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Teacher Candidate: ____Kristina Jackson______________________ Date: _11/22/2013____

School: _________

Subject: Life Science

Grade Level: _7___

Unit/Lesson Title/Number: Cells Unit/Introduction to cell structures/Lesson Plan 1 Context and Class Profile

Context: This lesson is 2 of 10 lessons in the Cells Unit. For this particular lesson, students will learn about the different cell structures and their functions.

Class Profile:

Two students have 504 plans in the class. One student has ADHD. The second student has an auditory perceptions issue.

Common Core Standards

Assessed: Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 1 Living things are both similar to and different from each other and from nonliving things.

Key Idea 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Interdisciplinary Connections

Practiced:

CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

21st Century Skills


Collaborate with others: Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to describe the function of cell structures and organelles. (Comprehension)

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. Bell ringer 2. Cell structure presentation / Cell Structure Worksheet

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter

Day 1 40 minute period 1. Bell Ringer:(visual): The teacher will put up a bell ringer question for the students. The students will answer the question on their bell ringer sheets. Todays bell ringer question is to name four organelles that are for both the plant and the animal cell. Please write down the four organelles on your bell ringer sheet. The teacher will ask the two students to repeat the directions. (CFU-directions). a. The teacher will prepare the next activity. b. The teacher will ask two students to tell the rest of the class their answer to the bell ringer question. 2. Sell Your Cell Structure: This project allows for students to teach each other the functions of cell structures. a. The teacher will handout the worksheets to the students. b. The teacher will go over and explain the directions of the assignment. The teacher will ask 5 students to name one thing their presentation should include. (CFU directions/procedure). c. The teacher will ask one student to define what a function means. (CFUcontent) d. Students will work on the assignment with their partner (v,k). e. The teacher will put the students in groups using the famous pairs method. f. Transition: Students will be given a 2-minute warning prior to closure. 3. Closure / Exit slip: a. The teacher will handout an exit slip. b. Students will complete an exit slip, which requires them to write down two things they learned from class today. c. The teacher will read the directions on the exit slip and ask 2 students to repeat the directions (CSE, CFU-content and directions).

Label: Transitions

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions)

Label: Evidence of Cognitive Student Engagement (CSE)

Label: Closure

Day 2 1. Bell Ringer: (visual): Instead of a bell ringer question the students will be given 5 minutes to get ready for their presentations. The teacher will ask 2 students to repeat the directions (CFU-directions). TRANSITION: Students will have the first 5 minutes of the period to get ready for their presentations with their partners. The teacher will setup the front of the classroom so it is ready for the students to place their organelles on the right cell. After the five minutes the teacher will explain the directions again for the presentation. The teacher will ask 2 students to repeat the directions (CFU-directions). 2. Sell Your Cell Structure (CSE; v, a ,k) a. Students will present their advertisement project to the class. The teacher will put out a sign-up sheet to determine the order. b. As each group presents they will be asked to put the picture of their cell structure on the appropriate cell. (k) 3. Cell Structure Chart (v, a, k) a. As each group presents, the students will fill out their worksheet. b. The teacher will ask 2 students to give the answer for each individual box i.e function and either if the cell structure belongs to the plant, animal or both cells. (CFU-Content) (a). c. The student must fill out the function of the cell structure (v). d. The student must draw a sketch of the structure (k). e. The student must determine if the cell structure if for the plant cell, animal cell, or both (v). 4. Exit Slip (CFU-content): a. Teacher will hand out the exit slips and read aloud the directions. i. Write down 2 organelles and describe their functions. (CFUcontent). b. The teacher will ask 2 students to repeat the directions (CFU directions/procedure). c. Students will complete the exit slips and turn them in as they exit the classroom. d. The teacher will do a quick vote to see which group had the best presentation.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

Bell Ringer sheet Formative assessment which will be used to collect data to determine the students listening and understanding skills. The assignment will be graded based on if they answered the questions for that week correctly or not. Feedback will be provided where necessary. Sell Your Cell Structure Project Formative assessment which will be used to determine students understanding of their specific cell structure. They will be graded on the content of their presentation and if everything on the list is presented. Cell Structure Chart- Formative assessment which will be used to make sure all the students have notes on each cell structure. This chart will be collected and given a participation grade if the worksheet is filled out. Feedback will be provided where necessary. The chart will be handed back to the students so that they can use this to study for the future exam. Exit slip Formative assessment which will be used to collect data to determine if students understand what is going on that day in class. The exit slip will be given a participation grade and the data will be used to determine if reteaching needs to be done the following day.

Technology
Describe type and purpose. Include a back-up plan.

A Powerpoint will be used to post the bell ringer question on the board. A youtube video will be used to introduce the topic of the day which is cells and organelles.

Cells and Organelles Academic Language required for the lesson


Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials

Bell ringer sheet, project handouts, chart worksheet, textbooks, colored pencils, poster, and glue,. Class period 1 40 minutes Class period 2 40 minutes

Time Required

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