You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an alternative browser.
You should upgrade or use an alternative browser.
[General] who can help
- Thread starter NODA
- Start date
- Views : 2,692
- Status
- Not open for further replies.
Grade: 7th A,B,C Date:
Book: Biology Topic: Characteristics of Living Things.
Unit: Cells and Life processes. Title: Characteristics of Living Things (1).
Anticipatory set:
Warm up: Show the students videos tell some of animals' movements.
Review: What is the difference between living and non-living thing?
Set readiness: What do animals and plants need to stay alive?
Objectives : S.W.B.A.T.
Name the characteristics of living things.*
*Identify characteristics of living things.
*Discuss the 7 characteristics of living things.
Aids: flash cards, video, PowerPoint presentation
Importance of the lesson:
New vocabulary: organism, respiration, sensitivity, excretion, nutrition, reproduction, growth.
Instructional input:
*Tell the students what is an organism?
*Discuss with the students that all living things must have 7 basic characteristics.
*All living things like people and animals move their whole body from place to place but plants can only move parts of their body. So what is the first characteristic? Movement
*The second characteristic is respiration: the process of the release of energy in cells for example in plants (food+O2 CO2 + water + energy) . respiration means breathing.
* All living things respond to different stimuli, plants will in the direction light is coming from, this characteristic is sensitivity.
*All living things grow for example babies grow up to be like their parents, animals often have a maximum size,plants continue to get bigger over all of their life. This characteristic is growth.
* Creats new individuals , have off spring, ensure the survival of species means reproduction
* All living things get rid of their waste, this includes (gases, urea, water) this characteristic is excretion.
* All living things take their food from their environment. This characteristic is nutrition.
Checking for understanding:
Can you work out if a car is alive? it can move, it feeds on petrol,takes in oxygen and gives out waste substances, but it does not …….,……. So it cannot be alive.
Guided practice:
Answer question (1) page 5, part (1).
Independent practice:
Answer question (2) page 5.
Closure:
to name 4 characteristics of the living things . Ask the students
Grade: 7 th A,B,C Date:
Book: Biology Topic: Characteristics of Living Things
Unit: Cells and Life Processes. Title: Characteristics of Living Things (2).
Anticipatory set:
Warm up: Why do we consider the car to be non-living thing?
Review: Review the 7 characteristics of living thing
Set readiness: What is the difference between animals and plants movement?
Objectives: S.W.B.A.T.
*Identify that animals and plants differ because of the way they get their food
*Make a comparison between the features of animals and plants
*Identify the micro-organisms and how do they reproduce and feed
Aids: flash cards , power point presentation.
Importance of the lesson:
Instructional input:
*discuss with the students that animals eat plants or other animals but the plants must trap enough light energy from the sun by spreading out its leaves over a large area.
*make a comparison between the features of animals and plants, how do they move, grow, respond and reproduce. Discuss their behavior, structure and colors.
*tell the students that micro-organisms are living organisms that are often too small to be seen and they may be beneficial or harmful .
*tell the students how do the micro-organisms grow, reproduce and feed.
*tell the students that a large group of the micro-organisms is called a colony.
Checking for understanding:
Correct the following sentences:
-Plants grow to a maximum size ( )
-plants respond to stimuli slowly ( )
-most animals reproduce by adult moving to find another adult( )
Guided practice:
Match:
1) Fox ( ) its leaves usually green
2) Oak tree ( ) eats another animal
3) Bacteria ( ) reproduce quickly by dividing into two.
Independent practice:
Answer question (1) part (2)
Answer question (2)
Closure:
Tell three differences between the cow and sunflower.
Grade: 7 th A, B, C Date:
Book: Biology Topic: Where organisms live?
Unit: Cells and Life Processes. Title: Habitats and adaptation
Anticipatory set:
Warm up: Where does penguin live?
Review: say three differences between animals and plants
Set readiness: Why do you think a fish cannot live out of water?
Objectives: S.W.B.A.T.
*Define the words (biosphere,habitats,ecosystem,biomes,community)
* Explain how organisms can be adapted to the physical environment by taking a blue whale and cactus plants as examples
Aids: flash cards, video clip (who lives in the sea?)
Importance of the lesson:
New vocabulary: Habitats, Ecosystem, Biomes, Biosphere, Adaptation, Community.
Instructional input:
*Tell the students that organisms are able to live in most areas of the sea,land or air , the surface of the earth where living things can survive is called the biosphere.
*The place where each organism can live is called its habitat
*When the organisms interact with the non-living environment produce the ecosystem. Ecosystems are grouped together on a global scal to give biomes
*Each organism is adaptated to live in the habitat where it is found
* Discuss with the students the characteristics that enable the blue whale to live in the oceans
* Discuss with the students the characteristics that enable the cactus plants to live in its environment.
Checking for understanding:
Write the definitions which the students have studied in this lesson on the board and have they say the right words.
Guided practice:
Have the students create the riddle from descriptive words:
I live in the desert , my feet are broadened to walk on the sand,eyelashes protect my eyes from wend-blown sand, nostrils close to keep sand out,I am ship of the desert, Who I am?
Independent practice:
Answer question (1) page (9).
Closure:
Show the students a picture of the major biomes of the world.
Grade: 7 th A, B, C Date:
Book: Biology Topic: Where organisms live?
Unit: Cells and Life Processes. Title: Habitats and adaptation
Anticipatory set:
Warm up: What is your favorite season and what happens within these seasons to the weather.
Review: Review the definition of habitat
Set readiness: Ask the students to name some animals can live in the desert.
Objectives: S.W.B.A.T.
*Describe the daily changes in the characteristics, behavior and location which happen to plants and animals
*Describe the seasonal changes in the characteristics, behavior and location which happen to plants and animals
Aids: flash cards, PowerPoint presentation
Importance of the lesson:
New vocabulary: Hibernates
Instructional input:
*discuss with the students that organisms respond to the daily changes
*explain that by using a crocus plant, abat as examples
1) Crocus plant will open its flower in bright sunshine when its most likely to be warm enough for insects to fly so that they can pollinate the flower
2) In sun light …..
3) Later in the day…..
* A bat has better chance of catching insects at night when it can sense them but it cannot be seen, during the day the bat must hide in its roost to avoid its own predators.
* talk with them about:
1) The squirrels behavior during the seasons
2) Seasonal changes which happen to the oak tree
* Explain how the insects cannot live without the flowers and the flowers reproduce without the insects.
Checking for understanding:
Why does the squirrel hibernate in the cold monthes?
Guided practice:
Watch the video and have the students explain it ?
Independent practice:
Answer question (5)
Closure:
Say the definition of hibernateGrade: 7 th A, B, C Date:
Book: Biology Topic: Organs
Unit: Cells and Life Processes. Title: Organ systems
Anticipatory set:
Warm up: Say the five senses
Review: Why a flower produces only a small amount of nectar at a time
Set readiness: Give the students a flower to smell
Objectives: S.W.B.A.T.
*Name the major organ systems
* Identify the major organ system
Aids: flash cards, human organ systems poster
Importance of the lesson:
New vocabulary: Organs, digestion,breathing,circulation
Instructional input:
*discuss with the students this problem:
Imagine if everyone in your class tried to do their favourite subject at same time in the same place,
*Write on the board the names of the major organ systems
* Explain the function of the digestive system
* Explain the function of the breathing system
* Explain the function of the circulation system
Checking for understanding:
Which system in your body consists of lungs
Guided practice:
Write on the board the functions of the following organs and have the students match between them
Independent practice:
answer question (1)
Closure:
Name 3 of the organ systems
Grade: 7 th A, B, C Date:
Book: Biology Topic: Organs
Unit: Cells and Life Processes. Title: Organ systems
Anticipatory set:
Warm up: say the five senses
Review: review the names of the organ systems
Set readiness: which organ is involved in the following processe: absorbing energy into the body
Objectives: S.W.B.A.T.
*Name the rest of organ systems
*Identify the function of the rest of the organ systems
Aids: flash cards, human organ systems.
Importance of the lesson:
New vocabulary: Excretory, Nervous, Skeletal, Reproduction system,
Instructional input:
*explain the function of excretory system and how do plants remove their waste
*Explain the function of nervous system and how do plants respond to stimuli
*explain the function of skeletal system how does plant support it self
*explain the function of reproductive system, in plants both sex structures are in flowers
* explain to the students the relationship between organ systems, organs,tissues and cells
1) A tissue is agroup of similar cells
2)An organ is made up of tissues,each of which carry out a particular function
3)Organs are grouped into organ systems to make the functions more efficient
* Tell the students that the body of a mammals is divided into the head , thorax , abdomen.
Checking for understanding:
Point to each organ system on the poster and have the students name all of them.
Guided practice:
Group work: give each group of the students the following words and ask them to place them in order of increasing size, the first group is the winner.
(Digestive system , organism, cell , stomach , muscle, tissue )
Independent practice:
Answer question (4)
Closure:
Name 5 of the organ systems.
Grade: 7 th A, B, C Date:
Book: Biology Topic: Cells
Unit: Cells and Life Processes. Title: Cell structure
Anticipatory set:
Warm up: What is the basic building block in your body
Review: name 3 of the human organ systems
Set readiness: tell the students how did Robert Hooke discover the cell
Objectives: S.W.B.A.T.
*define the cell correctly
* name the main cell parts
*identify the function of the cell membrane
*define the cytoplasm
*define the nucleus and its function
Aids: flash cards PowerPoint presentation
Importance of the lesson:
New vocabulary: Cell membrane,Cytoplasm
Instructional input:
*show the students the model of cell and tell the students that organism is made up of cells like a house made up of different components
*Tell the students that all cells have the following structures while I pointing to the cell model
*Talk about the cell membrane, describe it and explain its function
*Explain to the students that the cytoplasm containing granules of organelles and vesicles
* point to the nucleus of the cell and tell them its parts and its function.
Checking for understanding:
Draw the cell on the board and have some of them come to write the name of each part
Guided practice:
Group work: write the definitions of( cell membrane,chromosome, nucleus) in three cards, give each group a definition and ask them to complete it
Independent practice:
Answer question(2)
Closure:
Say the definition of cell.
Grade: 7 th A, B, C Date:
Book: Biology Topic: Cells
Unit: Cells and Life Processes. Title: Plants cells
Anticipatory set:
Warm up: Complete: all living things are made up of……..
Review: draw the cell on the board and have the students name its parts
Set readiness: True or false: cell membrane is a structure which contains DNA and controls the cell
Objectives: S.W.B.A.T.
*Name the extra features in plant cells correctly
*Describe the extra features in plant cells correctly
*Define the cell wall,the permanent vacuole chloroplasts with 80 accuracy
*Differentiate between animals and plants cells
Aids: flash cards
Importance of the lesson:
New vocabulary:Cellulose, Permanent vacuole
Instructional input:
*Tell the students that plants and animals have all the threefeatures described already but plant cells have extra features.
*Start drawing the plant cell on the board, talk about each part
1)draw the cell wall and say its definition and function
2)draw the permanent vacuole , define it and explain its function
3)draw chloroplasts in the cell ,define it,explain its function
*show the students a figure for a plant cell an animal cell,write the differences and similarities between them in a taple.
Checking for understanding: true or false :
The definition of the permanent vacuole is a structure in plant cells containing a solution of sugar, salts and water( )
Guided practice:
true or false :
animal cells have cell wall but plant cells don’t( )
Independent practice:
Answer question(1) part (1)
Closure:
List two of the similarities between plant cells and animal cells
Grade: 7 th A, B, C Date:
Book: Biology Topic: Cells
Unit: Cells and Life Processes. Title: Unicellular organisms
Anticipatory set:
Warm up: Do you think that all bacteria are harmful?
Review: what are the extra features which plant cells have?
Set readiness: what do you see in the picture?
Objectives: S.W.B.A.T.
*Identify unicellular organisms
*describe unicellular structure accurately
*Differentiate between bacterial cells and animals and plant cells.
Aids: flash cards, PowerPoint presentation.
Importance of the lesson:
New vocabulary: Multicellular
Instructional input:
* tell the students that animals and plants are made up of many cells so we called them multicellular.
* tell the students that animals and plants are not the only types of organisms, others called single-celled unicellular.
* Describe unicellular structure in general.
* talk about bacteria, they are very small, they do not have a nucleus but there is a single circular chromosome which controls the activities of the cell.some of them have fine hairs sticking out called flagella which help the cells to move, they divide into two to reproduce,
* compare between bacterial cells and animals and plants cells.
Checking for understanding:
Show a figure of bacteria cell point to each part and have the students name it.
Guided practice:
Answer question (7)
Independent practice:
Closure:
List two from differences between bacterial and animal and plant cells
- Status
- Not open for further replies.
Similar threads
- Replies
- 1
- Views
- 180
- Replies
- 14
- Views
- 232
- Replies
- 11
- Views
- 351