Stage 1 Desired Results s8

Stage One: Desired Results Teacher: Snowden Grade/Subject/Course: 7th/Life Dates: October 5th-9th, 2015 Science/Science Essential Questions: How is a living organism the sum of all of its parts? How do you explain the relationship between the structures and functions of cell organelles? Stage Two: Planning for Assessing Student Learning Assessment(s): Life Skills & Georgia Milestones Strategies (5 days per Vocabulary Worksheet (Monday) week):

Sponge: Two prefixes/suffixes/roots will be posted on the Check all that apply: whiteboard daily. Students will copy these down on the data X informal X formal chart, “Be a Vocabulary Expert”. Students will define and write formative ____ summative down examples. Next, they will brainstorm words that they know which contain these roots/prefixes/suffixes. We will discuss. Students will be quizzed over these each week. Additionally, they will be on the 4.5 assessments. Lastly, students will be required to complete a “dictionary” which is due Oct. 30. Students may choose to draw the dictionary or make a power point. examples -micro -mega

Stage Three: Organizing the Learning Plan & Identifying Strategies Literacy Strategies: Graphic Organizers: L6-8RST3: Follow precisely a multistep procedure Vocabulary 4 square when carrying out experiments, taking Webb Diagram measurements, or performing technical tasks. Plant and Animal Cells Venn Diagram Report) Fact Sheet L6-8RST7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (Cell Review Fact Sheet Anticipation Guide, Webb Diagram Guided Reading and Short Answer (Vocabulary-cell, prokaryote, eukaryote, unicellular, questions, Plant and Animal Cells Venn Diagram) multicellular, nucleus, cell membrane, cytoplasm, chloroplasts, mitochondria, cell theory, organelles, golgi complex (apparatus), vacuole, lysosome, ribosome, endoplasmic reticulum (ER), cell wall, chromosome) Teaching the Standards Describe the research-based strategies used to help students master standards and achieve each day’s goals.

Work Session Below Level/Range On Level/Range Above Level/Range M Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell O structures (cell membrane nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the N standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font. Hook: Mini lesson- Mini Lesson- Mini Lesson: The Wacky https://youtu.be Introduction to Cells Introduction to Cells History of Cell Theory /gFuEo2ccTPA https://youtu.be/4OpBylwH https://youtu.be/4OpBylwH9 https://youtu.be/4OpBylwH9D 9DU DU U

Work Session: Work Session: Work Session:

Vocabulary 4 Square Vocabulary 4 Square Graphic Vocabulary 4 Square Graphic Graphic Organizer Organizer Organizer

*Provide word and picture *Provide word and picture Role-Scientist (assign students 4 scientists who have contributed to the Cell Theory) Format-letter to the paper or new conference (dialog) T- The topic focus should discuss a ground-breaking discovery made by their assigned scientist which led to the development and acceptance of the modern cell Wrap: theory. Present letter to class. Introduction to Cells Students will be assigned Exit ticket each guided readings for important group will give concepts through the chapter. a fact about The readings will have assisted their scientist questions to point out key concepts. T Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.b. Relate cell U structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font. Hook: Mini lesson Mini lesson- Mini Lesson: http://www.yo Students will watch a Students will watch Students will watch utube.com/wat https://www.brainpop.com/t https://www.brainpop.com/te ahttps://www.brainpop.com/te ch? echnology/scienceandindust chnology/scienceandindustry/ chnology/scienceandindustry/ v=hVxMPLrz ry/microscopes/ Brain Pop microscopes/ episode that microscopes/ episode that will v4A episode that will follow up will follow up with a word follow up with a word with a word scramble and scramble and microscope part scramble and microscope part microscope part matching matching exercise. matching exercise. exercise. - Work Session: . Work Session- http://portersciencerosepark.w Students will cut and paste eebly.com/lessons.html E microscope parts to their Students and teacher complete S proper definitions and create a power point exercise on the a sentence with each word. parts of a microscope and its proper functions.

Students will review procedures and protocol for Wednesdays’ lab. Wrap: Revise and discuss the opening question. W Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell E structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. D Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font. Hook: Mini lesson- Mini lesson- Mini Lesson:- Cell Rap http://www.shellysscience http://www.shellyssciencesp http://www.shellyssciencespo Introduction to spot.com/worksheets/cell/ ot.com/worksheets/cell/orga t.com/worksheets/cell/organe Cell Structure organelles.pdf PowerPoint nelles.pdf PowerPoint lles.pdf PowerPoint and Function presentation on structure & presentation on structure & presentation on structure & https://youtu.be function of a cell. function of a cell. Students function of a cell. Students /-zafJKbMPA8 will take closed notes during will take closed notes during the presentation of a cell and the presentation of a cell and its function. its function.

Work Session- Labeling animal and plant Work Session- Work Session: cell diagrams Labeling animal and plant Students will complete a Venn cell diagrams Diagram comparing and Wrap: contrasting the differences Hot Seat Between plant and animal What function cells. do the nucleus, cell membrane, golgi complex, Quick Lab (pg 54) Cork and and Pond Water Examination: endoplasmic students will explore the cell reticulum structure of a slice of cork and serve? slides of local pond and lake water. They will then draw what they have seen.

Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font.

Hook: Mini Lesson- Mini Lesson- Mini Lesson: www. youtube . . http://studyjams.scholastic. http://studyjams.scholastic.c com/watch? http://studyjams.scholasti com/studyjams/jams/scienc om/studyjams/jams/science/ v=hVxMPLrzv c.com/studyjams/jams/sci e/animals/animal-cells.htm animals/animal-cells.htm 4A ence/animals/animal- Students will complete a power Students will complete a power point on animal cells with the point on animal cells with the T cells.htm students will complete flow chart. teacher, while completing a set teacher, while completing a set of H of cloze notes cloze notes U R Work Session- Work Session S Students will pair up and Students will pair up with Work Session- draw chalk diagrams with Students will pair up and another student complete a proper identification of the clay model of an animal cell draw chalk diagrams with organelles. proper identification of the and its organelles. organelles. Students will pair up and draw chalk diagrams with proper Wrap: identification of the organelles. Review questions from opening. Standard(s): S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions. Teachers should write out the standards, underlining content vocabulary, and put “unwrapped” skills (describe, explain, etc.) in bold font. Hook: Mini Lesson: Mini Lesson: Mini Lesson: https://www.flocabulary.c https://www.flocabulary.co https://www.flocabulary.com https://www.y om/unit-search/? m/unit-search/? /unit-search/?q=cells outube.com/w q=cells Students will q=cellsStudents will Students will complete a atch?v=- complete a flocabulary complete a flocabulary video flocabulary video with closed zafJKbMPA8 video and chart. with closed notes with the notes with the teacher’s teacher’s guidance. guidance.

Work Session: Work Session: Work Session: F Students will finish chalk http://studyjams.scholastic. http://studyjams.scholastic.c R diagrams. com/studyjams/jams/science om/studyjams/jams/science/p I /plants/plant-cells.htm lants/plant-cells.htm Students will complete a power Students will complete a power point on animal cells with the point on animal cells with the teacher, while completing a set teacher, while completing a set of Wrap: of cloze notes cloze notes Review of Stations Students will finish chalk Students will finish chalk Students will diagrams of their plant cells diagrams of their plant cells quickly dictate from the day before. from the day before. an explanation and activity Students will finish clay Students will finish clay from this week models of animal cells from models of animal cells from that you liked the day before. the day before. and disliked. Helpful Hints Check all that apply:

X Differentiation by content ___ Differentiation by product X Differentiation by process X Several learning modalities (visual, auditory, kinesthetic, tactile) ___ Re-teaching ___ Students choose tasks ___Different performance tasks ___ Differentiation by environment