Teachers: Corinne Smith and Rebecca West (Media Specialist)

7th grade Cells

GRADE: 7TH
LIBRARY CONTEXT:
Fixed
Flexible
Stand-alone lesson
COLLABORATION CONTINUUM:
None
Limited

Combination

Individualized Instruction

Lesson in a unit

Multiple lessons in a unit

Moderate

Intensive

CONTENT TOPIC: Cells

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard:
Standard 1: Inquire, think critically and gain knowledge
Skills Indicator(s):
1.1.2 Use prior background knowledge as content for new learning
1.1.3 Develop and refine a range of questions to frame the search for new understanding
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
Benchmark(s):
-State and support what is known about a topic, problem or question and make connections to
prior knowledge.
- Write questions independently based on key ideas or areas of focus
-Use technology resources such as online encyclopedias, online databases, and web subject
directories to locate information
-Select and use grade-level-appropriate electronic reference materials and teacher selected websites
to answer questions
-Use a variety of search engines to do advanced searching
Dispositions Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of
resources and information
1.2.3 Demonstrate creativity by using multiple resources and formats
Responsibilities Indicator(s):
1.3.2 Seek divergent perspectives during information gathering and assessment
1.3.5 Use information technology responsibly
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information seeking processes for effectiveness and progress and adapt as
necessary
1.4.4 Seek appropriate help when it is needed
SCENARIO:
SEVENTH GRADE STUDENTS IN LIFE SCIENCE LEARN ABOUT CELLS, CELLS STRUCTURES, AND THEIR
FUNCTIONS. THE SCIENCE TEACHERS KNOW THAT THE STUDENTS HAVE BEEN TAUGHT THIS SUBJECT IN
PREVIOUS GRADES. THEY WANT TO BUILD ON THE PRIOR KNOWLEDGE OF THE SUBJECT AND ADD THE

ASPECT OF READING ACROSS THE CONTENT SUBJECTS AND TECHNOLOGY INTO THIS UNIT. THE TEACHERS
APPROACH THE SCHOOL MEDIA SPECIALIST WITH AN IDEA TO COLLABORATE ON A LESSON WITH THE CELLS
UNIT. AS THEY PLAN TOGETHER THEY DECIDE THAT STUDENTS WILL NOT ONLY LOOK AT PRINTED
MATERIALS (BOOKS), BUT ALSO NON PRINTED MATERIALS, AND DIGITAL RESOURCES. THE SCHOOL
MEDIA SPECIALIST SUGGESTS THAT STUDENTS LEARN TO SEARCH FOR AND READ A VARIETY OF DIFFERENT
MATERIALS IN ORDER TO GAIN FURTHER INFORMATION TO BE ABLE TO CREATE THEIR OWN MODEL OF A
CELL. STUDENTS WILL RESEARCH INFORMATION AND TAKE NOTES OF NEW INFORMATION THAT WAS FOUND
IN THEIR RESEARCH. THIS IS ONE LESSON IN A UNIT THAT EXTENDS OVER FOUR WEEKS.

CONNECTION TO LOCAL OR STATE STANDARDS

(List here relevant content, information literacy, and technology standards)
S7L2: Students will describe the structure and function of cells, tissues, organs and organ systems
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell
functions.
ELA7SV2: The student listens to and views various forms of text and media in order to gather and share
information, persuade others, and express and understand ideas.
READING COMPREHENSION STRATEGY:

Build on background knowledge and questioning

LESSON OBJECTIVES:
- STUDENTS WILL BE ABLE TO IDENTIFY CELL STRUCTURES (CELL MEMBRANE, NUCLEUS, CYTOPLASM,
CHLOROPLASTS, AND MITOCHONDRIA).
- STUDENTS WILL BE ABLE TO DESCRIBE HOW CELL STRUCTURES RELATE TO BASIC CELL FUNCTIONS
- STUDENTS WILL BE ABLE TO CREATE A MODEL OF A CELL
OVERVIEW:
SEVENTH GRADE STUDENTS WILL CONDUCT RESEARCH TO BUILD ON THEIR PRIOR KNOWLEDGE OF CELLS.
DURING THE RESEARCH THEY WILL BE LOOKING TO ANSWER THE QUESTIONS: WHAT ARE THE CELL
STRUCTURES? AND WHAT ARE THE FUNCTIONS OF THE CELL STRUCTURES?

FINAL PRODUCT:
STUDENTS WILL WORK COLLABORATIVELY TOGETHER IN PAIRS OR INDEPENDENTLY TO NAVIGATE THEIR WAY
THROUGH WEBSITES, BOOKS AND VIDEOS TO RESEARCH INFORMATION ON CELLS. IN THIS ASSIGNMENT
STUDENTS WILL LEARN AND GET IDEAS TO PLAN HOW THEY WOULD LIKE TO CREATE A CELL.

LIBRARY LESSON(S):
(Describe the lesson activities for the selected AASL Standards.)
STUDENTS WORK WITH THE SCHOOL MEDIA SPECIALIST FOR ONE LESSON FOCUSING ON DIFFERENT
INFORMATIONAL MATERIALS THAT CAN BE USED FOR RESEARCHING ANSWERS TO QUESTIONS AND WHERE
THE MATERIALS CAN BE FOUND WITHIN THE MEDIA CENTER AND ONLINE.

ESTIMATED LESSON TIME:

55 MINUTES FOR THE LESSON, BUT STUDENTS MAY NEED A SECOND CLASS PERIOD TO COMPLETE THE
RESEARCH ASSIGNMENT.
ASSESSMENT
Product:
Teachers, the school media specialist and students use a rubric created by the collaboration team to critique the
information that was gathered from students research. The rubric includes criteria on content accuracy of
questioning, identifying and defining on the visual layout and organization.
Process:
Students review materials and document questions they have before, during and after reading.

 Student self-questioning
Some examples may be:
-What is the difference in cell structures between the plant cell and animal cell?
-What are the functions of the cell structures?
-What are cells?
-Why are they so important?
-Where do I think I will find more information?
-After researching this topic are there any questions I have that werent answered?
-Do I have enough information to accurately complete this assignment?
INSTRUCTIONAL PLAN:

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites
Books
Reference
Nonprint
Periodicals/newspapers
Other (list):

http://cellsalive.com/
http://www.biology4kids.com/files/cell_main.html
http://www.youtube.com/watch?v=-zafJKbMPA8
http://www.brainpop.com/science/cellularlifeandgenetics/cellstructures/
571.6 MOR Cells and cell function
571.6 Cel Cells
571 WAL Cells and systems
571.6 Yab Plant and animal cells : understanding the differences between plant and animal cells

Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)
o

Direct instruction:
Teacher will introduce the Cell unit to students and explain to them how they will be
beginning a unit on Cells and their functions. Students will discuss what they already
know about cells and what they can learn about Cells.
The school media specialist will explain that she understands they have been learning
about cells in science. The media specialist would then relay to students all the different
forms of resources one can use when they are researching information. She would have a
power point showing the different forms and how they can be useful, books, websites and
videos. She reviews with them where they can find these materials. She tells students
that today they will be working on researching cells using a variety of reliable resources,
in which they will work on questioning, identifying/labeling the cells, and defining the
functions of the cell.

Modeling and guided practice:

Classroom: Students will complete a chart that allows them to list what they
already know about Cells and what they Wonder about Cells. What do you
know about cells, what can we learn about cells. Students can come up with

questions based on their background knowledge to guide their inquiry. Then,

students will do a basic reading using their textbook about cells, their organelles,
and their functions. As they read, they will use an "I Wonder" strategy. They will
begin with an overall question like "I wonder if there are different types of cells."
As they read, they write down new "I Wonder" questions as they occur to them
and answer ones that they find answers to. At the end of the reading, they will
review their I Wonder questions; see which ones they found answers to and
which they might need to investigate further.
Media Lesson: The school media specialist and the teacher work together as
partners to model what the different forms of research materials will look like.
They use a checklist to make sure they have completed all assignments and to
check off the resources they used.
o Independent practice:
This portion must be done by the students completing the research. The school
media specialist and teacher assist with any questions that the students may have.
o Sharing and reflecting:
Once all the students have completed their research and turned in all materials,
the teacher will ask students to share what they learned during this assignment.
What they would change about this assignment? What they would do differently?
Strategies for Differentiation:

For students that may need more time I would break the assignment up
into different segments for them to complete over a course of time.
For students that are finishing quickly they would be given modeling clay
to create a model of a cell.