CSCOPE Lesson Plan: Version 2

Teacher: A Kinard
Subject:_7th Science / Monday
1/13/14 / Tuesday
1/14/14 / Wednesday
1/15/14 / Thursday
1/16/14 / Friday
1/17/14
CSCOPE Unit / Exemplar Lesson / Unit_5 & 6_Lesson_
Unit review for test on Wednesday. Students will play a game that will give them an opportunity to review for the test / Unit_5/6__Lesson_2_
Today students in 1-4th periods will test reading and writing. 5th, 6th and 7th periods will conduct a review for tomorrow’s science test / Unit_7__Lesson_1_
Today students in 7 -4th periods will take their math and science tests. Students in 3rd, 2nd, and 1st periods will continue to work on levels of organization vocabulary. / Unit_7__Lesson__2_
Today students will will test for social studies in 1st and 2nd periods.3rd through 2nd periods will work on levels of organization. / Unit_7__Lesson_2_
Early Release today. Students will complete any missing work.
Objective / TEKS / Earth and Space
Biomes and Biodiversity / Earth and Space
Biomes and Biodiversity / 7.12C Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms. / 7.12C Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms. / 7.12C Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms.
ELPS / C1E c3E c3J / C1E c3E c3J

Aspect(s) of 5E

/ Evaluation / Engage / Explore / Explore / Explore
Type of Assessment /
Formative:______
Perf. Indicator:______
Unit Assessment:_____x___ /
Formative:______
Perf. Indicator:______
Unit Assessment:___x_____ /
Formative:______
Perf. Indicator:______
Unit Assessment:___x_____ /
Formative:______
Perf. Indicator:______
Unit Assessment:______/
Formative:______x______
Perf. Indicator:______
Unit Assessment:__x______
Differentiation / Groupings / Grouped by 2 or 4 / Grouped by 2 or 4 / Grouped by 2 or 4 / Grouped by 2 or 4 / Grouped by 2 or 4
LEP / ESL / Sitting next to a strong student as a student mentor
One on one with the teacher / Sitting next to a strong student as a student mentor
One on one with the teacher / Placed with a strong student as a student mentor
One on one with the teacher / Placed with a strong student as a student mentor
One on one with the teacher / Placed with a strong student as a student mentor
One on one with the teacher
Special Education Modifications & Accommodations / As applicable by IEP / As applicable by IEP / As applicable by IEP / As applicable by IEP / As applicable by IEP
GT/Pre-AP/AP Acceleration Strategies
Additional Resources
Homework / No homework as students are testing all week

Student Responses:

Think/Write/Pair/Share

Chaining – Listen/Repeat/Add

Say Something/Turn and Talk

Verbal Response – Wait Time I (Write before verbal response)

Written Response:

_____Exit Ticket

_____Thinking Maps (Circle, Bubble, Double Bubble, Tree, Brace, Flow, Multi-Flow, or Bridge)

_____Journaling/Warm-ups/Brain Busters

_____Writing Assignment/Summary/Reflection

Essential Question: Draw a diagram showing the levels of organization from cell to organism?

Why is it important to understand the structure and functions of cells?

Real World Question: Why is it important that your physician understands the structure and the function of cells?

Learning Target: I understand the levels of organization.

I can list the levels of organization from smallest to largest.

I understand that there are differences between plant and animal cells and I can list the differences.

I understand the function of the different parts of the cell.