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Lesson Plan Levels of Organization (GLE 0707.1.2) Teacher: Cindy Mabry Grade/Subject: 7th/Science Unit: Life Science Lesson Title: Levels of Organization STATE STANDARD(S) Identify what you want to teach. Reference State, Common Core, Standards, and/or State Competencies (SPIs, GLEs). GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems. SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems. LESSON OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES Student-Friendly: "The student will…" Explicitly Stated for Students The students will have an understanding of the hierarchy among cells, tissues, organs, organ systems, and organisms. The students will know the definitions of the vocabulary words for this lesson. The students will be able to recognize levels of organization exist in all aspects of life. ASSESSMENT/EVALUATION Measures Student Mastery In More Than Two Ways Aligned with the Lesson Objective Includes Measurable Formative and Summative Assessments Requires Written Task The students will construct a poster illustrating the levels of organization in a complex organism. The students will write their own definitions for the vocabulary words in their vocabulary notebook as a higher level thinking skill. A concept map will be given to the students at the beginning of class period 2 to be filled in with their partners. This will be used to see how well they remembered what they learned in class period 1. MATERIALS Aligned with the Lesson Objective Rigorous & Relevant Needed for Homework Promethean board Copy Paper TCAP Coach Book Colored pencils or crayons Vocabulary Notebook Paper Pencil ACTIVATING STRATEGY Hook Essential Higher Order Question(s) Activates Prior Knowledge Real-World Connections Hook: Bell Ringer # 26 (Will be on Promethean board.) 5-10 min. You are a complex organism. Explain how a house is like a complex organism. Possible answer: Both are built of parts that work together. INSTRUCTIONAL PLAN Step-by-Step Procedures and Times Modeling Strategy – “I Do” Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation) Multiple Thinking and Problem Solving Strategies Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension 5 minute review: 1. Review the definition of gene by having the definition on the board and ask if they remember what word that is a definition of. Ask if they remember how genes are used in bioengineering. 2. Ask how genes may be compared to a house plan. Instructional Activity: Approx: 20 Min. (Oral whole class) Promethean Board: 1. Students will use the words on the Promethean board to help me fill in the concept map about how a house is a complex system. 2. Students will be asked what materials are used to construct a house. 3. I will discuss with the class the systems that make up a house. 4. The students will be asked to figure out what systems they have in their bodies that could be compared to the systems we have listed on the board that are found in our houses. TCAP Coach Book: Approx: 10 Min. 1. Students will open their books to Lesson # 7 pg. 48 and get out their Vocabulary notebooks: 2. I will remind them to make a title page and they will copy the SPI number on the page as well as the list of vocabulary words found on pg. 48. 3. The students will be required to copy the definition from the glossary they keep in their binders and will also be expected to rewrite the definitions in their own words. We will discuss their definitions in class tomorrow to be sure they understand the word and that their definitions make sense. GUIDED & INDEPENDENT PRACTICE “We Do”-“You Do” Student Work Encourages Higher Order Thinking & Problem Solving Relevance to Students' Lives Differentiated Strategies for Practice to Provide Intervention & Extension Modifications will be made as necessary to meet the IEP’s of my inclusion students. As independent practice the students will be asked to use their vocabulary words to create a poster to show the Level of Organization in complex organisms. They may do this on notebook paper, construction paper or computer paper as long as it is regular size, no small pieces of paper. Posters will need to be colored and have illustrations. CLOSURE Reflection/Wrap-Up Summarizing, Reflecting, Restating, Connecting Provides for Student Engagement Wrap-up: Review that our bodies and our houses are complex systems made up of many parts. Ask them to come up with other examples of complex systems that must work together in order to function and be successful.
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