| SVCSRP LESSON PLAN |
| Name & Contact | Tarrah caldwelltjcaldwell@shenandoah.k12.va.us |
| Subject Area | Life Science |
| Grade Level | 7th Grade |
| Duration | - This lesson will take about one class period, but if some of the students need more time, I can extend it.
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| Short Description | Cell organelles have specific structures and functions. Plant cells have all the same organelles that animal cells have except they also have a cell wall and chloroplasts. |
| Specific Objectives | - All living organisms have certain needs and structures with unique functions that allow them to survive.
- What do living organisms need to survive?
- How does an organism’s physical structure enable it to survive?
- The student will be able to Distinguish among the following: cell membrane, cytoplasm, nucleus, cell wall, vacuole, mitochondria, endoplasmic reticulum, and chloroplast.
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| VA Core Content SOL/CTE Competencies | - LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include
- cell structure and organelles;
- similarities and differences between plant and animal cells;
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| VA Computer Science SOL | - Algorithms and Programming
- 7.1 The student will construct programs to accomplish a task as a means of creative
- expression or scientific exploration using a block based or text based programming language, both independently and collaboratively,
- a. combining control structures such as if-statements and loops including compound conditionals; and
- b. creating clearly named variables that represent different data types, including numeric and non-numeric data, and perform operations on their values.
- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
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| Computational Thinking Core Components | - Problem Decomposition
- Pattern Recognition
- Abstraction
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| Learning Outcomes | - Students will be able to create a project in scratch
- Students will be able to describe the difference between plant and animal cells
- Students will be able to identify the organelles and their functions
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| Integration with STEM | - Engineering
- Mathematics
- Other topics:
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| Data Science Components | - Data Collection & Acquisition
- Data Representation & Visualization
- Data Interpretation & Processing
- Data Analysis & Prediction
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| Vocabulary | - Cell membrane
- Cytoplasm
- Golgi Bodies
- Nucleus
- Cell wall
- Vacuole
- Ribosomes
- Mitochondria
- Endoplasmic reticulum
- Chloroplast.
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| Materials | - Chromebook https://scratch.mit.edu/
- science notes or textbook to be used as a reference for their drawing
- Cell bag with materials
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| Expected Prior Knowledge | The students should already have a basic knowledge of the organelles and their functions. We would have gone over the notes the day before and they would have learned about some of the organelles and functions in 5th grade. |
| VDOE Profile of a Graduate Connections | - Collaboration
- Communication
- Citizenship
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| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. | Launch/Warm-Up/IntroductionQuestions are only for guide |
Engagement- I will bring out my “cell” bag. I will begin with showing them my bag and how I can allow some things into my bag and some things are kept out. Then I will ask them which organelle is just like my bag. I will continue this with all the items in my bag. (Jelly-Cytoplasm, remote control-Nucleus, water bottle-Vacuole, coffee-Mitochondria, car-Endoplasmic reticulum, wrapping paper-golgi bodies, canned meat-ribosomes)
- Then I will ask them what type of cell that I just described (animal cell)
- Then we will discuss what I might add if I was going to turn my bag into a plant cell.
| Exploration- The students will go into scratch and look at the different projects that are already created.
| Explanation- We will discuss some of the projects that they saw.
- Then we will discuss some other analogies that they can think of that compare to the cell and the organelles?
- We will have a class discussion on some of the analogies. (school, and home are examples I have used in the past)
| Elaboration- The vocabulary words were introduced in a previous lesson.
- The students will now be able to make the connections to the cell organelles functions to things found at home or school. They will be able to use this information to help them with their assignment.
| | EvaluationStudents will use the Scratch program to create a project in Scratch that will compare a plant cell to an animal cell or they can take a plant or animal cell and compare it to something else like I did with my bag. Then they will email their project to me. If there is time they can share/explain their project in class. |
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| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) |
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| Closure/Student ReflectionI will point to a couple different organelles from my posters. The students will write down which organelle I pointed to and what its function is.. |
| Assessment and Rubric: | Informal/Observations |
| Link Assessments/RubricsI have a checkbox for each organelle for plant and animal cells. |
| Lesson Materials(Handouts, resources, websites) | Chromebooknotestextbook |
| Teacher Reflection (After lesson is taught to students) | |