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Lesson Plan Format-Levels of Organization

This lesson plan aims to teach students about multicellular organisms and the four levels of organization - cells, tissues, organs, and organ systems. The lesson begins with reviewing homework on these topics. Students will then work in groups to create posters demonstrating the four levels using real-world examples. An exit ticket assessment asks students to rate their understanding of multicellular organisms and levels of organization. Strategies are provided for both higher-performing students and those needing additional support.

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221 views

Lesson Plan Format-Levels of Organization

This lesson plan aims to teach students about multicellular organisms and the four levels of organization - cells, tissues, organs, and organ systems. The lesson begins with reviewing homework on these topics. Students will then work in groups to create posters demonstrating the four levels using real-world examples. An exit ticket assessment asks students to rate their understanding of multicellular organisms and levels of organization. Strategies are provided for both higher-performing students and those needing additional support.

Uploaded by

api-140174622
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ED 321 LESSON PLAN 2

Outcomes:

(WI Teacher Standards #1, 2)

Science, Standard F: Life and Environmental Science Performance Standards - Grade 8


STRUCTURE AND FUNCTION IN LIVING THINGS:
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms
F.8.3 Differentiate between single-celled and multiple-celled organisms (humans) through investigation,
comparing the cell functions of specialized cells for each type of organism

Instructional objective(s):
1. Students will be able to use the material they previously received to guide them through
completing an exercise related to distinguishing the characteristics of multicellular organisms.
2. Students will be able to practice the concept that cells make up tissues, tissues make up organs,
and organs make up organ systems within organisms through connecting the material through
real world objects.

Assessment:

(WI Teacher Standard #8)

Exit ticket: Hand out notecards to the students during the last 2 minutes of class and ask for them to
write down, On a scale of 1-5, how comfortable do you feel with the ideas of multicellular organisms
and the four levels of organization? 5 feeling like you really understand these concepts well, and 1
feeling confused and you need more practice with it.

Materials Needed:

(WI Teacher Standard #3)

Levels of Organization Worksheet designed by Amanda Dlugi (Numbered Worksheets)

Notecards

SMART board

PowerPoint to guide instruction

Students homework assigned the previous day

Writing utensils and paper

Total
timeneeded:
needed:
Total time

___

50 minutes

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction:
- Have students take out their homework for the previous day.
- Check their homework while students watch the video,
http://www.youtube.com/watch?v=-zafJKbMPA8&feature=related
- Introduce how the different cell types that we have been learning about, and are seen in
the video relate to the new topic introduced in the reading the previous day because plant
and animal cells are what make up multicellular organisms such as ourselves.
- Have the circle question number one on their homework sheet because it is important to
know, and review this question with the class. Go over each homework question and have
students write down correct answers to have to study. This reading was on the four levels
of organization. Ask the class if someone can remind us what these levels are?

Steps for instruction: (Specify time allotments.)


-

15 minutes Introduction (See above)


10 minutes- Explain activity for the day and how it is going to give us more practice with
the levels of organization.
20-minutes- Work time for students on creating a poster. Worksheets will be numbered,
so specify where each group will meet. Instruct students to raise hand when they have
completed their poster.
5 minutes- If time, have students present posters by asking for a specific organ system to
raise their hand.

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)


1.
To meet the needs of students who understand and finish early from the activity, I will ask
students to raise their hand when they complete the task, and then direct them back to their assigned
seats to work on other science or academic work to be resourceful of their time and respectful of the
time for other classmates. When other classmates finish their posters, I will address students to post
their work as well, and then begin to look at each others work.
2.
To meet the needs of those who have difficulty understanding the material, I will be circulating
and monitoring student understanding during the activity, so I will be able to address any individual
questions of students. I will also ask for the assistance of my cooperating teacher and other special
needs instructors as well to complete this effectively so that all students receive the attention they need.

Also, for students that cannot grasp the material, I will recommend that they come to the science
resource hour at the end of the day to be able to have additional time to practice and to review the
material one-on-one with myself and/or my cooperating teacher.
3.
Other specific concerns in the classroom that I plan to address to meet the needs of each
individual student would be during my cooperating teachers 6th hour class. This class contains several
students with IEPs or learning disabilities, so I will appreciate the support of special needs educators
and my cooperating teacher during my instruction this hour to meet the educational needs of all the
students. I will discuss with my cooperating teacher how or if I need to make adjustments to my lesson
to meet the needs of this classroom.

Closure: Once the class period is near an end, I will instruct the students to get back into their assigned
seats. I will hand out a note card to each student, and have them write their name and hour on the exit
ticket (notecard), and answer the following question: On a scale of 1-5, how comfortable do you feel
with the ideas of multicellular organisms and the four levels of organization? 5 feeling like you really
understand these concepts well, and 1 feeling confused and you need more practice with it.

Name: Amanda Dlugi


Date: Wednesday, November 14, 2012

Content Area: Biology


Grade Level: 7th

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