Nov 4-8

2019/2020 Rowan County Middle School Lesson Plan

Week of: Nov 4-8

Teacher:  Mark Kidd

Subject: 7th grade science

PLAN:  (a)Goal Objective/(b)Learning Target –    I can explain how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.  I can explain how the three types of symbiosis affect reproductive success in organisms.                                                                   

Standard being taught/assessed:   07-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. 07-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.                                                   

Pre-Planned Questions: (2-3) How is the structure of a flower related to its reproductive success?  How does the structure of a Pollinator affect the symbiotic relationship it has with a plant?  How do symbiotic relationships affect the chances of reproduction in organisms? Which type of symbiotic relationship would have the greatest affect on reproductive success?

DO: Instructional activities each day (How will they learn it)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: What does the term rate and intensity mean?

Student will review section vocabulary by working in pairs to match the vocabulary term with possible meaning from a list.

 

 

 

Bell Ringer: 

Students will work on a model to demonstrate their understanding of cellular respiration.

 

Bell Ringer:

Cellular respiration section test.

                   

 

 

Bell Ringer: What is symbiosis?

 

Lesson: Begin discussing the different types of symbiotic relationships that helps organisms successfully reproduce. 

 

Bell Ringer:

Students will compare cellular respiration and photosynthesis.

 

 

 

 

 

 

 

Assessment:

Monday: Graph answers and explainations.

Tuesday: Monitor group discussions and examine study guides.

Wednesday: Summative exam

Thursday: View sketches and annotations

Friday:  Exit slips sort activity

Interventions: Use small group setting to review with each group having a student serve as group mentor.  Use Viking Success to review missed concepts due to absences.  Brainpop and Kahn academy are good resources for reviewing.

Specific Skills (non-negotiables) standard and student need specific

Monday:  Students will use data to provide evidence for trends they find in graphs concerning photosynthesis.

Tuesday: Students will use group cooperation skills in order to discuss concepts studied recently.

Wednesday:  Students will write answers with evidence on a summative exam over the topics of photosynthesis, cellular respiration and food webs.

Thursday: Students will observe and sketch flower parts while including annotations.

Friday:  Students will classify words concerning flowers and pollination after visiting a interactive website.

Vocabulary Focus/Word Wall

(Critical Vocabulary)

food chain, food web, producer, consumer, energy levels, fermentation, decomposer. angiosperm, gymnosperm, flower, pistil, stamen, ovule, pistil,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Differentiated Instruction:

Use reading groups with varying levels of readers and roles within the group during discourse reading.

 

Use more complex text to study future of photosynthesis.

Allow some groups to perform labs with more independence based upon their level of comprehension.

 

 

 

Study: Students scored class average of 79% on cell exam.  Study notes and photosynthesis lab data.  Study reading passage. Study graph and lab results.

 

 

 

 

 

Act: Students scored 79% on cell exam.. Moving to photosynthesis, respiration and energy flow.

Students thought the songs and videos were helpful.  The most productive activities were the picture sort, the cheek cell lab and the onion cell lab.  The structure and function activity was productive as well. 

 

Notes were somewhat helpful.   The least helpful part of class according to students was teacher lecture. Visual aids for organelles helped  connect structure to function. Soap bubble lab generated some excitement which helped to motivate students. Diffusion activity was helpful.