Teachers: Breazeale/Carter/Wilson Subject/Grade: 6th/Science Lesson Title: 9 Weeks Test Review

10/2/2017 Monday through 10/6/2017 Friday First Quarter Week 9

Science Objective(s): 6.1 Hierarchical Organization: Students will demonstrate an understanding that living things range from simple to complex organisms, are organized hierarchically, and function as whole living systems.6.1.1 Use argument supported evidence in order to distinguish between living and nonliving things, including viruses and bacteria.6.1.2 Obtain and communicate evidence to construct logical arguments in support of the cell theory.6.1.3 Develop and use models to explain how specific cellular components (cell wall, cell membrane, nucleus, chloroplasts, vacuole, and mitochondria) function together to support the life of plants, animals, fungi, protists, and bacteria.6.1.4 Compare and contrast different cells in order to classify them as protist, fungus, plant, or animal.6.1.5 Provide evidence that organisms are unicellular or multicellular.6.1.6 Develop and use models to show relationships among the increasing complexity of multicellular organisms (cells, tissues, organs, organ systems, organisms) and how they serve the needs of organisms.6.4 Adaptation and Diversity: Student will demonstrate an understanding of classification tools and models such as dichotomous keys to classify representative organisms based on characteristics of the kingdoms: Archaebacteria, Eubacteria, Protists, Fungi, Plants, and Animals.6.4.1 Compare and contrast modern classification techniques to the historical practices used by scientists such as Aristotle and Carolus Linnaeus.6.4.2 Use classification tools to explore the diversity of organisms in kingdoms (animals, plants, fungi, protists, bacteria). Support claims that organisms have shared structural and behavioral characteristics. 6.1.5 Provide evidence that organisms are unicellular or multicellular.

Essential Question: How do responsible students study for a major test?

Daily Focus Questions Preview:

Date Day Focus Question

10/2 M What is cell theory? (Review)

10/3 T How do cells, tissues, organs, and organ systems make up an organism? (Review)

10/4 W How are prokaryotes and eukaryotes alike and different? (Review)

10/5 R What are characteristics of living things? (Review)

10/6 F 9 Weeks Test

I can …● List the three components of cell theory.● Describe how cells, tissues, organs, and organ systems make an organism.● Explain the likenesses and differences between prokaryotes and eukaryotes.● Describe the characteristics of living things.● Explain and apply strategies that responsible students use to study.

October 2, 2017--Monday

Bell Ringer: Complete “Test Review Bell Ringer” (10 minutes) (Slide I)

Review: Go through sample test questions from the bellringer. (Vocabulary: scientific theory, scientific law, scientific method, cell, tissue, organs, organ systems, organism, cell theory, nucleus, vacuole, mitochondria, and cell wall) (10 minutes)

Anticipatory Set: (5 minutes)

Hook/Motivation Strategy: Say, “There are some people that can read or look at something one time and immediately remember it. (It is called a photographic memory.) Most of us, including myself, cannot do this. We must come up with other strategies to remember information.” (Slide II)

Real World Connection: Say, “Because we have our science 9 weeks test this Friday, I am going to teach you some strategies to study the information needed so you can be successful on your tests.” (Slide III)

Importance/Relevance: Say, “In life, especially in school, you are going to need to know how to study. (Slide IV Part 1) Show video “Teach Me How to Study” at https://www.youtube.com/watch?v=D9mkLq5xxUs (Slide IV Part 2) (During video, pass out plain white paper and a crayon to each student.)

Direct Instruction (Teacher Input): (12 minutes)

The teacher will…

● Say, “We have learned from previous lessons that cell theory is 1) All living things are made of one or more cells. 2) The cell is the basic unit of life in which the activities of life occur. 3) All cells come from cells that already exist. But honestly, a show of hands, how many could recite these three without looking? Let’s change that, right now.

● Tell students write the words “Cell Theory” at the top of the paper then divide it into three sections.

● Say, “Let’s look at number 1: All living things are made of one or more cells. Write this down in your first section.”

● Give students a few moments to write down number one.● Say, “Now close your eyes and think of a simple picture that represents this. Think

about it in several ways.” ● Repeat “All living things are made of one or more cells.” several times. Then instruct

students to open their eyes. ● Demonstrate a simple picture to help represent #1 rule of cell theory and encourage

students to do the same.● Say, “Let’s look at number 2: The cell is the basic unit of life in which the activities of life

occur. Write this down in the second section.”● Give students a few moments to write down number two.● Say, “Now close your eyes and think of a simple picture that represents this. Think

about it in several ways or several simple pictures you can draw.” ● Repeat “The cell is the basic unit of life in which the activities of life occur.” several

times. Then instruct students to open their eyes. ● Demonstrate a simple picture to help represent #2 cell theory and encourage students to

do the same. ● Say, “Let’s look at number 3: All cells come from cells that already exist.”● Give students a few moments to write down number three.● Say, “Now close your eyes and think of a simple picture that represents this. Think

about it in several ways or several simple pictures you can draw.” ● Repeat “All cells come from cells that already exist.” several times. Then instruct

students to open their eyes. ● Demonstrate a simple picture to help represent #3 cell theory and encourage students to

do the same. ● Inform students to look at their completed diagrams and repeat 1-3 over and over for 1

minute to themselves while studying their pictures. ● Set a timer. When a minute is up, ask students to close their eyes and recite the three

steps of cell theory to themselves. ● Ask, “How many were able to recite the three without looking?” ● Say, “Those that cannot, that means you need to recite again and again until you have it

memorized. I encourage you to do this at home tonight.”● Say, “This is one of many ways you can learn concepts.”

Independent Practice: ( 10 minutes)

The student will…

● Complete a review crossword puzzle.

Closure: Ask, “What is one way responsible students can study for a test?” and ask “What is cell theory?” (3 minutes)

Assessment(s): Completed work

Materials: bellringers, white paper, crayons, and crossword puzzles

Homework: Study completed bellringers and the three steps of cell theory.

Resources: N/A

October 3, 2017—Tuesday

Bell Ringer: Complete “Test Review Bell Ringer” (10 minutes) (Slide I)

Review: Go through sample test questions from the bellringer. (Vocabulary: cytoplasm, animal cells, plant cells, cell, tissue, organs, organ systems, organism, prokaryotes, eukaryotes) (10 minutes)

Hook/Motivation Strategy: Say... (5 minutes) (Slide II)

Real World Connection: Say, “Because we have our science 9 weeks test this Friday, I am going to continue teaching you strategies to study the information needed so you can be successful on your tests.” (Slide III)

Importance/Relevance: Say, “In life, especially in school, you are going to need to know how to study. (Slide IV)

Direct Instruction (Teacher Input): (20 minutes) (Slide 1)

The teacher will…

● Pass out guided notes.● Say, “Another way to study is to watch educational videos. Some people do not learn

from books as easily so sometimes it helps to watch as many educational videos on the same topic as possible.

● Show the video “Cells, Tissues, and Organs” at https://www.youtube.com/watch?v=A_eq4Ks0HTE while students complete the guided notes on this video.

● Review questions 1-10 for this video.● Show the video “Levels of Organization” at https://www.youtube.com/watch?

v=ZRFykdf4kDc while students complete the guided notes. (All students a few moments to answer question 18.)

● Review questions 11-18● Show the video “ “Multicellular Organization” at https://www.youtube.com/watch?

v=8bzCVSPG6l4 while students complete the guided notes.● Review questions 19-26.

Independent Center (5 minutes) (Slide 2)

The student will…

● Complete questions 27-30.

Closure: Ask, “How do responsible students study for a major test?” and “How do cells, tissues, organs, and organ systems make up an organism?” (3 minutes) (Slide 3)

Assessment(s): Completed Activity.

Materials: bell ringer sheets, video notesHomework: Study today’s notes and bell ringers from Monday and Tuesday for test Friday.

October 4, 2017--Wednesday

Bell Ringer: Complete “Test Review Bell Ringer” (10 minutes)

Review: Go through sample test questions from the bellringer. (Vocabulary: prokaryotes, eukaryotes, photosynthesis, autotrophs, heterotrophs, protista, plantae, animalia, fungi, eubacteria, archaebacteria, unicellular, multicellular) (10 minutes)

Anticipatory Set: (2 minutes)

Hook/Motivation Strategy: Show students this. (Slide II)

Real World Connection: Say, “Because we have our science 9 weeks test this Friday, I am going to continue to teach you some strategies to study the information needed so you can be successful on your tests.” (Slide III)

Importance/Relevance: Say, “In life, especially in school, you are going to need to know how to study. (Slide IV)

Direct Instruction (Teacher Input): (15 minutes)

The teacher will…

● Show the video “Photosynthesis” at https://www.youtube.com/watch?v=yHVhM-pLRXk ● Pass out 13 notecards per student while the video is playing.● Tell students that one of the oldest tricks in the book as far as studying for a test is to

make note cards for vocabulary and concepts. ● Show students the list of 13 vocabulary words mentioned when going over the bellringer

sheet.● Explain the two sides of notecards (plain and lines) ● Instruct students to write the word prokaryote on the unlined side of the notecard and the

definition on the lined side in their most legible handwriting. (Instruct them to write the defintion near the top of the card.)

● Show an example on the board.● Tell students that she has a challenge for them. Ask if they are up for it? ● Instruct students to rewrite the word at the bottom of the lined side with a little bit of

space in between each letter. Tell them, the challenge is to create an illustration based on that word and definition that will clue them or give them a hint to the correct answer.

● Demonstrate on the board.● Once the first notecard is complete, write eukaryotes on the unlined side and the

definition on the lined side near the top. (Rewriting the word at the bottom with spaces and then creating an illustration to clue to the definition.)

● Ask if there were any questions so far.

● Tell students that once all note cards are complete, they are able to quiz themselves. The ones they get correct go in one pile and the ones they get incorrect go in another pile. Then they keep reading the cards they do not know until they have them memorized.

Independent Center: (10 minutes) The student will…

● Create note cards for vocabulary terms 3-13.● Quiz themselves over their notecards.

Closure: Ask, “How do responsible students study for a major test?” and “How are prokaryotes and eukaryotes alike and different?”

Assessment(s): completed note cards and response to closureMaterials: 1,690 note cards, bell ringer sheetsHomework: Study for 9 Weeks Test (All class notes, and bellringers)Resources: N/A

October 5, 2017—Thursday

Bell Ringer: Complete “Test Review Bell Ringer” (10 minutes)

Review: Go through sample test questions from the bellringer. (Vocabulary: prokaryotes, eukaryotes, protista, plantae, animalia, fungi, eubacteria, archaebacteria, unicellular, multicellular, virus, bacteria, Carl Linnaeus, dichotomous key, characteristics of living things ) (10 minutes)

Anticipatory Set: Show the video “7 Characteristics of Living Things | Kanye West Cover - "Homecoming" | Pilot” at https://www.youtube.com/watch?v=rFw0cCJd72Y

Direct Instruction (Teacher Input): (Slide 1) (5 minutes) The teacher will…

● Pass out “Characteristics of Living Things” ● Say, “Today is the last day we have to study before our 9 Week’s test. The last strategy

I am going to share is reading over information and taking great notes while really thinking about what we are reading.”

● Model reading the text while annotating and asking questions about what she is reading.

Independent Practice: (Slide 2) (30 minutes)

The student will…

● Complete the questions that go along with the text.

Closure: Ask, “How do responsible students study for a major test?” and “What are characteristics of living things?”

Assessment(s): Completed Activity.

Materials: bellringer sheet, “Characteristics of Living Things” activity sheet

Homework: Study, study, study!!!!! (9 Weeks Test Tomorrow!)

Resources: N/A

October 6, 2017—Friday

Independent Practice: (53 minutes)

The student will…

● Complete Unit 1.4 Test (9 Weeks Test)

Closure: Say, “Thank you for all your hard work!”

Assessment(s): Tests

Materials: tests

Resources: N/A____________________________________________________________________________Accommodation(s): Clue students to stay on task.Sit at the front of the room.Eliminate Answer ChoicesPeer TutorEnrichment: Read a Science Magazine or Library BookStudents’ Diversity & Interests: Technology: Promethean Board, Flip Chart

Lesson Reflection:

Anchor TimeWhen: Tuesdays & Thursdays during 6th period.What: Review students for their 9 weeks test this Friday focussing on vocabulary.