2014-2015 7th Grade Science (UDL Design Model)
Week of: 10
Monday
Tuesday
Content:
Introduce of cells
Content:
Essential Question:
Essential Question:
Cell theory
What is the basic unit of What is the Cell Theory
all living things?
and how was it
developed?
Focus: Introduction to Cells
Common Assessment # :
Wednesday
Thursday
Friday
Content:
Plan and animal cells
Content:
Make flash cards
Content:
Make flash cards
Essential Question:
Essential Question:
.
Essential Question:
Do both plant and
animal cells have
mitochondria? Explain.
How do cell structures
relate to basic cell
functions of typical plant
and animal cells?
How do cell structures
relate to basic cell
functions of typical plant
and animal cells?
Vocabulary:
cell membrane
mitochondria
rough and smooth endoplasmic reticulum(ER) cell nucleus ribosomes cytoplasm vacuoles chloroplasts cell wall
nuclear membrane
organelle
chromosomes
AKS Standards:
AKS Standards:
AKS Standards:
AKS Standards:
AKS Standards:
15a explain the
components of the Cell
Theory
15a explain the components
of the Cell Theory
15b2 compare and
contrast the structures
of a typical plant and
animal cell,
15b1- identify the
structure and function of
cell membrane, nucleus,
cytoplasm, chloroplasts,
mitochondria, nuclear
membrane,
chromosomes,
vacuoles, endoplasmic
reticulum, cell wall, and
ribosomes (GPS)
15b1 - identify the
structure and function of
cell membrane, nucleus,
cytoplasm, chloroplasts,
mitochondria, nuclear
membrane,
chromosomes,
vacuoles, endoplasmic
reticulum, cell wall, and
ribosomes (GPS)
Material/Resources:
Video: Introduction to Cells
Material/Resources:
Video: Cell Theory
Discovering Cells
Material/Resources:
Material/Resources:
Material/Resources:
Cell_structure_functi
on.ppt
Cell vocabulary
2.doc
Cell
introduction.pptx
Refer to LOR for additional
materials click HERE
Cell history and
timelne.ppt
Refer to LOR for additional
materials click HERE
Refer to LOR for additional
materials click HERE
2014-2015 7th Grade Science (UDL Design Model)
Week of: 10
Focus: Introduction to Cells
Common Assessment # :
Refer to LOR for additional
materials click HERE
Student wks for Cell
theory.docx
Robert Hooke
Article.docx
Warm-up:
Make a Circle map to put all
information about cell that
students know.
Refer to LOR for additional
materials click HERE
Warm-up:
Anticipatory Set:
Anticipatory Set:
Warm-up:
Check answer of the
worksheet that students did on
Tue. Through the slide on
screen.
Anticipatory Set:
Warm-up:
Discuss the cell analogy HW
Warm-up:
Anticipatory Set:
Anticipatory Set:
Watch the intro to cells video
Summary the answer from ticket on
the door
Make a double bobble map for
plant and animal cells
Review cell structure
Review cell function
Mini-lesson:
1.Teacher summary the
students circle map
2. Teacher will point out the
answers for 6 questions from
the video on the ppt slides.
Mini-lesson:
1. Teacher prints out the
information from ppt slides to
set 5-6 stations
2. Teacher hands out students
worksheet
Mini-lesson:
1. Teacher hands out color
cells worksheet
2. Teacher label plant and
animal cells on the
board with Mimio
Mini-lesson:
1. Teacher models the
examples from last year
2. Teacher provide the cell
structure and function voc
list with direction and
definition
Mini-lesson:
1. Teacher models the examples
from last year
2. Teacher provide the cell
structure and function voc list
with direction and definition
Student Tasks:
1. Students answer questions
after watching the video.
2. Students discuss the EQ
question based on knowledge
from the video by community
circle.
Student Tasks:
Students go through stations and
fill in the worksheet that teacher
provides
Student Tasks:
1. Students label and color
the plan and animal
cells with teacher and
showing the differences
2. Students compare and
contrast plant and
animal cells in a map or
diagram
Student Tasks:
Student Tasks:
1. Students create their
flashcards with vocabularies,
definitions and pictures
1. Students create their
flashcards with vocabularies,
definitions and pictures
2014-2015 7th Grade Science (UDL Design Model)
Week of: 10
Focus: Introduction to Cells
Common Assessment # :
3. Homework:
cell analogy.doc
Closure:
Closure:
Closure:
Closure:
Closure:
Students write answer for EQ
with the ticket on the door
Students complete the worksheet
Students summarize the
similarities and differences
between plan and animal cells
in double bobble map.
Students continue creating their
flashcards
Students complete flashcards
SWBAT:
Explain why cells are the basic
units of life.
SWBAT:
Explicit the components of the cell
theory.
SWBAT:
Compare and contrast
between plant and animal
cells at least in four areas.
SWBAT:
Analogy the cell components to
real life.
SWBAT:
Analogy the cell components to
real life.
Daily Lesson Format:
*Plans may change to meet the needs of all students.
Warm-up
Anticipatory Set
Mini-lesson
Student Tasks
Closure
**SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner needs.
Learning Barrier
Possible Solutions
Resources
2014-2015 7th Grade Science (UDL Design Model)
Week of: 10
Focus: Introduction to Cells
Common Assessment # :
Student cannot read at grade level
Preview text
*eClass Learning Objective Repository
Student has difficulty comprehending the
material
Post and review objectives for
daily/modeling/thinking map/minlesson/small groups/summarize
*Brain Pop
Student has difficulty mastering the
vocabulary
Pre-teach vocabulary/pictures, symbol, &
definitions charts
Student have limited prior knowledge of
content being presented
Preview material by placing in classroom
website
Student has difficulty understanding what
is expected
Checklist/rubric
Student has difficulty expressing or
discussing what he/she learned
Audio/video demonstration with teacher
checklist or rubric
Student has difficulty with transition and
transitioning to new concept
Use a timer or music
*County SOCC site
*Teacher’s websites
*Discovery Education
*Bill Nye the Science Guy
*Resources from text
*Textbook consumable resources
*Professional journals