Grade Level: 7th

Name of Teacher Candidate: LESSON PLAN TEMPLATE FOR

Curriculum Area: Curriculum Area: MATHEMATICS AND SCIENCE
TEACHER CANDIDATES
Tracey Lowery Life Science
In this section below, identify which
Lesson Title or Topic: Cell organelles and their Time Required: 55 minutes  Science and Engineering Practices
function.  Standards of Mathematical
Practice and
The nucleus, cytoplasm, ribosomes, and Instructional Groupings: Students will work independently for the  Cross Cutting Concepts
endoplasmic reticulum will be covered in this warm-up and portions of the work session. Whole group
lesson. discussion during the mini-lesson and Independently for the work are applicable in this lesson.
session. The closing will consist of a group activity.

Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs,
and organ systems interact to maintain the basic needs of organisms. a. Develop a model and construct an
explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall,
chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining CCP#6 Relate Structure and Function
nutrients in order to grow, reproduce, make needed materials, and process waste. (Clarification statement:
The intent is for students to demonstrate how the component structures of the cell interact and work
together to allow the cell as a whole to carry out various processes. Additional structures, beyond those
listed, will be addressed in high school Biology.)
As a result of this lesson students will…
Learning Objectives:

Students will relate cell organelles to their function by creating, comparing, and contrasting plant
and animal cell structures and explaining their functions within the cell. SEP#2 Develop and Using Models

Essential Question(s)

What is an Organelle?
What is the function of each organelle?
Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Language Function-Students will engage in a class discussion regarding the cell slides and notes.

Vocabulary- cell, organelle, nucleus, nucleolus cell wall, cell membrane

Discourse- Students will have an opportunity for discourse via their answers to their knowledge
about the cell slides during the warmup. Students will write individually and then verbally present
their ideas during a class discussion.

Language support- During the warmup time and work session individual and small group check-ins
will ensure that students understand the vocabulary being presented. During instructional time, new
vocabulary will be introduced, defined, and explained thoroughly using direct examples as well as
analogies that are relevant to the students.

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Observations-Walk around the classroom and observe students as they work
Pre-assessment, formative and summativ
to check for learning. Strategies include anecdotal records, conferences, checklists. e, employing multiple means of
assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
Formative Assessment-Summary Frames- Handouts will be given for new concepts with blanks for students
to fill in while following along with the presentation. Handouts will be checked for completeness.
Formative Assessment-Observations- Circulate around the classroom and observe students as they work to
check for learning. Strategies include anecdotal records, conferences, and checklists.
Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: The hook will be used to introduce students to cellular structure and organelles. Engage
Activate learning (Hook): (7 minutes) Students will be shown Images of the cellular level of different
items such as onion skins, human skin, plant leaves, and blood cells and asked if they can identify
what they are looking at.
(3 minutes) Students Observe and form answers as to what they believe the images represent.
(4 minutes ) Class discussion about their answers.
For example: Explore (initiate here, may
repeat throughout the lesson.)

Work Session (Body of Lesson) Instructional Strategies:

Explore
(10 minutes) Students will watch the “Tour of the Cell” video that introduces the cell’s organelles.

(15 minutes) Students will work independently to use a video and/or a slide show to answer Explain
questions in a slotted notes packet.

(15 minutes) Group Discussion on information found in video/slides and notes packet. Elaborate
Closure/Summarizing/Wrap up: (5 minutes) Interactive Games such as “Keepy Uppy”, Jump Around, Evaluate
and/or Word Ball
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
Students will be utilizing slotted notes.
The unit is chunked into major topics that are assessed along the way.
The class will be co-taught for 1:1 instruction for SPED students.
ELL students will be provided with flow charts or translated notes.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
https://youtu.be/XGCeNYrahcI?si=_4l7dLzmdBDG0saW
https://edu.google.com/
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
G. Sieman’s Theory on Connectivism for digital research and resources to aid learning.
Lev Vygotsky's Scaffolding to increase student understanding and depth of thinking.
Dylan Wilam-Formative Assessments. Formative assessments in class, feedback from assessments,
self-evaluation of where the student is at in learning, and peer review allow students to evaluate
other students. Utilize Summative along with formative assessments.

Connections to Technology and/or the Arts:

G. Sieman’s Theory on Connectivism for digital research and resources to aid learning.