Download 7th Grade Science Cell Unit

Constructing Strong STEM Foundations Lesson Plan
Grade Level / Subject: 7th Science
Jessica Derise
Emily Avery
Annie Brown
Kathie Rasheed
Unit: Cells
Lesson Title: Cells and their Parts
SC Math and/or Science Standards:
7.L.3A Cells are the most basic unit of any living organism. All organisms are composed of one (unicellular) or many
cells (multicellular) and require food and water, a way to dispose of waste, and an environment in which they can
live in order to survive. Through the use of technology, scientists have discovered special structures within individual
cells that have specific functions that allow the cell to grow, survive, and reproduce. Bacteria are one-celled
organisms found almost everywhere and can be both helpful and harmful. They can be simply classified by their size,
shape and whether or not they can move.
7.L.3A.1 Obtain and communicate information to support claims that (1) organisms are made of one or more cells,
(2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells
7.L.3A.2 Analyze and interpret data from observations to describe different types of cells and classify cells as plant,
animal, protist, or bacteria.
7.L.3A.3 Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell
membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of
plant, animal, and bacterial cells.
Mathematical Process Standards
Make sense of problems and persevere in solving them
Reason both contextually and abstractly
Use critical thinking skills to justify mathematical reasoning and
critique the reasoning of others
Connect mathematical ideas and real-world situations through
modeling
Use a variety of mathematical tools effectively and strategically
Communicate mathematically and approach mathematical
situations with precision
Identify and utilize structure and patterns
Science and Engineering Practices
Asking Questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in scientific argument from evidence
Obtaining, evaluating, and communicating information
Constructing devices or designing solutions
Materials: Cell Intro Video, Cell Theory Video, White Boards, Dry Erase Markers, Microscopes, Cell Slides, Power
Points, PASS Readings, Question Grids, Project Rubric, EdPuzzle Video & Questions, Matching Envelopes
Lesson Sequence:
Opener (Engagement):

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How will you engage the students?
Classes will begin with a short video clip or engaging question relevant to the day’s content.
What kind of questions should the students ask themselves after the engagement?
Students should be asking themselves what they notice and how it’s relevant to their life.
Activities/Tasks (Exploration, Elaboration):


What hands-on/minds-on activities or tasks support your standard?
Hands-on: matching, coloring, development of a visual representation of a model, gallery walk, foldable
Minds-on: quiz corrections, reading grids, box and T-chart, think-pair-shares
How will you encourage collaboration and exploration?
Students will be conducting think-pair-shares daily and table-partner work will be completed
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Constructing Strong STEM Foundations Lesson Plan
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
What vocabulary will be introduced and how will it connect to students’ observations?
Cellular Structures and Processes
How is this concept applied in our daily lives?
All living things are composed of cells.
Key Questions (Explanation):


What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
How do plant and animal cells differ?
What functions do the organelles provide for the cell?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
Compare the organelles of plants and animals cells
How does the function of the vacuole differ in the plant and animal cells?
Closure (Explanation, Elaboration):

How will students summarize/apply what they have learned?
Students will individually build a model of the cell to show the functions in comparison with a city
Formative Assessment (Evaluation):

What types of formative assessments will you use and at which points in your lesson will you check for understanding?
Quizzes after each group of important information (processes, parts, functions)
Reading with Question Grids
Box and T-Chart
Whiteboards

How will students demonstrate that they have achieved the lesson objective?
Students will demonstrate that they have achieved the lesson objective by presenting their projects to the class using a rubric focusing on cell parts
and their functions/processes.
Day 1
1.
Three minute introduction video: A Gregorio Educational Production – Introduction to Cells
https://www.youtube.com/watch?v=gFuEo2ccTPA
2.
Write down three things you have noticed and what you believe the cell is – Think-Pair-Share (5
minutes)
3.
Share ideas with neighbor – pick most interesting fact and one definition on the whiteboard to share (5
minutes)
4.
Share definitions and come up with one as a class (10 minutes)
5.
Show The Cell Theory video (3 minutes) and pause after each scientist speaks to allow the students
write down ideas that the scientist says
6.
Discuss the students’ notes from the video to come to an understanding of Cell Theory
7.
Look at various cells through microscope to see real life examples
Day 2
1.
Ask the students “What are the four types of cells?” – Answer: Plant, Animal, Protist, and Bacteria
2.
“Do plants and animals have the same cells?” – Students should answer ‘no’ – “Why not?”
3.
Begin discussion on various organelles within each of the cells – PowerPoint for definitions
Day 3
1.
Give a definition of an organelle for students to figure out the organelle
2.
Matching envelope – organelles and functions
3.
Box and T-Chart – Plant, Animal, and BOTH Animal & Plant
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Constructing Strong STEM Foundations Lesson Plan
4.
PASS Coach Reading with Question Grid – Grid questions out of order compared to reading to ensure
student reading
Day 4
1.
Hang Who Am I? and pictures (teacher written) of all the organelles for a gallery walk
2.
Discuss answers and clear up any questions
3.
Draw in notebooks – Foldable
Day 5
1.
EdPuzzle – Cell Parts Rap
2.
Quiz
3.
Brainstorm for Cell Model/City
Day 6
1.
Quiz Corrections for clarity
2.
Coloring model of a cell
3.
Discuss project – poster, city, food model, game board, etc.
Day 7
1.
Cellular Processes Power Point
2.
PASS Coach Reading
3.
Question Grid
Day 8
1.
Finish Question Grid
2.
Matching Cell Process and Part of Cell Envelope
3.
Modeling Photosynthesis and Respiration with students – Model Diffusion using scented spray
Day 9
1.
BrainPop with White Board Question Discussion
2.
Quiz on Cell Parts
Day 10
1.
Projects are due – Presentations begin
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