will complete a power
point on animal cells with the
teacher, while completing a set of
cloze notes
Work SessionStudents will pair up and
draw chalk diagrams with
proper identification of the
organelles.
Work Session
Students will pair up with
another student complete a
clay model of an animal cell
and its organelles.
Students will pair up and draw
chalk diagrams with proper
identification of the organelles.
Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell
structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions.
Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold
font.
Hook:
FRI
https://www.y
outube.com/w
atch?v=zafJKbMPA8
Mini Lesson:
https://www.flocabulary.c
om/unitsearch/?q=cellsStudents
will complete a flocabulary
video and chart.
Mini Lesson:
https://www.flocabulary.co
m/unitsearch/?q=cellsStudents will
complete a flocabulary video
with closed notes with the
teacher’s guidance.
Mini Lesson:
https://www.flocabulary.com
/unit-search/?q=cells
Students will complete a
flocabulary video with closed
notes with the teacher’s
guidance.
Work Session:
Students will finish chalk
diagrams.
Work Session:
http://studyjams.scholastic.
com/studyjams/jams/science
/plants/plant-cells.htm
Work Session:
http://studyjams.scholastic.c
om/studyjams/jams/science/p
lants/plant-cells.htm
Students will complete a power
point on animal cells with the
teacher, while completing a set
of cloze notes
Students will complete a power
point on animal cells with the
teacher, while completing a set of
cloze notes
Students will finish chalk
diagrams of their plant cells
from the day before.
Students will finish chalk
diagrams of their plant cells
from the day before.
Students will finish clay
models of animal cells from
the day before.
Students will finish clay
models of animal cells from
the day before.
Wrap:
Review of
Stations
Students will
quickly dictate
an explanation
and activity
from this week
that you liked
and disliked.
Helpful Hints
Check all that apply:
X Differentiation by content
X Differentiation by process
___ Re-teaching
___Different performance tasks
___ Differentiation by product
X Several learning modalities (visual, auditory, kinesthetic, tactile)
___ Students choose tasks
___ Differentiation by environment