West Virginia State University

Teacher Candidate: Stan Stewart

School: Sherman High School
Lesson Topic: Plant Cell Structure

Date: 9-30-16
Grade/Subject: Biology / 10th Grade

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will
1. Name the components of a plant cell, and differentiate between plant and animal cells.
2. Describe the roles of specific plant cell organelles.
WV CSOS
S.10.LS.1 - Construct an explanation based on evidence for how the structure of DNA determines the
structure of proteins which carry out the essential functions of life through systems of specialized cells.
S.10.LS.2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.
NATIONAL STANDARDS
HS-LS1-1 - Construct an explanation based on evidence for how the structure of DNA determines the
structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.
MANAGEMENT FRAMEWORK
Overall Time: 45 minutes
Time Frame:
1) Starter Activity 5 minutes
2) Introduction 5 minutes
3) Body of Instruction 20 minutes
4) Formal Assessment 10 minutes
5) Conclusion 5 minutes
STRATEGIES
1) Direct Instruction
2) Assessment
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Throughout the lesson, I will constantly monitor the students comprehension by listening to
their responses to verbal prompts, and by any forms of questions that may surface. If there are
students who are confused at any time, I will make efforts to differentiate the instruction to
accommodate the students learning. Accommodations may include better seating arrangements, the

use of supplementary materials to help clarify the content, visual aids via the overhead projector and
internet, etc.
A visual aid will be implemented into the lesson, via the overhead projector, to display the
cellular components of a plant cell. This form of differentiated instruction helps students who are visual
learners to grasp the content. Auditory learning needs will be met by the direct instruction and
conversation throughout the lesson.
PROCEDURES
Introduction/ Lesson Set
To begin the class period, I will provide a starter activity for the students to complete while I
take roll. The starter will be the question, Why are plants important to humans? Following roll call, I
will begin the introduction by asking for a few responses to the starter question. I will comment on the
responses, allow for peer reactions, and provide scientific examples as to why plants are important,
namely that we not only get many nutrients from them, but virtually all our energy comes from plants,
which got the energy from the sun. I will use this to propel me into the lesson by stating that before we
can truly understand how and why plants are so important, we must understand how they work. I will
then read the lesson objectives orally and have them displayed on the projector.
Body & Transitions
The body of my lesson will be focused on the cellular components that make up a plant cell. I
will project an image of a plant cell on the overhead projector, and cover each components basic shape
and function. I will describe the components that are different in plant cells versus animal cells, and ask
for guesses as to why those differences are important. I will also briefly discuss the endosymbiont
theory of chloroplasts (plants) and mitochondria (animals), because I feel it is interesting, and make
spark curiosity within the students.
Following the lecture, I will provide a written assessment to the students. The assessment will
have three questions (*See attached assessment). The assessment should be completed before the end
of the class, and returned to me.
Closure
To close the lesson, I will again revisit the objectives of the lesson orally with the class. I will
then have a question and answer session, in case there are any loose ends that need covered. Time
permitting, I will ask the students to write an exit slip about what they felt they learned in the lesson.
ASSESSMENT
Diagnostic
I will diagnostically assess the students through their responses to the starter activity, questions
they may ask, and answers to prompts that they have in the introduction to the lesson. These data
should help me to understand the overall prior knowledge of the class.
Formative
My formative assessments include:
1) A continuous assessment of the students throughout the lesson, (whether by questions from
the students, facial expressions, or lack of involvement, etc.), to make data-based decisions
regarding my instruction.
2) The exit slips at the end of the lesson, which will be used to help shape future instruction.

Summative:
My summative assessment is the three question written assessment. If the students answer the
questions accurately, then I will know that the material covered in this lesson was grasped. I will
consider each question separately when deciding class-wide mastery of content, mastery set at 70%.
(Ex: If 70% answered questions #1 and #2 correctly, but only 50% answered #3 correctly, then I would
consider recovering the content associated with question #3). If 70% of the class answers each question
correctly, then I will consider the lesson a success, and will move on. If not, then an alteration of future
instruction may be necessary, in order to cover material not mastered.
MATERIALS
1) Overhead Projector
2) Writing utensils
3) Paper
4) Assessment
EXTENDED ACTIVITIES
If Student Finishes Early
If student(s) finishes early, they will be asked to quietly write down ideas of science oriented
topics that interest them. These ideas could be used in future lessons, whether as examples or part of
the actual curriculum, to help generate interest in science. The ideas will also provide me with a better
idea of what topics/issues in science and society concern the youth in my class.
If Lesson Finishes Early
If lesson finishes early, I will ask the students to perform the aforementioned task listed above.
The results would be of even greater benefit if the whole class were involved, and if time permitted, we
could, as a group, discuss some of the ideas.
If Technology Fails
If technology fails, I will provide a handout containing the same information that would have
been included on the projector. I will have the handout available, and can quickly make copies inside
the room while conducting the introduction.
POST-TEACHING
Reflections
***A reflection will be included following the lesson.
Data Based Decision Making
***Examples of databased decision making will be included in the reflection following the lesson.

Name: ___________________________
Date:_____________________________

Do You Know Your Plant Cells? (15pts)

1. Compare and Contrast a plant cell with an animal cell. (5pts) (For full credit, you must
discuss at least five similarities and/or differences.)

2. What organelle is the site of photosynthesis, and why is photosynthesis important to

you? (5pts)

3. What do central vacuoles and cell walls have to do with whether a plant stands upright
or sags? (5pts)

Stan Stewart
Ed. 426 LP1 Reflection
10-7-16

For this lesson, I was asked to teach the 10th grade biology classes about plant cell structure. I
developed my lesson by first deciding upon which WV NGOs applied to my topic. I then determined the
objectives that I wanted the lesson to involve. From these objectives, I created the framework of the
lesson. Lastly, I created the summative assessment, which will be used to make data-based decisions
about future lessons, based on the lesson objectives.
When the students arrived for the first period, I asked them to obtain a sheet of notebook
paper, and write a few grammatically correct sentences about why plants are important to human
survival. After several minutes, when they were finished, I asked them to share their results. To my
satisfaction, their ideas covered a wide range of valid reasons. I continued the discussion, offering
additional interesting facts, then informed them that before you can begin to understand how plants
perform these vital roles for us, we have to understand the basics, the cell. I could tell that they were
interested by the conversation and facial expressions during the introduction, and felt that the starter
activity had worked well.
During the body of the lesson, I used the overhead projector to display the lesson objectives, a
diagram of a plant cell, and a slide on similarities/differences between plant and animal cells. I roamed
around the room, using a laser pointer to point out the various organelles and structures on the screen.
The majority of students were very involved with the lesson, often asking questions. I look forward to
and encourage this type of interaction from students, and feel that when theyre inquisitive, theyre
learning. Of the less verbal students, only one initially seemed uninterested. At one point early on, I
noticed him lay his head down at his desk. I calmly walked toward his desk, still answering a question
from another student. I tapped my fingers on his desk, and when he looked up, I quietly directed his
attention back to me. Although the student never became fully interactive, he was attentive and
maintained eye contact with me for the duration of the class period. I felt good about this, as his
attentiveness seemed genuine. Some of the students had questions that could lead me off topic, and I
would have to make a data-based decision on how in depth to answer them, so as to not throw the
lesson off too far. I also reminded them that its ok to use computers and cell phones to look up things
on their own.

Following the lesson, I passed out the three question assessment. I informed the students that I
needed the assessment completed and turned in that day, and that if they paid attention and took
notes, it shouldnt take them very long to complete it. They got right to work on it, and as expected
were finished within ten minutes or so.
I had about ten minutes left in the class period when all assessments had been turned in. I used
this time to close the lesson by asking for any questions. I also allowed questions about scientific topics
beyond the lesson. I explained that an inquisitive mind is a learning mind, and I encouraged them to
always look at whats around them and ask how and why it is how it is. This worked, as the students
discussed and actively asked questions on a variety of things for the entire ten minutes, some of them
even delaying leaving the room after the bell had rang.
In reflecting about this lesson, I felt that it was very effective. The only thing that I honestly feel
I could have done better would be to speak with better proper standard English. I have improved by
leaps and bounds since entering the education program, but still need to improve. Otherwise, I feel that
my performance was very strong, and Ms. M seemed very pleased as well. I felt that my starter activity
and introduction served its purpose of sparking interest about the topic. It made them think about how
we depend on plants, and made learning about plant cell structure more interesting. I feel that by
moving around the room during the discussion, I was better able to maintain the students attention and
involvement. I also felt that my time management was appropriate.
I taught the same lesson to the next biology class as well. This class was Honors Biology (10th
grade), so I expected them to be even more inquisitive and involved. I used the same approach, but
never got quite the same interaction out of them. There were no disciplinary issues with them, and no
students were disrespectful, but they never engaged like the previous class. I felt myself working harder
to explain the functions of the organelles, perhaps simply because I wasnt getting the feedback that I
expected. This made it harder to gauge whether they were getting the material or not. They were all
attentive, but their reluctance to interact definitely made the decisions about when to move on more
difficult.
By the end of the lesson, I was finally getting some participation from some of the students.
When they turned in their work, I could see an immediate difference in the overall quality and detail of
their work, compared with the previous class, and realized that they were indeed absorbing some of
what I had taught them, regardless of whether they were as vocal or not.

I have reflected about what I could have done differently to spark their interest more. This class
is larger than the other class, and maybe the students arent as likely to speak out because of the fear of
embarrassment. I noticed that when someone would answer a question, they did so very quietly.
Perhaps, the next time I teach them, I can focus a little on my appreciation of interaction within the
class. I will try to encourage them to speak up during discussions, and stress that interaction spawns
learning. I will not make it the topic of the introduction, but will let them know my expectations.
Hopefully, if some engage in the lesson, more will follow.
I had about eight minutes remaining at the conclusion of this class, and used it in the same way
as before. This time I found that I did the majority of the talking, as they didnt harbor the same
apparent desire to ask questions or engage in discussion as the first period did. I felt almost like I was
giving them a pep talk about why science is interesting. I brought up topics this time myself and
provided interesting facts. Finally, a few minutes into my closing comments, I noticed the facial
expressions change on many of the students. They were finally absorbed into what I was saying!
In regards to data-based decision making, I made decisions throughout both lessons. I used
everything from answers to questions, facial expressions, student questions, etc., to make decisions
about whether to move on, whether to elaborate more about a topic, or whether the information was
being processed. I used this information to help guide my own instruction.
My summative assessment was designed to be brief, because I knew I wouldnt have much time
following the body of the lesson. I wanted it to reflect the objectives of the lesson, and also involve a
higher level of thinking. I felt that if the students answered the questions accurately, then the lesson
was a success. I set the mastery level at 75% for this assessment. Considering that I allowed the
students to use the notes they had taken during the lessons, I felt this was fair. Even the decision to let
them use their notes was an in-class decision. I did this because I thought it might help them
understand how taking good notes can be important, an issue I very briefly covered at the beginning of
the lesson.
Points were awarded on the assessment based on the following criteria: Question 1 (5 pts)
Students must provide five total similarities and/or differences, worth 1 point apiece. Question 2 (5 pts)
Naming chloroplasts as the organelle (2 points). There are many reasons photosynthesis is important
to humans, but only one valid reason will receive the remaining 3 points. Question 3 (5 pts) In these
answers, Im looking for the central vacuole expanding with water or contracting without water,

affecting pressure on the cell wall, making plant stand straight or sag. A summary of the results of the
three question assessment follows:

Student
1
2
3
4
5
6
7
8

1
4
5
5
5
0
5
5
5

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

1
5
4
5
3
5
5
0
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5

Summative Assessment (Period 1)

Score per Question (5 pts apiece)
2
3
3
1
3
3
5
5
3
5
0
1
3
3
3
4
5
4
Summative Assessment (Period 2)
Score per Question (5 pts apiece)
2
3
2
3
5
3
5
5
5
5
5
2
5
5
3
3
5
5
3
5
3
5
5
5
5
3
5
5
5
5
5
2
5
5
5
5
5
5
5
5
5
3
5
5
5
5
5
5
5
5
5
4

Total Score
(15 pts possible)
8
11
15
13
1
11
12
14

% on
Assessment
53
73
100
87
7*
73
80
93

Total Score
(15 pts possible)
10
12
15
15
12
15
6
15
13
13
15
13
15
15
12
15
15
15
15
13
15
15
15
15
14

% on
Assessment
67
80
100
87
80
100
40
100
87
87
100
87
100
100
80
100
100
100
100
87
100
100
100
100
93

*Student number 5, in period 1, was the student that tried to sleep during the lesson.

Data Disaggregation:
Period 1:
(The grade from student 5 was not involved in the disaggregated data analysis for this assignment. This decision
comes from my belief that his scores should not reflect and influence the overall mastery score of the rest of his
classmates.)

Total number of scores: 7

Minimum: 53%

Average (mean): 80%

Maximum: 100%

Median: 80%

Mode: 73%

Standard Deviation: 14.4

According to this data, the mean score for the class was an 80%. This would comply with the
mastery score that I set for the assessment, which was 75%. Only one student, other than the student
whose grade was omitted from the statistical analysis, scored well below 75%. With this data, I would
definitely move on to the next topic in the following lesson, but would also offer some extra additional
support to the student who scored far below mastery, to ensure that that student doesnt fall further
behind. In regards to the student who tried to sleep during class, and who scored a 7% on the
assessment, I would meet with the student to try and determine what I can do to better instruct and/or
motivate him. Hopefully the meeting would help build rapport with him and inspire him to trust me, as
well as himself, that his education is vitally important.
Period 2:
Total number of scores: 25
Average (mean): 91%
Median: 100%
Minimum: 40%
Maximum: 100%
Mode: 100%
Standard Deviation: 13.8

The data from Period 2 shows that the class average was a 91%, far above the 75% mastery
value. Using this data, I would move on to the next topic for my next lesson. Of the 25 students who
took the assessment during this period, only two scored below the mastery level. For those students, I
would meet with them individually to try and determine what I can do to better differentiate my
instruction to meet their needs. I would try and devote extra support to these students during
subsequent lessons to ensure that they do not fall too far behind the others. The data also verifies that
although these students did not seem as engaged as the first period, they performed considerately
better. This period was the honors biology class, and was expected to perform better. The main thing
moving forward, to me as an instructor, is to better engage them with the content, so that they will feel
more comfortable interacting during the lesson, and to continue to support those who scored below
mastery.
In conclusion, the lesson was an overall success, as both periods scored above the set mastery
level. I feel confident that my classroom management during the lessons was positive, although I would
like to find ever better ways in which to provoke genuine interest amongst all students. My assessment,
albeit brief, aligned well with my objectives, and was a valid way to assess my students knowledge
retention for this lesson.