Science Grade 7

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Cells Unit

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 3: Organisms

• Blank Pacing Calendar

• 7th Grade1st Six Weeks Lessons: Cells

• Computer with Internet Access

7.1A-B, 7.2B, C, & E, 7.3A-D, 7.4A7.12: Organisms & environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure & function. The student is expected to:

•7.12D: differentiate between structure & function in plant & animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, & vacuole.

• 7.12F: recognize that according to cell theory all organisms are composed of cells & cells carry on similar functions such as extracting energy from food to sustain life.

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 3: TEKS & Acquisition section

Teacher Content support video

A Tour of the Cell

http://www.youtube.com/watch?v=1Z9pqST72is

NeoK-12: Cell Structures

http://www.neok12.com/Cell-Structures.htm

Vertical alignment

6TH GRADE

6.12A understand that all organisms are composed of one or more cells

6.12B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic

7TH GRADE

7.12D: differentiate between structure & function in plant & animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, & vacuole.

7.12F: recognize that according to cell theory all organisms are composed of cells & cells carry on similar functions such as extracting energy from food to sustain life.

Biology

•The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.

•The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.

• Cells are the basic structural and functional unit of all organisms.

• Cells may also exist as independent units of life.

• The nucleus of a cell contains the cell’s genetic material and regulates cell activity.

• Prokaryotic cells do not contain a nucleus and do not enclose their genetic material within a nucleus.

• Eukaryotic cells contain a nucleus and enclose their genetic material within the nucleus.

PRIOR LEARNINGNucleus

2014 staar-released question: 7.12F

2013 staar-released question: 7.12D

Based on the data and distractors, what key points should teachers emphasize during lessons? (7.12D)

Structure: a physical part of an organism

Based on the data and distractors, what key points should teachers emphasize during lessons? (7.12F)

• All living organisms are composed of one or more cells.

• The cell is the most basic unit of life.

• All cells arise from pre-existing, living cells.

• Cells carry on similar functions.

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest• Picture-Word Association Part I

• Daily Guiding Questions & Sentence Frames

• Cell Vocabulary Trailer

• Video: Introduction to Cells

• Is It Made of Cells Assessment Probe

• History of the Microscope Reading

• Cell Size & Scale

• Sally Ride: How a Microscope Works

• Sally Ride: Bending the Light Fantastic Investigation

• Sally Ride: Rita Colwell, Microbiologist Reading & Activity

• Sally Ride: The Background Reading Light

• Biovisions Video: Inner Life of the Cell and Mitochondria

Embedded in lessons:Review / Scaffold to TEKS• Vocabulary Magic: Cells Card Sort &

Vocabulary Trailer

• Video: Introduction to Cells

• Organization of Life Card Sort

• Cell Size & Scale

• Cells Unit Overview

• Cell Theory Reading Modified/Accommodated

• Video: Microscopes

• Microscopes Basics & Parts of a Light Microscope

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• Interactive Cell Review

• Cell Theory Timeline

• Cell Theory Project

• Microscope Lab: Observing Cells

• Video: Introduction to Cells

• Video: Levels of Organization

• Video: All Living Things Are Made of Cells

• Cell Size & Scale

• Turgor Pressure Warm Up & Demonstration

Embedded in lessons:Organize and Practice Vocabulary

• Quizlet

• Vocabulary Magic: Cells Card Sort

• Picture-Word Association Part II

• Levels of Organization Two-Column Notes

• Levels of Organization Concept Map

• Interactive Cell Review

• Vocabulary Games: Quiz-Quiz-Trade, DBI Cell Organelles: Statue Review Game, Back to Back

• Plant Cell vs. Animal Cell Venn Diagram

• Cell Structure & Function Overview

• Classifying Cells Notes

• Parts of a Light Microscope

• Cell Review

Recommended from sciencefusion:Reading & Comprehension Strategies

• History of the Microscope Reading

• Sally Ride: The Background Reading Light

• Sally Ride: Rita Colwell, Microbiologist

• Cell Theory

• Comprehension Strategy

• Shared Reading

• Modified/Accommodated Reading

• Chunk & Discuss

Embedded in lessons:Writing Opportunities & Scaffolds

• Cell Size & Scale

• Turgor Pressure Warm Up

• Scaffolds: Sentence Frames, Discuss Before Writing, Think/Share/Write, Anchors of Support

Embedded in lessons:Daily Listening & Speaking Opportunities• Cells Vocabulary Card Sort

• Picture-Word Association Parts I & II

• Is it Made of Cells Assessment Probe

• Organization of Life Cards

• Vocabulary Games: Quiz-Quiz Trade, DBI Cell Organelles: Statue Review Game, Back to Back

• Sally Ride: How a Microscope Works

• Sally Ride: Rita Colwell, Microbiologist Reading & Activity

• Cell Review

In this picture I see…

I think this picture might match the

word … because…

• Special Education:

1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Divide Words into Smaller Sets4. Sentence Frames 5. Reduced Number of Cards6. Accommodated Fill-in-the-Blank Notes7. Completed Notes8. Modeling9. Labeling 10. Modified Reading11. Graphic Representation12. Speaking Frames13. Discuss Before Writing14. Print Copy of Daily Guiding Questions15. Cell Diagrams16. Fill-in-the-Blank Notes 17. Accommodated Reading18. Pre-Teach Opportunity19. Total Physical Response20. Closed-Captioning21. Post-It Notes for Microscope Labels22. Pronunciation 23. Sample Poster24. Review Vocabulary25. Model Critiquing

• English Language Learners:

1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Divide Words into Smaller Sets4. Dual Language Science Glossary5. Sentence Frames6. Modeling7. Labeling8. Hand Drawn Examples for Beginner Level ELLs 9. Graphic Representation10. Speaking Frames11. Discuss Before Writing 12. Print Copy of Daily Guiding Questions13. Cell Diagrams14. Fill-in-the-Blank Notes15. Pre-Teach Opportunity16. Total Physical Response17. Closed-Captioning18. Post-It Notes for Microscope Labels19. Pronunciation 20. Review Vocabulary

Embedded in lessons:Differentiation

• Extension for Learning:

1. Acting it Out: History of the Microscope 3-Act Play2. Cell Theory Project

Embedded in lessons:Differentiation

• Quizlet Flash Cards

• Cell Theory Modified/Accommodated Reading

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Quizlet Games

• Vocabulary Games: Quiz-Quiz-Trade, DBI Cell Organelles: Statue Review Game, Back to Back

• Picture-Word Association’

• Levels of Organization Concept Map

• Is it Made of Cells Revisit

• Cell Structure & Function Overview

• Performance Assessment: What Lurks in the Deep

• Cell Review Game

• Cell Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample unit questions• An example from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What are the major structures and their

functions of plant and animal cells?

How does the structure and function of organelles and cells

allow for life functions?

Build a model of a cell.How is the structure of an organelle related to

its function?

What would happen to a cell if the mitochondria was unable to function?

Do you agree with cloning cells to replace

lost or dysfunctional organs?

Embedded in lessons:Anchors of Support• Picture-Word Association Part II

• Levels of Organization Two-Column Notes

• Levels of Organization Concept Map

• Interactive Cell Review

• Plant Cell vs. Animal Cell Venn Diagram

• Cell Structure & Function Overview

• Classifying Cells Notes

• Parts of a Light Microscope

• Cell Review

• Turgor Pressure Warm Up

Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science

Glossaries

Academic vocabularyTEACHER LESSON PAGE

CURRICULUM ROAD MAP