Learning Map - Stages 1 2

ITL 520 - Learning Map Stage One CCSS.ELA-Literacy (be sure to not only cite the standard reference, but to articulate the exact wording from the standard CA Content Standard(s) List the Standard(s) x The core standard that I will be focusing on comes from the NGSS for California public schools K-12 discipline specific model standards. The age group I chose is grade 7 and the standard is a life science course standard which states students who demonstrate understanding can “conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.” MS-LS1-1. ELD Standard List English Learning Development Standard(s) This lesson plan will be collaboratively heavy, so the collaboration EL standards are listed below for grade 7: 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating, and persuading others in communicative exchanges Adapting language choices to various contexts (based on task, purpose, audience, and text type) Prior Knowledge What do students have to know coming into your lesson? Think in terms of instructional academic language and vocabulary. - Cell types (plant vs animal) - Cell types in the human body (cardiac cells vs skin cells, etc.) - Cell function in different environments (function of cells in plants vs function of animal cells) - The component organelles that make up a cell (mitochondria, endoplasmic reticulum, etc.) - How animal cells divide and their products (the concept of mitosis and meiosis) The concept of ATP in animal cells being a source of energy Big Question(s) Your Learning Target Question(s) - What is the difference between a plant cell and an animal cell? - Explain how cells make up tissue, tissue make up organs, and organs make up organ systems. - Describe the function of mitochondria in an animal cell and how ATP is used as a source of energy. - Why do plant cells have cell walls and why are they important? Why are cells the foundation for life? Concepts The content we want students to learn, evaluate, and apply. Cells are the foundation of life on Earth. Plant and animal cells are comprised of organelles that keep the plant and animal functioning; however, plant and animal cells function differently and have different organelles that house the biological machinery that make proteins, chemicals, and signal necessary responses needed for the survival of the living organism. Skills What skills do you want students to master? - Describe the difference between a plant and animal cell - Describe the four main types of cells in the human body and where they belong - Name 3 organelles in a plant cell and describe their functions

Prior Knowledge What do students have to know coming into your lesson? Think in terms of instructional academic language and vocabulary. - Cell types (plant vs animal) - Cell types in the human body (cardiac cells vs skin cells, etc.) - Cell function in different environments (function of cells in plants vs function of animal cells) - The component organelles that make up a cell (mitochondria, endoplasmic reticulum, etc.) - How animal cells divide and their products (the concept of mitosis and meiosis) The concept of ATP in animal cells being a source of energy Name 3 organelles in an animal cell and describe their functions Task List both teacher actions (TA) and student actions (SA) for each skill Skill: Describe the difference between a plant and animal cell TA: Allow students to use microscopes to look at slides of plant and animal cells SA: Students will draw what they see in the microscopes to compare and differentiate between plant and animal cells Skill: Describe the four main types of cells in the human body and where they belong TA: Provide students with real diagrams of each cell and use a human body diagram to show the students which organs they belong to and connect these concepts to their own body SA: Discuss with group members what they know about the skill and draw the cells on a piece of paper with four boxes to describe their different shapes and properties Skill: Name 3 organelles in a plant cell and describe their functions TA: Provide the students with pictures of the organelles and describe their function and importance to the cell SA: Students in pairs will be assigned one organelle to describe to each other then they will share with the class what they have learned Skill: Name three organelles in an animal cell and describe their functions TA: Provide the students with pictures of the organelles and describe their function and importance to the cell SA: Students in pairs will be assigned one organelle to describe to each other then they will share with the class what they have learned Learning Objective Components: Performance Condition Criterion Complete the following steps below to put together your learning objective: Describe what students will know and be able to do the end of the lesson by using a given strategy. Decide on your instructional strategy. Strategy Identify the instructional strategy: This lesson will be collaborative and visual heavy and will use instructional strategies like think-pair-share, group work, graphic organizers, peer instruction, experiments, etc. Performance Verb List the verbs using Blooms or DOK: Students will: - Evaluate

- I can name three organelles in an animal cell and describe their functions. Social and Emotional Learning Strategies - Reflective listening - Positive reinforcement - Active listening - Start the day with a student check-in Student Misconceptions Student misconceptions include misunderstandings about the human body and what an animal cell is. Students can also have misconceptions about plant cells and the idea that plants are living organisms. Students might also have difficulty understanding the idea that a tiny cell is the foundation of life.