SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Jose Martinez

890949019

Biology

Class Title

Lesson Title

Unit Title

Grade Levels

Total Minutes

Life Science

Cell Functions

Cell Introduction

7th

50 min

CLASS DESCRIPTION
4 of 30 ELD students are Early Intermediate, 15 of 30 are Early Advanced, 7 of 30 are Advanced, 4 of 30 are
Redesignated. Students are arranged facing towards teacher, seated in assigned groups. Mostly of Hispanic descent. 5
of the 30 students are categorized under special needs; two behavioral, one ADD, two with Specific Learning Disability.
All of the students are placed on free/reduced lunch programs.
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
MS-LS1-2. Develop and use a model to describe the
function of a cell as a whole and ways parts of cells
contribute to the function.
DCI: Within cells, special structures are responsible for
particular functions, and the cell membrane forms the
boundary that controls what enters and leaves the cell.
Crosscutting: Complex and microscopic structures and
systems can be visualized, modeled, and used to describe
how their function depends on the relationship among its
parts, therefore complex natural structures/systems can
be analyzed to determine how they function.
Lesson Objective(s)
Given prior knowledge on the information of cell
organelles, students will construct a model on cell
organelles and describe how they function together.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

ELD 7 1.A.1. Expanding (Exchanging information and

ideas with others through oral collaborative discussions on
a range of social and academic topics.)
ELD 7 1.A.4. Emerging (Adjust language choices according
to social setting and audience.)

Evidence
Students will construct a model (Complete a model
handout) highlighting the organelle name and function
with a student associated picture from a set of provided
pictures.

Implementation

Feedback Strategy

EL

To gain an understanding
of student prior
knowledge on cell
organelle functions.

Short discussion on the

functions of organelles.

Immediate through
student responses and
conversation.

PM

To gain an understanding
of student progress on
how to create a model.

Group
discussion/facilitative
questions.

Immediate through
student responses and
conversation.

Model worksheet

Written student
responses are handed
back graded the
following two days.

To gain an understanding
on whether students met
S
the learning objectives
and the creation of
modeling.
INSTRUCTION
Instructional Strategies

How Informs Teaching

Gives valuable
information on whether
or not students need a
quick review on the
functions of cell
organelles.
Gives information on
whether or not students
are understanding how to
properly create a model
with the given material.
Gives an understanding
on whether or not
students had meet the
learning objectives
through modeling.

Discussion, writing, and group collaboration.

Lesson Introduction/Anticipatory Set
Time
Teacher Does

Student Does

As students walk into the class they grab a copy of

the organelle pictures and model worksheet.

Obtain one of each handouts, the model and picture

handout.

Explain how to use the pictures in association with

cell organelle function. Give an example how the
nucleus is in charge of the cell and how President
Obama is in charge of the United States. Ask
students to give a short description of the functions
of certain organelles.

Listen to the teacher and ask any questions in

relation to the activity.

Distribute the visual diagram of the plant and animal

cell to each table.
Lesson Body
Time
Teacher Does
Instruct students to begin their model using the
pictures and model worksheet.
Begin the stop watch on the projector to give
students time remaining.
40
Walk around the room asking students facilitative
questions and listen to their discussions, redirect if
needed.
Remind students of the time they have.
Lesson Closure
Time
Teacher Does
Hold a short discussion on student responses from
the model handout.
5
Ask students to give their comparison along with
their rational.
Instructional Materials, Equipment, and Multimedia

Take a look at the plant and animal cell visual

diagram and begin to think of examples for other
each organelle picture.

Student Does
Listen to teacher and ask any questions about
completing the model. (Possible confusions students
might have is how to choose which picture to
associate cell organelle function)
Pay close attention to the time remaining to keep on
task.
Answer any questions the teacher asks, make sure to
clarify and hold ups or confusion on functions and
pictures.
Student Does
Answer questions posed by the teacher and give
supporting evidence as to why you chose your
examples.

Computer/stop watch, scissors, handouts, Plant and Animal cell visual diagrams.
Co-Teaching Strategies
One-Teach, One-Assist.
DIFFERENTIATION
English Learners

Striving Readers

The use of a visual

representation of animal
and plant cells aid in the
understanding of complex
cell functions.
The incorporation of
pictures and asking
students to create
connections with cell
organelles visually
facilitates model creation.

Not much reading is

required in the lesson.
Having this information in
mind, students are given
the freedom of using their
own notes and previous
material in facilitating their
associations for the models.

Students with Special

Needs
All students are given a prefabricated model
worksheet. This is to aid in
time required for students
to create the template
required for the model.
SNN will be provided with
pre-completed examples to
provide them with the
required work needed from
them. This will be done to
lessen any confusion. The
worksheet should take the
whole class period to keep
the students with
behavioral issues focused.

Students are grouped into

various levels of language
and content proficiency.
This is done to give
students the most support
though peer collaboration
and language.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Advanced Students

Advanced students will be

asked to create their own
model examples using a
chosen analogy. An
example would be to use
the school faculty and
explain how they function
as a cell organelle. This will
be given to challenge
student analogy creation
and to keep them on task if
they finish early.

Incorporating the creation of a model in cell organelle learning is challenging and activates different learning of skill
sets. Modeling is one of the epistemic practices of science as highlighted in the NGSS. By having students create a
model though analogies, students can associate difficult concepts and topics with known knowledge. All of the material
presented in this lesson is to better facilitate student understanding of cell organelle function though known
knowledge. Group interaction is included to provide students with 21st century skill sets when entering the work force
and community.
Collaboration is a major desire for schools and the community, students will be engaged in group work throughout the
school year when possible. The use of facilitative discussion while students are completing the activity keeps students
on task while keeping student mind sets engaged. The intro and closure of the lesson is short due to the creation of a
model being the sole focus of the lesson. Most of these students have never been engaged in the creation of a model
using analogies in cell organelles. This information was gathered from a previous lesson requiring students to create a
model, that lesson was very difficult in keeping the students engaged. Most of the students had a difficulty in making
analogies. This lesson is an adaptation of the proposed fixes of that previous lesson.
Since most students dont have access to the internet at home, homework is rarely given. Homework us usually to
finish whatever wasnt finished during class time. Students will be given the required material for completion of this
lesson. No outside material will be needed. Since most students become engaged when discussion is used, discussion
is the main means of teacher to student interaction. Discussion also gives the teacher immediate feedback, allowing
the most information as to whether students understand the material.