Canyon Springs High School Lesson Plan Date: 5/4/2016

Teacher: Ethan N. Mills Materials: Glue, scissors

Unit: Verbs vocabulary sheets, colored
Subject: English pencils, mini whiteboards
Period(s): 1 & 5

NVACS STANDARD: To develop and use models that show how matter and energy are cycled
within an ecosystem through the processes of photosynthesis and cellular respiration. [MS-LS1-6,
MS-LS1-7, MS-LS2-3]

LESSON GOAL: SWBAT identify what verbs are in past, present, and future tense.

COMPONENTS MIN ACTIVITY

Students answer the warm up prompt verbally:

- Are plant cells multicellular or unicellular?

Warm-up 3min
- Are plants cells eukaryotic or prokaryotic?

Teacher reviews key vocab terms from previous lessons

New with guided prompting to elicit responses.
Concept Hook / Link to CCSS EQ: How do organelles found in cells help the cell
Development Standard 1min
function?

Teacher describes todays activity before passing out the

Teacher Delivery/New
5min
Knowledge Delivery
materials. Teacher shows the class a completed plant cell
model and explains what the students will be doing with
their model. We will be using the vocab. Sheets we
completed on Wed. to help us today.

Quick-Check for Quick check : Plants cell are ______________ and

1min
understanding ___________________. What are organelles?

Teacher passes out the materials from the trays

Step 1: models separating the pieces into three

Guided /
piles: pictures, vocabulary and definition
Independent Guided Practice
25min
/ Group /
Step 2: Teacher models how to cut out the cell wall,
Activity
and the cytoplasm and where to place it on the
worksheet
 Step 2: Teacher picks up the first organelle,
vacuole, colors it and then places it on the model.
Chooses between names from the vocabulary pile
and glues it on the worksheet. Finds the definition
(using the log) and glues it under the vocabulary
word.

Step 3: Teacher checks that all students are

following her lead and are on task.

Step 4: Repeated steps 2-3 for the remaining nine

organelles.

Note: Teacher asks students the definitions of the

organelles as they are trying to identify them. There is a
constant dialogue to ensure they are connecting the term
with its defining and picture.
Guided /
Students are given their assessment worksheet and
Independent
Independent Practice 10min complete it on their own after their model is complete.
/ Group /
(IF TIME ALLOWS)
Activity
Students are assessed from their completion of their cell
Assignment/
N/A model and their assessment worksheet they completed
Assessment
during independent practice.
Students clean up their materials and sit down.
Closure Teacher passes out the mini whiteboards and asks
the following question: What are the structures of
the cells that have their own job (function) called?
Closure Activity 5min
Students write answers on the whiteboards and
hold them up for teacher to assess before
dismissal.