SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN

Name

CWID

Subject Area

Jason Unger

800460404

Science

Class Title
Biology

Lesson Title
Plant cell/virtual
microscope mock lab and
test review

Unit Title

Grade Levels

Total Minutes

Cell Structure
and Function

Majority 9-10
Minority 11-12

103 min

CLASS DESCRIPTION

Aliso Niguel High School significant student racial demographics are 60% white, 16% Hispanic or Latino, and
12% Asian.

In the third period Biology class, there are three ELs and four SSNs.

Seating arrangement in this class is 36 students arranged in nine table-units of four.

STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
NGSS
Grades 9-10

HS-LS1-2. Develop and use a model to

1.B.5. Listening actively to spoken English in a

illustrate the hierarchical organization of
range of social and academic contexts
interacting systems that provide specific functions
within multicellular organisms.

1.B.6. Reading closely literary and informational

CCSS ELA/Literacy
texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly

CCSS.ELA-LITERACY.SL.11-12.5. Make strategic

through language
use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in

1.C.10 Writing literary and informational texts to

presentations to enhance understanding of
present, describe, and explain ideas and
findings, reasoning, and evidence and to add
information, using appropriate technology
interest.
Lesson Objective(s)
Evidence
Teacher guides students through two digital labs to
examine plant cell slides and animal cell slides. This is
SWBAT visually recognize the characteristic differences
followed by working on the know it, kind of know it, dont
between plant and animal cells. Prepare for test the
know it vocabulary list, and group work answering quiz
following class.
questions to prepare for the test the following class
session.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Feedback Strategy
How Informs Teaching
Assessment
Ask students to answer
Gives me an overall
some of the questions by feeling of how well
Project the homework
raising one finger, two
students are
Review the previous
sheet on the overhead
fingers, or three fingers
understanding the
days homework and
display and point out the
to answer the question
concept of water moving
EL
clarify water movement
most critical parts where
as water flows into the
by osmosis to balance
in osmosis
students may have made cell, water flows out of
out concentrations on
mistakes.
the cell, or water flows
two sides of a
into and out of the cell
semipermeable
equally.
membrane.
PM
The master teacher
Students go back and
Any questions that arise
Allows me to monitor
could not locate the
forth between answering
during the mock lab will
progress as they discuss
microscopes in time to
questions with partners
be answered, and I will
group questions between
arrange a formal lab, and and illustrating the
try to gauge whether the slides during the lab. The
the Chromebooks are
projected images of
question needs to be
vocab list lets be see
being used in another
microscope slides at
addressed in front of the
what major issues need
classroom. The digital
various magnifications.
class as a whole. During
to be addressed.
labs were chosen to still
That is followed by selfthe vocabulary list
expose students to the
assessment to know
activity, if I notice there
same information.
what they must focus on
are particular vocab
Students are guided
for the test by answering words that many do not
through the digital labs,
what they can on the
know, I will clarify to the
and periodically given
know it, kind of know it,
class.

group work tasks to

exchange information.
The next activity is
working on the back side
of the know it, kind of
know it, dont know
vocabulary list for
metacognitive selfassessment by students.

dont know vocabulary

list.

Students work in groups

to answer questions
taken from the website
of the textbook publisher
in 5-question sequences.

I prepared a PowerPoint
with questions that will
be displayed 5 at a time
for group work. There are
30 questions total.

If I observe that many

students had a
misconception about a
question that was largely
answered incorrectly, I
will focus on addressing
the issue.

Gives me an idea of what

I can anticipate for
performance on the test
the following class.

INSTRUCTION
Instructional Strategies
Guided digital lab, metacognitive self-assessment, formative assessment mock quiz
Lesson Introduction/Anticipatory Set
Time
Teacher Does
1. Greets students, collects homework, and displays
daily agenda. Follows daily agenda with a
description of what we will be doing in this class.
2. Review previous days homework on overhead
10 min
projector. Request feedback from students by
raising fingers to answer questions about
hypertonic, hypotonic, and isotonic solutions and
cell reactions.
Lesson Body
Time
Teacher Does
1. Passes out Virtual Cheek Cell Lab and Virtual
Plant Cell Lab. Guides students through the
activities, switching back and forth between
students working together to answer questions
and providing them with displayed images of
microscope slides to draw on the lab sheet.
Teacher roams the room to monitor activity while
50 min
students answer questions in groups.
2. Transitions students to the know it, kind of know
it, dont know vocabulary list, and directs them
to continue their activity on the backside.
Monitors students as they work, looking for
vocab terms that are largely marked as kind of
know it and dont know it. Focus will be placed on
clarifying misunderstandings that are observed.
Lesson Closure
Time
Teacher Does

1.

Student Does
1.
2.

Turn in homework, copy daily agenda, and listen

to description of that days class so they know
what to anticipate.
Students watch and listen, and provide feedback
when asked for their answer to questions they
answered on the previous nights homework.
Student Does

1.

2.

Students follow along at the pace of the teacher

when illustrating microscope slides, and interact
with peers to answer the written questions. They
see the teacher roaming the room and are
encouraged to ask questions. They are allowed to
use their phones to research questions if they are
unable to find the answers by discussing with
partners.
As they work on the know it, kind of know it,
dont know vocabulary list, students are
metacognitively self-assessing themselves to
know what they must focus on in their
preparation for the test the following class day.
Student Does

Projects the Ch. 3 Test Prep Questions and directs

students through answering them with group
1. Questions are answered on a dry erase sheet.
members in sequences of 5 questions. There are
Students switch who is responsible for writing
30
questions
total.
Students
are
monitored
while
43 min
answers every sequence of 5. Anyone can
they attempt questions, then I get their attention
answer when the group is called upon.
and go around the room, asking table groups to
answer the questions one-by-one and rotating
between table groups.
Instructional Materials, Equipment, and Multimedia
Virtual Cheek Cell Lab, Virtual Plant Cell Lab, know it, kind of know it, dont know vocabulary list, Ch. 3 Test Prep
Questions, projector
DIFFERENTIATION
English Learners
Striving Readers
Students with Special
Advanced Students
Needs
There is little lecture, most
Little reading takes place
SSNs can be given
There is an additional
of the class time will be
during this lesson. Striving
additional time to work on
worksheet that can be
spent interacting with
readers will be able to
the assignment at home by
handed out if advanced
classmates. This will assist
visualize some quiz
accessing digital files on
students finish activities

EL students by allowing
them to work with others
questions with images.
class website.
ahead of pace.
and establish their
academic language skills.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
I would have liked to have an actual lab for this class. The microscopes were unavailable, and neither were the
computers. I tried to design a lesson that would still allow me to interact with students as much as possible and
simultaneously acquire feedback information to customize the lesson for individuals. The self-assessment gives
students metacognitive assessment and a foundation for where they need to focus in their preparation for the test.
The group activity to answer quiz questions gives them a good predictor of what will be on the test and what they must
focus on. It will be made available to students to follow up on by finding the test prep questions on the class website.