Teacher(s): Mr. Moore
Week of: 10/12/15
Grade/Subject: 7th Grade Life Science
Unit : Cells and DNA
Dates:
October 6, 2015 – October 22, 2015
Florida Standard(s): SC.6.L.14.2 (AA): Investigate and explain the components of the scientific theory of cells.
Benchmarks,
(Cell theory: All organisms are composed of cells (single-celled or multi-cellular), all cells
descriptions, DOK levels, come from pre-existing cells and cells are the basic unit of life.
standards unpacked
SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to
(know/do) highlighted
maintain homeostasis, including extracting energy from food,
getting rid of waste, and reproducing.
SC.6.L.14.4: Compare and contrast the structure and function of major organelles of plant
and animal cells, including cell wall, cell membrane, nucleus,
cytoplasm, chloroplasts, mitochondria, and vacuoles.
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that
specifies its traits that this hereditary information (DNA)
contains genes located in the chromosomes of each cell, and that heredity is the passage
of these instructions from one generation to another.
SC.7.L.16.3: Compare and contrast the general processes of sexual reproduction requiring
meiosis and asexual reproduction requiring mitosis.
Explain Cell Theory and compare the 7 major organelles and their
Learning Goal: function in plant and animal cells.
Students will explain the purpose of DNA and how it relates to
processes of meiosis and mitosis.
Essential Question Distinguish and explain the difference between mitosis and meiosis.
How is DNA different from RNA in structure and function?
Analyze how Cell Theory has changed due to technology.
How is a Plant cell different from an Animal cell in structure and function?
Compare and contrast the functions of the seven major organelles of a
cell.
Assessments
Pre Assessment: Cells and DNA Pretest
Formative Assessment: Lesson Quizzes
Summative Assessment: Unit Test
Progress Monitoring/ Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on
Feedback Loop the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out
Higher Order
Question(s)
Key Vocabulary
and floating questions into subsequent unit tests of the most missed questions.
Describe the process of meiosis, including independent
assortment and crossing over. Explain how reduction division results in
the formation of haploid gametes or spores.
Describe the cell cycle, including the process of mitosis.
Explain the role of mitosis in the formation of new cells and its
importance in maintain chromosome number during asexual
reproduction.
Relate structure to function for the components of plant
and animal cells. Explain the role of cell membranes as a highly selective
barrier (passive and active transport)
Cell Theory, macromolecule, nucleus, cell membrane, diffusion, osmosis, active transport
Monday
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)


Unit : Cells and DNA
Rigor Level 1-2
Daily Agenda
Students will understand movement of substances in the cell.
What is endocytosis?
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Provide instructions
Discussion
Cornell notes and activity
Finish notes and activity
What type of materials does Facilitated Transport move?
Tuesday
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Unit : Cells and DNA
Rigor Level 1

Daily Agenda
Students will understand cellular processes that create useable energy in the cell.
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What is cellular respiration?
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Provide instructions
Discussion
Cornell notes and activity
Finish notes and Thinking Map
When does fermentation occur in a cell instead of cellular respiration?
Wednesday
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Directions
Disscussion
Set up Osmosis lab and do the test review
Study for test
How is osmosis different from diffusion?
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Unit: Cells and DNA
Rigor Level 2
Daily Agenda
Students will finish the Osmosis Lab and test on cellular movement and energy.
When does facilitated diffusion occur?
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Provide test
Discuss the results to the Osmosis Lab
Thursday
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
Rigor Level 2
Unit: Cells and DNA
Daily Agenda
Students will do a Osmosis Lab and review for the test.
How does diffusion occur in a cell?
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Friday
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)


Finish Osmosis Lab and do the short test
None
How does facilitated diffusion differ from diffusion?
Unit: Cells and DNA
Daily Agenda
Teacher Development Day
Rigor Level
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Learning Scales and Accommodations:
Cells and DNA
Grade 7
Score 4.0
In addition to score 3.0 performance, the student can extend their thinking to demonstrate what happens when
these processes are not contributing to homeostasis in the organism.
Score 3.0
In addition to 2.0, the student will:
The student can explain the processes of Cells and can recognize how cells undergo specific processes to maintain
homeostasis.
Score 2.0
The student can identify the processes of Cells, but need more practice to recognize how cells maintain homeostasis.
Score 1.0
The student needs help to explain the processes of a Cell. I can describe homeostasis but need help to identify the
processes cells undergo to maintain homeostasis.
Score 0.0
Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Reading
Any strategies in reading
that help students
understand
Sharing ideas with a
partner or in a group
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
Carousel/Gallery Walk
During reading activities
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.