Sheltered Lesson Plan Template

Topic: Class: Date:

Cell Energy Cycles Science 7
Preparation
Standard MS-LS1-7: Develop a model to describe how food is rearranged
through chemical reactions forming new molecules that support growth
and/or release energy as this matter moves through an organism.
Content Objectives:
MS-LS2-3 Develop a model to
describe the cycling of matter
and flow of energy among living
and non-living parts of an
ecosystem.
Students will be able to
make a claim about the
relationship between
photosynthesis and cellular
respiration.
Using the reactants and
products from their chemical
equations, students will
provide evidence and
reasoning to show overall
understanding of how one
process cannot exist without
the other.
Learning Strategies:
Teacher will provide
students with graphic
organizers and guided notes
to reinforce key terms and
concepts.
Students will complete
Gizmo simulation activity in
intentionally assigned pairs
(by teacher) to promote
purposeful academic
Tuesday, November
28th, 2017
Language Objectives (identify
language levels here):
In grade 7 science, students will
be able to individually understand
and apply the similarities and
differences between
photosynthesis and cellular
respiration to provide a response
to the following constructed
response question:
Use the following equations to
answer the question below:
6CO + 6HO CHO + 6O
CHO + 6O 6CO + 6HO
In the equations above, make a
claim about the products and
reactants, describing the
relationship between
photosynthesis and cellular
respiration using appropriate
evidence and reasoning.
Materials (supplemental and
adapted)
Photosynthesis & respiration
notes
Photosynthesis & respiration
graphic organizers
Gizmo student exploration
sheet, vocabulary sheet, and
assessment questions

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
 learning and discussion.

Key Vocabulary (student-friendly definitions)

Photosynthesis cellular process which plants use to make food
Chloroplast cell organelle where photosynthesis takes place
Chlorophyll chemical used by plants to undergo photosynthesis
Glucose C6H12O6 (used in respiration and produced in
photosynthesis)
Oxygen O2 (used in respiration and produced in
photosynthesis)
Carbon Dioxide CO2 (used in photosynthesis and produced in
respiration)
H20 aka water (used in photosynthesis and produced in
respiration)
Cellular respiration cellular process which uses oxygen and
glucose to produce H20, CO2, and ATP
ATP source of energy produced in cellular respiration
Mitochondria cell organelle that provides energy for organisms
Time: (10 Motivation (explicitly describe) INPUT
min.)
Building Background Knowledge: Class will create an
anchor chart to discuss what students know, want to
know, and will have learned by the end of the lesson
(KWL).

Links to Experience: Students will turn and talk to table

partners and engage in academic discussions facilitated
by sentence stems to encourage accountable talk to
review what they know from prior science classes.

Links to Learning: Students will be able to apply their

understanding of cell energy cycles to an interactive
activity in which they will model the transfer of energy in
desert ecosystem food chains. Visual data
representations will help students practice data analysis.

Key Vocabulary: Photosynthesis, chloroplast, chlorophyll,

glucose, oxygen, carbon dioxide, H20, cellular
respiration, ATP, mitochondria
Time: (10 Presentation (explicitly describe) MODELING/I Do
min.) * Thinking with the end in mind, what content and language do
you need to model?
- Teacher will model for students using an online
simulation, called Gizmo, to help visualize the effects

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
 and relationship between photosynthesis and cellular
respiration in both plants and animals.
- Teacher will provide students with a set of guided notes
(graphic organizer) and project them using the document
camera to ensure that students are following along and
have access to the correct vocabulary terms, concepts,
and definitions to aid them in completing the Gizmo prior
to getting started.
Time: (20 Practice (explicitly describe) GUIDED PRACTICE
min.) /We Do
* Thinking with the end in mind, what content and language do
students need to practice here to receive feedback from the
teacher before they work independently? Am I gradually releasing
students toward what they are expected to do independently?
- Students will work in pairs to complete simulation-
based questions and scenarios using their iPads and
laptops.
- Students will be given a Gizmo packet at the start of
class that will give them a step-by-step breakdown of
questions, prompts, and fill-in-the-blank vocabulary
phrases to connect prior knowledge and visual learning
to simulation-based concepts.
Time: (5 Application (explicitly describe) INDEPENDENT
min.) PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to
demonstrate language and content mastery?
- Students will complete the assessment questions at the
end of the Gizmo activity to check for individual
understanding.
- The questions will also assess students ability to apply
scientific terms and concepts to visual representations in
the forms of energy pyramids and data graphs/tables
(cross-cutting concepts: math and science).

Time: (5 Review (explicitly describe)

min.)
Key Vocabulary: Students will create Quizlet
flashcards, include an image for each term, and quiz
their table partners on the definitions.

Key Concepts: Students will complete a writing

assignment in which they are given a paragraph about
the process of photosynthesis and asked to paraphrase it
in their own words, using the key vocabulary from their
flashcards to assess both individual writing development
(cross-cutting concepts: math and reading/English) and
understanding of academic content.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
Lesson Reflection:

In preparing this lesson plan, my primary focus was to engage

my students of varying academic and linguistic levels using more

visual and kinesthetic methods of learning. As such, my students had

the opportunity to participate in student-led academic discussions to

initiate the lesson and pose initial thoughts, wonderings, and questions

that would drive the rest of the lesson. Then, I introduced the concepts

we would use in the lesson using the guided notes one day and the

graphic organizer another, so that students would have sufficient

exposure to the two main cellular processes in a more aesthetic way.

Especially in the case of my CLD students, the visual appeal of the

graphic organizer and guided notes would be less intimidating for them

to process while also providing them with a more interactive way of

engaging in the content. Furthermore, the Gizmo simulations have

been proven to be very successful in my science classes because many

students have provided feedback that these activities better prepare

them to connect vocabulary and lecture-based concepts to the actual

application of lessons in a creative way. In addition, the Gizmo

exploration sheet allows students to go step-by-step and literally see

the ins and outs of photosynthesis and cellular respiration while

individually manipulating the reactants and products to observe how

the final process occurs. I really like this activity because it allows

students to see what actually happens.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz