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
Monday, March 16, 2015—Friday, March 20, 2015
Bell Ringer: Students will attempt to provide a definition for the terms osmosis and diffusion.
Learning Target: Learning Targets 3
3.) I can describe the structure and function of cell organelles.
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.
Bell Ringer: Students will provide a definition for the following terms: hypotonic, hypertonic,
and isotonic.
Similarity/Differences
Summary/Note
Learning Target: Learning Targets 3
Taking
3.) I can describe the structure and function of cell organelles.
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
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. Students will also discuss hypotonic,
hypertonic, and isotonic solutions. At the end of the period, students will setup a potato
osmosis lab.
Essential Questions of the Day: What is diffusion? What is osmosis? Why is the cell
membrane an important part of the cell?
Assessment: Students will begin to complete a Potato Osmosis lab.
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 begin to examine their potatoes from the lab that was begun the
previous day.
Learning Target: Learning Targets 3
3.) I can describe the structure and function of cell organelles.
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. Students will also discuss hypotonic,
hypertonic, and isotonic solutions. At the end of the period, students will complete the potato
osmosis lab.
Essential Questions of the Day: What is diffusion? What is osmosis? Why is the cell
membrane an important part of the cell?
Assessment: Students will complete a Potato Osmosis lab.
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 complete a couple of short answer questions related to osmosis
and diffusion.
Learning Target: Learning Targets 3
3.) I can describe the structure and function of cell organelles.
Teaching Strategy Used: Summary/Note Taking, Homework/Practice
In this lesson, students will practice recognizing osmosis and diffusion. At the end of the class
period, students will complete a quiz related to this topic.
Essential Questions of the Day: What is diffusion? What is osmosis? Why is the cell
membrane an important part of the cell?
Assessment: Students will complete a quiz over osmosis, diffusion, and the cell
membrane.
FRIDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
EOY POST TEST—FORMATIVE ASSESSMENT
----------------------------------------------------------------------------------------------------------------------------Bell Ringer: No bellringer.
Learning Target: Yearlong Content/Learning Targets
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: Yearlong Content/Learning Targets
Assessment: EOY POST TEST—FORMATIVE ASSESSMENT
Program Review: N/A