Download Week of 100316 Lesson Plan

Teacher(s): Ms. Lane
Grade/Subject: 7th Grade Life Science
Week of: October 3, 2016
Unit : Cell Theory and Reproduction/
Dates: 10/03Cell Structure and Function
11/04
Florida Standard(s): SC.6.L.14.2(AA) Investigate and Explain the components of the scientific theory of cells: all
Benchmarks,
organisms are composed of cells (single-celled and multicellular), all cells come from predescriptions, DOK
existing cells and cells are the basic unit of life.
levels, standards
SC.6.L.14.3 Recognize and Explore how cells of all organisms undergo similar processes to
unpacked (know/do)
maintain homeostasis, including extracting energy from food, getting rid of waste and
highlighted
reproducing.
SC.6.L.14.4(AA) 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.
DOK 2
Learning Goal:
Students will be able to do:
Explain cell theory
Explain the concept of homeostasis
Compare the processes of mitosis and meiosis
Label and describe the structure and function of the seven organelles
Compare plant and animal cells
Explain how photosynthesis and respiration help a cell maintain homeostasis
Essential Question
What characteristics are common to all living things?
Where do cells come from?
What is homeostasis and why is it important?
Assessments
Pre Assessment: Cell Theory, Reproduction, Structure and Function
Formative Assessment: Observation and Activity mastery
Summative Assessment: Unit End Product, Nine Weeks 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
and floating questions into subsequent unit tests of the most missed questions.
Higher Order Why are mitosis and meiosis important to cell theory?
Question(s) How do sexual and asexual reproduction compare?
How is a plant cell different from an animal cell in structure and function?
Which organelles are most important to a cell?
Why is the nucleus important?
Why is cytoplasm important?
How does a cell compare to a city?
What is the difference between a cell wall and a cell membrane?
What is the relationship between mitochondria and chloroplasts?
Key Vocabulary Cell theory, macromolecule, nucleuic acid,protein, lipid, carbohydrate, cell membrane, cell wall,
cytoplasm, cytoskeleton, organelle, nucleus, chloroplast, passive transport, diffusion, osmosis,
facilitative diffusion, active transport, endocytosis, exocytosis, cell cycle, interphase, sister
chromatid, centromere, mitosis, cytokinesis, daughter cell
Monday 10/03
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Tuesday 10/04
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Unit : Cell Theory and Reproduction
Rigor Level 2
Daily Agenda
Students will work on characteristics of life handout, cell theory pre-test, standard breakdown.
What are characteristics of all living things?
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Directions
Discussion on characteristics of life.
Work on pre-test and breakdown of unit standards.
None
What are two characteristics of living things?

Unit : Cell Theory and Reproduction
Rigor Level 2
Daily Agenda
Students will obtain an understanding of the components of cell theory.
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Where can cells be found?
Directions
Discussion
Cell Theory Activity
None
What are the parts of cell theory?
Wednesday 10/05
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)

Unit: Cell Theory and Reproduction
Rigor Level 2
Daily Agenda
Students will complete activites that demonstrate understanding of cell theory.
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Who came up with the scientific cell theory?
Directions
Discussion
Tic Tac Toe Activities
None
Why is cell theory important?
Thursday 10/06
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Friday 10/07
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Unit: Cell Theory and Reproduction
Rigor Level 2
Daily Agenda
Students will be in Mrs. L. Amos’s room due to 7th Grade Science PLC
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Unit: Cell Theory and Reproduction
Rigor Level 2
Daily Agenda
Students will finish demonstrating an understanding of cell theory.
How does a cell compare to a city?
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Directions
Disscussion
Work on tic-tac toe activities
None
Turn in tic-tac toe activites
Learning Scales and Accommodations:
Cell Theory and Reproduction
Grade 7
Score 4.0
In addition to level 3, I can design, investigate and demonstrate the components of Cell Theory.
Score 3.0
I can explain the components of the Cell Theory.
Score 2.0
I I can identify the components of the Cell Theory.
Score 1.0
With help, I can explain the components of Cell Theory.
Score 0.0
Even with help, I cannot identify the components of Cell Theory.
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
• 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
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
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• 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,
.