Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Biology

Unit: Lesson Title: Grade/Period:

The Basic Unit of Living Things Cellular Reproduction High School/ 10th
grade
CCSS or State Standards:

HS-LS1-4 Use a model to illustrate

the role of cellular division
(mitosis) and differentiation in
producing and maintaining
complex organisms.

ISTE Standards for Students:

3. Research and information
fluency.
3.a. Plan strategies to guide inquiry
3.d. Process data and report results

Resources and Materials:

Warm Up
Textbook
Assignment Sheet
Whitefish Blastula Cells Example
Guided notes
Answers to guided notes
Homework Assignment
(can be attached)

Objective:
What students will know and be able to do stated in
student friendly language (use Blooms and DOK levels
for higher level thinking objectives)
I can:
- I can recognize and diagram the states of the
cell cycle (Interphase, Mitosis, Cytokinesis).
- I can identify the structures involved in the cell
cycle.
- I can explain how the cell divides using mitosis.
- I can describe the results of mitosis and the cell
cycle.
- I can identify the number of chromosomes in
daughter cells as a result of mitosis.
- I can explain how the cell cycle is regulated.
- I can describe cancer and how it relates to the
cell cycle.

Essential Question(s): - Why are cells small?

Over-arching questions of the lesson that will indicate - How do living things reproduce to maintain the
student understanding of concepts/skills What is it you
want the students to learn/know? Why? continuity of life?
- Why is cell division important?
 Baker College Teacher Prep Lesson Plan Form
Inclusion Activity:
Describe an activity that will ensure that all students
and their voices are included at the beginning of the
lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson. Should
also include estimates of pacing/timing.
All students are expected to participate in the daily
warm-up. There is no penalty for being wrong. This is
completely anonymous to the class as a whole, only I
will know what responses belong to which students.
The warm up today questions what students already
know about cellular reproduction, but also asks them
to pull knowledge from our cellular structure and
function lesson.
- 0:00 Students enter. Displayed when they arrive
is the agenda for the day.
Students will find their seat and are instructed
to begin their warm-up as soon as they are
seated.
- 0:05 should be set aside for the warm-up.
While students are completing their warm up
attendance can be taken. The google form
allows for live feedback therefore the progress
of the warm-up can be checked periodically as
well, to ensure that all students are
participating.
As students replies come in make pairs of Highs
and Lows for assignment to be completed in
class.
- 0:07 Questions will be covered now. This will
lead directly into todays lesson.
- 0:10 Begin lesson.
- Mitosis is complicated to explain,
knowing that we are going to watch a
video and then apply what we have
learned
- Students are to complete their guided
notes while watching the video. This will
help them later with their assignment, as
well as their homework assignment.
- 0:22 YouTube video is over. Provide students
with the link to YouTube video for struggling
students to revisit.
Allow time for any questions regarding the
Baker College Teacher Prep Lesson Plan Form

video and their guided notes.

- 0:25 Introduce assignment and hand out

assignment sheet. Students will use
microscopes in order to identify the stages of
mitosis and what is occurring during those
stages.
Students will be placed in pairs of high and low
based on how well they did on the warm up.
- 0:30 Students will view a slide of whitefish
blastula cells. On each slide there are different
cells in various stages of mitosis.
- Students must correctly identify the
different stages of mitosis in cells present
on their slide.
- Students must draw what they see under
the microscope and identify the elements
present within the cell
- chromosomes, nuclear membrane,
centromeres, microtubules, asters
- Students must also explain what is
happening at that stage of mitosis

At this time I will formatively assess my

students.
- I will observe my students working in
pairs to identify struggling students.
- I will ask my students what stage of
mitosis the cell they are referencing is in,
I will have them explain what they can
see/ label in the cell, and ask them what
is happening to the cell during this stage.
- For struggling students I will take the
time to work one on one. We will observe
the slides under the microscope and
identify the stages of mitosis.
- Provide additional resources
- The biology project
http://www.biology.arizona.edu/c
ell_bio/tutorials/cell_cycle/cells3.
html
- What is mitosis?
 Baker College Teacher Prep Lesson Plan Form

http://www.yourgenome.org/facts
/what-is-mitosis
- Provide this hand out to struggling
students
http://i1.wp.com/www.pmfias.co
m/wp-
content/uploads/2016/02/interp
hase-mitosis-
cytokineis.jpg?resize=465%2C768
- For further information, Chapter 5
in the textbook covers, sections 1
and 2 cover Mitosis.

- 0:50 at this times I will explain tonight's

homework assignment.
- Students will complete an online virtual
lab that compares cellular division in
normal healthy cells and cancer cells.
- Students will submit this to me by
clicking the submit button after
completing the table and the journal.
- Ensure that students remember my email
address in order to submit their
assignment.
- 0:55 at this time I will answer any questions
students have in regards to todays assignment
as well as the homework assignment.
- Remind students of quiz tomorrow!

Instructional Strategies: Whole group instruction, formative assessment,

Research-based strategies to help students think targeted interventions based on student learning
critically about the concept/skill
levels, identified possible at-risk population for
further interventions

Assessment: Formative: see lesson plan 0:30.

List both formative and summative assessments that
you will use to assess student understanding.
Formative assessments are given during instruction Summative: Students will take a 2 section test covering
(check for understanding), summative are after cellular structure and function, and mitosis, the next
completion of instruction (how will you grade quiz,
test, project, paper, presentation, demonstration, etc.). class.

https://goo.gl/110TJl
https://goo.gl/OxtkqP

Differentiation: High students and low students are paired together in

 Baker College Teacher Prep Lesson Plan Form

Describe who will need additional or different support order to work together to complete todays
during this lesson, and how you will support them.
Differentiated instruction could include testing assignment.
accommodations, preferential seating, segmented
assignments, a copy of the teachers notes, assignment
notebook, peer tutors, etc. Highs will increase their level to mastery by helping
lows reach a proficient level regarding mitosis.

Low students will also has the opportunity for

remediation through the additional resources I have
provided. See lesson plan 0:30.

Summary, Integration and Students will use microscopes in order to complete

Reflection: todays assignment.
List the way that you will bring students together to Students will also use technology in order to complete
integrate and reflect on their learning from this lesson
their homework, a virtual lab assignment.