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
Tuesday, January 20, 2015—Friday, January 23, 2015
Bell Ringer: Students will attempt to define the terms cell and organelles.
Learning Target: Learning Targets 3-5
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 work on gathering information about cells and organelles.
Students will create a graphic organizer in their science notebook highlighting the structure
and function of each cell organelle. Students will also learn how to differentiate between plant
and animal cells.
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: In a short formative assessment, students will define the terms cell and
organelle. In addition, students will describe the cell theory.
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 list and describe the three main jobs of cells.
Learning Target: Learning Targets 3-5
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 work on gathering information about cells and organelles.
Students will create a graphic organizer in their science notebook highlighting the structure
and function of each cell organelle. Students will also learn how to differentiate between plant
and animal cells.
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 list three organelles found in animal cells.
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 the function of three organelles found in animal cells.
Learning Target: Learning Targets 3-5
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 work on gathering information about cells and organelles.
Students will create a graphic organizer in their science notebook highlighting the structure
and function of each cell organelle. Students will also learn how to differentiate between plant
and animal cells.
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 match cell organelles with their correct function.
THURSDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
FRIDAY
Bell Ringer: Students will briefly compare and contrast plant and animal cells.
Teaching Strategy Used: Summary/Note Taking, Homework/Practice
In this lesson, students will work on gathering information about cells and organelles.
Students will create a graphic organizer in their science notebook highlighting the structure
and function of each cell organelle. Students will also learn how to differentiate between plant
and animal cells. Students will also being to work on the Cell City assignment, which requires
students to compare cell organelles to parts of a city.
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 regarding cell
organelles and their structure and function. Students will also complete the Cell City
assignment, which will be a formal assessment of student learning.
Bell Ringer: Students will complete the self-assessment section for learning targets 3-5 on
their unit organizer.
Similarity/Differences
Summary/Note
Learning Target: Learning Targets 1-5
Taking
1.) I can describe how organisms are classified into kingdoms based on their cellular
Effort/Recognition
characteristics.
2.) I can compare and contrast multicellular and unicellular organisms.
Homework/Practice
3.) I can describe the structure and function of cell organelles.
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
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: In each differentiated group, students will produce a product based on their
task. This product will allow students to continually demonstrate their knowledge and
understanding of the five learning targets at a variety of levels to meet their individual learning
needs.
Program Review: N/A