SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN

Name

CWID

Subject Area

Jason Unger

800460404

Science

Class Title
Biology

Lesson Title
Cell theory, prokaryotic vs
eukaryotic, and cellular
organelles

Unit Title

Grade Levels

Total Minutes

Cell Structure
and Function

9-10

103

CLASS DESCRIPTION

Aliso Niguel High School significant student racial demographics are 60% white, 16% Hispanic or Latino, and
12% Asian.

In the second period Biology class, there are three ELs and four SSNs.

Seating arrangement in this class is 31 students arranged in eight table-units, seven with four students and
one with three 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

1.A.1. Exchanging information and ideas with

others through oral collaborative discussions on a
range of social and academic topic
NGSS standards:

HS-LS1-2. Develop and use a model to

1.A.3. Offering and justifying opinions, negotiating

illustrate the hierarchical organization of
with and persuading others in communicative
interacting systems that provide specific functions
exchanges
within multicellular organisms
Common Core standards:

CCSS.ELA-LITERACY.RST.9-10.4. Determine the

1.B.5. Listening actively to spoken English in a

meaning of symbols, key terms, and other
range of social and academic contexts
domain-specific words and phrases as they are
used in a specific scientific or technical context

1.C.10. Writing literary and informational texts to

relevant to grades 9-10 texts and topics.
present, describe, and explain ideas and

CCSS.ELA-LITERACY.RST.9-10.5. Analyze the

information, using appropriate technology
structure of the relationships among concepts in a
text, including relationships among key terms.
1.C.12. Selecting and applying varied and precise
vocabulary and other language resources to
effectively convey ideas
Lesson Objective(s)
Evidence
Evidence is observations and data collected during the
following activities:

Self-assessment vocabulary list

Self-directed guided notes using Google

SWBAT list the three components of cell theory, organize
Chromebooks
characteristics as belonging to prokaryotic cells,

Think-write-pair-share discussions
eukaryotic cells, or both, and match cellular organelles
with descriptions of their functions

https://kahoot.it quick question quiz

Reading Little Girl Lost: a Case Study on Defective

Cellular Organelles

Exit-slip questions
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Feedback Strategy
How Informs Teaching
Assessment
Students gauge their
prior knowledge of
vocabulary by
Information is gathered
Metacognitive selfcategorizing terms as
Teacher monitors and
to guide the focal points
assessment of prior
things they know,
EL
assists while students
of the lesson based upon
knowledge about
kind of know, or dont
engage in the activity.
students strengths and
vocabulary
know. They are
weaknesses.
encouraged to illustrate
for a visual to help
remember terms.

PM

Body of lesson focuses

on gathering information
about student progress
while assisting them
through guided notes,
think-write-pair-share,
and the reading Little
Girl Lost: a Case Study
on Defective
Cellular Organelles.

Students are seated in

heterogeneous groups at
tables of 4. During selfguided activities, they
are encouraged to find
assistance from table
partners, and then ask
for teacher assistance
when necessary.

Observations and
assistance given to
individuals and/or to the
entire class.

Allows teacher to
differentiate and
individualize the lesson
for students based on
questions asked during
monitoring of activities.

Exit-slip to provide
writing practice and
feedback for assessment

Students finish the

lesson by answering exitslip questions
independently and
without teacher
assistance

After collaborating with

table mates throughout
the lesson, this will give
an individualized
assessment of students.

Gauges students
understanding of the
lesson and provides
information to design
follow-up lessons to
address challenging
content.

INSTRUCTION
Instructional Strategies
Metacognitive self-assessment vocabulary list with illustrations, self-directed guided notes, think-write-pair-share,
guided reading, and exit-slip.
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
1) Begin with daily agenda
1) Students write down the daily agenda on a
handout and are now aware of todays objectives
SWBAT recognize the 3 components of cell theory, differentiate between
and activities
prokaryotic cells and eukaryotic cells, and identify the structures and
2) Students self-assess their understanding of the
functions of cellular organelles.
vocabulary words they will encounter during this
lesson. They rank terms as know it, kind of
know, or dont know, using only their prior
HW: complete the Case Study: Organelles activity
knowledge. ELLs, SSNs, and others who find it
useful will illustrate the terms they know and kind
1) Guided notes and group discussion
of know on a separate sheet of paper.
< 10
min
2) Kahoot.it

3) Case study: organelles

2)

Pass out self-assessment vocabulary list. ELLs,

SSNs, and others who request will also receive a
blank sheet of paper to illustrate for definitions.
Monitor students and provide assistance as they
work on the self-assessment vocabulary list.
Lesson Body
Time
Teacher Does
85 min 1) Tells students to each gather a Google
Chromebook, log on and download the Google
Slides presentation from the class website, and
passes out the guided notes activity.
2) Monitors students as they work on the guided
notes. At certain points, the teacher interrupts
the guided notes and has students participate in
group activities.

Students will be directed to write down three

statements about the atomic theory that
they should already be familiar with due to
their coverage during the Chemistry of Life
unit. They will then think-write-pair-share to
come up with the three similar statements
made in the cell theory. Teacher directs class
discussion and then has students resume
their guided notes.

Teacher passes out a Venn diagram and

shows the video Prokaryotic vs Eukaryotic
Cells.

Assesses students by giving instructions to

Student Does
1) Set up Google Chromebooks, log on then open
and begin the guided notes using the Google
Slides presentation.
2) Students work at their own pace and receive
assistance from peers and the instructor to
facilitate their progress on the activity. Group
work sessions dispersed throughout the guided
notes activity retain students attention on the
tasks by dividing them into segments instead of
one continued session of guided notes. They
begin writing on a blank sheet of paper that is
used throughout the lesson for written portions
that are shared and submitted at the conclusion
of the lesson.
3) Students add another section to the written
documentation of the lesson with their answers
to these questions. They interact with their
partners at the table groups to exchange
information and answer each others questions.
4) Students enter a code to participate in the quick
question quiz on the Google Chromebooks
5) Students read the background information for

answer the following questions by raising one

finger for Prokaryotes, two fingers for
Eukaryotes, or three fingers for Both:

Which cells have a nucleus?

Which cells usually form unicellular

organisms?

Which cells have ribosomes?

Which cells have mitochondria?

Which cells have DNA?

3) Concludes the guided notes activity by directing
a think-write-pair-share where students list 4
things that were confirmed, 3 things they
learned, and 2 questions they still have.
4) Quizzes students with prepared questions on
https://kahoot.it
5) Passes out the printed handout for the inquirybased activity Little Girl Lost: a Case Study on
Defective Cellular Organelles. The first section of
the activity is not included in the printed handout
because students have not yet learned about
genetics. To avoid confusion, the background
information about the case study is projected for
the students to read off the screen and is
provided in a slide on the digital guided notes.

Little Girl Lost: a Case Study on Defective

Cellular Organelles and begin the inquiry-based
activity. This continues until ten minutes are left
in class. At that point, students put away the
Google Chromebooks and prepare for the lesson
closure.

Lesson Closure
Time
Teacher Does
Student Does
1) Displays the following exit-slip questions:

List the 3 parts of the cell theory

Describe the differences in prokaryotic and

1) Answer exit-slip questions individually to provide
eukaryotic cells
10 min
teacher with feedback about what individuals

Describe the differences in plant and animal

have learned at the conclusion of this lesson.
cells

Draw either a plant or animal cell with as

many organelles as you can remember
Instructional Materials, Equipment, and Multimedia
Google Chromebooks, projector, self-assessment vocabulary list, guided notes handout, guided notes slides,
Prokaryotic vs Eukaryotic Cells video, https://kahoot.it quick question quiz, blank paper for think-write-pair-share
activities and exit slip, printed handout of Little Girl Lost: a Case Study on Defective Cellular Organelles.
Co-Teaching Strategies
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs

Advanced Students

ELLs can add illustrations

to the self-assessment
There is a segment of the
Beginning with a selfvocabulary list for a visual
Little Girl Lost: a Case
assessment vocabulary list
aspect to better associate
Study on Defective
can also give me a chance
SSNs may also benefit from
the words with meanings.
Cellular Organelles activity
to say each word out loud
drawing visuals to
Assistance is provided with
that will not be printed out
along with repeats by
accommodate the
translations as I roam the
for the majority of students
students to assist in
vocabulary on the selfroom to monitor during the
because it discusses topics
reading and pronunciation
assessment vocab list. They
guided notes activity.
that have not yet been
of vocabulary words. The
will be able to get
Students will be using
introduced in this class.
Google Slides students will
assistance from peers for
Chromebooks and I will
However, printed copies of
use for the guided notes
group activities inserted
suggest that ELLs use
this version will be made
give text as bullet points.
periodically throughout the
Google Translate to assist
and handed to advanced
This will make it more
self-guided notes.
with text they cannot
students who finish the
comprehensible to striving
understand. That may also
guided notes early and
readers.
be applied to the inquiry
need additional stimulation.
activity.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
My original design for this lesson did not include the cell structure and function self-assessment vocabulary list
to begin the lesson, and the guided-notes were to be completed as students followed along with a PowerPoint
presentation. Also, the time spent doing the Little Girl Lost: a Case Study on Defective

Cellular Organelles reading activity was originally to be used doing a Process Oriented Guided Inquiry Learning
(POGIL) activity. I would like to explain why I chose to alter the design. In summary, redesigning the lesson with
the activities that I chose applies the background information I have gathered about students much more
effectively.
Beginning activities with the cell structure and function self-assessment vocabulary list is a critical
metacognitive strategy. Students will be able to monitor their learning process by referring back to the
vocabulary list and updating their understanding of the terms that have been covered and reviewed in ongoing
lessons. It makes them self-aware of their current knowledge and what needs improvement. It will also allow
me to begin the lesson by making a learning option for ELLs who can benefit from having visuals to refer to so
they can establish a connection between the word and something they create. SSNs may also benefit from
drawing visuals for the vocabulary. It could have the same beneficial effect mentioned, and improve outlook on
the class for that day, having been given the freedom to design visuals. The main benefit for all students is
that the self-assessment vocabulary list builds a foundation for their learning throughout the unit.
There are both pros and cons to having students fill in spaces on the guided notes as they listen to a lecture
and watch a presentation given by the teacher. The pros are that I can ensure that all students have the proper
information written in the blank spaces, making it a valuable study tool. In addition, I can place more emphasis
on particular topics and discuss them in more detail than what is on the slides. I can suggest learning
strategies for the material to the whole class while they are all at the same place in the guided notes. The cons
are that student involvement may be minimal. Even if the result would be a valuable study tool, not as much of
the material would be absorbed during the initial classroom learning. That would minimize its value as a study
tool. I chose instead to let students guide themselves through the notes on the Chromebooks. The advantage
is that while students are seeing the same content they would have during a traditional lecture, I can make
more observations and custom modifications to meet the needs of individuals. Teaching themselves the
material without my elaboration may raise more questions. That is not a negative part of this instructional
design; rather, it will allow me to customize the lesson for individuals and put together my observations to
address issues that are trending.
The special needs of the two focus students were also a key motivator for deciding to have students guide
themselves through the guided notes on Chromebooks. I realized that I would be making many assumptions
about how well they are understanding the material if I am restricted to my position standing in front of the
class to direct the slides. Even if I could direct the slides from a remote, it would still be a race to complete and
not a quest to understand. Whichever way the lecture is presented, doing it in that manner would make me
unavailable to address any special needs that these two focus students or any others who need assistance
have. My choice of lesson design for this activity will give me the ability to address language-learning issues
that ELLs encounter and distractions and social pressure faced by SSNs.
I have seen good results from POGIL activities in the past. However, for this lesson I decided that it would be
more effective to use a reading activity that focuses on real-world application. That is something that can make
any lesson more appealing. The narrative story that accommodates the Little Girl Lost: a Case Study on
Defective Cellular Organelles reading activity also has the ability to build the English language reading skills of
ELL students. And real-world application and a story to follow makes it more drawing and better able to retain
the attention of individuals with learning disabilities such ADHD. It is important to note that my purpose in
teaching biology is to prepare students for realistic encounters with the subject. While the POGIL activity has
its benefits and could be a good resource for test preparation, realistic stories such as the Little Girl Lost: a
Case Study on Defective Cellular Organelles reading activity will better suit the goal of preparing students for
realistic encounters.