The following four lesson plans are for the Cells and Cellular Process Unit. This unit is accompanied by a Web Site that can be found at:

The site has four lessons and all of the resources for these four lesson plans. Any questions can be directed to .

Item / Notes
Lesson Title / Introduction To Cellular Processes (Homepage)
Photosynthesis (Lesson 1)
Grade/Age Level / 7th Grade
Subject Area / Science
7th Grade Science Standard, South Carolina
7-2 – Cells and Cell Processes
Time Allotted for Lesson / 4 days/4 class periods
Brief Description of Lesson / The students will analyze four cellular processes and identify how one, photosynthesis, is critical to the overall survival of all living things.
Instructional Objectives / The students will briefly describe the four cellular processes (mitosis, photosynthesis, cellular respiration, waste elimination)
The students will understand the term process and make real world connections (cellular processes to other daily processes)
The students will describe the process of photosynthesis.
The students will analyze the equation for photosynthesis.
The students will explain how photosynthesis is critical to the survival of all living things.
Instructional Procedures / Open: The students will draw three images in a five minute period. The picture should represent the word on the board, “processes.” This will spark a discussion of what processes are.
The students will select their favorite process and write a paragraph or draw a graphic organizer to describe this process. A science writing guide and graphic organizer site for students can be found on the unit homepage.
The students will discuss/present their processes to the class. A oral presentation rubric can be found on the homepage for the unit.
The students will watch the introductory video on the unit homepage. The video will describe and analyze all cellular processes.
The students will observe the introductory image on the homepage. The teacher will ask teachers to make connections between the four processes and the picture. At this point students do not have a large knowledge base of the processes and thus the instructor should expect average answers.
In their science notebooks the students will write their connections.
The teacher will use the summary chart as notes. The students will copy the chart found on the homepage into their science notebook. The class will discuss the four cellular processes.
The students will write the essential questions for Lesson 1 in their interactive notebook. Students should plan to answer these questions prior to the end of the unit. This is a homework assignment during lesson 1.
The students will take notes for lesson 1 on the Web Site. They will copy the chemical equation chart and write what the instructor requires them to from the site’s notes. Supplemental notes are available for instructors on the lesson one Web Page.
The class will complete the diagrams from biology junction. This chart can be found on the lesson 1 Web Page.
The students will complete the photosynthesis scavenger hunt located on the lesson 1 site. The students will use a variety of research tools including, but not limited to, the Internet to find the answers to the question. Search tools are available on the lesson 1 site.
Adaptations for Special Learning / Printed Notes in Note Format
Previously setup notebooks (interactive notebooks)
Oral Accommodations, where necessary
Supplemental Activities / The students can play science games, connect to Study Island (from the homepage) or participate in the other interactive sites attached to the homepage.
Assessment/Learner Products / Interactive Notebook (homepage)
Unit Test
Informal – Discussion
The learners will create a unit interactive notebook that describes and analyzes cellular processes.
Item / Notes
Lesson Title / Photosynthesis and Respiration
Grade/Age Level / 7th Grade
Subject Area / Science
7th Grade Science Standard, South Carolina
7-2 – Cells and Cell Processes
Time Allotted for Lesson / 3 days/3 class periods
Brief Description of Lesson / The students will describe photosynthesis and respiration. The students will explain how the processes of photosynthesis and respiration are interdependent.
Instructional Objectives / The students will describe the process of photosynthesis.
The students will describe the process of cellular respiration.
The students will explain how photosynthesis and respiration are interdependent.
The students will explain how the processes photosynthesis and respiration are critical to the overall survival of all living things.
Instructional Procedures / Introduction: The students will walk into a dark classroom. The teacher will cover the blinds and make the classroom completely black. The only thing on will be the screen for lesson 2. The teacher will guide the students to their seats and explain there is a method to the madness. The teacher will instruct the students to think about the lessons over the next few days and be able to explain how the darkness is relevant to this lesson.
The students will write the essential questions for Lesson 2 in their interactive notebook. Students should plan to answer these questions prior to the end of the unit. This is a homework assignment during lesson 2.
The students will take notes on cellular respiration from the site. Additional notes are available on the site for instructor purposes.
The students will use the diagram of the photosynthesis-respiration cycle on the lesson 2 site as a guide to create their own diagram. Students will finish the diagram at home should time not be available during the three days of this lesson.
The students will watch the video on the lesson 2 site that centers on cellular respiration. The students will record a minimum of ten facts, thoughts or observations about the video. The students will be able to discuss how the experiment video is relevant to cellular respiration.
The students will discuss the chart on the lesson 2 page that summarizes all of the components of cellular respiration. The students will recreate the chart, in color, in their unit notebook.
Adaptations for Special Learning / Printed Notes in Note Format
Previously setup notebooks (interactive notebooks)
Oral Accommodations, where necessary
Supplemental Activities / The students can play science games, connect to Study Island (from the homepage) or participate in the other interactive sites attached to the homepage.
Assessment/Learner Products / Interactive Notebook (homepage)
Unit Test
Informal – Discussion
The learners will create a unit interactive notebook that describes and analyzes cellular processes.
Item / Notes
Lesson Title / Cell Division
Grade/Age Level / 7th Grade
Subject Area / Science
7th Grade Science Standard, South Carolina
7-2 – Cells and Cell Processes
Time Allotted for Lesson / 2 days/2 class periods
Brief Description of Lesson / The students will describe the process of mitosis (cell division) and explain why mitosis is critical to the survival of all organisms.
Instructional Objectives / The students will describe the process of mitosis.
The students will diagram and explain the four stages of mitosis.
The students will explain why mitosis is critical to the overall survival of all living things.
Instructional Procedures / The students will use candy, gummy bears, to complete an interactive activity. The activity will require students to have so many pieces of candy to stay alive in each of five rounds. Students will only receive four pieces of candy and will have to tear or divide the candy to stay alive. The activity will lead to a discussion on cell division.
The students will write the essential questions for Lesson 3 in their interactive notebook. Students should plan to answer these questions prior to the end of the unit. This is a homework assignment during lesson 3.
The students will take notes on cellular mitosis (division) from the site. Additional notes are available on the site for instructor purposes.
The students will use the diagram of the cell cycle on the lesson 3 site. Students will recreate the diagram in their notebooks.
The students will create a mitosis flip book. The instructions and rubric for the flip book are available on the lesson 3 site. The flip book bound inside of the unit notebook upon completion.
Adaptations for Special Learning / Printed Notes in Note Format
Previously setup notebooks (interactive notebooks)
Oral Accommodations, where necessary
Supplemental Activities / The students can play science games, connect to Study Island (from the homepage) or participate in the other interactive sites attached to the homepage.
Assessment/Learner Products / Interactive Notebook (homepage)
Unit Test
Informal – Discussion
The learners will create a unit interactive notebook that describes and analyzes cellular processes.
Item / Notes
Lesson Title
Grade/Age Level / 7th Grade
Subject Area / Science
7th Grade Science Standard, South Carolina
7-2 – Cells and Cell Processes
Time Allotted for Lesson / 4 days/4 class periods
Brief Description of Lesson / The students will describe the importance of waste elimination and connect waste elimination (cellular processes) to the excretory system and human waste elimination.
Instructional Objectives / The students will describe the importance of waste elimination.
The students will describe the process of waste elimination in humans.
The students will describe the function of the excretory system in humans, specifically the function of the kidneys.
The students will diagram the excretory process in humans.
Instructional Procedures / The teacher will create a chemical reaction that causes a rotten egg smell. The teacher will cut off all circulation/ventilation in the classroom so the smell remains for several minutes. The teacher asks the students the problem. The teacher then makes the connection between this experiment and waste elimination. If humans did not eliminate waste their body just could not take the problem (in this case smell) any more. Caution: Find a reaction that is safe to students. All DHEC rules should be followed during this experiment. Only trained teachers with approval from school administration should participate in this type of activity.
The students will write the essential questions for Lesson 4 in their interactive notebook. Students should plan to answer these questions prior to the end of the unit. This is a homework assignment during lesson 4.
The students will take notes on other cellular processes and waste elimination from the site. Additional notes are available on the site for instructor purposes.
The students will complete the excretory system diagrams on the lesson 4 site.
Adaptations for Special Learning
Supplemental Activities
Assessment/Learner Products / Interactive Notebook (homepage)
Unit Test
Informal – Discussion
The learners will create a unit interactive notebook that describes and analyzes cellular processes.