SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME: MATTHEW ULLMANN / TERA BROAD

SUBJECT: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): BIOLOGY, 9TH-10TH
METHODS COURSE: 442C
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): THIS IS ON THE CELLULAR PROCESSES UNIT
LESSON TITLE: BODY SYSTEMS AND HOMEOSTASIS
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: STUDENTS WILL WATCH A VIDEO
SHOWING THE DIFFERENCES BETWEEN PASSIVE AND ACTIVE TRANSPORT. WE WILL ALSO SHOW
THE DIFFERENT TYPES OF PASSIVE AND ACTIVE TRANSPORT.
CLASS DESCRIPTION: It is an inclusion class. Class consists of approximately 15 EL students ranging
from different levels. Other half of class consists of students who are striving readers and who need
additional support to comprehend material. Although their skill level is low, they have a fantastic will to
learn and apply themselves very well. That is, they usually complete homework and ask lots of questions
during the period to make sure they are up to speed with what is going on in the class.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)

LESSON WILL BEGIN WITH A DAILY WARM UP QUESTION

STUDENTS WILL RECEIVE PROMPT AND RUBRIC FOR BODY SYSTEMS PROJECT
TEACHER WILL ASSIGN GROUPS AND SYSTEM ON INTEREST
ROLES WILL BE ASSINED IN EACH GROUP TO HOLD MEMBERS ACCOUNTABLE
STUDENTS WILL WORK ON PROJECT FOR REMAINDER OF WEEK
GRAPHIC ORGANIZER PASSED OUT TO HELP ORGANIZE STUDENTS THOUGHTS
PRESENT ON FRIDAY
WEEK 2
STUDENTS WILL BE GIVEN THE PERFORMANCE TASK ASSESSMENT FROM THE DEPARTMENT
PROMPT AND RUBRIC WILL BE PASSED OUT
NEW TEAMS AND GROUPS ASSIGNED
WEEK TO WORK ON PACKET VARIETY OF QUESTIONS AND ASSESSMENTS

STUDENTS CAN WORK TOGETHER BUT CANNOT HAVE IDENTICAL PACKETS

NO PRESENTATION BUT PACKET WILL BE TURNED IN FOR MAJOR POINTS

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS

HS-LS1-3.
PLAN AND
CONDUCT AN
INVESTIGATION TO
PROVIDE EVIDENCE
THAT FEEDBACK
MECHANISMS MAINT
AIN HOMEOSTASIS.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

OBJECTIVE (s) of Lesson

(Students will be able to.)

1. STUDENTS WILL IDENTIFY THE DIFFERENCES BETWEEN

Presentation of
knowledge 4.B.
Plan, memorize,
and present a
recitation that:
conveys the
meaning of the
selection, and
included
appropriate
performance
techniques to
achieve the
desired
aesthetic effect.

Part 1. A. 1
Exchanging
information and
ideas with other
through oral
collaborative
discussions on a
range of social
and academic
topics

ACTIVE AND PASSIVE TRANSPORT BY GIVING EXAMPLES

2. STUDENTS WILL IDENTIFY THE THREE TYPES OF PASSIVE

TRANSPORT AND BE ABLE TO DRAW A PICTURE OF EACH
LABELLED

3. STUDENTS WILL BE ABLE TO DRAW ONE EXAMPLE OF

ACTIVE TRANSPORT AND SHOW HOW IT IS FUNDAMENTALLY
DIFFERENT FROM PASSIVE TRANSPORT

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR

INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Entry Level

Warm up question
will allow to reflect
upon what
systems the body
has and how are
they regulated?

This will be
implemented via
the warm up
question, review of
homework, and a
short lecture.
Students will be
assessed
individually and as
an entire class.

Progress
Monitoring

Verify that
students can
conduct research
and answer any
questions students
may have

Teacher will walk

around and check
in with students. If
a student looks
like he/she is
struggling, teacher
will assist student.

summative

Showcase the
students research
and knowledge of
the material

Presentation and
packet with variety
of questions

Students will be
informed of their
work by a stamp,
representing
completion of the
warm up and
homework. Quality
of the work will be
decided based on
the students orally
stating the correct
answer.
Students who ask
for help will
receive immediate
feedback in
regards to whether
or not they are
correctly doing the
assignment.
Students who are
not as willing to
ask for help will
require some
thought provoking
questions so the
teacher can better
gauge their level
of understanding.
Students will be
informed of their
progress by the
grade from their
peers, teacher,
and quality of their
packet.

If students are
struggling greatly
with the concepts
of it may be
necessary to
review concepts
another day. If
students do very
well then we could
spend less time on
the notes.
If most students
are struggling with
a specific part I
would address the
concern as a whole
class and we might
review something.
I could refer to the
rubric or directions
for clarification if
the same question
is reoccurring.

If grades are low

students may have
been confused by
something. We
would review
certain concepts.
We could look at
examples and do
them as a class to
help the students
understand where
they went wrong.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

THIS LESSON WILL SPAN 2 WEEKS

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
. TEACHER WILL HAVE REVIEW QUESTION TO
GAUGE HOW MUCH INFORMATION STUDENTS
RECALL IN REGARDS TO BODY SYSTEMS AND
DEFINING HOMEOSTASIS. TEACHER WILL
WRITE WARM UP QUESTION ON BOARD. AFTER
MOST STUDENTS ARE DONE TEACHER WILL
CALL ON SEVERAL STUDENTS TO SHARE
THEIR RESPONSES WITH THE CLASS.

DESCRIPTION:
STUDENTS WILL WRITE DOWN BOTH THE QUESTIONS AND THEIR
ANSWERS TO THE WARM UP QUESTIONS. THEY ARE EXPECTED TO
WORK INDEPENDENTLY DURING THE WARM UP ACTIVITY. STUDENTS
ARE ENCOURAGED TO USE ANY NOTES TO HELP THEM ANSWER THE
QUESTIONS. STUDENTS WILL SHARE THEIR ANSWERS. STUDENTS ARE
EXPECTED TO CORRECT THEIR ANSWERS AS WE DISCUSS WARM UP
QUESTIONS AS CLASS (SOME QUESTIONS MAY APPEAR ON TEST IN
FUTURE).

H IN
MINUTE
S:

10
MINUTE
S IN
DAY 1

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)
WEEK

DESCRIPTION:
TEACHER WILL PASS OUT DIRECTIONS,
RUBRIC, AND GRAPHIC ORGANIZER FOR THE
PROJECT. TEACHER WILL REVIEW EACH PIECE
OF PAPER WITH THE CLASS. FOLLOWING
THAT, THE TEACHER WILL ASSIGN GROUPS BY
HAVING THE STUDENTS NUMBER OFF 1-8.
THEN, EACH STUDENT WILL BE ASSIGNED A
SPECIFIC ROLE WITHIN THEIR GROUP. THIS
WILL BE UP TO THE STUDENTS IN TERMS OF
WHO WANTS TO DO WHAT.

DESCRIPTION:

TEACHER

WEEK

WILL HAVE ACCESS TO COMPUTERS

WHERE STUDENTS CAN CONDUCT RESEARCH
AND LEARN ABOUT THEIR BODY SYSTEM.

TEACHER

WILL RANDOMLY CHOOSE GROUP TO

PRESENT FIRST. TEACHER WILL USE RUBRIC
TO GRADE AND ASSESS STUDENTS

WEEK
2

WEEK

TEACHER AGAIN WILL PASS OUT RUBRIC AND DIRECTIONS

FOR THE HOMEOSTASIS UNIT. TEACHER WILL PASS OUT
PACKET AND WE WILL REVIEW OBJECTIVES AND
STANDARDS AS A WHOLE CLASS. THIS WILL KEEP IT
CRYSTAL CLEAR IN TERMS OF WHAT IS EXPECTED OF THE
STUDENTS.

STUDENTS

WILL FOLLOW ALONG ON THE RUBRIC AND DIRECTIONS AS

WE REVIEW IT AS A CLASS. STUDENTS SHOULD ASK ANY QUESTIONS
IF THEY ARE CONFUSED OR UNCLEAR ON SOMETHING.
STUDENTS WILL PEER REVIEW OTHER GROUPS AND GATHER KEY
INFORMATION REGARDING OTHER GROUPS BODY SYSTEMS.
STUDENTS SHOULD ACTIVELY LISTEN TO OTHER GROUPS AND ASK AT
LEAST ONE QUESTION TO A GROUP.

STUDENTS

WILL FOLLOW ALONG ON THE RUBRIC AND DIRECTIONS AS

WE REVIEW IT AS A CLASS. STUDENTS SHOULD ASK ANY QUESTIONS
IF THEY ARE CONFUSED OR UNCLEAR ON SOMETHING.
STUDENTS WILL PEER REVIEW OTHER GROUPS AND GATHER KEY
INFORMATION REGARDING OTHER GROUPS BODY SYSTEMS.
STUDENTS SHOULD ACTIVELY LISTEN TO OTHER GROUPS AND ASK AT
LEAST ONE QUESTION TO A GROUP.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)
WILL
TAKE
PLACE

DESCRIPTION:

DESCRIPTION:

AFTER

STUDENTS SHOULD BE WILLING TO PARTICIPATE IN THE DISCUSSION.

STUDENTS WILL MAKE CORRECTIONS AS NECESSARY ON THEIR
GRAPHIC ORGANIZER.

10
MINUT
ES
AFTER
LAST
PRESE
NTATIO
N

THE LAST PRESENTATION THE TEACHER

WILL LEAD A DISCUSSION REGARDING THE
KEY HIGHLIGHTS OF EACH BODY SYSTEM.
TEACHER WILL CALL ON EACH TABLE TO
SHARE SOMETHING THEY LEARNED ABOUT
ONE ANOTHER PRESENTATION.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X ONE TEACH, ONE ASSIST
STATION TEACHING
DIFFERENTIATED
TEAM TEACHING
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
I will write lots of key terms
and definitions on the board. I
will use a variety of colors on
board diagrams so each part if
clearly distinguishable.

Striving readers will benefit

from the organizational graphic
tool. It will allow them to
better understand concepts so
that when they read out of the
textbook they are not as
confused.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

There is one student in the

classroom that has a hearing
problem. In addition, he has
language difficulties as well
communicating in English. He
will receive additional support
from his team and will have a
teacher monitor him more
regularly.

ADVANCED
STUDENTS
Advanced students can help
explain concepts to other
members of their team. In
addition, the teachers can
deeper questions to the
students that are doing very
well.

RATIONALE SECTION:

I decided to begin the lesson with a warm up because I think it is important to begin each lesson with some type
of habit. This creates a daily habit for students and they know what to expect when they enter the classroom.
Since the body systems are not stressed in the standards I decided to assign a week long mini-project covering
the body systems. Having each group focus on only 1 system allows each group to learn the ins and outs of their
system. When they present, it will allow students in other groups to receive key, vital information regarding the
certain system. This is better than lecturing on the material because it would take several weeks to truly explore
each body system in great detail. By simply introducing the concepts of the body systems it sets the stage for
the homeostasis section that takes place the next week. Since the students have just practiced undergoing the
process of research and revision and feel like they will do better on the homeostasis unit. By peer reviewing one
another it allows students to become further immersed in the process of revision and has them express their
opinion about others presentation. This gives me an idea of what they think a good or a bad presentation looks
like.
INSERT SUPPORT MATERIALS.

Graphic organizer
Internet access
Directions and Rubric for projects