Weekly Components
Teacher:
Co-‐Teacher/Para: / Anne (Nancy) Bustamante / Week of: / Unit Implementation Week:
8/21/17 / 9 weeks
Course: / Life Science/7th grade / Unit Name:
Cell Structure/Body Systems
Priority Standards:
(content specific) / S7L2.Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
Supporting Standards:
(content specific) / S7L2a.Develop a model and construct an explanation of how cell structures(specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosomes, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
Non-‐Content Standards: (WIDA, interdisciplinary standards, literacy, etc.) / M7A1.a Translate verbal phrases to algebraic expressions
M7P4.c Recognize and apply mathematics in contexts outside of mathematics.
Learning Targets:
(what learners will be able to do at the end of the learning
activity) / The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. the emphasis is also on how systems interact to supoort life processes.
Essential Question(s): (address philosophical foundations; contain
multiple answers; provoke inquiry) / How do cell structures contribute to the function of the cell as a system? How does the organization ofcells to tissues, tissues into orgnas, orgnas into ststems, and systems into organisms meet the needs of an organism? How do systems of the body interact with one another to carry out life processes?
Big Idea(s):
(main ideas, foundational understandings, conclusions, or generalizations) / Cells contain organelles that work together to carry outfunctions that allow the cell to obtain nutrients in order to grow, reproduce, make needed materilas, and process waste. Cells, tissues, organs, and systems all work together to maintain the life processes of organisms. Body systems are interdependent;they work in conjunction to supply food, get rid of waste, provide movement, etc.
Academic Vocabulary: / cardiovascular, cell membrane, cell wall, cells, chloroplasts, cytoplasm, digestive, DNA, endoplasmic reticulum, excretory, golgi bodies, homeostasis, immune, lysosomes, betabolism, mitochondria, muscular, nervous, nucleus, organ, organ system, organism, respiratory,response, ribosomes, stimulus,tissue, vacuole
STEM/STEAM/
Interdisciplinary
Integration: / Students will be able to develop and use models to describe the interaction of systems and parts of the cell.
Engaging Performance
Scenario: / Students will be able to draw and label the animal and plant cells showing the differences and similiarities between both.
In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources.
Research-‐Based Instructional Strategies: (weekly strategies chosen to guide teaching and learning) / OPENING: Engaging Instructional Activity / Activate Prior Knowledge / Questioning (Raises questions) / Clarify Previous Lesson / Phenomenon
Provide
Feedback / Scaffold
Instruction / Create Interest / Other:
WORK PERIOD:
Exploring, Explaining, Extending, and Elaborating / Facilitate
Learning / Academic
Discussions / Cooperative
Learning / Other:
Demonstrate/ Model / Generating and Testing
Hypotheses / Independent Learning / Other:
Explain/Apply/Ex
tend concepts and skills / High-‐Level Questioning / Interdisciplinary Writing / Other:
CLOSING: Evaluating / Summarize Lesson / Provide Alternate Explanations / Respond to EQs / Other:
Allow students
to assess their own learning / Quick Write / 3-‐2-‐1/K-‐W-‐L / Other:
DCSD RCD Aligned Lesson Plan Template 7/23/2017 5:04 PM Components of this lesson plan may change according to the needs of the students.
21st Century Learning Skills:(weekly strategies chosen to guide student engagement) / Teamwork and Collaboration / Innovation and Creativity / Accessing and Analyzing Information
Initiative and Leadership / Critical Thinking and
Problem Solving / Effective oral and Written
Communication
Curiosity and Imagination / Flexibility and Adaptability / Other:
Intervention Strategies
Intervention Strategies (Tiers 1, 2, 3)
Additional Support in Classroom / Specially Designed Instruction for Exceptional Education Students / Strategies for English Language Learners
Re-‐Voicing / Conferencing / Visuals/Realia
Explaining / Additional time / Front-‐loading
Prompting for Participation / Small group collaboration / Echoing/Choral response
Challenging or countering / Modify quantity of work / Color-‐coding
Asking “Why?” “How” / Take student’s dictation / Multiple exposures in different media
Reread / Scaffold information / Pair-‐share
Practice new academic vocabulary / Differentiated
content/process/product / Modeling
Assistive technology / Consistent reward system / Language scaffolds: eg, sentence frames
Pre-‐teach re-‐teach in a different way / Refer to students’ IEP or 504 plan / Deconstruct complex sentences
Use of manipulatives / Assistive technology / Increase student-‐to-‐student talk
Collaborative work / Strategies vocabulary instruction
Create differentiated text sets / Additional think time
Gifted – Extensions for Learning
Tier 1
Flexible-‐Learning Groups / Varied Pacing with Anchor Options / Varied Supplemental Materials
Choice of Books / Work Alone or Together / Computer Mentors
Homework Options / Flexible Seating / Think-‐Pair-‐Share
Use of Reading Buddies / Varied Scaffolding / Open-‐ended Activities
Various Journal Prompts / Varied Computer Programs / Explorations by Interest
Student/Teacher Goal Setting / Design-‐A-‐DAY / Options for Competition
Tier 2
Gifted Edu. Cluster Classes / Alternative Assessments / Community Mentorships
Gifted Edu. Collaboration Classes / Subject Advancement within class / Stations
Tiered Activities and Products / Curriculum Compacting / Group Investigations
Use of Literature Clubs / Tiered Centers / Assess Students in Multiple Ways
Multiple Testing Options / Spelling by Readiness / Student choice
Multiple Texts / Varying Organizers / Simulations
Tier 3 / Tier 4
Advanced Content (all core content) / Above grade level accelerated (all core content)
Resource Classes / Advanced Placement Classes
Independent/Directed Study / International Baccalaureate Classes
Socratic Seminars / Internship/Mentorships
Differentiated Instruction
(content, process, product) / Assessment Evidence
(formative, summative)
Students will be grouped according to their success on the pre-assessment. / Pre-assessment given. Check for understanding throughout the lesson. Quizzes given throughout the Unit.
Resources:
(weekly materials chosen to support teaching and learning) / Textbooks / Lab Materials / Other: (List the other resources below.)
Audio/Visual Aids / Course Syllabus
Handouts / Dictionaries
White Boards / Video Clips
Electronic Devices / Promethean Board
Supplemental Texts / Manipulatives
Calculators / Internet (tech)
Daily Lesson Plan for Monday
Pre-‐Instructional Activity: (sponge; bell-‐ringer; journal; allows attendance to be taken) / Have students write what they know about cells. Pre-assessment given.
Opening (ENGAGE): (introduces the lesson; summarizes previous lesson; clarifies misconceptions) / Why are cells so small? How can they do so much work without any noise?
Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):
(allows students to practice concept; assesses student learning) / Read, discuss and review Chapter 3: Cells: The Basic Unit of Life, Section 1: The Diversity of cells
Short video on Robert Hooke if time allows.
Closing (EVALUATE): (summarizes lesson; ensures understanding; clarifies misconceptions) / Review vocabulary, clear up any missunderstanding, review concepts.
Daily Lesson Plan for Tuesday
Pre-‐Instructional Activity: / Students will answer a question about cells covered in the previous day.
Opening (ENGAGE): / Review vocab from the day before using a quiz game. Check for understanding.
Work Period (EXPLORE/EXPLAIN/
EXTEND/ELABORATE): / Read, discuss and review Section 2: Eukaryotic Cells. Review new vocabulary terms and the difference between animal and plant cells.
Closing (EVALUATE): / Review vocabulary. Quick quiz game to check for understanding.
Daily Lesson Plan for Wednesday
Pre-‐Instructional Activity: / Students will answer a question about cells covered in the previous day.
Opening (ENGAGE): / Review vocab from the day before using a quiz game. Check for understanding.
Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE): / Continue work plan from Tuesday as this is a very involved section of the chapter. Complete section summery at the end of Section 2.
Closing (EVALUATE): / Review vocabulary.
Daily Lesson Plan for Thursday
Pre-‐Instructional Activity: / Students must answer a question from the earlier lessons from the week.
Opening (ENGAGE): / Students will be able to list the organelles that are found in animal and plant cells.
Work Period (EXPLORE/EXPLAIN/
EXTEND/ELABORATE): / Students will work in groups to create an animal or plant cell from materials they have brought from home. Communication with group is essential for the success of this lab.
Closing (EVALUATE): / Review vocabulary. Last scientist standing game if time allows.
Daily Lesson Plan for Friday
Pre-‐Instructional Activity: / Students must answer a question from the earlier lessons from the week.
Opening (ENGAGE): / Can you identify the parts of a cell by just looking at a diagram?
Work Period
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): / Identify and label the parts of a cell on a given diagram.
Closing (EVALUATE): / Review vocab.