Teacher(s): Ms. Johnson Grade/Subject: 7th Grade Life Science
Week of: November 21, 2016 / Unit : Cell Theory and Reproduction/Cell Structure and Function / Dates: 11/07- 11/22
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.8.L.4(AA) Cite evidence that living systems follow the laws of conservation of mass and energy.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbondioxide, water and chlorophyll; production of food and release of oxygen.
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and release carbon dioxide.
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.
Learning Goal: /
Students will be able to do:
Explain how the processes of photosynthesis and cellular respiration interact.
Compare the processes of mitosis and meiosis
Compare plant and animal cells
Explain how photosynthesis and respiration help a cell maintain homeostasis
Essential Question / What is homeostasis and why is it important?
How are photosynthesis and cellular respiration interrelated?
Assessments /
Progress Monitoring/ Feedback Loop / Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on 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 Question(s) / Why are mitosis and meiosis important to cell theory?
How do sexual and asexual reproduction compare?
What is the relationship between mitochondria and chloroplasts?
How do photosynthesis and respiration impact the Earth’s atmosphere?
How does the Carbon Cycle demonstrate the Law of Conservation of Mass and Energy?
Key Vocabulary / Cellular respiration, glycolysis, fermentation, photosynthesis, cell cycle, interphase, sister chromatid, centromere, mitosis, cytokinesis, daughter cell
Monday 11/21 / Unit : Cell Processes and Reproduction / Rigor Level 2
Daily Agenda
Daily Objective / · Students will draw the stages of mitosis and meiosis and make up work.
BELL RINGER
( 5 minutes) / · None
I DO: / · Directions
WE DO: / · Discussion
YOU DO: / · Drawings of mitosis and meiosis, make up work
Homework / · Finish make up work
EXIT TICKET:
(5 minutes) / · None
Tuesday 11/22 / Unit : Cell Theory and Reproduction / Rigor Level 2
Daily Agenda
Daily Objective / · Students will make up missing work
BELL RINGER
( 5 Minutes) / · None
I DO: / · Directions
WE DO: / · Discussion
YOU DO: / · Make up work
Homework / · Finish make up work
EXIT TICKET:
(5 minutes) / · None
Wednesday 11/23 / Unit: Cell Theory and Reproduction / Rigor Level 2
Daily Agenda
Daily Objective / · Thanksgiving Break
BELL RINGER
( 5 Minutes) / ·
I DO: / ·
WE DO: / ·
YOU DO: / ·
Homework / ·
EXIT TICKET:
(5 minutes) / ·
Thursday 11/24 / Unit: Cell Theory and Reproduction / Rigor Level 2
Daily Agenda
Daily Objective / ·
BELL RINGER
(5 Minutes) / · Thanksgiving
I DO: / ·
WE DO:
YOU DO: / ·
Homework / ·
EXIT TICKET:
(5 minutes) / ·
Friday 11/25 / Unit: Cell Theory and Reproduction / Rigor Level 2
Daily Agenda
Daily Objective / · Thanksgiving Break
BELL RINGER
( 5 Minutes) / ·
I DO: / ·
WE DO: / ·
You DO: / ·
Homework / ·
EXIT TICKET:
(5 minutes) / ·
Learning Scales and Accommodations:
Cell Theory and ReproductionGrade 7
Score 4.0 / In addition to level 3, I can extend how photosynthesis and cellular respiration relates to real world situations.
Score 3.0 / I can explain the components of photosynthesis and of cellular respiration.
Score 2.0 / I I can identify the components of photosynthesis and of cellular respiration.
Score 1.0 / With help, I can explain describe the process of photosynthesis or of cellular respiration.
Score 0.0 / Even with help, I cannot describe the process of photosynthesis or of cellular respiration.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
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.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
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,
.