Teacher Candidate's Name: Heather Freytag

Cooperating Teachers Name: Lindsay Davis

Lesson Plan Template: Backward Planning

Learning Outcomes Assessment of Learning Instructional Plan
Unit Title: Cell Reproduction
Grade/Level: 10

Lesson Title: Mitosis

Date of Lesson: 2 Dec 2015

Alignment
to
Objectives

Subject Area: Biology

Length of lesson: one class period/
45 minute

Next Gen Science

Use a model to illustrate the role of cellular division (mitosis) and differentiation in
HS-LS1producing and maintaining complex organisms.
4

SL.910.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
While not officially presenting the students are working as a group and will informally
present to each other. It will also only be assessed informally at this time.

Essential Question(s)
What is happening when I get a cut/broken bone? How does skin and bone repair itself?
What is the purpose of mitosis?
What must a cell overcome in order to duplicate itself?

Objectives and Assessments

Objective
Number

Objective(s) (Number each objective.)

Assessment(s) for Each Objective

(In parentheses, mark each I for
informal or F for formal.)

Students will understand that cells use mitosis to repair

skin, and grow. (HS-LS1-4)

Assignment questions. (F)

Students will analyze barriers cells overcome to do mitosis, Assignment activity producing
utilizing models. (HS-LS1-4/ SL.9-10.5)
a model, and a sketch of the
model in their questions. (F)

Students will enhance their reasoning and evidence when

discussing the barriers of mitosis, using models. (SL.910.5)

Assignment activity producing

a model, and discussing it as a
group. (I)

Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):

Students will have prior knowledge of cell parts. They completed a unit, and project assessment, on
their understanding, earlier in the year. They will be asked to recall this information in order to use it
for the mitosis material.
Students are not asked to have a lot of knowledge on mitosis, before completing this assignment.
The purpose today is to get them thinking about what is happening, and why. Later when we go over
vocabulary they will have prior knowledge to attach the new information, and it will be in their recent
memory.

Alignment
to
Objectives

N/A

1, 2

Instructional Components
What Teacher Does

Objective (written on board):

Student objective: Students will be
understand the purpose of mitosis.
1. Mitosis activity
2. Finish respiration lab
3. Complete quiz review

What Students Do

Read board and understand what will be asked of

them for the day.

Anticipatory set:
Set up mitosis activity by connecting to
students previous work, and own lives.
Discuss how students learned that Students listen. Think about the things we have
been talking about. Answers some questions the
CO2 is the source of a plants
mass. Now we look closer, how is teacher poses to remember previous information.
the carbon added, and the tree
grows? Through mitosis. We are
now looking closer; into cells, to
see what is going on.
Now look to activity. What
happens when you cut yourself?
Mitosis is the process that mends
your skin.
Interactive group activity:
1. Hand out Mitosis: Making
Duplicate Cells activity. (Based
on a Stemmom.org activity.)
2. Go over the activity together,
ensuring understanding of
expectations. Read the scenario.
This provides a connection to
students personally.
3. Then discuss the objective: the
barriers cells will have to

Listen to instructions, and ask clarifying

questions.

overcome during mitosis, these

will be structure and function.
Remind students, structure refers
to cell parts and function is the
ability for a cell to do its job.
4. Explain what the materials are for
during the group activity.
5. Go over the questions that the
students will need to answer.
6. Instruct students to get into
groups of 2-3 students.

1, 2, 3

The students play with the materials to see

what happens, needs to happen; this should bring
up questions.
Choose suitable group members.

Observation- based assessment

(informal):
Walk around to each group and
Stay on task in group.
monitor their work.
Ask questions if necessary.
Interact with students as they
discover. Have them explain what
they are doing, and what is going
on, are they having problems.
Help/guide students if necessary.
Ensure that all groups are on task.
Answer any questions that
students have about the activity.
Instruct the students to turn in
Turn in work once completed.
their activity as they complete the
questions.
Keep in mind questions that arise during
the activity. This will help tailor the
lecture/notes we will have in a future
class.
Closure:
Remind students that they will not know Listen.
all the answers. We will be taking notes
soon on mitosis. Then they will better
understand the mechanics of mitosis. For
now they only need to think about what
will be happening.
Independent practice:
Finish the respiration lab and turn Turn in lab once completed.
in. (The lab from last class was a
new lab, we werent sure how
much they would have time to
complete. Therefore they may
need extra time to complete the
analysis for this lab.)
Study for upcoming quiz.
Begin review for the

anaerobic/aerobic respiration
quiz.
Homework:
Finish the work that was not completed
in class.
Links to Technology:
N/A
Materials and Supplies:
Lab paperwork, cell parts (per group): various craft items (pony beads, pompoms, pipe cleaners, string,
etc.), craft items placed in either a baggie or bowl to keep them grouped together The materials will be
gathered from home and from the class.
Accommodations/Adaptations/Differentiation:
The nature of the task provides for differentiation. Its a manipulative, and everyone works to their
capacity. Also students will work in groups, of their choosing. This will help students work as a team,
and help those that may not understand what is being asked. For students with accommodations there is
a co-teacher in one class, and an ed. tech. in the other class. They will be able to steer students in the
right direction, and help them to understand what is being asked.
For students that are absent, the materials will be kept available until they can make up the assignment.
There are planning periods during the day, and after school, when the students can come in to make up
work. I would be available to walk them through the assignment. However, they would not have the
benefit of a partner to bounce ideas off of.
Check only those that are part of the lesson plan, not those that are part of lesson implementation.
The Learner and Learning

Instructional Practices

S1 Learner Development

S6 Assessment

S2 Learning Differences

S7 Planning for Instruction

S3 Learning Environments

S8 Instructional Strategies

Content
X

S4 Content Knowledge

S5 Application of Content

Professional Responsibility

S9 Professional Learning and Ethical

Practice
X

S10 Leadership and Collaboration

Technology

S11 ISTE Standards.T

Reflection about teaching of lesson: (What went well? What would you change and why? What
evidence do you have that students learned?)
I think the activity went well overall. The brainstorming together at the beginning helped them
to think about what we would be doing. I liked that the information about cell parts, connected to

activities they had done previously. Recalling the information they had learned, and then asking them
to use it in a new way; for a new process as well. I also liked how they used the materials given to them
to reason out what was going on in the cell. Mitosis is a very small thing, and hard to understand
because we cant hold it in our hands. We also need special equipment, microscopes and dye, to even
see cells. I think having something tangible to manipulate, helped them to visualize what was going on,
and what needed to happen.
I wouldnt change the activity itself. Overall it did exactly what I wanted it to do. It got their
minds ready to learn about mitosis. The questions posed to them, let me know what they remembered
about cells, and what ideas they already had about mitosis. So while it got them ready to do mitosis
learning, it also probed their knowledge. (I hadnt thought of the activity as a probe, but it turned out to
be that through their answers.) I would change the presentation of the activity a bit. I would add more
explanations on barriers. We would do the chart together maybe. Some classes got it, and some classes
didnt. I did like going around and speaking to each group, to help them puzzle out barriers. I think if
we did it as a class, I wouldnt have gotten some of the awesome answers I did. They were really
thinking deeply about it. However, classes that were any bigger than my 24 student class, would make
the one-on-one more difficult if there was a needy group.
I have evidence that learning was occurring after reading the questions they answered. For the
assignment I was really looking to see who put effort into it, and who treated it as busy work. I am glad
to say most students took the activity seriously. They came up with some really wonderful answers too.
For example, the questions about how they succeeded, and how they did not, showed deep thinking.
For one student they talked about how there were copies of everything, but he didnt consider the
nuclear membrane and the copied DNA couldnt move to the copied cell. Another student wrote that
mitosis didnt go as plan, and what would happen to that cell; it would cease to be a cell. That group
went further saying now the cell had to start over, so healing would take longer. Overall students were
thinking about what was happening to a cell during mitosis. They were already talking about diseases
which is where we are going next, and I think this will help them see the bigger picture. For an
anticipatory activity, it went exactly as planned.