Lesson Plan 1: Cells & Vocabulary

By , May 1, 2012 5:52 pm

This is a model lesson, the first I have created, for teaching vocabulary in science. It references activities from 50 Instructional Routines to Develop Content Literacy (2nd Ed) published by Pearson.

March 21, 2012

SUBJECT: Science

TOPIC:  Cells

GRADE: 7th

TIME/PERIOD: 50 minutes

OBJECTIVES:

SWBAT: Students will be able to identify the different parts of a cell

SWBAT: Students will be able to describe/ define the function of the parts of a cell

STATE STANDARDS (COMMON CORE STANDARDS)

# (Common Core Standard) 6-8.RS.4 

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 6-8 texts and topics.

# (Content Standard) SCI.7.3.1 2010

Explain that all living organisms are composed of one cell or multiple cells and that the many functions needed to sustain life are carried out within cells.

ELP STANDARDS

#ELP.7.1 

Word Recognition, Fluency and Vocabulary development

Language minority students will listen, speak, read, and write to convey knowledge of sounds, words, word parts, and context clues.

Time  Teacher Activity Student Activity Materials 
5 min Anticipatory set-the hookIntroduction to Video

  • This is a video created by students about cells.
  • Does everyone know what a cell is?
  • How big are cells? (Microscopic)
  • Holding up a pin- How many cells would fit on the head of this pin? (5 million red blood cells)
  • What are cells made of? (Various Organelles)

 

Video: Cells Cells- Parts of the Cell Rap

http://www.youtube.com/watch?v=-zafJKbMPA8

 Students entering the room and sit down.As the bell rings, the participate in the informal Q&AIntro video- And student just watch the first time.
  • Computer(Internet)
  • Projector
Objectives

  • Watch video (2x)
  • Create a Vocabulary Awareness chart
  • Begin to create a Concept Guide for the organelles of a cell with partner
 This is posted on the board for students to see as they come in, it is reference in instruction time.
  • Board
  • Chalk/ dry erase marker
15 min Instruction1) 7 minutes to explain Vocabulary Awareness chart (pg. 138-50 Activities Content Lit Book)

Watching the video the second time, compiling words as a class, and then completing Vocabulary Awareness based on individual comfort/ prior knowledge

2) 7 minutes to explain Concept Guide (pg. 46- 35 Strategies Book) and partner up

Preassigned partners based on ability, students allowed to move around the room

 

Also Intro the BBC Article-This is a duel purpose activity serving as a provocation to the next lesson for students who need more time with the material, as well as an extension from text for students who are ready to move on in adding to the Content Guide
  • Students will listen to and watch the video for the second time, writing down words which they do not understand.
  • Then as a class we will compile the words on the board.
  • Next I will model a vocab awareness chart, and the students will create their own using the words on the board.
  • Students will then (setting that activity aside) get into preassigned partners.
  • Written instructions will be handed out and gone over for Concept Guide.
  • Concept Guide will be modeled and on display during activity
  • Students will begin the Concept Guide with their partner.
  • Model of a vocabulary awareness chart
  • Typed instruction of how to make a concept guide- 1 copy/group of 2
  • Model of concept guide
  • Pre-arranged partners
  • Copies of BBC article
28 min PracticeGuided

1) Vocabulary AwarenessFormative assessment by walking around and   observing students independent work.

2) Beginning of Concept Guide using text book and article* http://www.bbc.co.uk/news/health-16679010

*Students moving slower/ less familiar with material only read article, highlighting important facts about cells. Students moving faster, can incorporate the information from the article into Content Guide.

 

During this activity I will be coming around to check on each groups progress, clarify needs, and push for further inquiry (especially about BBC article)

 

Independent:

Completion of Concept Guide, Reading BBC Article
  • Students will create a vocabulary awareness chart from the words they identified as a class during the second time they watched the video. A model will be shown of a vocab awareness chart. They will record this vocabulary activity in their science journal to have/add to later throughout this lesson.
  • Students will be partnered to create their own Concept Guided using the information they learn about the parts of a cell from the chapter in the book as well as the provided article* This will be used in a later lesson as a self quiz/ study guide.
  • Article provides provocations to What do cells do? What are they capable of? What are stem cells? Why are they controversial? (Informal questions proposed to each group of 2)
 Students need:

  • Notebook
  • Pencil
  • Text book

 

– Copies of Article on Cells
5 min AssessmentFormative:

  • Show on white boards a new vocabulary awareness
  • As well as those throughout

 

Summative:

N/A

 Students will show on white boards their comfort level (+, ✓, -) with the words/ definitions I list. They will answer a + if they feel they are capable of identifying that structure in a model of a cell, and describing that organelles function in the cell. Students need:

  • White boards
  • Markers
  • This activity can also be adapted to classroom board by using chart which students come up to fill out
2 min Closure:Re-watch the video, pass out lyrics to students * potentially fill in the blanks As students leave, I will replay the video 🙂 They will take the lyrics with them. Possibly make this a fill in the blank?
  • Computer (Internet)
  • Projector
  • Copies of Lyrics

Rationale For this Lesson:
Through this lesson, students will come to identify different parts of the cell and begin to understand their important functions (SCI 7.3.1). They will increase their content vocabulary (6-8 RS.4 & ELP 7.1) by identifying and defining troubled words through a fun video. Differentiation will be possible to each students ability level because they will individually complete the vocabulary assessment and there are specific partners in the content guide activity.Rationale for this lesson:Rationale for this lesson:

categories All Posts, Craft and Structure (6-8), ED 228: Content Literacy, Lesson Plans, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies. | tags ,

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