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Lesson Plan Format:

Teacher: Rebecca Skedzielewski
Grade Level: 9th Grade Biology
Content and Standards:
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of
life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted through
the use of mathematics.
A. Organization and Development: Living organisms are composed of cellular units
(structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
1. Cells are made of complex molecules that consist mostly of a few elements. Each class
of molecules has its own building blocks and specific functions.
Prerequisites:
1. Students must have understanding that cells are the basic unit of living things.
2. Students will have background knowledge on organs, tissues, and molecules.
Essential Questions:
1. Why is the cell theory important for scientific research?
2. What are the differences between eukaryotic and prokaryotic cells?
3. What are the basic parts of all cells and the function they provide?
Instructional Objective:
At the end of this lesson students will be able to:
1. Explain the differences and similarities between eukaryotic and prokaryotic cells.
2. Describe the Cell Theory and its relevance to Biology.
3. Analyze cells and determine the basic structures and functions.
4. Demonstrate understanding of microscopic size.
Instructional Procedures:
Before the lesson begins students will answer the question of the day which will be,
Cells are the basic units of all living things, describe how we know this is a true
statement. After students answer the question of the day they will discuss this answer
with a partner, adding or changing relevant information. (Domain 3A, Students having
discussions and comparing thoughts represents use of oral language, begins to provide
scaffolding on this subject starting with prerequisite material). The whole class will then

discuss the statement which will lead into the Cell Theory. Students will then watch a
short video on how the Cell Theory was developed and who the major contributors over
time were to this theory. After the video students will discuss the scientists in the video
and why what they discovered was important to the continuation of cell biology. (3D:
Assessment during the instruction, asking students questions after the video allows me to
address misunderstandings and get the students to show evidence of their current
understanding on the topic.)
Students will then take notes on eukaryotic and prokaryotic cells and the three major
structures inside these cells. Students will receive a worksheet for note taking that

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incorporates questions and comparisons on this topic as the PowerPoint presentation
progresses. Students will then complete two sketches of a prokaryotic and eukaryotic cell
with a partner. In the sketches students will label the 3 major organelles and describe
their function. (3C&3D: Students are grouped in partners with students of different
abilities to help both students either ask more questions or help with explanations.
Circulating around the classroom at this point to address misconceptions and monitor
discussions will allow me to offer feedback to the students.)
After the sketches students will then write three open-ended questions for another group
to answer about the days material. Once groups are ready partners will be matched up to
answer other groups questions to hand in.(3B: Students are all participating in
developing and answering open ended questions which gets all students involved and this
promotes discussion between the students, as well as the teacher) Once handed in the
conclusion of the class will be a discussion on the students sketches and how they were
similar and different and how the sketches relate back to the cell theory and the scientists
discussed.(3B&C: Higher level questioning for the conclusion of class encourages
students to make connections and relationships within the lesson. Using the topics
initiated by the students previously as well as other questions students will challenge one
anothers thinking. Pacing of the class allowed time for a summative review of the
lesson).
Materials and Equipment:
1. Computer, Projector, & Video: Used for the initial video on Cell Theory and
the Power point presentation on eukaryotic and prokaryotic cells.
2. Worksheet on cell theory and basic structure of eukaryotic and prokaryotic
cells to be used while taking notes.
Assessment/Evaluation:
Diagnostic: Students will begin the class with a discussion of the question of the day
(3B: Incorportating discussions into the lesson as an assessment and to help me better
grasp the students current knowledge on this concept) and they will also conclude the
class with a discussion of their sketches on eukaryotic and prokaryotic cells.
Formative: Students will answer discussion questions on their worksheet during power
point presentation and draw sketches of cells. Students will also complete answers to
other students questions on the material covered during the lesson. (3C: Allowing
students to develop their own questions on the concepts being discovered allows them to
review their understandings, but also gives them so freedom to decide what they want to
ask, helping to engage them in the process.)
Summative: Students will discuss the sketches in terms of not only the similarities and
differences of the cells, but also relating back to the Cell Theory and scientists discussed
at the beginning of the class. (3A, 3B & 3E: Students are able to explain material to other
students as a large group, questions can expand as the discussion develops, and also
helps me to elaborate on concepts and continue to address any misunderstandings
Differentiation: Individualized Activities: (3E: Before, during, and after the lesson
developing instruction to reach all levels is a primary focus to make sure all students

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understand the concepts during the lesson) Working with partners while the teacher can
walk around the will help students with learning disabilities. Having many visual aids
such as the video, diagrams, and drawing sketches throughout the lesson will help more
visual and hands-on learners. Students that are ELLs will be able to have a glossary in
their own language and as much as possible those students will be paired up to have
another student who they can work with and gain more English language skills from.
ELLs will also benefit from the visual aspects of the lesson. Extended activities like
designing a 3-D model of the cell will be a part of future lessons.
Technology:
1. Discovery School Education DVD, Cells will be shown at the beginning of
the class to provide visuals and synopsis of the cell theory and
prokaryotic/eukaryotic cells.
2. Power point will be designed and used to reinforce material and guide note
taking.
Self-Assessment: As the lesson is progressing are the students making the connection
between the scientists discoveries and the three parts of the Cell Theory? Are students
able to correctly compare and contrasts eukaryotic and prokaryotic cells? Do the students
recognize the relative size of these cells and cell organelles? At the conclusion of the
lesson are the students able to discuss the Cell Theory and major parts of the cell without
much reference to the other materials from the day?
Reflection on this lesson:
After this lesson was completed I realized that I had many good moments throughout this
class, but there were also areas that could be addressed and revamped, some of which
happened while the lesson was taking place. Beginning each class with a question of the
day allows students to get settled and into the mode of the class, but still allows them to
have discussions with other classmates. (3B: This allows to students to answer
individually as well as have discussions with classmates without the fear of being
incorrect, students know the question will also be discussed as a large group to address
misconceptions). This also allows me to see what prerequisite understanding they are
bringing to the table for that particular lesson. In this case students described that we
knew cells are the basic unit because we discussed previously that every living thing must
have cells to be alive. Students also mentioned that cells help to keep things healthy,
they are very small, and that we have many cells in our bodies. One of the
misconceptions that was brought up was when a few students said that atoms were the
basic unit not cells, this was when I took some extra time to readdress that atoms are the
basic units of matter and not all things that are made of matter are alive.(3E: We needed

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to take some time to address this misconception which correlates with this domain in the
sense that we needed to adjust instruction a bit to review previous material to get better
understanding of the current material) We then discussed some various objects around
the room that have many atoms, but do not have cells. All of these responses helped me
to frame the next part of the lesson.
The video allowed students to get visuals of the concepts that we would be talking about
for the lesson and it also gave me a reference point to refer back to in the discussion and
note taking section of the class. I think the next time I would give the students a
concluding question to discuss with a partner after the video as well. (3E: I could have
adjusting the lesson in the moment as well to give the video some conclusion with an
overarching question
During the power point presentation is when some of my students seem to miss material.
I may need to start putting fewer words on the slides and just the most important
information so we can get to the hands-on material and discussions quicker. While going
through the power point it did help during this lesson to have a worksheet that
corresponding to the slides and guided their note taking. (3C: This is also a form of
assessment during instruction because not only does it allow students to follow along
with the presentation, but the questions within the notes prompt the students to apply the
material to previous understandings as we go through) Students were able to make more
connections with the continuous questioning and examples.
The sketches were a good way to help students focus on certain organelles and the key
differences of the two types of cells, but students were either into drawing or they drew
something very simple and wanted to move on. (3A: I could do a better job next time of
communicating precisely what should be in the sketches of the cells and how they should
be labeled and formatted so students know what is being looked for.)
The student developed questions was one of my favorite parts of the lesson because it
was helping students reference back to the material to develop their questions, and then
coming together to answer another groups question. The answers were good jumping off
points for other discussion and it allowed time for me to go around the room and expand
their questions into even more higher levels of thinking.(3A,3B, & 3D: These student
developed questions prompted a lot of discussion and communication between the

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students and with me. We were also able to go further to other topics that were related
and brought up such as Ebola.) Overall the lesson itself went smoothly and allowed
students think of the material in a few different ways and use it both visually, written, and
through discussion.

Reflection on Performance in Domain 3:

This lesson enabled me to reach all the areas of Domain 3 and also helped me realize
some of the areas of Domain 3 that I can continue to work on.
In terms of section 3A which is communicating with students this lesson allowed
a lot of discussion and enabled me to give feedback on misconceptions and their progress
throughout the lesson. Providing even more descriptive instructions is something that I
could focus on in this section.
Section 3B is the use of questioning and discussion techniques in the classroom.
This domain area I feel that I accomplish on a regular basis through my questions of the
day, questions throughout note taking, and partner/group work. Ending the class with a
summative discussion also helps students to gain the confidence they need in
remembering and connecting material.
In section 3C which focuses on engaging students in learning, this lesson showed
evidence of that through providing visuals such as the video, as well as allowing students
to sketch the cells and develop their own questions for other students on the material.
Keeping the activities different throughout different lessons and making sure they prompt
students to be inquisitive is important.
Section 3D is the use of assessment throughout instruction which is another area
that this lesson succeeded in. Throughout the whole lesson students were discussing
concepts, applying these concepts, and summarizing main ideas.
The final section is 3E and which shows that the teacher demonstrates flexibility
and responsiveness. Throughout the lesson there were times when certain areas needed
misconceptions addressed so I reviewed certain material, and some students needed more
individualized attention as I was walking around. I also made sure that my student who
has English as a second language was able to use his translator and worked with another
student to help guide him through the lesson. The lesson reached the areas of the third

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domain of instruction and students were able to gain understanding of the concepts in the
objectives.