Teacher: Florence, Licon, Padilla, Rea

Subject: Science
Week: 11/13-17/2017
Monday
Standards:
MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and
types of cells.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-3: Argument supported by evidence for how the body is a system of interacting subsystems composed
of groups of cells
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate
behavior or storage as memories.
MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy
into and out of organisms.
MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth
and/or release energy as this matter moves through an organism.

Literacy Standards:
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence
from claims that are not.
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

Objective/Purpose/A Proficient Student Will: Direct Instruction:

- Debrief and discuss the Photosynthesis Lab and Unit Quiz. Teacher will explain to students how to find the average growth of
each plant.
Academic Language:
Photosynthesis, Cellular Respiration, Chemical Energy (ATP) Collaborative:
Students will work together to complete the Averages Chart and the
Unit Essential Question: Conclusion section on the Lab write-up.
- How are gases cycled through living organisms?
Assessment:
Students will be assessed on the completion of the Formal Lab
Report.
 Tuesday
Objective/Purpose/A Proficient Student Will:
- Show where plants get energy inside a leaf & how it changes the
form of energy, and explain where the energy went and how it is
released.
Academic Language:
Photosynthesis, Cellular Respiration, Chemical Energy (ATP)
Unit Essential Question:
- What is the relationship between cellular respiration and
photosynthesis?
Wednesday - Friday
Objective/Purpose/A Proficient Student Will:
Students will review all information for the purpose of passing the
end of unit assessment.
Academic Language:
Photosynthesis, Cellular Respiration, Chemical Energy (ATP)
Unit Essential Question:
How do plant and animal cells differ?
Direct Instruction:
Teacher will explain what the group expectations are for the
performance task. Teacher will also explain the worksheet to the
students.
Collaborative:
Students will work together to complete a table on Cellular
Respiration and Photosynthesis. Students will then evaluate the data
in the chart to answer three short-answer questions.
Collaborative:
Students will work together to review for the assessment. Students
compare over notes, and complete given review worksheets.
Assessment:
Teacher will ask students questions to check for student
comprehension.
Students will be given the end of Unit 2 assessment.