WEEKLY LESSON PLAN GRID

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Grade
(s)

Name

Thong Thi Dinh

Unit

From Molecules to Organisms: Structures and Processes

Anchorin
g
activity
for
LESSON
Element

You are a Ford engineer and have been called to revamp the safety department. You will create a Venn Diagram that identifies the factor that effect car
accidents. Using Newtons laws of motion, create the diagram and a short summary to share with your team.

Lesson
Topic

What makes us so similar on a

cellular level?

What makes us so similar on a

cellular level?

Peanut Butter is to Jelly as

Structure is to Function

Peanut Butter is to Jelly as

Structure is to Function

Peanut Butter is to Jelly as

Structure is to Function

Content
Standard

MS-LS1-1: Conduct an
investigation to provide
evidence that living things are
made of cells.

MS-LS1-1: Conduct an
investigation to provide evidence
that living things are made of
cells.

MS-LS1-2: Develop and use a

model to describe the function of
a cell as a whole and ways parts
of cells contribute to the
function.

MS-LS1-2: Develop and use a

model to describe the function
of a cell as a whole and ways
parts of cells contribute to the
function.

MS-LS1-2: Develop and use a

model to describe the function of
a cell as a whole and ways parts
of cells contribute to the
function.

Learning
Objectives

Student will be able to explain

what we (living things) are made
of on a cellular level.

Student will be able to explain

what we (living things) are made
of on a cellular level.

Students will be able to identify

and describe each organelle in a
eukaryotic cell.

Students will be able to explain

the importance of structure and
function in a eukaryotic cell.

Students will be able to create

analogies of different cell
organelle functions to real world
experiences.

Lesson
Intro/
Anticipator
y Set

Students will be asked to

complete a circle map. The word
in the middle will be living
things students will write/
draw what they know about
living things.

The second stop for students in

their journey of acquiring
knowledge about cells will
involve the entry of a cell.
Students will be given a
introductory cell video that
discusses about what is inside a
cell (brain pop).

Building on from the days before

lesson, students will write down
what they recall from identifying
and describing cell organelles. A
word box will be provided for
students to use and refer back
to.

Students will utilized their

collected information from days
before to create a model
depicting analogies of cell
functions to real world
experiences.

Lesson
Body/
Student
Activities

Once students tap into their

background knowledge the
teacher will present the next
student activity which involves
an investigation. The first stop of
their journey in the magical
school bus is inside a cell.
Students will investigate/
research about what makes each
individual so similar on a cellular
level by focusing on the cell
theory, and cell components.

The body of the lesson will

consist of students identifying
and describing as well as
drawing the cell compartments/
organelles. This portion will be
done in a heterogeneous group.

The continuing stop for students

will be to gather important
information depicting the
relationship between structure
and function. They will be given
glimpse of information of
specifics organization level in
the human body. Videos (brain
pop, videos, etc) will be provided
for students to visualize the
importance of structure and
function as a whole.

Students will work together

collaboratively to create a model
(which can be two-dimensional,
drawn, colored on poster, threedimensional, etc) showing the
connection between cells
structure and function are
similar to the world and how it
functions pertaining to structure.

Name

Subject

Life Science

Week of

10/26

to

10/30

You are curious about what makes you function day to day so your teacher who has a magical shrinkage machine. Your teacher decides to shrink a school bus
and all students in the class, including you, to explore a celebritys body organization. Your teacher then guides you to different stops/ milestones to further
understand how the human body works as a WHOLE. Your job, as a scientist, is to collect data (information through various tasks) to present to other seventh
grade classes about your new gained knowledge.

Students will create a venn

diagram to compare and contrast
between prokaryotic and
eukaryotic cells. They will use
two colored pens, one color to
represent what they already
know, the other color to show
what they will write down what
they learned.
The second stop for students in
understanding what makes
humans similar on a cellular level
is going inside a bacteria cell/
prokaryotic cell and comparing/
contrasting that to a eukaryotic
cell. Students will be asked to
create a model (venn diagram)
between a prokaryotic and
eukaryote cell (they will be
building on from their venn
diagram previous created).
Students will be given videos,
text, etc.

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Lesson
Closure

At the end of class, students will

be asked to create their own
response to a ticket out the door
in regards to the learning
objective.
EL Students will be assessed
formally, direct, and indirect.
The teacher will circulate the
classroom while students are
working on their circle map to
provide direct feedback/
comments. Once students share
out in whole class discussion,
the teacher will address any
misconceptions/ preconceptions
and student share outs.

Assessmen
ts (EL, PM,
S)

PM Students will use guided

notes (structured to aligning
with student textbooks) to
obtain information about what
makes a living thing, living.
Formal assessments will be used
to ensure learning has taken
place.
S Assessing students through
formal assessments, students
will be given guided notes that
contain highlighting, sentence
structures/ fill in the blanks to
obtain information about cells.
Students will produce their own
knowledge with ticket out the
door for the end of the day
lesson.

Textbook
Pages/
Resources
Adaptation
s (EL, SR,
SN, AD,
IEP)

Name

At the end, students will

construct their own responses to
questions provided from the
teacher.

EL Students will be assessed

formally as well as be given the
opportunity to self-assess. The
venn diagram will be completed
with two colored pens students
as well as the teacher will be
able to differentiate prior
knowledge and gained
knowledge.
PM throughout the body,
students will be assessed by
using the following techniques:
facilitative questionings as well
as guided/ scaffolding
questioning.
S Students will demonstrate
their understanding of the
learning objectives by
constructing their own response
to questions provided by the
teacher at the end of class. The
teacher will direct any
misconceptions/ confusion, etc
the following day.

Students will be asked to answer

a question with their group
members. Each group will be
given a different question where
they will collaboratively work
together to create one response
to share out.
EL Before watching a video,
students will be asked (through
pair-share and whole class
discussions) to provide their
prior knowledge about different
types of cells.
PM To assess student learning,
teacher will be circulating the
classroom providing direct
feedback/ comments to students
and if needed, bring the class
together to address any
common misconceptions/
preconceptions. In addition, the
teacher will remain engaged in
student conversations and listen
in on groups to provide any
needed guidance, questioning,
scaffolding etc to ensure student
learning.
S Students will collaboratively
work together in groups to be
assessed. The teacher will give
each group a question to answer
before leaving the class each
group must demonstrate their
understanding as a group.

Students will create a short

response describing how
structure and function goes
hand in hand with one another.

EL To assess students formally,

short warmup will be carried out.
Teacher will assess students
through pair share as well as
whole class discussions in order
to adjust teaching, re-teach,
provide supplemental materials,
etc.
PM Through pauses and stops
of the videos, questions will be
asked to assess student
learning. In addition, students
will be actively remaining
engaged through guided note
taking. Facilitative questionings
will be provided to ensure
student learning.
S The closure will consist of
students providing a short
written response about the
learning objective (relating
structure to function, and how/
why that is important).

The closure for this lesson will

involve students turning in a
written draft of their brainstorm
for the assignment.

EL Students will individually

asked to produce their own
analogies of structure and
function from real world
experiences.
PM students will work
collaboratively together, in
developing a model to create
and depict analogies of cell
structure to real world
experiences. Teacher will assess
students formally when
circulating the classroom to
provide facilitative questions,
listen in on group conversations,
etc. Teacher can pull the class
back together as a whole if
common misconceptions/
preconceptions are present
throughout the class.
S Students will demonstrate
their understanding of learning
objective by turning in their own
written brainstorm of their
model.

80-85
BrainPop

80-85
BrainPop

88-95

88-95

BrainPop The Body

Organization Level

EL Students will be given

highlighting of key terms to cue
in on as well as sentence
structures
SR Students will be given
sentence frames and
highlighting of key terms to
know what to cue in on
SN Students will be given
extra time as well as sentence
frames/ structures and
highlighting of key terms
AD Students will be asked to
create their own responses/
notes/ summaries without
sentence frames
IEP Students will be given
extra time to work on their

EL the use of graphic

organizers and making emphasis
on important key terms will help
guide students in obtaining
mastery of the content objective.
SR highlighting of key terms
and emphasis on certain words
will aid in students cueing in on
key concepts. In addition,
providing visuals and sentence
frames for students.
SN Students will be using
graphic organizers to chunk up
information. In addition,
highlighting of key terms,
emphasizing important words
and providing sentence
structures/ frames for students.

EL Students will be working in

a heterogeneous group. Visuals,
videos, will be given to help
students learn content in various
ways. A word bank about the
days lesson will be given so
students know what to cue in on.
SR Students will be given
visuals to help obtain content
mastery. In addition, sentence
frames, structures will be
provided. Also, a word bank to
refer back to when working in
groups will be give.
SN Students will be given
extra time as well as a word
bank to refer back to.
Highlighting of key concepts/

EL Students will be given

graphic organizers to organize
their learned knowledge/
thoughts. Referring back to a
word wall will be provided for
students. In addition, a guided
worksheet will be provided for
students in order to chunk up
instructions. Visuals, videos
provided.
SR Students will be given a
word wall to refer back to during
class time. A guided note with
highlighting of key terms will be
provided. Videos and visuals will
be provided.
SN The use of graphic
organizers, sentence frames,

EL Students will be working in

a heterogeneous group to
practice all domains of English
language. Homogenized
grouping for more elaborate
instruction will be provided.
SR -- Students will be working in
a heterogeneous group to
practice all domains of English
language. Homogenized
grouping for more elaborate
instruction will be provided.
SN -- Students will be working in
a heterogeneous group to
practice all domains of English
language. Homogenized
grouping for more elaborate
instruction will be provided.

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assignments. Seated near the

teacher or in the front of the
classroom.

Name

AD Students who are advanced

will be asked to construct their
own responses without the aid of
sentence frames. Students will
be asked to create their own
sentences.
IEP Students will be given extra
time as well as shortened written
response questionings. Student
will be seated near the teacher
or in the front of class.

terms will aid in students

knowing what to cue in on.
AD Advanced students will be
asked to facilitate group
discussions as well as help guide
other student learning.
IEP The listed
accommodations will be
provided, such as extra time on
assignments. Student will be
seated near the teacher.

and highlighting of key terms.

Videos and visuals will be
provided.
AD Students will be asked to
construct their own notes as well
as share their information to
group members.
IEP Students will be given an
extension for their assignment.
Student will be placed near the
teacher.

AD -- Students will be working in

a heterogeneous group to
practice all domains of English
language. Students will be asked
to take on the facilitative role
making sure the group is
understanding what is needed to
be done and if one member does
not understand, he or she will
explain.
IEP Student will be placed near
the teacher or in the front of the
classroom to see all that is
provided in the front of the class.
Extra time will be given.

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