edTPA-Lesson Plan 1: Living or Non-living?

Teacher Candidate Name: Cynthia Shepherd

Grade & Subject Area: 7th grade Life Science
Date for Planned Lesson: Oct 17-18, 2016
Lesson Title
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson 1: Living or non-living?

MN/CC State Standard(s) 7.4.1.2.1 All living organisms are composed of one or more cells which carry on the many
- direct quote from MN standards functions needed to sustain life.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Recognize that cells carry out life functions, and that these functions are carried out in a
- derived from standard, similar way in all organisms, including, animals, plants, and bacteria.
- communicates general goal

Learning Target for this Lesson Students will categorize living vs non-living things using the six characteristics of living
- concisely says what students will be things
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. organized, reproduce, energy, grow, develop, adapt, organism, virus
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. compare, contrast, characteristics, categorize, functions
(words used in school across many
c. X is alive because it displays the following characteristics (give examples)
subject areas)
Y is not alive because it doesnt display (blank) characteristics.
c. Syntax Sentence Frame: Example d. In Lesson Part 3 guided practice (below), students will use the academic vocabulary as
sentence that students can use they discuss how the six characteristics of living things apply to humans, rocks, and
to accomplish target viruses
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports LP will accomplish the stated target with the added support of hearing examples of both
a. Identify how some form of living and non-living things from teacher and other students before being asked to give
additional support will be examples.
provided for some aspect of the
JG and OT will accomplish the stated target with the added support of having the six
lesson for given student(s) characteristics broken down into chunks with an example of how organisms display that
- visual, graphic, interactive characteristic listed for them
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
Glencoe Life Science 1999 textbook pg.6-9, 32-37, computer with internet access,
projector, speakers, whiteboard with markers, student worksheet
Activity description / teacher does Students do
Learning Target: Teacher will ask, how do we know if Alternating, each student will
something is living or non-living? name off either a living or
Activate Prior Knowledge: Write two categories on the non-living thing to fit into the
board, living and non-living, list things that fit into correct category
each category.
Teacher will note that student examples fit into proper As a class, students explain
category with + or - in the class roster why they agree or disagree
with the categorization of
any items, correct any errors
in categorization
Teacher introduces the concept of viruses. Teacher fills Students brainstorm what
in common knowledge that students may have missed, they know about viruses
like having a cold or the flu is caused by a virus invading
the body
Show video about viruses:
https://www.youtube.com/watch?v=Rpj0emEGShQ
Teacher asks, knowing what we know about living vs Student show of hands for
non-living things, do you hypothesize that viruses are viruses are living, student
living or non-living? show of hands for viruses
are not living
Teacher pairs students, provides living vs non-living In pairs, students use
comparison worksheet worksheet information about
Teacher will move amongst student groups and direct viruses found in book pg. 32-
student inquiry towards problem solving 35 to evaluate whether
viruses are living or non-
living
Walk around and ask students specific questions like, do
humans reproduce? How? Do rocks reproduce? How?
Do viruses reproduce? How? Make note of overheard
misconceptions; ask leading questions to encourage
students to re-evaluate their conclusions.
Teacher will give students the opportunity to ask Homework: Students read
questions and get help with the homework before pg. 32-37 in textbook. Do
handing it in questions 1-4 on pg. 37
Check individual answers on homework when handed in
Check group answers on comparison worksheets
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
a) Students will categorize living vs non-living things Student show of hands for
using the six characteristics of living things viruses are living, student
show of hands for viruses
b) On an exit ticket have students indicate with 1-3 how are not living, compare to
well they understand the concept, 3 (I could explain this first show of hands and see
to someone else) to 1 (I want would want it explained to how answers changed
me again before explaining it to someone else)

Phase 6 Summative Next Steps Students Reteach Extend Transfer to new

Attach a class roster (first names Slightly situation/topic
only) with space to indicate Foster
for each student the needed Terren
next steps of instruction. Meryah
Liniquer
Korrie
Mina
Carsen
Sarah
Laura
Joel
Alicia
Giselle
Michelle
Isabella
Megan
Kearah
Isaac
Hunter
Brooke
Olivia
Jonathan

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
edTPA- Lesson Plan 2: Whats Inside A Cell?

Teacher Candidate Name: Cynthia Shepherd

Grade & Subject Area: 7th grade Life Science
Date for Planned Lesson: Oct 19 & 25-31, 2016
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Lesson 2: Whats inside a cell?
MN/CC State Standard(s) 7.4.1.2.1 All living organisms are composed of one or more cells which carry on the many
- direct quote from MN standards functions needed to sustain life.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Recognize that cells carry out life functions, and that these functions are carried out in a
- derived from standard, similar way in all organisms, including, animals, plants, and bacteria.
- communicates general goal

Learning Target for this Lesson Students will identify five to seven cell organelles and the job each does to keep the
- concisely says what students will be organism alive
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. cell, organelle, cytoplasm, nucleus, membrane, vacuole, chloroplasts, microscopic,
a. Domain-specific Acad vocabulary mitochondria, golgi body, endoplasmic reticulum, synthesize, enzymes, respiration,
b. General Academic vocabulary ribosomes, protein, cellulose, photosynthesis
(words used in school across many b. compare, contrast, characteristics, categorize, function
subject areas) c. The function of X organelle is to ______ for the cell.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Lesson Part 3 Assessment (below), students will be asked to choose a cell part and
tell its function based on clues from the song lyrics
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports JG, LP, and OT will accomplish the stated target with the added support of a reduced
a. Identify how some form of word bank of organelles to choose from for their project.
additional support will be
JG, LP, and OT will accomplish the stated target with the support of paired learning with a
provided for some aspect of the
higher level student during vocabulary work sections
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
Glencoe Life Science 1999 textbook pg.45-55, computer with internet access, projector,
speakers, whiteboard with markers, student worksheets, mini-whiteboards with markers
for student groups, highlighters for students
Activity description / teacher does Students do
Learning Target: Teacher will ask, How do cells stay In pairs students will write
alive? the six characteristics of
Activate Prior Knowledge: Using the six characteristics of living things on a mini-
living things, explain how you know that cells are alive whiteboard
Teacher will have students raise hands if they agree with After reviewing the six life
each question: Are cells organized? Do cells reproduce? characteristics, students will
Do cells grow and develop? Do cells use energy? Do raise hands if they agree
cells adapt to their surroundings? Do cells need water, with the questions
oxygen, and minerals?
Teacher introduces the concept of cell organelles with a Students sing along with rap
rap song animated video while students sing along with song about cell organelles
lyrics: https://www.youtube.com/watch?v=-zafJKbMPA8
Teacher plays song a second time, tells students to Students will highlight new or
highlight new or unfamiliar words while singing along unfamiliar words
Teacher will tally students highlighted word counts on the Students will count how
board many words theyve
highlighted when the song
ends
Teacher will roam and keep students on task In pairs students with a
worksheet will use the song
lyrics to determine the
definition and function of
their highlighted words.
As the students work to determine possible meanings,
the teacher will clarify misconceptions and give clues to
help students learn on their own. Teacher will later
collect worksheets and review them
Teacher will lecture with a PowerPoint presentation Homework: Students read
highlighting the name, function, description of the cell pg. 45-55 in textbook.
organelles mentioned in the rap song
Students will work on
Teacher will introduce student individual cell project individual cell projects
During student work time on individual cell project,
teacher will walk around and give guidance and check for
student understanding
 steps/procedures during
independent practice

Phase 5 Restatement & Closure a) Students will identify five to seven cell organelles and b) On an exit ticket students
a) Restate learning target the job each does to keep the organism alive will identify three ways to
distinguish between
b) Explain a planned opportunity
diagrams of plant vs animal
for students to self-assess cells
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps Summative assessment of student cell project using
Attach a class roster (first names rubric
only) with space to indicate
Students Reteach Extend Transfer to new
for each student the needed
Slightly situation/topic
next steps of instruction.
Foster
Terren
Meryah
Liniquer
Korrie
Mina
Carsen
Sarah
Laura
Joel
Alicia
Giselle
Michelle
Isabella
Megan
Kearah
Isaac
Hunter
Brooke
Olivia
Jonathan

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
edTPA-Lesson Plan 3: Plant and Animal Microscope Lab

Teacher Candidate Name: Cynthia Shepherd

Grade & Subject Area: 7th grade Life Science
Date for Planned Lesson: Nov 1-4, 2016
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Lesson 3: Plant and Animal Cell Microscope Lab
MN/CC State Standard(s) 7.4.1.2.1 All living organisms are composed of one or more cells which carry on the many
- direct quote from MN standards functions needed to sustain life.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Recognize that cells carry out life functions, and that these functions are carried out in a
- derived from standard, similar way in all organisms, including, animals, plants, and bacteria.
- communicates general goal

Learning Target for this Lesson Students will use a microscope to distinguish between plant and animal cells and identify
- concisely says what students will be visible structures
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. nucleus, cell membrane, cell wall, cytoplasm, microscope, eyepiece, objective lens,
a. Domain-specific Acad vocabulary coarse adjustment, fine adjustment, slide, stage, stage clips
b. General Academic vocabulary
(words used in school across many b. compare, contrast, distinguish, procedure
subject areas)
c. Syntax Sentence Frame: Example c. Under the microscope structures x, Y, and Z are visible in plant cells
sentence that students can use d. In Lesson Part 4 Assessment (below), students will show teacher proper use of
to accomplish target microscope and explain the steps using academic vocabulary to refer to the microscope
d. Point in lesson where students will including: microscope, slide, stage, stage clips, eyepiece, lens, coarse adjustment
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports LP will accomplish the stated target with the added support of teacher giving him
a. Identify how some form of vocabulary words and asking him to point to the parts on an image of the cell and by
additional support will be having labeled cell diagrams to refer back to during activities.
provided for some aspect of the
JG and OT will accomplish the stated target with the added support of labeled cell
lesson for given student(s) diagrams to refer back to during activities
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
 blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
computer with internet access, projector, speakers, whiteboard with markers, microscope,
clean microscope slides, cover slips, methylene blue stain, iodine, toothpicks, onion,
student lab worksheet
Activity description / teacher does Students do
Learning Target: Teacher will tell students that by the Students will recall the
end of the lesson they will be able to use a visible differences between
microscope to distinguish between plant and animal plant and animal cells that
cells and identify visible structures we should look for
Activate Prior Knowledge: Recall the differences
between plant and animal cells
Teacher will individually look at entrance ticket and tally On an entrance ticket
student competence on class roster with a 1-3 rating (1 students will list plant and
least competent, 3 most competent) animal cell structures that
they expect to see
Teacher will demonstrate how to make wet mount cheek Students will watch teacher
and onion slides in class and with a video demonstration and watch video while
following along with
https://www.youtube.com/watch?v=q6wJVoojWOc laboratory procedure
https://www.youtube.com/watch?v=eD1CdfRycqs worksheet
Before going into the lab, teacher will have students
repeat the steps of the lab procedure and give them a
chance to ask questions to clarify any confusion
Teacher will roam and assist In lab groups students will
make their own wet mount
cheek and onion cell slides
and look at them under the
microscope
Teacher will note student competence of lab activity with Students will draw pictures
1-3 on class roster (1 least competent, 3 most of what they see and answer
competent) questions at the end of the
lab worksheet
Teacher will roam and assist Students who need or want
extra individual time with the
microscope or who want to
make an additional slide will
have the opportunity
Teacher will hold individual microscope competence Individually students will
assessment using rubric for grading show teacher proper use of
 to apply demonstrated microscope and explain the
steps/procedures during steps using academic
independent practice vocabulary

Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
a) Students will use a microscope to distinguish between b) Students will raise 1 to 3
plant and animal cells and identify visible structures fingers in the air to indicate
how solid their
understanding is from 3 (I
could explain this to
someone else) to 1 (I want
would want it explained to
me again before explaining it
to someone else)

Phase 6 Summative Next Steps

Attach a class roster (first names
only) with space to indicate Students Reteach Extend Transfer to new
Slightly situation/topic
for each student the needed
Foster
next steps of instruction.
Terren
Meryah
Liniquer
Korrie
Mina
Carsen
Sarah
Laura
Joel
Alicia
Giselle
Michelle
Isabella
Megan
Kearah
Isaac
Hunter
Brooke
Olivia
Jonathan

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016