SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME: MATTHEW ULLMANN / TERA BROAD

SUBJECT: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): BIOLOGY, 9TH-10TH
METHODS COURSE: 442C
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): THIS IS ON THE CELLULAR PROCESSES UNIT
LESSON TITLE: PASSIVE VS. ACTIVE TRANSPORT
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: STUDENTS WILL WATCH A VIDEO
SHOWING THE DIFFERENCES BETWEEN PASSIVE AND ACTIVE TRANSPORT. WE WILL ALSO SHOW
THE DIFFERENT TYPES OF PASSIVE AND ACTIVE TRANSPORT.
CLASS DESCRIPTION: It is an inclusion class. Class consists of approximately 15 EL students ranging
from different levels. Other half of class consists of students who are striving readers and who need
additional support to comprehend material. Although their skill level is low, they have a fantastic will to
learn and apply themselves very well. That is, they usually complete homework and ask lots of questions
during the period to make sure they are up to speed with what is going on in the class.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)

LESSON WILL BEGIN WITH A DAILY WARM UP QUESTION

STUDENTS WILL WATCH A VIDEO ON PASSIVE VS ACTIVE TRANSPORT
WE DISCUSS DIFFERENCES AMONG THE TWO PROCESSES AND DRAW PICTURES OF EACH
HOMEWORK IS ASSIGNED FROM BOOK
DAY 2
WE WILL FOCUS ON OSMOSIS AND RELATE IT TO HOMEOSTASIS HOW OUR BODY REGULATES
WATER AND SALT LEVELS
STUDENTS FILL OUT A GRAPHIC ORGANIZER CLASSIFYING DIFFERENCES AND SIMILARITIES AND
ANSWER QUESTIONS AND/OR PICTURES DEPICTING CERTAIN SCENARIOS WITH PASSIVE/ACTIVE
TRANSPORT (THEY MUST DISTINGUISH)
WE DISCUSS WORKSHEET AS A WHOLE CLASS

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS

HS-LS1-3.
PLAN AND
CONDUCT AN
INVESTIGATION TO
PROVIDE EVIDENCE
THAT FEEDBACK
MECHANISMS MAINT
AIN HOMEOSTASIS.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

OBJECTIVE (s) of Lesson

(Students will be able to.)

1. STUDENTS WILL IDENTIFY THE DIFFERENCES BETWEEN

Presentation of
knowledge 4.B.
Plan, memorize,
and present a
recitation that:
conveys the
meaning of the
selection, and
included
appropriate
performance
techniques to
achieve the
desired
aesthetic effect.

Part 1. A. 1
Exchanging
information and
ideas with other
through oral
collaborative
discussions on a
range of social
and academic
topics

ACTIVE AND PASSIVE TRANSPORT BY GIVING EXAMPLES

2. STUDENTS WILL IDENTIFY THE THREE TYPES OF PASSIVE

TRANSPORT AND BE ABLE TO DRAW A PICTURE OF EACH
LABELLED

3. STUDENTS WILL BE ABLE TO DRAW ONE EXAMPLE OF

ACTIVE TRANSPORT AND SHOW HOW IT IS FUNDAMENTALLY
DIFFERENT FROM PASSIVE TRANSPORT

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR

INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Entry Level

Warm up question
will allow students
to successfully

This will be
implemented via
the warm up

Students will be
informed of their
work by a stamp,

If students are
struggling greatly
with the concepts

review how the cell

membrane
functions like a
screen door,
letting certain
things out and
other things in.

question, review of
homework, and a
short lecture.
Students will be
assessed
individually and as
an entire class.

Progress
Monitoring

Verify that
students can
properly
distinguish
between pictures
that show active or
passive transport.

Students will have

the video notes
and lecture notes
to guide them. I
want to see how
well they apply the
pictures to specific
scenarios.

summative

Show how much

information
students retained
in the lesson

quiz

representing
completion of the
warm up and
homework. Quality
of the work will be
decided based on
the students orally
stating the correct
answer.
Students who ask
for help will
receive immediate
feedback in
regards to whether
or not they are
correctly doing the
assignment. I can
use thoughtprovoking
questions to guide
them to the
solutions without
giving them the
answer.

Students will be
informed of their
progress by the
grade on their
quiz partial
credit will be given

of it may be
necessary to
review concepts
another day. If
students do very
well then we could
spend less time on
the notes.
If most students
are struggling with
a specific part I
would address the
concern as a whole
class and we might
review something.
I could also ask
students to take
out their notes and
have someone
read the particular
section that would
help them answer
the question they
are struggling
with.
If grades are low
students may have
been confused by
something. We
would review
certain concepts.
We could look at
examples and do
them as a class to
help the students
understand where
they went wrong. If
students receive
good grades we
can move on to
homeostasis
concepts with the
body systems.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

THIS LESSON WILL SPAN 2 DAYS

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
. TEACHER WILL REVIEW ROLE OF CELL
MEMBRANE THROUGH A WARM UP QUESTION.
IT WILL BE EITHER WRITTEN ON THE BOARD
OR ON A POWERPOINT SLIDE. THIS IS A DAILY
ACTIVITY SO STUDENTS KNOW TO WORK ON
IT INDIVIDUALLY.

DESCRIPTION:
STUDENTS WILL WRITE DOWN BOTH THE QUESTIONS AND THEIR
ANSWERS TO THE WARM UP QUESTIONS. THEY ARE EXPECTED TO
WORK INDEPENDENTLY DURING THE WARM UP ACTIVITY. STUDENTS
ARE ENCOURAGED TO USE ANY NOTES TO HELP THEM ANSWER THE
QUESTIONS. STUDENTS WILL SHARE THEIR ANSWERS. STUDENTS ARE
EXPECTED TO CORRECT THEIR ANSWERS AS WE DISCUSS WARM UP
QUESTIONS AS CLASS (SOME QUESTIONS MAY APPEAR ON TEST IN
FUTURE).

H IN
MINUTE
S:

10

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
TEACHER WILL LOAD YOUTUBE VIDEO TO
ADDRESS LESSON OF THE DAY. FOLLOWING
THE VIDEO TEACHER WILL ADDRESS THE
OBJECTIVE OF THE LESSON. TEACHER WILL
THEN PASS OUT WORKSHEET WHERE
STUDENTS CAN DRAW A PICTURE OF THE
PROCESS AND GIVE A BRIEF DESCRIPTION.
TEACHER WILL LEAD A BRIEF DISCUSSION OF
THE CONCEPTS AND STUDENTS WILL TAKE
LIMITED NOTES. TEACHER WILL PROGRESS
MONITOR AS STUDENTS WORKSHEET.
TEACHER WILL PASS OUT HOMEWORK.

DESCRIPTION:

DAY 2

DAY 2

CLASS

STUDENTS WILL MAKE APPROPRIATE CHANGES TO THEIR HOMEWORK.

STUDENTS SHOULD BE READY TO SHARE THEIR
RESPONSES/ANSWERS WITH THE CLASS. STUDENTS WILL WORK
INDIVIDUALLY OR IN PAIRS TO COMPLETE THE GRAPHIC ORGANIZER.

45
MINS
DAY
ONE

WILL REVIEW HOMEWORK. STUDENTS

THAT DID THEIR HOMEWORK WILL RECEIVE A
STAMP FOR CREDIT. TEACHER WILL CALL ON
STUDENTS TO SHARE RESPONSES. IT ALLOWS
TEACHER TO GET A SENSE OF WHAT THE
CLASS KNOWS ABOUT THE MATERIAL.
TEACHER WILL LEAD DISCUSSION ABOUT
OSMOSIS AND HOW HOMEOSTASIS RELATES
TO IT. STUDENTS WILL TAKE NOTES AS THE
DISCUSSION TAKES PLACE. TEACHER WILL
WRITE KEY WORDS ON THE BOARD FOR
STUDENTS TO WRITE DOWN AND TAKE NOTE
OF. TEACHER WILL PASS OUT A GRAPHIC
ORGANIZER SO WE CAN KEEP TRACK OF ALL
THE DIFFERENT TERMS AND SEE VISUALLY
HOW THEY ARE DIFFERENT AND SIMILAR
FROM ONE ANOTHER

STUDENTS WILL STAY ENGAGED DURING THE VIDEO AND KEEP THEIR
HEADS UP. STUDENTS SHOULD BE READY TO DISCUSS VIDEO AND
MAY BE SELECTED TO ANSWER A QUESTION OR SHARE THEIR
OPINION. DURING THE WORKSHEET, STUDENTS MAY WORK
INDIVIDUALLY OR WITH A PARTNER. STUDENTS SHOULD FINISH THEIR
HOMEWORK THE NIGHT IT IS ASSIGNED.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
TEACHER WILL CALL STUDENTS UP TO THE
BOARD TO DRAW EACH TYPE OF TRANSPORT.
THIS WILL CREATE A VISUAL REPRESENTATION
OF EACH MODE OF TRANSPORT.

DESCRIPTION:

10

YOU, THE TEACHER,

STUDENTS SHOULD BE WILLING TO DRAW THEIR REPRESENTATION

OF THE TYPE OF TRANSPORT ON THE BOARD.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X ONE TEACH, ONE ASSIST
STATION TEACHING
DIFFERENTIATED
TEAM TEACHING
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
I will write lots of key terms
and definitions on the board. I
will use a variety of colors on
board diagrams so each part if
clearly distinguishable.

Striving readers will benefit

from the organizational graphic
tool. It will allow them to
better understand concepts so
that when they read out of the
textbook they are not as
confused.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

There is one student in the

classroom that has a hearing
problem. In addition, he has
language difficulties as well
communicating in English. He
will receive additional support
from his team and will have a
teacher monitor him more
regularly.

ADVANCED
STUDENTS
Advanced students can help
explain concepts to other
members of their team. In
addition, the teachers can
deeper questions to the
students that are doing very
well.

RATIONALE SECTION:

I decided to begin the lesson with a warm up because I think it is important to begin each lesson with some type
of habit. This creates a daily habit for students and they know what to expect when they enter the classroom. I
included the video because I was trying to make learning the material as interesting as possible. Watching a
video and taking fewer notes is much better than taking notes for the majority of the period. I thought it was
important to have the students draw the different types of transport on their papers as well as on the board. This
repetition helps better paint the picture of what those terms actually mean. I also thought it was important to
relate osmosis to homeostasis because it will lead into the next lesson discussing body systems and homeostasis
much more smoothly. This lesson has students creating a model of the types of transport which will help them
contextualize the material.
INSERT SUPPORT MATERIALS.

Video link: https://www.youtube.com/watch?v=kfy92hdaAH0

Graphic organizer
Passive vs. active transport worksheet