Rush Strong School - DOC by FFB6Vf


									                        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
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
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.

                                       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

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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