Claflin University School of

Education
EDUC 434: Teaching of Science in Middle/Secondary Schools
Reflective Lesson Plan Model
Name: Alycia Moore-Smith

Date: October 22, 2014

PART I: PLANNING
ORGANISMS
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source
Subject Area (s)
Grade Level
Curriculum Standards

http://www.sheppardsoftware.com/health/anatomy/cell/index.htm

Life Science
7th Grade
Standard 7.L.3: The student will demonstrate an understanding
of how the levels of organization within organisms support the
essential functions of life.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Cells are the most basic unit of any living organism. All organisms
are composed of one (unicellular) or many cells (multicellular) and
Information
require food and water, a way to dispose of waste, and an
environment in which they can live in order to survive. Through
the use of technology, scientists have discovered special
structures within individual cells that have specific functions that
allow the cell to grow, survive, and reproduce. Bacteria are onecelled organisms found almost everywhere and can be both
helpful and harmful. They can be simply classified by their size,
shape and whether or not they can move.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

SWBAT:
7.L.3A.1 Obtain and communicate information to support claims
that (1) organisms are made of one or more cells, (2) cells are the
basic unit of structure and function of organisms, and (3) cells
come only from existing cells.
7.L.3A.2 Analyze and interpret data from observations to describe
different types of cells and classify cells as plant, animal, protist,
or bacteria.
7.L.3A.3 Develop and use models to explain how the relevant
structures within cells (including cytoplasm, cell membrane, cell
wall, nucleus, mitochondria, chloroplasts, lysosomes, and

vacuoles) function to support the life of plant, animal, and

bacterial cells.
How will I vary these objectives for students who do not understand the material?

Varying Objectives for

Individuals Needs

I will work with these students individually or have them pair with
a student who has already mastered the concept. (reciprocal
teaching)
How will I vary these objectives for students who have already mastered the concept?

I will provide these students with early-finishers work or have

them work with students who do not understand the material.
How will I vary these objectives for students who are presently learning English?

I will work with these students individually; before, during,

between and after classes. I will also offer help to the students;
ELL programs, etc.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Anticipatory Set

Cell membranes, and organelles, have two significant functions

(1) they hold the cells together and prevent most harmful
materials from entering the cell (2) while allowing stuff the cell
needs in and send its waste out.

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Students will need:

Paper / Journals
Pen
Pencil
Crayons
Markers
Color Pencils
Glue
Construction Paper
SMARTBoard / markers
Teacher will need:
Paper
Pencil
Pen
SMARTBoard / markers
Internet access
Crayons
Markers
Color Pencils
Glue
Construction Paper
What will you do to motivate the students and get their attention? What is the hook that
will serve as a focus for the lessons activities?

I will display the two types of organisms, inside and out. (I will
create life size organisms, kind of like paper mache)
Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

Students will be complete a matching sheet of the different types

of organelles that make up, plant, animal and bacteria cells.
Students will match organelles to corresponding parts of cell
membrane.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

While explaining the lesson and going over rules, such as no

shouting and raising hands to be heard, I will demonstrate how
students are to choose and read aloud the different organelles
that make up these cell membranes. (For example, I will
demonstrate how I will call on students to walk to the board,
choose an organelle by pressing on the word, with a finger, and
read the description as well as demonstrate to students how I
want them to be able to walk to the board and show the class an
organelle I ask about, by choosing the picture, rather than the
word)
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for Understanding

Together, students and I, will name and identify different

organelles of the diverse types of cell membranes by complete
the cell membrane activities via internet (SMARTBoard)
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

Towards the end of class, at the end of the lesson, I will have
students walk to the board to name the various types of
organelles in the cell membrane (animal, plant and bacteria)
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

Independently, students will create their own cell membrane

(animal, plant, or bacteria) and prepare to share their projects, in
front of the class tomorrow.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the
lesson to reinforce concepts taught during the lesson?

I will conclude the lesson by handing out a blank cell membrane

to each student. As we review the organelles of each cell
membrane for journal and note purposes, students will label their
cell membrane correspondingly.
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)

Extension Activities

Students will complete a matching activity, as a diagnostic, name

and identify the different types of cell membranes and their
matching organelles through an activity online, as a formative
assessment and wrap the end of the lesson up with a quick label
a review as a summative assessment.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Students can talk to their health care providers by asking them

questions about how to keep their cells and body healthy.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Throughout the lesson, students will interact with the

SMARTBoard by completing online activities through
-http://www.sheppardsoftware.com/health/anatomy/cell/index.htm
How will you connect this lesson with other content areas across the curriculum?

The Arts: Students will create their own cell membranes with arts

and crafts tools, such as, crayons, markers, pens, pencils,

construction paper, glue and etc.

Connection Across the

Curriculum

Health: Students will learn about the important health factors of

the cell membranes how they affect our health and how we can
keep them healthy.
Questions:
1. What bacteria causes strep throat?
2. Name two types of bacteria that can make you sick:
3. What part of the bacteria cell helps it stick to surfaces?
4. Name two foods that bacteria help make:

Physical Education: Students will walk back and forth, to and

from their seats, to the SMARTBoard and other parts of the
classroom during any group activities.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
Suggestions for
Improvement

What would you change when teaching this lesson again?

Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY