SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

890311681

Jessica Scolaro
Class Title
High School Biology

Biology/Life Science

Lesson Title
Viewing Plant Cells

Unit Title
Cell Biology

Grade Levels
9

Total Minutes
57 + homework

CLASS DESCRIPTION
This is an honors placement biology class for 9 th graders. Each period has about 40 students. The class consists of
diverse learners and includes: several advanced students with high level reading skills, one high-functioning English
learner at the bridging stage, and three students with hearing impairment in one or both ears. This group of students
is high-performing and has minimal behavioral issues, the majority of students in the class care about their grades and
are respectful. Prior to this lesson, the class has just completed an Introduction to Microscopes Lab, thus, the students
are all knowledgeable about the features of the microscope, such as how to prepare a wet mount, how to focus, and
proper clean up procedures. The classroom is very large, with rows of tables that seat two students. There is ample
counter space along the sides and back of the room which the Teacher uses to set up lab trays for the students. For
this lesson, microscopes will also be spread out along the counters, on their charging stations, and lab trays will be set
up on students tables, one per pair. There is one microscope for every two students.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards

HS-LS1-1.
Construct an explanation based on
evidence for how the structure of DNA determines the
structure of proteins which carry out the essential
functions of life through systems of specialized cells.

I.A.1. Exchanging information and ideas with others

through oral collaborative discussions on a range of social
and academic topics.
I.C.10. Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology
I.C.12. Selecting and applying varied and precise
vocabulary and other language resources to effectively
convey ideas

Lesson Objective(s)
1.
1.
2.

Students will be able to identify organelles inside

plant cells
Students will be able to use evidence to support
the claim that the structure and function of a cell
are directly related.

STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
EL
To determine how much
students know about the
structure of a plant cell
and the function of
chloroplasts.

2.

Evidence
Students will use microscopes complete the Plant
Cell Lab and identify the chloroplasts, cell walls,
nuclei, and cytoplasm in elodea/onion cells.
Students will answer the question: why dont
onion cells have chloroplasts? Students will
rationale that onion cells dont have chloroplasts
(structure) because they are underground and
dont need to photosynthesize (function).

Implementation

Feedback Strategy

How Informs Teaching

Teacher will instruct

students to complete
prelab questions for
homework the night
before the lab. This
assessment is informal
and takes place at home,
individually. Teacher will
take time to allow
students discuss the
answers orally with the
class.

Teacher will listen to

student answers and
inform students of
incorrect preconceptions
about the topic. Teacher
will ask students to
provide rationale behind
their answers, as well as
ask the class if they
agree or disagree with
an answer, before
disclosing the correct
answer.

Students have covered

the functions and
structures of organelles
prior to this lesson. This
assessment informs the
Teacher of how much of
this knowledge students
have retained and are
able to apply, and thus
how much scaffolding
students will need during
the lab. If many students
have trouble with a

certain question, the

Teacher will not only
address this
misconception to better
prepare students but will
also revisit the question
after the lab has been
completed to check for
improvement of
understanding.

PM

PM

To determine if students
can recognize the
organelles through
proper use of a
microscope and wet
mount.

To check how well

students can organize
their observations of two
different plant cells into
similarities and
differences. To
determine how well
students can formulate
claims in academic
language based on
organized data.

To determine student
knowledge of a plant
cells structures and
corresponding functions,
as well as their ability to
analyze visual data and
communicate what
images convey in
academic writing.

While students are

viewing cells through a
microscope, they must
sketch the cells at
various magnifications
and label the visible
organelles. They will do
this on a lab handout
provided by the Teacher.
Students can work with
their lab partners but all
have their own handouts,
so ultimately each
student will have his or
her own sketches. This
will be completed in
class. If a student
cannot complete the
sketches in time, student
can come in at lunch to
make up the lab work.

Teacher will use guided

observation while
students are working.
Teacher will walk around
the room and look for
students whose sketches
are too vague or
inaccurate, and ask them
to be more detailed or to
explain their sketch. If
students have
mislabeled cell
organelles, Teacher will
instruct student to
double-check their
drawing with the plant
cell diagram in the book.

This assessment is a
graphic organizer,
specifically a Venn
Diagram, that compares
the two different plant
cells. Students refer to
their observations and
sketches to complete
this with their lab
partners in class. This
assessment is informal,
and the Teacher uses
whole-class discussion to
complete the Venn
Diagram after students
have had a chance to
work on it. Students will
practice using academic
language by making
claims based on
evidence provided by the
graphic organizer.

Teacher draws the Venn

Diagram on the board
and ask for students to
contribute their ideas by
writing the characteristic
in the appropriate
bubble. If students
record inaccurate
observations, the
teacher asks students to
point out where in the
evidence (sketches) they
observed it. Teacher will
explain any incorrect
responses to students
and remind them that
when working with
microscopes, some
things may be unclear
due to a variety of
factors.

This assessment includes

the Postlab Questions
numbers 2-8 (Venn
Diagram was number 1).
Teacher will encourage
students to think
critically about Question
Number 2 (Why were no
chloroplasts found in the
onion cells?) and work
with their partners to
answer the question in

Teacher addresses the

Postlab Questions in the
final grade of the lab
work (handout). Teacher
will use a key to grade
select questions that are
most relevant and
related to learning goals.
Students will get their
handouts back the next
day and Teacher will
spend 5-10 minutes

By observing and
interacting with students,
Teacher is informed of
how well students can
apply their knowledge of
organelles to a real cell
viewed through a
microscope. Student
responses to Teachers
questions will help
Teacher determine if
students need support
with microscope skills or
need to revisit content.

Students should have at

least two characteristics
in each area of the Venn
Diagram. Teacher will
observe students as they
work as well as note
which students are
participating in class
discussion and which
students look confused.
If students do not grasp
the concept that plant
cells can have
differences among them,
teacher may need to
reteach or differentiate
for them. If students
have difficulty
formulating statements
based on the evidence,
Teacher will provide
sentence frames or allow
student to submit
written, rather than oral,
responses.
This assessment informs
the teacher of how well
students understand the
basic structures and
functions present in plant
cells. It also informs the
teacher of how well
students can transfer
observations into written
statements about
scientific content, and
how well students can

class. Questions
numbered 3-8 must be
completed by students
at home, individually,
after the lab.

going over how it was

graded and addressing
commonly missed
questions, as well as any
areas that students have
questions about.

apply their content

knowledge to real-world
situations. The teacher
uses this information to
determine whether or not
she can 1) move on
without spending time
reteaching or
differentiating this
content and 2) utilize
microscopes in similar
labs in the future.

INSTRUCTION
Instructional Strategies
Facilitative questions, parallel teaching, cooperative learning, Think-write-pair-share, inquiry-based investigation,
modeling, graphic organizer
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
1. When students walk in the classroom, the
projector is already on with a PowerPoint
slide that reads Lab: Plant Cells! Teacher
1. Students are used to beginning class
reminds students to take out their homework
right away. They know the routine of
(Prelab Questions 1-4). Teacher begins class
taking out their homework and placing it
by telling students that they will be exploring
on their desks. Students recall
real plant cells today. Teacher asks two
vocabulary from previous lessons and
students to share something that they
apply it to answer the Teachers question
remember about plant cells. Teacher shows
that taps into their prior knowledge.
PPT slide with diagram of a plant cell.
Students are interested when the
Teacher tells students that although plant
Teacher tells them that she is going to
4 min.
cells are fun and exciting, she must
make them cry. Many think hard about
apologize in advance because she might
what kind of plant they will be looking at,
make the students cry. Teacher asks
and a few students come to the
students to predict what plant they will be
conclusion that it must be an onion.
looking at based off of what they have heard
Students view the images on the PPT and
so far. Teacher affirms that they will be
gain a better understanding by of elodea
looking at onion cells and introduces the
and onions by contextualizing the
second plant they will be using, elodea.
information and connecting it with what
Teacher supplements her descriptions with
they already know.
images of onions and elodea (water plant)
occurring naturally.
Lesson Body
Time
8 min.
2.
for
instruct
ions
(steps
2-3)

5 min.
for
discuss
ion
(step 4)

Teacher Does
Teacher explains to students that they will be
staining the onion cells to better see the
structure and organelles of the transparent
cell. Teacher splits students up in two
groups and uses Parallel Teaching with the
co-Teacher to demonstrate to students how
to properly use iodine to stain a cell. Prior to
class, Teacher has set up two sets of
materials for this process on the back
counters.

3.

Teacher instructs students to go back to their

seats and look at the board. Teacher has
already written instructions and drawn an
example of a microscope view to refer to,
and uses this to explain to students how to
use the magnification and field of view to
estimate the size of the cell.

4.

Teacher tells students that before they go

ahead and use the skills they have just
learned, they are going to discuss the Prelab
questions.
The Prelab Questions that students

2.

Student Does
Students spilt into smaller groups and
thus have a better view of the
demonstration. Students understand
that since onion cells are transparent,
the stain is necessary if they want to see
anything under the microscope.

3.

Students follow along with the Teacher to

estimate the size of the example cell.
Students are not expected to memorize
the steps to this process right away, so
may refer to the directions on the board
during group lab work to scaffold their
practice.

4.

These inquiry-based prelab questions

stimulate students critical thinking
because they require more than the
simple recall of memorized facts.
Students must not only tap into prior
knowledge of cell structure and function,
but must also use their reasoning skills to

completed for homework are as follows:

1. What is the function of chloroplasts?
2. Are all plant cells the same?
3. What are some organelles you think you
might see in the plant cells?
4. Do animal cells have chloroplast? Why or
why not?

draw conclusions and make predictions

about the meaning of and explanations
behind specific details.
Students actively participate in this
discussion by sharing the answers that
they came up with the previous night.
Students are more confident and likely to
contribute to the conversation because
they have had the chance organize and
articulate their answers by writing them
down on the handout beforehand.
Students evaluate peers answers and
agree or disagree, as well as convey the
reasoning behind their claims.

Teacher calls on students to share what they

thought about each question. If students are
unsure, they may receive help from their
seat partner. For question number 2 (Are all
plant cells the same?), Teacher will not yet
disclose the correct answer because
students will be determining the answer
through their investigation. Teacher will ask
students who agrees and who disagrees with
the student who answered the question, and
solicit an explanation from each side. The
Teacher will give feedback on the other
questions, informing students of incorrect
answers and clearing up any misconceptions.

3 min.
for
pairshare
(step 5)
5.

Teacher now reads the final Prelab Question

to students:

Students follow along with the discussion

and go over their own prelab questions,
making any corrections that are
necessary.

5.

Students are familiar with the ThinkWrite-Pair-Share exercise from previous

lessons. They first respond individually
to the question, and when prompted by
the Teacher, share their answers with
their partners. This activity ensures that
every student actively participates and
gets the opportunity to practice
communicating his or her ideas to
another classmate. Upon the wholeclass discussion regarding this question,
students gain the understanding that the
purpose of the stain is to make the
organelles visible in the transparent
onion cell (elodea has a green color).

6.

Students study their handouts and

underline any directions they want to
emphasize. Students ask any questions
they may have.

5. Why are we going to stain the onion cells,

but not the elodea cells?
Teacher instructs students to complete a
Think-Write-Pair-Share with their lab partners
about the question. Teacher lets students
know when it is time to share. Lab partners
are seat partners; English learners and SSNs
would already be placed in a seat next to a
high-level learner (Teacher checks this along
with the creation of each new seating chart).
Teacher calls on a couple pair to share their
responses and gives feedback, informing the
class of the rationale behind the answer if
students seem confused.

2 min
for
clarific
ation
(step 6)
6.

25 min.
for
microsc
ope
viewing
&
cleanu
p
(Steps
7-8)

7.

Teacher instructs students to refer to their

handouts and goes over the requirements of
the lab with the class (see attached
handout). Teacher reminds students to be
careful staining with the methylene blue, as
it can stain them too. Teacher asks students
if they have any questions before beginning
the lab.

Teacher instructs students to pick one

partner to get their pairs microscope and
bring it back to their table, while the other
partner gets the onion tissue from the
Teacher (or co-Teacher). In order to save
time and ensure a specimen that is thin
enough, teachers peel the onion layer for
students. Students can work together to
stain the onion and prepare the mount.
Teacher tells students to first complete the

For this lab students must scan and

sketch both types of plant cells, as well
as estimate the cell size of each.
Students must also label the organelles
that are visible. The handout provides
students with a word bank of the
organelles that they will find, but does
not specify which cell each will be found
in.
7.

Students retrieve their lab materials

carefully and efficiently. Students are
familiar with the proper use of a
microscope from the Introduction Lab
completed the day before. Students
practice real-world skills when they apply
their prior knowledge of microscope
functioning to produce clear images of

cells and sketch them on their handout.

Students connect this work with their
understandings about the structures
inside plant cells to label the sketches.

tasks for the onion cell. Then students

should clean the slide and cover slip, retrieve
one elodea leaf, prepare a wet mount and
complete the tasks for the elodea cell.

Students first view the onion cell, then

clean and prepare the same slide with an
elodea cell. Students must complete the
sketches before moving on to the next
cell.

In order to guide students and give them an

idea of what they are looking for, Teacher
uses the microscope connected to the
computer to project an image similar to what
they should see and model correct use of the
focus knobs.
Teacher walks around the room, looking for
pairs who are struggling or those who are off
task and need to be refocused. Teacher
notes any difficulties that many students are
having and pauses the class to make
suggestions or clarify concepts if necessary.
If students are having trouble, Teacher can
look into their microscope and help them
focus, or point the pin at an organelle to
guide students.

5 min.
for
discuss
ion and
Venn
Diagra
m
(steps
9-10)

8.

Teacher often informs the class of how much

time they have remaining. When the
majority of students are almost finished,
Teacher pauses to remind students of proper
clean up procedures. Teacher tells students
that when they are finished, they are to
clean up and begin working on the Venn
Diagram on the handout with their lab
partners.

9.

When all lab stations are cleaned up, teacher

gathers students attention. Teacher revisits
Prelab Question number 2 (Are all plant cells
the same?) and asks students what they
think, based on what they just experienced
in the lab. Teacher also revisits any
questions that students had trouble with to
check for understanding and clarify.

10. Teacher draws Venn Diagram from handout

on the board and facilitates the completion
of the graphic organizer with the whole class,
allowing students to come up and write
characteristics down. Teacher asks students
to use the Venn Diagram to state
comparisons in complete sentences.
Lesson Closure
Time
Teacher Does
3 min.
11. After a student volunteers the statement
Elodea cells contain chloroplasts, while
onion cells do not, Teacher directs students
attention to Postlab Question number two
(Why were no chloroplasts found in onion
cells?). Teacher listens to various student
responses, then instructs pairs to write down
their interpretation in their own words.
12. Teacher informs students that they are to
complete Postlab Questions three through
eight for homework.

Cooperative learning allows students to

practice use of academic language in an
informal setting, as well as develop the
skills necessary to collaborate and
reason with others. Lab partners use the
same microscope to view the same slide,
thus have the opportunity to practice
cooperative problem solving. Lab
partners also provide students with a
peer to check their work against.
8.

Once students are finished with their

sketches complete with labeled
organelles, they may begin to clean up.
Students are responsible for putting the
microscopes away and setting their trays
up as they were found. Students
organize their observations of the onion
and elodea cells by completing the
graphic organizer. Students compare the
two, as well as recognize the similarities
between them.

9.

Students relate what they have observed

of two specific plant cells to the big idea
of all plant cells. Students understand
that although plant cells are
characterized by certain structures, not
all plant cells are meant to do the same
thing, and as a result, they do not all
have the same exact structures.

10. Students gain a clearer picture of the

relationship between the two cells
through viewing the graphic organizer.
Students correct the Venn Diagram on
their handout and make any additions.
Students practice using academic
language to describe the similarities and
differences between the two cells.
Student Does
11. Students use critical thinking skills to
draw conclusions about the particular
observations they have made. Students
must use what they know about onions
and where they grow, along with their
knowledge of the function of
chloroplasts, to form and support a
scientific claim.
12. Through the completion of the Postlab

Questions, students demonstrate their

knowledge of a plant cells structures
and corresponding functions, as well as
their ability to analyze visual data and
communicate what images convey in
academic writing. The Postlab Questions
also prompt students to apply the
concepts learned in class today to
bigger-picture situations (e.g. How might
elodea be important to fish in a
freshwater pond?)
Instructional Materials, Equipment, and Multimedia
Powerpoint slides, microscopes, lab handout, onion, elodea plant, lab tray (see below)
Lab SetupTrays will be set on desks (1 per pair) and will contain:
1 petri dish
1 microscope slide (in petri dish)
1 cover slip (in petri dish)
1 100mL beaker, half full with water
1 eyedropper
There are 10 bottles of methylene blue. Every other lab tray will have one bottle. Students will share the stain
between pairs.
Onions will have been cut prior to class and ready for peeling, which Teacher and Co-teacher will do for students.
Elodea will be sitting under fluorescent lights, ready for students to come and pluck one leaf per pair.
Co-Teaching Strategies
Parallel teaching, one teach/one assist
DIFFERENTIATION
English Learners

English learners are paired

with high-level students as
lab partners. Teacher uses
images during the
introduction to
contextualize the plants
that students will be
studying. This is especially
helpful to an EL who may
not know what elodea, or
even a plant used in fish
tanks is. Teacher writes
directions of complicated
processes on the board.
Teacher utilizes the coteacher to allow for smaller
student groups when
modeling lab processes,
which permits the EL to get
a closer look, ask questions
in a smaller group and
better understand the
directions.

Striving Readers

The directions of this lab

are text-minimal; the
teacher spends ample time
explaining and modeling
procedural tasks for
students. Teacher reads all
of the questions that are
going to be discussed out
loud before calling on
students to answer, which
lowers the anxiety of the
struggling reader. Rather
than a written paragraph,
students are asked to
demonstrate their
observations using a
graphic organizer, which is
easier to comprehend for a
striving reader.

Students with Special

Needs
SSNs are paired with highlevel students as lab
partners. Teacher uses
guided observation during
the student lab work to
check on SSNs and ensure
that they are not struggling
with the tasks. If SSNs
prefer, they may work with
the teacher on her
microscope, or simply view
the slides and sketch them,
rather than deal with the
complicated procedure of
preparing the mounts and
focusing the microscope.
Teacher often lets students
know how much time they
have remaining, which
helps those learners who
have poor time
management or who need
adequate warning time to
acclimate before beginning
a new task. Teacher sends
home the lab handout the
night before so that
students may look over the
lab and be more prepared
and aware of what is
expected of them.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Advanced Students

Sending Postlab Questions

as homework allows
advanced students to work
at their own pace, rather
than wait for the rest of the
class. Teacher gives
students the responsibility
of staining their own cells
and preparing their own
mounts, which gives
advanced students an
opportunity to help their
peers who may struggle.
Teacher includes Pre- and
Postlab questions that
prompt students to think
critically, and doesnt
always answer questions
right away, to encourage
the inquiry-based
investigation and to engage
advanced students.

Summary: The purposes of this lesson are to facilitate student understanding of cell structure and function through
inquiry-based argumentation and to give students the opportunity to demonstrate their ability to apply epistemic
practices (using a microscope, completing graphic organizers) through authentic assessments. Class observers will
see students engaged in tasks that begin the learning process by prompting students to tap in to prior knowledge, as
well as to think critically, for example, using what they know combined with reasoning to make predictions about what
they may observe. Observers will also see students using high-tech equipment safely and properly to record their
observations in accurate sketches. Finally, observers will see students arranging their observations in graphic
organizers, using their data to draw conclusions, and communicating their scientific claims with supporting evidence to
peers. The teachers role is to ask questions that prompt student discovery, facilitate academic discussion, observe
student work and provide guidance and scaffolding to students when necessary, and maintain a productive and
anxiety-free environment conducive to student progress toward the learning goals. The evidence that students
demonstrate mastery of the skills is their sketches of the cells at different magnifications and proper use of
microscopes. The evidence that students demonstrate mastery of the content is their accurate labels, Venn Diagrams,
post-lab questions and active participation in class discussion.
Rationale: I chose to assign the pre-lab questions for homework the night before to get students thinking about plant
cells and wondering about what we might be doing, as well as to tap into their prior knowledge. Students enjoy
working with microscopes and giving them a preview of the lab will result in more engagement and enthusiasm for
class the day of the lab. I chose to implement facilitative questions whenever possible because it is a great way to
ensure active participation of all students. By asking a question, giving appropriate wait time, and then selecting a
volunteer or calling on a student, all students have been given the opportunity to think about how they would respond,
because each student has the chance of getting selected to share. I chose to use parallel teaching to demonstrate
difficult procedures because this is a class of 40 students. We do not have an ELMO camera, so it would be very
difficult for students not in the front to see what I am demonstrating. This smaller group demonstration will benefit
English Learners and also SSNs who have trouble focusing when input is disengaging or far away. Normally, lab groups
are groups of four. For this lab, we have enough microscopes to group students in pairs, which results in much more
viewing and participating time for each student. This ensures that every student is held accountable for some of the
work and that every student gets enough time to complete their sketches. Think-write-pair-share is helpful for
students who may have anxiety sharing in front of the whole class, and ensures participation of all students. The use
of a graphic organizer is not only beneficial to ELs, but to all students, as a visual representation of the similarities and
differences between the two cells provides more clarity and increases comprehension. Lastly, I chose to cover post-lab
question number 2 in class, while assigning the rest for homework. Question number two addresses a big idea of
this lesson, and sharing ideas and discussing the question in class will help to guide students who need support, while
still requiring students to write an answer in their own words will accurately assess their understanding. The remaining
questions can be completed individually if the students completed the lab accurately. These Post-lab questions are
essential to the inquiry practice because they require students to use evidence (their drawings, fields of view) to create
explanations for natural phenomena.