EDU 387 Lesson Plan

Template with guiding questions

Teacher(s)
Name
Heather Freytag

Grade Level(s)

Content Area

Life Science

Time line

1 Day

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
CCSS Reading Standards for Literacy in Science and Technical subjects 7: Integrate
quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table.)
Maine science and technology standards- A2 models: 7th grade: Students use models to
examine a variety of real-world phenomena from the physical setting, the living
environment, and the technological world and compare advantages and disadvantages of
various models.
I expect students to know and understand a cell and all its components. I expect them to work together cohesively
as a group to answer questions and then relay that information to others. The knowledge of a cell will translate
into how systems work including those found in the body. These ideas can also be utilized in every day news
stories, such as, Ebola and dehydration or frostbite.
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
The class will begin learning about plant and animal cells. We will begin by going over the parts of cells; the
organelles, and their jobs. After a brief review, and summary about cells, given by the teacher the class will break
up into groups. Each group will be given a couple organelles to identify. (The number of organelles depends on
number of groups.) There will be investigative questions given to each group for them to answer on each
organelle. Next I will display a large felt version of the cell; the organelles left off. As I pick up the corresponding
felt organelle, the group assigned will tell the class about the organelle, utilizing the questions they answered. All
classmates are expected to take notes. Classmates may ask clarifying questions if any information presented is
unclear to them. We will continue through the organelles. This should take up one whole class period.
I expect the students to work together to discover new information regarding cells. At the end of the above
lecture on cell organelles I will assign a project for students. They will use this new information to make a cell
model of their choice and include the parts. This would also include previous cells we learned about,
paramecium, protozoa, or an animal/plant cell we just learned about. There would be written instructions provided
as well as my presentation of the idea. This will allow students to utilize the information into their own words and
present me with a cell model. It would not be due for at least a week (maybe two) and I would allow some class
time for them to brainstorm and ask me, or peers, questions. The finished product would be my assessment on
their understanding of cells. As an exit ticket for class that day, they would need to present me with the cell type
they hope to tackle for the upcoming project.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Why are cells important to learn about? What is happening when you get thirsty during gym? What is happening
when someone gets frostbite? What happens when youre friend gets the flu, should you be worried? How about if
it is Ebola, how concerned should you be? What color is your pee? And what does the answer say about your
cells? (I thought the gross factor may peek their interest while giving them important information!) Finally, where
did my blue/brown/green/hazel eyes come from?
All these questions can be answered as we learn about the nature of cells. Their behavior, what they need to
survive, and how they reproduce. Also important how they work together, and what their goals are in life. Yes they
have goals just not like people do.
As background information I would ask what they already know about these topics and questions mentioned
above. Id ask them to keep a record of answers so that as we address each one, they can look back to see what
they knew and what they learned. Id have them journal throughout the unit as we did so. I imagine that at this
point they have heard of cells. I want to expand that knowledge and make it important to them.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
For todays assignment they will produce a cohesive explanation of each organelle assigned. They will also ask
appropriate questions as necessary for clarification, and in tandem provide the answers when asked. They will be
able to use their text to look up answers, then be able to place the organelle where it goes in the cell, and tell the
class what each organelle does.
To generate the new knowledge they will be answering questions for themselves and then reproducing that
knowledge in their own words for their classmates. I will be monitoring all groups for understanding of the task.
Also as they present I will also ask questions about the organelles so the groups may demonstrate their
understanding. At the end of the unit each student will be providing a cell model to show me that they understand
the whole lesson, and can reproduce the information for me in a new form.
I will be looking to see that all students provide help to their groups and then to the class. I will stress that we are
not repeating the textbook but putting the answers into our own words. This will show me their understanding, or
lack, of the material. If they cannot demonstrate this to me and their peers, I know I will need to repeat the lesson.

Resources (What materials, tools, and/or resources are needed?)

I will need the textbook, my felt model, the question sheets to be provided for each organelle, the chalk/white
board to brainstorm the essential questions about the lesson, paper, and pencil for taking notes.

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
We will have already learned about single celled organisms and hopefully they have heard of plant and animal
cells before today. To generate interest, in a previous class I would have allowed them to see cells with a
microscope. Microscopic cells are hard to see, making it hard to imagine for some students. Letting them see
what they will be learning about in actuality makes it more tangible. I would have them stain an onion cell, and
then allow them to see previously stained cells of animals and plants. (We would have discussed what types of
cells they would like to see, so that I could provide them on the lab day.) We might even look to see puddle water
with living things in it, if possible. It would be great for them to visually see what we are learning about. This lab
would also provide me with a chance to see what they already know. If I asked them to label what they are seeing
I could get a feel for what we need to focus on. It wouldnt be a graded assignment more of a participation
assignment. Participating in the lab between single celled and multi celled organisms will allow me to assess if
they understand that they are two different types of cells, with different functions.
Management (How and where will your students work? Classroom, lab, groups, etc?
For this classroom assignment we will be working at our lab tables in the classroom. The beginning of class
would be as a whole. Then breaking into groups to work on the organelles assigned. We would then stay as
groups, but work as a whole class as we put my felt cell-reproduction back together; into an organized cell. There
would be minimal movement on the students parts.
Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
I intend to be the facilitator for peer learning. I want to provide the framework for what they will be learning about
the cell. I would be walking around the class, as the groups are working, to ensure they are keeping on task, and
to monitor their understanding. Having the class work together in groups will support peer learning instead of the
teacher talking at them about organelles. Each student within the group will be assigned tasks to ensure all are
involved in their work and learning. (The nature of the tasks would have been agreed upon earlier in the year at
the beginning of group work. For example, secretary, leader, speaker for group, etc. I would expect these to
change each time there is group work.)
The end of the class will provide a felt, working cell model that the students put together and explained in detail
how it works. Once this is done we can begin to address our earlier questions about getting thirsty, frostbite, and
eye color specifically. (The germ transmission would be addressed when we learned about bacteria and virus cells
and their transmission. Pee color would be addressed as we move into organs, cells working together.) This will
be meaningful because they learned the material and taught it to each other; a group activity that provides a
finished product they can see and touch.
I hadnt planned much technology use in this particular example lesson. If we had IPads, I would allow them to
use a vetted online source to also answer their questions, and perhaps to see pictures of the organelles to help
them visualize what they are learning. If we didnt have IPads, I could use a computer to show the same pictures
while we went over the organelles as a whole class.

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Differentiation (How will you differentiate content and process to accommodate various learning
styles and abilities? How will you help students learn independently and with others? How will
you provide extensions and opportunities for enrichment? What assistive technologies will you
need to provide?
The exceptionality I have chosen is visually impaired. I would, by this time, either have provided a braille textbook
or have set up peer readers for my visually impaired student. As we learn about the cell I would have a 4-D model
that can be felt by the visually impaired student. I think it is good for tactile learners as well, and intend to have
the 4-D model option for all classmates (there would be one but any students could use it if necessary). It will
become vital for my visually impaired learner. (S)he can touch the model and see what each organelle looks like
and where it is located within the cell. I would have a version for each cell type. (There were some really
awesome ones at Target.com.) Group work should be routine by this time, Id have the group go to the visually
impaired student. However, I plan to have groups already sitting together at lab tables. These groups would rotate
by semester or unit. This will result in minimal movement through the classroom, decreasing the disruption time
for everyone. If extra time is needed I can easily incorporate that into the lesson plan.
The final project I will be assigning should be fine as assigned. The written version of instructions will either need
to be given as a recorded audio message or written in braille. I feel most comfortable giving the assignment as an
audio message. This could be posted on the class website and then all students will have access to it as needed,
for clarification. However, I would provide whatever method my visually impaired student feels the most
comfortable with. Since most of this class will be verbal I foresee no accommodations needed for the lecture
part, other than being sure to use descriptive words. My student may need a braille note taking device and will be
provided one if they do not have one. My student may also record the classroom discussions to listen to later if it
is necessary.
I would ask that when we work as groups we speak quietly as it may be distracting for the visually impaired
student to hear their own group. Perhaps utilizing a chart with noise levels to help remind them, like the ones they
use in elementary schools, giving a color and number to appropriate loudness. This would be something they
have seen before and could incorporate easily.
Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
I will assign an exit ticket; the students will provide the type of cell they will use for their final project. The
reflection will be in a journal assignment that discusses the answers to the questions about being dehydrated and
eye color, etc. This will be in a future class since today we only learned the basics.
Based on the group participation I will be able to detect if they found it meaningful. If students are gossiping
instead of discussing the topic at hand they are not engaged. I would perhaps remind them of the questions we
are looking to answer in our essential questions. I may reengage them by asking how they believe the answers
will be revealed. Do they foresee an organelle that may reveal the answer?
As the groups present and put the felt cell back together, I will monitor the class for their attention; are they taking
notes, asking pertinent questions, and answering them when asked?
If I find their attention is waning at any of these times, I know to change the nature of the assignment. Possible
changes could be: I could give them a card with the answers to the questions already given. Then they must
investigate in order to find which organelles they were given. I may also find a fun song or video to play for them
at the beginning of class. Certainly discussing topics in the news that pertains to things on the cellular level, will
help focus their attention. Also the question: what color is your pee? We must learn about cells to learn about
waste disposal. Then we tie that idea to one of the organelles. This will lead to an organ in the body that ties to an
entire system in the body. We take a small part and zoom out to the whole; making this important information to
learn.

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