Cell Biology

Grade: 6

Student Learning Objective: Students will learn about cell biology and its parts.
Students will be able to identify different parts of a cell and what its function is.
Materials: Science notebooks, text books, and "New Words I've Learned"
worksheet.
Preparation for the Activities: Students will be asked to skim through text and
write what they think the lesson will be about. The teacher will write main key words
on the board. Students will be asked to look up each definition in the text.

Text Information: "Middle School: Life Science", Jefferson County Public School
District

Link to Text: https://books.google.com/books?

id=cF0164AdsgwC&pg=PA42&dq=parts+of+a+cell+middle+school&hl=en&sa=X&v
ed=0CD0Q6AEwBGoVChMIr5vW44PLyAIVwhUeCh2NPQsd#v=onepage&q=parts
%20of%20a%20cell%20middle%20school&f=false (Links to an external site.)
Flesh-Kincaid Readability Level: 6.2
Order of the Lesson:
Introduction: Students will have a group discussion about what they think is
important in the human body. To help with vocabulary, students will create
Vocabulary Relay notecards.
Before Reading Strategy: Students will be asked to write a small paragraph on what
they think they're going to learn this lesson.
During Reading Strategy: Students will take notes and highlight the vocabulary words
that they have already defined. They will also answer the essential questions that the
teacher will have on the board.
After Reading Strategy: Students will be asked to complete, "Words I've learned" and
"One Sentence Summary". They will also be asked to participate in a small group
discussion.

Introduction: The teacher will introduce the new section, "Cell Biology". Students
will be asked questions such as, "What do you think cell biology is? Do we have the
same biology as other animals? Why do you think that?" Then the teacher will explain
the "before reading" instructions to the students and have students begin the
lesson. To supplement vocabulary in this lesson, students will create Vocabulary
Relay or can be explained as Vocabulary Mix-and-Match. Using the vocabulary

words listed in the text, each student will write one definition on one index card. Then
repeat for all the other vocabulary words until list is complete. The teacher should
then collect all cards and write the wrong word on the back and then pass them
back out; one card per student.
Begin by reading a definition and then the student who has that word on their index
card should stand and say their word. If they are correct, then they should read the
definition on the other side of their card. If they are incorrect, wait until the correct
answer is read. Students will compete with one another to match the definitions in
their fastest times. This will help students learn vocabulary in a new fun way.

CONTENT AREA STANDARD:

Discipline
ScienceCell Biology
:
SC.6.L.14.4 : (Links to an external site.)Compare and contrast the
structure and function of major organelles of plant and animal cells,
including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
mitochondria, and vacuoles.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS
Anchor
Standard
Addressed:

Reading

Writing

ListeningandSpeaking

CCSS.ELALiteracy.CCRA.W.2 (Lin
ks to an external
CCSS.ELAsite.)
Literacy.CCRA.R.10 (Lin Write
K-12 CCSS
ks to an external site.) informative/explanato
Anchor
Read and comprehend ry texts to examine
Standards
complex literary and
and convey complex
with Link
informational texts
ideas and information
andStandar independently and
clearly and accurately
d Written
proficiently.
through the effective
Out:
selection,
organization, and
analysis of content.

CCSS.ELALiteracy.CCRA.SL.1 (Lin
ks to an external site.)
Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on others'
ideas and expressing
their own clearly and
persuasively.

Correspondi Before: Students

ng Before, willskim(read)through

After Reading (Activity

3):After written

After
(Activity1):Students

During and
After
Strategies

will also completethe

worksheet,NewWords
Ive
Learned.Students will
be asked to write
text and write a short
down words they've
paragraph on what
learned without
they think they will be
looking at the book
learning about.
and define them. After
they've finished, they
will go into the book
During: Students
and make sure the
willtakenotesduring
definitions are
lecture on of a
correct.
notebook page. Then
during reading of text,
students record text
After
and page of
(Activity2):Utilizing
information that goes
the technique "Onein hand with the
Sentence Summary",
lecture notes.
the students will
summarize the lesson
in one sentence in
their science
notebooks.

Before:As the
students skim through
the lesson, the teacher
will rotate through
classroom and observe
what students are
writing down for their
Evaluation
predictions.
Using
During:As students
Formative
read, the teacher will
Assessment
observe what key
notes the students
recording, making sure
they include the page
number of where they
found it. Help as
needed.

After (Activity1):The
teacher will grade on
completion and
accurate definitions.

assignments, students
will be asked to
participate in a
discussion. They will
have to discuss what
they thought they
were going to
learn(from beginning
of lesson), then what
they actually learned.

After Reading (Activity

3):The teacher will
provide feedback and
answer questions
appropriately. The
After (Activity2):The
teacher will also ask
teacher willhave each
the essential questions
student read what
to ensure that
they've written, then
students are learning
discuss what the main
what is required.
objective of the lesson
is.

Estimated Time: This activity will take up to 2 class periods depending on when the
students finish their notes and definitions. Day one will consist of vocabulary and
note taking. Day two will be a continuation of notes and the group discussions.

English Learner Strategies:

ESE/ESL students will be allowed to turn in modified assignments.

Assign cooperative grouping/pairs as needed.

The teacher will monitor student progress and provide additional instruction
as needed.

Vocabulary Relay; ELL students may include key words in their home language
.

Hess' Level of Cognitive Rigor Matrix:

This lesson lands in Bloom's Understanding level and Web's DOK - Level 3.

Rigor Explained to Show Meeting this High Level of Cognitive Rigor:

Make basic inference or logical predictions from date or texts.

Identify main ideas or accurate generalizations of text.

Explain, generalize, or connect ideas using supporting evidence (quote,

example, text references)

The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it,
We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with
them)
You do it: independent practice (when the students practice the skills they learned
on their own)

The Gradual Release Model:

About the scaffolding technique called the Gradual Release Model (I do it,
We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with
them)
You do it: independent practice (when the students practice the skills they learned
on their own)

Gradual Release Model for the Strategies in this Lesson

Before Reading:
I do it: The
teacher will
explain to
students the
directions of the
assignment. The
teacher will also
answer questions
that students may
have.

We do it: The
teacher will read a
part of the first
section and have
a few students
demonstrate what
they think is the
objective of the
lesson.

During Reading:
I do it:The teacher will
demonstrate what they want
from the students. The teacher
will have to make a "mock up"
what they expect for students.
Taking a notebook paper, fold in
half and explain that oneside is
for key terms and the other side
is for definitions and notes. The
teacher will also explain that the
students will need to write down
the page number of where they
found the information.

After Reading:
Activity 1:
I do it:The teacher will explain
directions on how to complete
"New Words I've Learned"

We do it:The teacher will

demonstrate 1 example for the
class and have at least one
student share 1 vocabulary
word they've learned.

You do it:Students will be asked

to complete the worksheet,
"New Words I've learned".
We do it:The teacher will read
Students will write down words
the same section read earlier
they've learned and its
and complete the appropriate
definition on the worksheet.
sections of the note-page.
After they've finished, they will
look into the book andif the
definition they've written is
You do it:The students will
wrong, they must write the
You do it: Students
independently read through the correct definition and its page
will skim through
text and take notes. They will be number.
text and record in
asked to also write down
their notebooks
definitions and cite pages.
what they think
the objective of
the lesson will
Activity2:
be.

I do it: The teacher will explain

to the students (after they've
finished taking their notes) that
they will now have to write just
one sentence about what the
whole lesson is about.

We do it: The teacher will

summarize each section of a the
lesson and discuss with
students what each part of the
cell body does.The teacher will
then ask another student to
share as well.

You do it: After class

discussions, the students will
individually write one sentence
summarizing the lesson and
turn it into the teacher as an
exit slip.

Activity3:
I do it:The teacher will gather
students into 3small circles for a
group discussion. The teacher
should start off asking the
essential questions of the
lessons. Have a few students
answer and ask key questions to
ensure they've learned what is
required.

We do it:As each group

discusses the lesson, the
teacher will circulate around
each group and ask questions

that will intriguestudents about

the lesson. The teacher should
provide feedback and use
scaffolding techniques to help
students with their answers.

You do it:Students will discuss

with each other what they
thought they were going to
learn and what they've learned
after notes.

Strategies and Links:

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Second
aryReading/VocabularyBuilding.aspx
Before Reading: Skimming
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Second
aryReading/BeforeReading.aspx (Links to an external site.)
During Reading: Word Hunt and Facts Chart
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Second
aryReading/DuringReading.aspx (Links to an external site.)
After Reading: Discussions
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Second
aryReading/AfterReading.aspx

Reflection: This lesson plan will help students understand the text level three
applied reading level by providing techniques throughout the lesson. The students
will learn new vocabulary words through note-taking. This lesson will help students
learn about the different parts of a cell body and why is it so important to us and well
as all other organisms on Earth. The students will also discuss what they want to
learn and what they've learned.
Objectives Connection: The objective of this lesson is to learn parts of the cell
body and define what they do. Students attain this information by reading, taking
notes, and completing worksheets. Not only are they learning but they are also
improving their skills. They will also learn new vocabulary. They will reinforce what
they've learned by discussing it with a group.They will be able to argue and back up

their argument with citations from the book. Students will be tested on vocabulary
words as well as locating what cell part belongs to which definition.