Lesson Plan Template

Candidate Name: Alyssa Yvette

Ignacio

Course:

Date: October 7,
2014

BACKGROUND
A. STUDENT DEMOGRAPHICS
Class

Proficiency
Level

Grade

15

Total

Scienc
e

Subject

Topic

14

Special
Needs

Gender

Ethnicity

EO

IEP

Male

10

Hispanic/Latino

ELS

504

10

Female

White

GATE

Black/African
American

Emerging

Expandin
g

Asian

Bridging

Filipino

Other

The
indentification
of eukaryotic
cell organelles.

RFEP

6. Key Modifications and Accommodations:

-The primary academic accommodation made for the students with an IEP as well as the Expanding
EL will be how the groups for the activity are formed. Each of these students will be placed in a
group with a more proficient student that has the skills to help guide their understanding through
the activity.
-Specific grouping will also help to temper any behavioral issues that may arise within the class.
Students that are prone to disruptions will be distributed among the groups in an effort to minimize
their distractions and maximize their participation in the lesson.
-The supplies for this lesson (candy) has be evenly distributed among the class in order to keep the
costs low and have little-no impact on students with socioeconomic concerns.

CONTEXT
B. LESSON VISION

-This lesson is linked to the understanding of cells and the functions of the cell components. Students
will use their knowledge of candy in order to draw comparisons with the organelles of the cells.
-This lesson is part of a chapter on the cell. This will provide the background information needed to
understand cell functions and will eventually lead in to the understanding of different eukaryotic and
prokaryotic organisms.
Social Justice:
-In this lesson, students will be working in groups in order to accomplish the task. Each student will
exercise their knowledge of team work and equality in order to accomplish this assignment. Students
will be asked to provide their own opinions and develop positive and constructive responses to the
opinions of others. Students will have the opportunity to practice how to offer opposing ideas
respectfully.

C. STANDARDS
Key Content Standard
-California Science Standards-1a,1b, 1c, 1d, 7d
-California Common Core ELA Standards- 7.W.1a, 7.W.1b, 7.SL.1a, 7.SL.1d, 7.L.3,
ELD Content Standard by Proficiency Level
1.A.1, 1.A.3, 1.B.5, 1.C.11, 2.B.5, 2.B.6
D. OBJECTIVES
Content Objective
-Students will be able to draw
connections between the characteristics
of different candy types and the
characteristics of each cell organelle.
Using these connections, students will
create a replica of the inside of a cell
using candy.

Academic Language Objective

Modified Content Objective

Key Vocabulary
-Organelle, cell, mitochondria, chloroplast, vesicle,
ribosome, nucleus, nucleolus, endoplasmic
reticulum, cell membrane, genetic material,
proteins, lysosome, vacuole, golgi apparatus

-Struggling learners will be able to recognize

that the characteristics of each type of
candy can be compared to the
characteristics of each organelle. They will
be paired with more competent students in
order to have peer-facilitated help.

-Students will be able to write concise statements in

order to explain the comparisons between the varying
candy types and the cells organelles.
-The Expanding EL will be able to write short
descriptions of similarities between the candy type with
the cell organisms

E. RESPECT, EDUCATE, ADVOCATE & LEAD (REAL) DISPOSITIONS with EMBEDDED

TEACHER PERFORMANCE EXPECTATIONS
Respect: 1.2, 1.3, 1.5, 1.7
Educate: 2.3, 2.5, 2.7
Advocate: 3.1, 3.2, 3.3
Lead: 4.1, 4.3

ASSESSMENT
F. EVIDENCE OF LEARNING

DIFFERENTIATION

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FEEDBACK

Formative assessments will be used to gather

evidence of learning.
The opening activity will review organelle
functions. Low scores will indicate the groups that
need additional assistance throughout the activity.

Guiding questions and

individual attention will
be provided to
students as the need
arises.

Students will work in small groups to create a

model of the cell and its organelles using candy.
The objective will be met if students can
successfully draw connections and comparisons,
verbally and in writing, between organelle
functions and features and the various candies.
Students will also be able to clearly identify the
function of each of the major organelles.

G. MATERIALS AND RESOURCES

Teacher generated worksheet, variety of candy (provided by the students), whiteboard & markers,
picnic utensils.

What Depth of Knowledge level/s is addressed in the lesson?

Levels 1-4 will be addressed in this lesson. Students will be tasked with recalling previous
content about the organelles in order to draw comparisons between each organelle type and
specific candies. Student will work in small groups to construct a comparable cell model using
candy.

H. PLAN

DIFFERENTIATION

FEEDBACK

Struggling learners
and the Emerging EL
will work together
with their group
mates to answer the
questions. Provide
increased guiding
support to the
students that require
it.

Teacher Observations
& Group Activity
Scores- Understanding
is considered to be
achieved if students
are able to recall
important information
regarding cell
organelles and
functions.

LESSON INTRODUCTION (10 mins)

Students will be divided into their groups at
the start of the lesson. Each group will be
provided a white board & marker. The
following organelles will be called out-nucleus,
mitochondria, cell membrane, Rough ER, Golgi
Apparatus. Groups will be asked to write the
functions of each organelle on their
whiteboards.The team with the highest score
will determine the order of priority for the rest
of the lesson.

We will use the knowledge of cell organelles

and organelle functions to create a model of a
cell sing candy. The purpose of this lesson is
to recognize that each organelle has a
specific/unique appearance and function, as
different varieties of do.

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LESSON BODY ( 30 mins)

Candy Cell Model-Students will work
together in order to create a model of the cell
and its organelles using candy. Students are
tasked with selecting candies that will best
represent each organelles based on factors
such as appearance, shape, size, defining
characteristics. In addition to these models,
students will complete a worksheet in order to
review the function of each organelle and
explain their organelle-candy choices.

Student is paired
with peers that are
comfortable with
guiding others
through lessons.
Students may be
given more specific
tasks to accomplish
in order to contribute
to the finished
model.

Models- Students that

have achieved the
desired level of
understanding will
have constructed a
well-though cell
model. They will also
be able to verbally
express the
connections between
each organelle and
the candy type.
Worksheet- Students
have achieved
understanding if the
are able to use written
expression to explain
the reasoning behind
each organelle-candy
choice.

LESSON CLOSING (5 mins)

Students will use their knowledge of the cell
and its organelles to create a cell model using
various candies. They will draw connections
between the candies and the organelles based
on similar the similar characteristics of each.
Exit Slip- On a notecard: Choose three
organelles and explain why the candies in
your cell were chosen to represent them.
Include the function of the organelles in you
explanations.

Students will select

two organelles and
identify their
function. Additional
time will be provided
if needed.

REFLECTION
I. GUIDING QUESTIONS

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Exit Slip- Students that

have achieved the
appropriate level of
understanding will be
able to draw
connections between
cell organelles and
their functions. They
will also be able to
make connections
between the
characteristics of the
various candies and
the cell organelles.

Using the data collected for this lesson, how will you use the data to inform your future
lessons?
Based on the data, changes to presentation of information will be made. If students are
successful in fulfilling the objective, similar activities will be used in order to reinforce similar
topics.
How are you going to provide feedback for students?
Feedback for the students will be provided orally, given to each group or individual as
needed. Student-Teacher collaboration during the lesson is encouraged.
Based on evidence of learning, what goals will you set with students?
TBD
Were your students engaged? How do you know?
TBD
Did you meet your lesson objective? How do you know?
TBD

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