Grading Period: 3
CMS
Science
Grade 7
Life Science: 2016-2017
Mrs. Weber
Clermont Middle School
Period 3
01/03/2017
01/02/2017
01/06/2017
01/04/2017
01/05/2017
Benchma
rk
SC.6.L.14.2 (AA)- Investigate and explain the components of the scientific theory of cells: all organisms are composed of cells ( single -celled and multicellular), all cells come from pre-existing cells, and
cells are the basic unit of life.
SC.6.L. 14.3-Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.
Objective .Explain Cell Theory. Explain the concept .Explain Cell Theory. Explain the concept .Explain Cell Theory. Explain the
.Explain Cell Theory. Explain the concept of .Explain Cell Theory. Explain the
of Homeostasis. Compare the processes of of Homeostasis. Compare the processes of concept of Homeostasis. Compare the Homeostasis. Compare the processes of
concept of Homeostasis. Compare
Mitosis and Meiosis.
Mitosis and Meiosis.
processes of Mitosis and Meiosis.
Mitosis and Meiosis.
the processes of Mitosis and
Meiosis.
Essential What is Common to all living things?
Question
Where do cells come from?
What is homeostasis and why is How do cells maintain homeostasis?
it important?
Bellwork Write
Homework in Agenda. Write Homework in Agenda. Write Homework in
Leave agenda out.
Leave agenda out.
Agenda. Leave agenda
Review Class Procedures/Rules. Review out.
Review Class Procedures/Rules. Review
Consequences.
Review Class Procedures/Rules.
Review Consequences.
Complete Behavior/ Points
Form
Complete Behavior/
Points Form
Consequences.
Complete Behavior/ Points
Form
Write Homework in Agenda.
Leave agenda out.
Review Class Procedures/Rules. Review
Consequences.
Complete Behavior/ Points
Form
Why are mitosis and meiosis
important to cell theory?
Write Homework in
Agenda. Leave agenda
out. Science Notebook
Check.
Review Class Procedures/Rules.
Review Consequences.
Complete Behavior/
Points Form
*All lessons on subject to change at any time dependent on school events and the needs of the students.
**Accommodations are followed according to student’s individual plans in conjunction with the Guidance/ESE/ESOL Departments.
Grading Period: 3
Agenda
Life Science: 2016-2017
Holiday
Mrs. Weber
Teacher Work Day
Clermont Middle School
Ch 3 From a Cell to an
Organism
Ch 3 From a Cell to an Organism
Ch 3 From a Cell to an
Organism
Powerpoint Lesson 1-2
Review Objective and
Essential Question
Review Objective and Essential
Question
Read, Discuss, Take Notes
Read, Discuss, Take Notes
Teacher Resources for Chapter
(Powerpoint, Worksheets:
Chapter Outline, Vocabulary,
Crossword, Unscramble, Fill
in the Blank)
Powerpoint Lesson 1 (Lesson
Vocabulary is incorporated in
Powerpoint notes)
Review Objective and Essential
Question- Pre-quiz
Teacher Resources for Chapter
(Powerpoint, Videos, Online
activities, Worksheets:
Chapter Outline, Vocabulary,
Crossword, Unscramble, Fill
in the Blank)
-Partners//Small
Group/Individual as needed
Whole Group/Small
Group/Individual as needed
Powerpoint Lesson 2
Science Notebook Checks
Review Objective and Essential
Question
Read, Discuss, Take Notes
Read, Discuss, Take Notes
Teacher Resources for
Chapter
(Powerpoint,Videos,
Online activities,
Worksheets: Chapter
Outline, Vocabulary,
Crossword, Unscramble,
Fill in the Blank)
Teacher Resources for Chapter
(Powerpoint, Videos, Online
activities, Worksheets: Chapter
Outline, Vocabulary, Crossword,
Unscramble, Fill in the Blank)
Whole Group/Small Group/Individual
as needed
Whole Group/Small Group/Individual as
needed
Homewo
rk
Review Objective and
Essential Question
Chapter Text Lesson 1
Review (write in
textbook)
Ticket Show Class Work-Record on Point Sheets Show Class Work-Record on Point Sheets Show Class Work-Record on Point
Out With Teacher/Para for Earned Rewards
for Earned Rewards
Sheets for Earned Rewards
Teacher Resources for
Chapter (Worksheets:
Chapter Outline,
Vocabulary,
Crossword,
Unscramble, Fill in
the Blank)
Whole
Group/Small
Group/Individual as
needed
Ch Text Lesson 1-2 Review Ch Text Lesson 2
Review
Show Class Work-Record on Point Sheets for Show Class Work-Record on
Earned Rewards
Point Sheets for Earned Rewards
*All lessons on subject to change at any time dependent on school events and the needs of the students.
**Accommodations are followed according to student’s individual plans in conjunction with the Guidance/ESE/ESOL Departments.
Grading Period: 3
Vocabula
ry
Life Science: 2016-2017
Mrs. Weber
Clermont Middle School
Cell cycle, interphase, sister
chromatid, centromere, mitosis,
cytokinesis, daughter cells
Cell cycle, interphase, sister chromatid,
Lesson 2 Vocabulary
centromere, mitosis, cytokinesis, daughter cells
Standards addressed: See above.
SC. 6. L. 15.1 (AA) Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.8.N.1.1-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in charts , tables and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.2- Differentiate replication (by others) from repetition (multiple trials).
SC.7.N.1.5-Dexribe the methods used in the pursuit of a scientific explanation as seen if different fields of science such as biology, geology, and physics.
SC.7.N.2.1-Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.7.N.1.4- Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
SC.7.N.1.3-Distinguis between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived
from experimentation.
SC.7.N.1.1- Define a problem from the 7th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as
systematic observations or experiments, identify variables, collect and organize data, interpret data in charts , tables and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.3.1-Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.
SC.7.N.3.2-Identify the benefits and limitations of the use of scientific models.
SC.7.N.1.7-Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.
SC.6.N.2.2-Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
SC.7.N.1.2-Learn to develop scientific investigations that have appropriate repetitions and documented in such a way that it can be replicated.
Differentiated learning:
Flexible student grouping: I will use whole group learning for instruction, and then divide students into flexible pairs or groups to give students a chance to work with a variety of
students. These groups will change throughout the year.
Multiple strategies: I will use audio, visual and hands on activities to engage many learning styles. I will use lecture, demonstrations, reading, discussion, practice by doing, and
have students teach others to help students learn in many modalities. I will use the computers in the classroom as a station to expose students to the concepts in a variety of ways:
movies, models, video clips, interactive labs, demonstrations, webquests.
*All lessons on subject to change at any time dependent on school events and the needs of the students.
**Accommodations are followed according to student’s individual plans in conjunction with the Guidance/ESE/ESOL Departments.
Grading Period: 3
Life Science: 2016-2017
Mrs. Weber
Clermont Middle School
Anchor activities: I will set up anchor activity stations for reading and writing and vocabulary on the subject we are studying. Students can work at these stations independently
during the unit to complete the activity at their own level. These will include magazine articles and sections of our book with questions and activities that can completed at many
levels. We will keep journals and learning logs in our interactive notebook that will allow students to respond in their own way. We will use vocabulary activities and word walls
to practice vocabulary and learn it in many ways: visual, auditory, kinesthetic.
Graphic organizers: I will incorporate graphic organizers into my instruction and student responses to help students organize and visualize our lesson. These will help students
focus on key elements and ignite prior knowledge of the subject.
Tiered instruction: Struggling learners: activate prior knowledge of subject through discussions and instruction. I will use graphic organizers to help organize and visualize
concept connections. We will use highlighters in our science book to highlight key words and concepts. I will include multiple level questions in my daily assessments tailored
toward all students’ comprehension levels. On-level learners: plan lesson that is interesting, challenging and causes students to use key skills. Highly-able learners: I will
provide challenging follow up to lessons in the form of higher level questions that students can respond to in their ISN, homework, writing prompts. This will allow more advanced
students a place to express and explore more advanced concepts.
Assessment: I will assess students in multiple ways to determine their understanding of concepts: discussion, classroom response, response tickets, journals, group and independent
assignments, quizzes, tests, lab reports.
*All lessons on subject to change at any time dependent on school events and the needs of the students.
**Accommodations are followed according to student’s individual plans in conjunction with the Guidance/ESE/ESOL Departments.