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Individual Lesson Plan for: Class Information:

Elizabeth Howe This is an eighth grade science classroom with students ranging from 13-14 years of age. The lesson for today falls into Unit one of the Life Science eighth grade textbook. This lesson is in the second chapter of a four chapter unit. In an eight period day I will have six periods of lessons with 19-24 students in each. My classroom is set up where the two person tables are set in five groups of two, so there are five groups of four students. I have three students that require accommodations and modifications. -Matt E. Matrix has speech/hearing needs. He can hear better out of his right ear. He reads lips, and does not use a hearing aid. -Tia Chmee has severe cognitive disabilities (Trisomy 21) and has poor motor skills. She is in my classroom for social skills practice. She has a list of social skills from her special education teacher, Mrs. Ivilhelp,that I follow. -Aila V. Toolurn struggles with math and reading. The goals of this lesson plan are that the students will understand the parts of a cell and their function. F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms Upon completion of a diagram of cell parts in their chapter packets, TSW be able to identify the parts of a cell with the help of a power point slide provided by the teacher. Upon completion of an authentic assessment, TWS be able to illustrate why each part of a cell and its function are essential. Upon listening to their classmates presentations, the students will be aware of at least five different parts of a cell and their function. 50 minute class period -Bell ringer problem -Modified bell ringer for Tia -Chapter 2 cooperative grouping packets (students have in their science folders) Tias is modified to a labeled picture book style. -Rubric with grading criteria for the authentic assessment -Modified rubric for Tia -Lined paper for students to write there reflections on each students presentation Justin Jehn is the supervising teacher for this lesson. I will also be contacting the special education teacher, Mrs. Ivilhelp to let her know what we are doing for the class, and to collaborate with her on Tias involvement on an authentic assessment. -Bell ringer problem will be started by the students as they enter the room and take their seats. I have the students start with a bell ringer problem to help them get themselves focused for our lesson, and it assures me that everyone is ready to start our lesson. When they are all seated I take attendance.

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-Today we are going to present our projects on Cell Parts and their Functions. Yesterday we completed our cooperative grouping in the chapter two learning packets that were handed out. (Start group questioning.) From your KWL, what was one of the topics that you wrote on your KWL page from yesterday that you want to learn more about?...Why? I will give you a few minutes to share these within your groups now. As they share I will walk around the room and listen to what they are sharing. I would like you to remember these when you listen to each others presentations. (5 minutes) Students complete a KWL (Know, Want to Know, Learned) graphic organizer for every section that they read from the textbook. It helps the students when I ask them to share what they have read in their group time or when I give them a reflection worksheet. I have the students work in groups of four, because they like to talk, so I am giving them structured talking time. With placing the talk time in front of the presentations I am hoping that they will remain silent and respectful until it is an appropriate time to ask questions or talk. Yesterday the students were given a rubric and a few choices of how they can demonstrate their knowledge of the cell structures and functions of these structures. The rubric has four areas of specific graded criteria, so students will know exactly what is asked of them for this project. The students will be presenting their projects and commenting on each others now. This project allowed the students the use self-directing instruction. I used this approach so that each student could take more control over their learning. While they listen to their classmates they are required to write one to three sentences reflecting on each of their classmates presentations. This will then be placed in their turn-in basket at the end of class.(45 minutes) Accomodations: -Tia sits by two girls and a boy that are understanding of her needs and helpful to her. -Matt sits in the front group on the left side of the classroom, so he can hear as best he can and have an easier time of lip reading. -Aila sits by one of her cousins and two other students that help build her confidence and bring her out of her shell. Modifications: -Tia has a modified rubric that includes the social skills that Mrs. Ivilhelp and I agreed upon. Tia also has a modified bell ringer. -Matt does not require any modifications for this assessment or class period. -Aila does not require any modifications for this assessment or class period. -For the classes that did not get through all of the presentations we will finish them up tomorrow. Thank you all for having them completed on time. -The projects were excellent! I was so happy to see everyones turn

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out so well. It shows that you all put a lot of thought and effort into your work. Thank you. I hope everyone is feeling more confident on what structures are in a cell and their functions, and more importantly why they are necessary. -Tomorrow we will be doing our group work on section two in Chapter two, which will help you understand what groups of cells are called and can accomplish, so please take home your book and complete the KWL page in your packet. Have a great rest of your day! (approximately 3 minutes) The assessment for the project will be a short, formal assessment. I have four selected areas on a rubric that the students will be graded on. I also include informal assessments with the cooperative grouping packets, the bell ringer questions, and the question/answer sessions.