Ronald Bauer Professor Brower

Content area: Living Environment Mr . Bauer

Grade:7 Topic: Animal Cells 16 October 2017

INSTRUCTIONAL OBJECTIVE
After a flip classroom assignment from the night before on animal cells, students will apply
scientific concepts and principles by completing their group assigned animal cell organelle
project, including a Word Cloud and Powerpoint/Prezi presentation with a three out of four on a
teacher made rubric, and an accuracy of 90 percent on their exit tickets.
CCLS/+NYS STANDARDS AND INDICATORS
Living Environment - LE.L5.1
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Indicator:
This will be evident when the students apply the scientific concepts learned about an
Animal Cells organelles.
Technology - ISTE.3
Students critically curate a variety of resources using digital tools to construct knowledge,
produced creative artifacts and make meaningful learning experiences for themselves and others.
Indicator:
This will be evident when the students use their chromebooks as resources to research
their animal cell organelle and use powerpoint or prezi to create their presentation.

INSTRUCTIONAL RESOURCES

Smart Board
YouTube Video
Chromebooks
Random numbers on slips
Project worksheet
Exit ticket
 MOTIVATION
The students will be asked if theres anyone who wants to present their summaries of the videos
from their homework from the night before. Also, there will be an interactive Animal Cell
structure before class, if students can come up and do two different organelles and their functions
correctly, they will receive a free homework pass.
DEVELOPMENTAL PROCEDURES
Students will first be asked who wants to present their summaries of their flip classroom
assignments on animals cells from the night before. (Who believes their summary on
animal cells and their organelles from last night is good enough to present?)
Students will offer some of their good thought provoking questions they made the night
before for the classroom to answer. (What is the most important organelles in an animal
cell and why?)
Students will be explained the organelle project and will be broken into groups randomly
when they select numbered slips out of a hat. Each group will be assigned an animal cell
organelle.
The students assignment is to use their school chromebooks to research as a group the
function, structure, and information on their organelle. They are responsible for creating a
powerpoint or prezi presentation, which includes a Word Cloud which they recently
learned. (What are the key words and terms that describe your organelle and its
function?)
After each group has presented their assigned animal cell organelle to the class, the
student will be given an exit ticket on different organelles to see if they learned from each
others presentations.

INSTRUCTIONAL STRATEGIES
Group Discussion: This will be evident when the students are presenting their summaries of what
the students learned from the videos they watched the night before, when students are discussing
the functions of each organelle, and when students present their projects.
Flip Classroom: This will be evident when the students learn background information about
animal cells at home by watching an assigned video and summarizing it to be ready to learn
more the next day.
Cooperative Learning/ JigSaw Assignment: This will be evident when the students are working
together on their organelle project, and presenting/commenting on eachothers summaries and
presentations.
Independent Study: This will be evident when the students complete the questions independently
on the exit ticket. Students will be given an opportunity for extra credit if they go home and
research the evolution of animal cells.
 ADAPTATIONS
The students who are english language learners were given definitions to key terms and guided
notes to the lecture beforehand. The student with visual impairment will sit in the front row,
while the brightness of the screen will be lowered for the student with visual sensitivity.
DIFFERENTIATION OF INSTRUCTION

Struggling Students: Students will receive guided notes on their notes to allow them to keep up
with the lecture without falling behind taking notes.

Average Students: Students will also receive guided notes on their notes, but will be expected to
participate their summaries and answer questions.

Advanced Students: Students will also receive guided notes on their notes, but will be expected
to participate in answering questions during the lecture and will be expected to volunteer and
carry any extra help the teacher needs in demonstrating the activity successfully.

ASSESSMENT
Students will be formatively assessed by completing their presentation with three out of four
accuracy on a teacher made rubric, and informally with a 90 percent accuracy on a teacher made
rubric.
INDEPENDENT PRACTICE

Students will be given an opportunity for extra credit if they go home and research one current
event about the evolution of animal cells.

FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The students, under direct intervention with the teacher, will go
over the students projects and exit ticket answers and fix anything that wasnt correct.

Academic Enrichment: The student will be instructed to go home and research a current event on
animal cells and how they have evolved from simple prokaryotic cells.

STUDENT REFERENCES

Bailey, R. (n.d.). Animal Cells Are Eukaryotic Cells With a Membrane-Bound Nucleus. Retrieved

October 16, 2017, from https://www.thoughtco.com/all-about-animal-cells-373379

Eukaryotic Organelle Cell Model. (n.d.). Retrieved December 08, 2017, from

https://www.cellsalive.com/cells/cell_model_js.htm

Teacher made Exit-Ticket

Teacher made Project Worksheet

Teacher made Rubric

Video on Animal Cells: https://www.youtube.com/watch?v=nR-lsNDVhcY