7th Grade Life Science Exemplar

7th Grade Life Science

All things are made of cells

NGSS MS-LS1-1

WOW

Cool!

MAde with Book Creator

Science Notebook

Make a copy for each student

Exemplar lesson for:

OBJECTIVES

A great presentation ...

objective V

objective V1

objective 1V

objective 1II

objective II

objective 1

Apply Knowledge to Real-World Situations

Analyze Cell Function

Observe Cells Under a Microscope

Understand Cell Theory

Compare and Contrast Cell Types

Identify the Basic Structure of Cells

NGSS MS-LS1-1

READY?

1. Engage

pique students' interest and curiosity, connecting their prior knowledge to the new topic

Engage

Gathering Interest

Pose this thought-provoking question have students first individually brainstorm their answer on the "Lets Talk About" page. Students can respond with video, images, or text.

NGSS MS-LS1-1

If our bodies are made of cells, why can't we see them with our naked eyes?

Discussion Question

2. Explore

students actively participate in hands-on activities or investigations.

?????

Explore

Time to investigate phenomena!

As students observe the cells under the microscope, ask them to jot down their observations and any questions that arise. For example, they might notice the distinct shape of the plant cell's cell wall or the presence of chloroplasts. Encourage them to wonder about the functions of these structures or why animal cells lack a cell wall.

NGSS MS-LS1-1

CONTENT

Explore

Time to investigate phenomena!

After the initial observation, provide students with a simple model of a cell (this could be a diagram, a 3D model, or a digital simulation). Ask them to compare the model to the actual cells they observed under the microscope.

NGSS MS-LS1-1

CONTENT

Explore

Time to investigate phenomena!

Guide them to evaluate the benefits of the model (e.g., it simplifies complex structures, making them easier to understand) and its limitations (e.g., it might not show all the organelles or accurately represent their sizes and positions). This exercise will help them understand that models are useful tools in science but have limitations that need to be considered.

NGSS MS-LS1-1

CONTENT

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3. Explain

The teacher introduces formal language, explanations, and definitions.

SUPER!

Explain

COntextualize your topic

In the Explain phase of the lesson, you can use a "Big Idea" graphic organizer to help students unpack the cell theory:

1. All living organisms are composed of one or more cells.
2. The cell is the basic unit of structure and function in organisms.
3. Cells arise from pre-existing cells.

NGSS MS-LS1-1

Explain

COntextualize your topic

Collaboratively with students, build the vocabulary pyramid for unpacking Tier 1, 2, and 3 vocabularies around the cell theory. Its important to remember you do not introduce most tier 2 and tier 3 vocabulary until the Explain phase of the 5E model. Students should experience the phenomena first.

NGSS MS-LS1-1

4. Elaborate

Students extend their understanding by applying the concept to new situations or by exploring related topics.

YASS!

MAGIC

Elaborate

Make New connections

Objective: Students will conduct an investigation to observe different cell types and develop a hypothesis based on their observations. Materials:

• Microscopes
• Prepared slides of various cell types (e.g., plant cells, animal cells, bacteria)
• Blank slides and cover slips
• Samples for slide preparation (e.g., onion skin, cheek cells)
• Staining solutions (e.g., iodine for plant cells, methylene blue for animal cells)
• Pipettes
• Gloves and safety goggles

NGSS MS-LS1-1

Elaborate

Make New connections

Ask students to formulate a hypothesis based on their prior knowledge and the cell theory. For example, "If all living organisms are made of cells, then we should be able to observe cells in both plant and animal samples."

NGSS MS-LS1-1

Elaborate

Make New connections

Instruct students to create a plan for their investigation in their lab notebooks. They should include the following sections:

• Plan (Steps): List the steps they will follow during the investigation, such as preparing the slides, staining the cells, and observing under the microscope.
• Toolkit (Materials): Enumerate the materials they will need for the investigation.
• Clues (Data to Collect): Identify the data they will collect, such as the appearance of different cell types, the presence of specific organelles, and any notable differences between plant and animal cells.

NGSS MS-LS1-1

Elaborate

Make New connections

It's important to note that this investigation is more observational in nature and may not follow a strict experimental design with clear independent and dependent variables. The main goal is for students to gather evidence to support the cell theory by observing various cell types. You can delete this page before making copies of the book for each student.

NGSS MS-LS1-1

Elaborate

Make New connections

Qualitative Data: This includes descriptive observations about the cell structures and organelles visible under the microscope, such as:

• Shape and size of the cells.
• Presence or absence of a cell wall.
• Visibility of the nucleus and its position within the cell.
• Presence of chloroplasts in plant cells.
• Any other distinct organelles or features observed.

Quantitative Data: While the focus of this investigation is primarily qualitative, students can also collect some quantitative data, such as:

• Counting the number of cells in a certain field of view.
• Measuring the average size of cells or organelles (if the microscope has a calibrated scale).
• Estimating the percentage of cells showing a particular characteristic (e.g., percentage of plant cells with visible chloroplasts).

NGSS MS-LS1-1

MAGIC

Elaborate

Make New connections

Based on their observations have students make some explanations about the cells they observed.

NGSS MS-LS1-1

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5. Evaluate

ASsessment Cycle Through the lesson

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The Evaluate phase occurs through the 5E model. Formative and Summative Assessment: Evaluation can include both formative and summative assessments. Formative assessments occur throughout the lesson and provide ongoing feedback to both the teacher and the students, allowing for adjustments in teaching and learning strategies. Summative assessments, on the other hand, occur at the end of the lesson or unit and measure the overall understanding of the content. Self-Assessment and Peer Assessment: The Evaluate phase can also involve self-assessment and peer assessment, where students reflect on their own learning and provide feedback to their peers. This helps students develop critical thinking and self-evaluation skills, as well as a deeper understanding of the content. Feedback and Reflection: Feedback is a crucial component of the Evaluate phase. Teachers provide feedback to students on their performance, highlighting strengths and areas for improvement. Students can also reflect on their learning, considering what they have understood well and what they need to work on further.

Evaluate

formative and summativeSelf-Assessment Feedback and Reflection

NGSS MS-LS1-1

Explain

COntextualize your topic

During the explain phase you can have students use the 3, 2, 1 reflection protocol as a formative assessment tool.

NGSS MS-LS1-1

Elaborate

Make New connections

On this page students get to be science communicators and create using media an explanation for the cell theory.

MAGIC

NGSS MS-LS1-1