Lesson # 3

Name: Amanda Rake

Date:

4/4/16

Content Area: Organization of life

Grade Level: 7th grade

Goals:
MS-LS1-3. Use argument supported by evidence for how the body is a
system of interacting subsystems composed of groups of cells.
Planning: This is the first lesson that the students will be working
with cells, and it is the first day back in their science classroom from
the new block schedule. This is also the first time I have met the
students, therefore I do not know much about them or what they know
about Cells yet. I also do not know their thoughts about science
overall.
Objectives:
- The student will be able to organize and explain that life is organized
from a single cell into a full ecosystem.
- The student will be able to match the picture to the specific
organization of life.
- The student will be able to organize the pictures [organization of life]
from simplest to complex

Vocabulary: cell, tissue, organ, organ system, organism, population,

community, ecosystem, simple, complex
Language Function: differentiate, describe, compare/contrast,
diagram
Assessment:
Informal: The students will be putting the
organization in life in order from simplest to most
complex. Then, the Students will be filling out an
organization of life chart that discusses in order from
simplest to complex. They will be filling out the
textbook definition and then finding examples in the
book that relate to the specific organization of life.
Formal: N/A

Materials: Textbook, pencil, task bag, chart

Procedures:
Approximate time needed: 60 minutes
Introduction [2 min]: We are going to be starting off the quarter
learning about cells. Today I am going to challenge you and your table
partner to use what you know about cells.
Steps for instruction: [2 min]: Every group is going to get a bag
with labels and pictures; you will need to put them in order from
simplest to most complex. After you believe you have the correct
sequence I will come around and check. If you do have the correct
sequence I will give you a chart that you will fill out. First you will
want to write down the order in which life is organized so you do not
mix it up. Afterwards you will write down the textbook definition as
well as your own definition. From the book you will create examples
for each category.

Practice: [50 min]: The students will be working in pairs to put life
in order from least complex to most complex. Each group of two will
receive pictures and cards that match up. They will have approximately
15-20 minutes to put life in order. Then they will get the chart to fill
out with their partner 15-20. The charts have will them using their text
to find the definition and then find examples that relate to the different
organizations of life. Then the groups will have to create their own
meaning using the text and examples. After everyone has filled out
their chart we will have a grand conversation in which I will have
students come up to the white board and place the cards in order [1520 minutes]. Students will need to volunteer to come up to the board
and we will review the organization of life on the board as much as
time allows.

Engagement The students will do group work during the entire

lesson. Since they have not learned about cells, this lesson will be
primarily based on what they may already know through an educated
guess or what they may have already learned.
Strategies for students requiring additional assistance:
Students will be working in pairs and will not be judged on whether
or not they are correct, so there is no stress on getting a right
answer.
Closure [3 min]: Can you believe that the smallest unit of life is a
cell? Cells make up all living things, this week we are going to learn
about different cells that you have and what you may be eating.
Lesson Self- Assessment
Name: Amanda Rake
Lesson topic: organization of life
Date: 4.4.16
School/grade level/ number of students: East Middle School [7th
grade]
Name of Cooperating Teacher: Patti Sommers
Planning and preparation: Describe how your plan provided
opportunities for active engagement. How did you provide for the
needs of diverse learners? Did you adjust your plan in any way?
Describe how and why if you did.
- My plan provided students to work together as a team in order to
place the pictures and labels in order. The pictures were more easily
determined in which way they go. The terms were a bit more difficult to
grasp at first because some of the terms they may not have ever
thought of. I did not adjust my plan in any way. Most of the students
got done around the same time, and for those who were struggling I
gave them hints or I talked them through where their mistake may be
from. Students really enjoyed this lesson because it was at their own
pace. For the different learners I also provided a time for a grand
discussion. This was a great thing to have because it allowed students
to do some struggling in which I assisted them by asking questions.
Classroom environment: Evaluate the ways in which your
encouraged student participation. How did you elicit student
responses? How did you engage them in responding to you and each

other? Evaluate your plan for individual, small group and/or whole class
work. How effective were these different organizational techniques for
keeping students involved in your lesson?
- I encouraged students by taking on the challenge of coming up to the
board with no chart or book in hand to put the labels and pictures in
order. I only asked for volunteers and had a lot of eager participants.
The first person put the pictures in order and then the next person put
the labels in order. This is where I had one student struggle so we
discussed at the board in front of the class how to make sense of the
labeling. I had then two students come up to the board and place the
information about the organization of life term in the correct spot.
After wards we read it over as a class and I encouraged the students to
make any needed corrections.
Instruction: Evaluate your choices of instructional strategies. Did they
have the effect you intended? Were the needs of all learners met?
What changes would you make if you repeated this lesson?
- I had the students work in pairs and then work by themselves with
the option to work with their table partner. I noticed some student rush
through the chart and some really took their time. For the early
finishers I worked on the task labels again and we talked about
different examples they had. Understanding the examples for each of
the terms would be very helpful because it would allow them to think
about them at different levels. If I were to repeat this lesson I would
have the students draw out their own examples and label them. I think
that this would be a great assessment tool in which they could relate to
because they drew it. Students could work in groups or by themselves
and create a story about the different terms for the organization of life.

Assessment: What assessment processes did you plan and how did
they work? What did you learn from listening to student responses,
examining their work or listening to their interactions? How well did
your assessment procedures inform you about student attainment of
your lessons objectives?
- I assessed them based on how effectively and efficiently they put the
terms and pictures in order. I assumed that the pictures would be much
more easier, and I was right by listening to them, talking with them
and watching them. When we went through them as a whole group we

talked about each of them and I had the students give other examples.
I created a chart that the students could use to study from.
Professional responsibilities: What did you learn from your
cooperating teachers feedback on this lesson? How will you apply it to
future lessons?
- Having to explain the thinking was a great way for not only that
student to have but for everyone to have especially because it wasnt
just telling her the correct answer, it was finding out and asking
questions on why the order was what it was. I will definitely have the
students in future lessons use cards and have them do a task with no
prior knowledge from the class. It was really a good learning tool for
me as the teacher to use these cards and I know the students learned
from this. It was much more interactive them having them just write
them down in order and write the term and example.
Reflection: What did you learn about student learning and assessing
from this lesson? How will it affect your planning for future teaching?
- I learned that students as always enjoying talking and taking
something they know nothing about and using what they know to
figure out a solution. I found that assessing students from something
they just learned is a great tool because I am able to catch
misconceptions and correct them on the spot while it is fresh in their
memory.
Cooperating Teacher Feedback:

Forthelessonontheorganizationoflife,studentsworkedinpairsto
matchpicturesandlabelsfromacelltoanecosystemandthenused
theirtextbooktofindthedefinitionandadditionalexamplesofeach
term.Amandafacilitatedthislesson6thhourbygivingdirectionsand
checkingwhenthegroupsthoughttheyhadorganizedthecardsand
picturescorrectly.Tohelpgooverthelesson,Amandamadelarger
cardsfortheterms,descriptions,andexamplesfortheblownup
picturesIhad.Shecalledondifferentstudentstohelporganizethe
cardsonthewhiteboard.Thiswasanengagingwaytogooverthe
lessonsincemultiplestudentscouldcomeuptotheboardtoshowwhat

theyhadlearned.Studentsenjoyeddoingthis.Whenastudentwas
confusedaboutwheretoplacethecards,Amandaaskedquestions
whichhelpedthestudenteventuallycomeupwiththerightconclusion.
Amandamadeaposterinwhichthecardsshemadecouldbeattached
andthenhungintheclassroom.Thecardscanbemanipulatedonthe
posterwhichwouldbeusefulforareviewwithasmallgroup.