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SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 4.15


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Name CWID Subject Area


Ashwini Chawla
Elise Johnson Biology
Vaness Crook
Class Title Lesson Title Unit Title Grade Levels Total Minutes
2 weeks- 50
CP Biology Introduction to Cell theory Homeostasis 9th
minute periods
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
Mathematics-
MP.4- Model with Mathematics
HS-LS1-4: Use a model​ ​to illustrate the role of HSF-IF.C.7- Graph functions ​expressed symbolically and show key
cellular division (mitosis) and differentiation in producing and maintaining features of the graph, by hand in simple cases and using technology for
complex organisms. more complicated cases.
HSF-BF.A.1- Write a function that describes a relationship between two
quantities.
Lesson Objective(s) Evidence
Using prior knowledge and the principles of cell theory, students will
construct and revise a model to explain that complex multicellular Meeting the objective goals and receiving proficient scores on the formal
assessments.
organisms are composed of cells.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
● Warum-up questions
● The teacher will assess
students’ prior
knowledge by asking
critical thinking
questions regarding
● Check for prior what they observed
● Immediate-Group/indi ● Will inform teacher if
understanding of the under the microscope,
vidual discussion class has
characteristics of living cell theory, and
● Review and scoring of comprehended the
EL things.
organelles. materials discussed
● Check for prior worksheet
● The teachers will through
knowledge on cell
demonstration.
mechanics and water assess students’
transport. comprehension of
lecture material by
having students
indicate their
understanding with
colored index cards.

● To monitor student ● Informal assessment


engagement and
comprehension. ● Teacher will monitor
● The purpose is to and engage with each
encourage student ● Immediate-Group/indi ● Will inform teacher if
group as they discuss
engagement and vidual discussion class has
PM the essential question
critical thinking. ● Review and scoring of comprehended the
and their answers
● The purpose is to worksheet materials discussed
monitor student ● Teacher will ask
discussions and students to explain
comprehension of their answers and
introduced materials rationale
● The students will ● Students will complete ● Will inform teacher if
S ● Grade for assignment
investigate “Where a summative individual students
does water go in a assessment in the for and the class as a
cell”, which will lead of a CER “Where does whole can make the
into the unit question water go in a cell”, connections between
“How does drinking which will lead into
too much water affect the unit question
your body?” “How does drinking
too much water affect
your body?”
FOCUS OF INSTRUCTION
Instructional Strategies
Engage- In order to activate and assess prior knowledge, we begin with a warm-up question that is fairly broad and accessible to students of all levels.
By having students discuss their ideas with partners before sharing with the class, students can practice their speaking and listening skills and feel safer
sharing after having rehearsed their thoughts. By writing down students’ ideas on the board, we are validating their ideas and creating a positive
learning environment. Using microscopes to introduce cells supports students with different learning intelligences including spatial, visual, and
naturalist and also allows students to act like real scientists as they make observations and properly handle the microscopes. Using pictures and a video
in addition to written resources utilizes multiple modalities to support all students. The Organelle Role Chart activity allows for students to become
“experts” on one organelle and then practice their speaking and listening skills when presentation their organelles. Additionally, the Role Chart is a type
of graphic organizer that will allow for organization of student learning and increase accessibility to the content.
Explore- Because of the students’ diverse learning and literacy needs, we utilized multiple modalities and differentiated instructional strategies to
support the different learning styles. Strategies included: limited teacher-centered lecture, multiple demonstrations conducted with the teacher for the
students to accurately practice the method of annotation and synthesis, strategic grouping of students, collaborative group work, group and class
discussions on patterns of interaction scenarios that allow for expression of different perspectives and experiences, directions that are provided
verbally by the teacher, written directly on the students’ worksheets, and projected on the SMART Board, and images regarding the different scenarios
that are projected on the board and provided on handouts to allow students to make connection between pictures and texts. Throughout the lesson,
we will have the students repeat back directions and clarify their answers to ensure understanding
Explain-Students will collaborate in peer groups to create a revised model to depict the directional and conceptual flow of water in human body cells.
Elaborate- Students will individually and collaboratively engage in the epistemic practice of modeling. After eliciting student observations and
hypotheses regarding the change in ​Elodea a​ fter placing it in salt water, students will then use modeling to explain the phenomenon. Additionally, in
order to create a best fit model that explains where water goes in cells, students will use evidence from the ​Elodea ​in salt water as well as the
phenomenon of the egg in distilled water. Students will also be peer reviewing each other’s models using a rubric and then have the chance for
revision. Students will have many opportunities to practice their speaking, listening, and collaboration skills as they work together in groups to create
one representative model.
Evaluate- Students will complete a summative assessment in the for of a CER where they will answer Where does water go in a cell which will lead into
the unit question How does drinking too much water affect your body?
Engage - Elise
Time Teacher Does Student Does
2 day Before class, teacher will set up microscope stations with slides Students will individually write down and respond to the warm up
50 min showing cork cells, stained onion epidermis cells, and stained dividing question, “What makes something living?” in their notebooks
periods onion root tip cells. Teacher does not yet tell what each specimen is, then share with a partner when instructed. Students will share
just labels the stations 1, 2, and 3. their thinking when called on by the teacher.
Teacher will instruct students to respond to the warm-up question in Students will watch closely and listen actively to the teacher
their notebooks, “What makes something living?” and have students demonstration of proper microscope handling and then explain
share with a partner. Teacher will then call on students and write proper handling to a partner. When called on, students will then
down what is shared on the board. explain the proper handling to the teacher. Students will go to
Teacher will introduce microscope station activity by first reviewing each microscope station, draw what they viewed, calculate and
proper microscope handling with students through demonstration record the total magnification, and write down at least 3
and by having students instruct each other/the teacher. Teacher gives observations per station. Students demonstrate proper handling
each student a blank worksheet with three circles representing of the microscopes.
microscopes’ field of view, blank spaces for students to fill in the total Students will share their observations with the class when called,
magnification, and blank lines for students to write observations for then will discuss what they think they saw under the microscope
each station. Teacher instructs students to draw what they see at and share. Students will then label their worksheets with the
each station in the circles, calculate and record the total magnification actual specimen as the teacher reveals them.
at each station, and write at least 3 observations at each station. Students will watch closely and listen actively to the video about
Teacher allows 5-10 minutes at each station. Teacher closely monitors cell theory and components of the cell and write down the three
students to ensure proper handling of microscopes, accurate total tenets of cell theory in their notebooks. Students use their green
magnification calculation, to find patterns in students’ observations, and red index cards to indicate their comprehension to the
and to ask students what they think they are looking at. teachers.
Teacher regroups students as a class and asks students to share their Students will listen actively to the teacher as they model the
observations, writing them on the board. Ask students to discuss in completion of the Role Chart and provide instructions, using their
their group what they think they were looking at under the green and red index cards to indicate comprehension. In their
microscope and then ask for groups’ answers. Teacher will show groups, students refer to their given resource as evidence to
pictures of cork and the tree it comes from, cork oak, onion, and support thoughtful discussion and accurate completion of their
onion roots to reveal what students were looking at for each station assigned Role Chart section. Students use the appropriate
and instruct students to label their worksheet. Teacher will then guide academic vocabulary in their discussions.. Students then present
students to think about cells. their organelle to others and record missing information on their
Teacher will show the first three minutes of the video Role Chart.
https://youtu.be/8IlzKri08kk​ that includes cell theory and introduces
prokaryotic and eukaryotic cells. Instruct students to write down the
three tenets of cell theory in their notebooks as well as the difference
between prokaryotes and eukaryotes. Teacher checks for
comprehension using students’ red and green index cards.
Teacher will set up tables so that each has the corresponding
resources for a specific cell organelle, including a labelled diagram,
description of the organelle’s role in the cell, etc.
Teacher will introduce the Organelle Role Chart worksheet with clear
instructions and complete the first section, nucleus, as a model.
Instruct the groups to complete their corresponding sections using
the resources provided at their table. Student comprehension of
instructions will be assessed. Teacher will monitor the groups’
progress, answering any questions, providing feedback on students’
answers, and ensuring that all students participate evenly.
Each group will present their specific organelle to a small group or the
whole class and those watching/listening will record the information
on their Role Charts. Teacher can show the remainder of the video
https://youtu.be/8IlzKri08kk​ to review the roles of the organelles if
needed.
Teacher will describe and provide instruction for the next lesson.
Explore - Vaness
Time Teacher Does Student Does
Teacher will introduce the Guiding Question: How does drinking too
much water affect your body?
Teacher will introduce the Direct Quote and Thinking Option
Students will write the Guiding Question: How does drinking too
worksheet and the first reading assignment with clear instructions.
much water affect your body? in their Interactive Notebook.
Teacher will allot 10 minutes for the students to read the first article
Students are investigating how much is too much water through
and complete the first half of the Direct Quote and Thinking Option
negotiation of expository text.
worksheet
Students will read the first news story. Using their prior
Teacher will then tell the students to break up into small groups and
knowledge and experiences, students will individually think about
discuss the article focusing on how the water affects the human body.
1 day- 50 what would happen if they drank too much water and then write
Teacher will monitor the groups’ progress, answering any questions
minute down their thoughts.
and providing feedback on students’ answers.
period Students will discuss their ideas in small groups.
Teacher will then conduct a brief class discussion and ask the students
Students will read the second news story individually. With this
to share what their group members discussed to ensure that all
additional information, students will individually draw a simple
students participate evenly
model explaining how they think drinking too much water killed
Teacher will provide a second news story and instruct the students to
the person in the news story.
complete the last part of the Direct Quote and Thinking Option
Students will engage in a class discussion on why this death
worksheet.
occurred.
Teacher will bring the class together and conduct a class discussion on
the Guiding Question.
Teacher will describe and provide instruction for the next lesson.
Explain - Ashwini
Time Teacher Does Student Does
Teacher will lead a lecture in order to review the main points of the
news articles discussed on the previous day. Students will take notes on lecture.
1 day Teacher will then guide the students in a discussion based lecture on Students will create an revised model based on the previous day’s
50 the effects of excess water on the body and how water flows into and worksheet and the new information from the day’s lesson.
minute out of a cell in the human body. Students will revise their models in peer groups and discuss the
period Teacher will then direct the students to revise their model using their reasons behind their revisions in a final class discussion.
new knowledge.

Elaborate-
Time Teacher Does Student Does
Teacher will prepare microscope slides with ​Elodea l​ eaves in regular Students will properly handle microscopes and draw what they
tap water and in 6% NaCl solution and will label each station. Teacher see at each station, calculate and record the total magnification,
will instruct students to draw what they see at each station, calculate and record at least 3 observations at each station. Students will
and record the total magnification, and record at least 3 observations then regroup and share their observations with the class. On their
for each. Teacher will closely monitor proper handling of microscopes worksheet, students will write down individually what they think
and ask students about what they see to monitor understanding. has happened to the ​Elodea c​ ells between the regular tap water
2 day 50
Teacher will then ask students for observations and write them on the and the 6% NaCl solution. Students will then share their thoughts
minute
board, making clear the main changes between the two slides. in their groups, and share with the teacher. In groups, students
period
Instruct students to individually write down what they think has will discuss what they think would happen if the ​Elodea ​in 6%
happened, then have them discuss in their table groups, then call on NaCl solution were returned to normal water, then discuss with
tables to share. Ask students to discuss in their groups what they the whole class. Students will then individually draw a model to
think would happen to the ​Elodea ​cells in 6% NaCl if they were put explain what they think is happening to cause the ​Elodea ​in the
back in regular water and then discuss as a class. Finally, instruct salt water to look the way they do. Students should use the
students to individually draw a model of what they think is happening information they learned from the previous day to guide their
that we cannot see that causes the 6% NaCl ​Elodea ​cells to thinking. Once students have individual models, they will come
plasmolyze. Then have individual students share their models in their together as a group to make one group model, following the
group and create one group model explaining how the 6% NaCl modeling rubric.
changed the ​Elodea ​cells, using their modeling rubric. Monitor Students will observe the differences between an egg in regular
student groups as they create their models and ask questions that solution and an egg in distilled water. Students will record starting
align with the modeling rubric to ensure that students are appropriate and ending masses and calculate a percent change. Then,
engaging in modeling. students will work in groups to create a model that explains the
Teacher will place an egg with its shell dissolved into distilled water change in the egg after being placed in distilled water, using the
for at least 24 hours in order to show students a before and after. modeling rubric. Groups will then use both their ​Elodea ​in salt
Teacher will instruct students to record the starting and ending mass water model and egg in distilled water model to create a best fit
of the egg (provided by teacher) and calculate the percent change, model to explain “Where does water go in a cell?”, using the
monitoring student understanding and ensuring accurate calculations. modeling rubric. Students will then use the rubric to provide two
Teacher will instruct student groups to create a model to explain the pieces of feedback to other groups’ models, then use the
change in the egg after placing it in distilled water, reviewing the feedback provided on their models to make revisions.
modeling rubric with students. Monitor student understanding and
group participation, perhaps having students write in different colors.
Teacher will instruct students to use both their ​Elodea ​in 6% NaCl
solution and their egg in distilled water models to create a best fit
model for “Where does water go in a cell?” Monitor student
understanding and group participation, asking questions aligned with
the modeling rubric to ensure appropriate engagement in modeling.
Give each student two post it notes and a rubric and instruct them to
use the rubric to provide feedback on other groups’ models. Allow
groups to use the feedback to revise their models afterward.
Evaluate- Vaness
Time Teacher Does Student Does
Students will actively listen to instructions
Teacher will introduce and provide directions for the CER, which will Students will individually complete a CER on “Where does water
1 day- 50 act as the unit summative assessment. go in a cell?”. Students will make a claim and explain the
minute Teacher will pass out the CER papers phenomena by using scientific evidence discussed throughout the
period Teacher will collect the CERs at the end of the paper and introduce lessons and demonstrations . Students will use drawings or
the next lesson topic, cell differentiation diagrams to help explain rationale.
Students will complete the assignment by the end of the period
Instructional Materials, Equipment, and Multimedia
- Computer with internet access
- Projector
- Powerpoint presentation with the Essential Question
-Google Chromebooks
-Elmo document camera
-Interactive SMART Board with a short-throw projector and LCD screen a
- Class set of science textbooks
- Pens, pencils, highlighters, and blank paper
- A laboratory area with sinks and equipment including microscopes, Bunsen burners, refrigerators, pipettes, and glassware
-Prepared slides showing cork, stained onion epidermis, stained dividing onion root tip cells, ​Elodea ​in tap water, and ​Elodea ​in 6% NaCl solution
-Powerpoint presentation with pictures of the cork and cork oak, onion epidermis, onion root tip, and video ​https://youtu.be/8IlzKri08kk
- Blank worksheet that shows three microscope circles, field of view, space for total magnification, and blank observations
-Role Chart worksheet
-Egg with shell dissolved and egg with shell dissolved placed in distilled water
- Direct Quote and Thinking Option worksheet
-News Story 1-​(​https://www.cbsnews.com/news/woman-dies-after-water-drinking-contest/​)
-News Story 2-
(​https://www.dailymail.co.uk/health/article-3260684/The-hiker-died-drinking-water-Excess-fluid-lack-food-caused-brain-fatally-swell.html​).
- CER worksheets
Co-Teaching Strategies
N/A

DIFFERENTIATION

English Learners Striving Readers Students with Special Advanced Students


Needs

Engage-​Guided notes for the Engage-​Shorter Engage-​Guided notes for the Engage- ​NA
powerpoint and partially filled in passages powerpoint and partially filled in
Role Definition Chart with a word Role Definition Chart with a word Explain-​Opportunity for external
bank to fill in. Explain-​Support from peers with a bank to fill in. research on a more advanced
chance to read, hear, and see model
Explain-​Support from peers vocabulary words used in the Explain-​Support from peers with
during interactive modeling correct context via engaging in responsibility distributed among Explore- ​More numbers of quotes
creation with opportunities to conversations with group members group members required on the Direct Quote and
discuss information with Thinking Options
classmates Explore​-Shorter passages Explore- ​Less numbers of quotes
required on the Direct Quote and Elaborate- ​Opportunity for
Explore​- Guided notes for the Elaborate- ​Support from peers with Thinking Options external research
powerpoint and partially filled in a chance to read, hear, and see
Direct Quote and Thinking vocabulary words used in the Elaborate- ​Support from peers with Evaluate-​ NA
Options with a word bank to fill in. correct context via engaging in responsibility distributed among
conversations with group members group members
Elaborate​- Guided notes for the
powerpoint and partially filled in Evaluate- ​Read the assignment out Evaluate- ​Read the assignment out
models with a word bank to fill in. loud as needed loud as needed

Evaluate- ​Read the assignment


out loud as needed

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Summary: The students will use prior knowledge and the principles of cell theory to construct and revise a model to explain that complex multicellular
organisms are composed of cells.

Rationale: The students’ have a variety of needs in the classroom, and in order to address them we have chosen to differentiate our instruction utilizing
multiple modalities. In the beginning of the lesson, the introductory activity involves an interactive portion where the students must use a microscope
in order to visualize the components of different types of cells. This is a non-linguistically dependent task that supports all students. The second activity
involves bridging the science classroom and the real world context of the topic. In this portion, students will analyze the news articles they are given
and interpret their own ideas in regards to the topic, but still in an brief overview format. This is a reading based task which requires additional support
for English learners, striving readers,and students with special needs. However, they also receive support via guided notes and shorter passages to
convey the same message. The subsequent discussion that will follow will be the opportunity for the instructor to elicit student responses to gauge
their primary understanding. This will be the first time the students create a model to illustrate why the excess water was responsible for the death of
the person in the news articles. The next day will take on the topic in a detailed approach by following a structured lecture based period. During this
time, students will learn about the cellular components responsible for water transfer in the cell. With this new information, students will create a
revised model using their notes. The next portion involves students sharing their ideas with all their peers in order to create a final, class model using all
of their contributions. The lesson ends with a summative assessment in the form of a CER that will help the instructor to accurately monitor their
students’ progress and understanding. Finally the lesson plan’s structure depends on the students following a routine to complete the lab successfully.
The students are accustomed to following a daily classroom routine, but this lesson specifically builds upon that by adding in a new element of time
management. The lesson has a proper beginning, middle, and end which means that the students must keep up with the pace to finish the task and
produce the correct final product, which is the revised, class model that serves as a final representation of all the students’ ideas.

Implementation: This lesson plan features many opportunities to have the students engaged in several interactive activities. The engage portion of the
lesson features the use of a microscope which integrates microscopy skills early in the unit. Strategies included: limited teacher-centered lecture,
multiple demonstrations conducted with the teacher for the students to accurately practice the method of annotation and synthesis, strategic grouping
of students, collaborative group work, group and class discussions on patterns of interaction scenarios that allow for expression of different
perspectives and experiences, directions that are provided verbally by the teacher, written directly on the students’ worksheets, and projected on the
SMART Board, and images regarding the different scenarios that are projected on the board and provided on handouts to allow students to make
connection between pictures and texts. Throughout the lesson, we will have the students repeat back directions and clarify their answers to ensure
understanding. The students will also be utilizing modeling in order to represent their ideas in an initial, revised, and finally single class model. Lastly,
the students will engage in a summative CER to allow the instructor to assess their understanding.

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