Lesson Plan

Сellular biology. Water and organic substances

School: 222 by T.Riskulov

Date:

Teacher name: Baisarieva Zhanat

Grade: 7 v

Number present:

absent:

Theme of the lesson: Сell, Tissue, Organ, Organ systems

Learning objective(s) that this lesson is contributing to

To give definitions to the notions cell, tissue, organ, organ systems

Lesson objectives

All learners will be able to:

To give definitions for following words: cell, tissue,organ, organ systems

Most learners will be able to:

Describe the cells, tissues and organs of animals and plants by compare them with each other

Some learners will be able to:

To explain the connection between plants and animals on basis of cells, tissues, organs and organ systems

Assessment criteria

Identify adjectives for describing people

Value links

Respect for self and others. Cooperation. Academic honesty. These values can be fostered through pair work, when students do the listening task and discuss the answers in pairs and then present their results to the whole class.

Cross curricular links lin

Chemistry

Previous learning

External construction features of invertebrate and vertebrate animals

Plan

Planned timings

Planned activities

Resources

Beginning

5 min.

Greetings with pupils

Good morning, pupils

Who is absent today?

What date is it?

What day of the week?

What is the weather like today?

Divide into four groups (collect sheet of papers)

Cell

Tissue

Organ

Organ systems

Homework

Find true or false information

Crocodiles are livebearers. True

Crocodiles are the only reptiles with three-chambered heart.True

The process of throwing of eggs and sperm into the water is called- spawning. False

Amphibians are the skin is thin, bare wet, and rich in mucous glands.False

Arm is not a component of the mollusc’s body.True

From the drop-down list select the terms according to their definition

Need words: species, division, genus, class, phylum, kingdom of nature ,family

______________the highest taxonomic category in the classification of the organic world.

______________ in the taxonomy of animals is one of taxonomic groups uniting related classes.

The division make up the _________

______________ in the taxonomic hierarchy a group of animals, which occupies an intermediate position between family and class.

______________ a taxonomic category uniting related genera having common evolutionary origin.

______________ supra-specific taxonomic category uniting evolutionary closely related species.

______________ a set of biological units that are similar in a number of features, interbreed freely and give fertile offspring; occupying a particular areal in the nature and living in similar environmental conditions.

Evaluation with smiles

Excellent

Good

Not bad

pictures

worksheet

Middle

Watching video about new lesson.

Teacher shows the video and pupils will speak about videos.

What about is this video?

What did you see?

What can you say about cell and organ?

New termins

Жасушалар-Сells-клетки

Ұлпалар - tissues- ткани

Мүшелер - organs- органы

Мүшелер жүйелері-organ systems-системы органов

Жануар жасушалары- animal cells -клетки животных

Жануар ұлпалары- animal tissue-ткани животных

Дәнекер ұлпасы- connective tissue –соединительная ткань

Бұлшықет ұлпасы -muscular tissue –мышечная ткань

Эпителий ұлпасы- epithelial tissue –эпителиальная ткань

Жүйке ұлпасы – nervous tissue - нервная ткань

Өткізуші ұлпа-vascular tissue-проводящая ткань

Бөлуші ұлпа-secretory tissue-выделительная ткань

Негізгі ұлпа-ground tissue-основная ткань

Түзуші ұлпа-meristematic tissue-образовательная ткань

Жабын ұлпа-dermal tissue-покровная ткань

e-book

interactive board

Group work

“ Gallery ” method.

Teacher gives the text.

Learners read the text with groups. Then they make a poster. Learners put the posters to the place where they want in the class. One guide from each group describe the poster to other groups. Groups evaluate themselves with money according descriptors.

Feedback: with money

Descriptors

1. For decorating

2. For speaking

3. For finding main idea

poster

Pair work

Complete the structure of the plant cell and animal cells

Feedback:

“Thumbs up and down

worksheet

Individual work

Method “Lost letters”

Pupils will

1.sceII - Сells

2.suestis - Tissues

3.ornsga- Organs

4.oremstgansys- Organ systems

5.anilmal llsce- Animal cells

6.malani suetis- Animal tissue

7.nctiveneco- Connective

8.sclemu- Muscle

9.helialepit- Epithelial

10.ruvoens –Nervous

Feedback: with clock wise

End

5 min.

Plenary

«Text message»

To Zhanat teacher8 (777) 3340318

From

Text

worksheet

Additional information

Differentiation – how do you plan to give more support? How do you plan to

challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

• Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

• Pair, Group Work: Students collaborate in pairs whose membership changes as needed.

• Differentiation by individual support, taking into account individual abilities of learners

• Differentiation by style and by task

The purpose of writing and speaking activities is to address the holistic approach to teaching. The focus concentrates on blending the affective, conative, and cognitive domains in an integrative and cohesive manner.

• Monitor learners to check vocabulary introduction.

• Observe learners when participating in use of English activities.

• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

• On-going assessment

• Choice

• Formative assessment is held through observation/monitoring.

• Points from Safety rules were used at this lesson.

• Breaks and physical activities used.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?