Teacher Candidate Name:

Grade Level:
Subject:
Date:

Dillon Dahl
7th grade
Life Science
October 27, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
-Develop and use a model to describe the function of a cell and ways parts of cells contribute
to the function. (SEP:2; DCI: LS1.A; CCC: Structure/Function)
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
-Students will be able to understand basic substances and their functions that make up a cell.
-Students will be able to describe the differences between prokaryotic cells and eukaryotic
cells.
-Students will be able to understand how materials enter and exit the cell.
Describe how the objective is relevant to students lives.
-I will make this relevant to the students lives by asking the students what a cell is. I will ask
them if skin or hair have cells. I will ask them what a cell is. If they are off track of the way I
want them to go I will hint that cells are the basic unit of life.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
-Cell theory, macromolecules, nucleic acid, protein, carbohydrates, cell membrane, cell wall,

cytoplasm
List the materials you will need to teach the lesson.
-Computer, laptop, PowerPoint, projector, and notes

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
-The Pre-Assessment will have two short answers and seven selective responses. For the
selective response, students must draw a line from the one response to answer. I made some
of the boxes that answers are in different shapes to make it more appealing for the students.
For one of the short answers, I am having the students create a graphic organizer to display

the cell theory. We just recently worked with graphic organizers, so it will be reviewing and
introducing new material at the same time.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
-I will hand it out two days in advance. Then we will get started diving into the chapters
content.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
-If a person looks at the data, he or she will see that there were not scores above passing. A
lot of the students didnt know the content. I noticed grading the assessment that there
were a few errors in my format. For the selected response, I had the students draw lines to
the matching shapes. One of the terms was in a sun shape that had nothing to do with the
sun. Students thought that I was hinting that this term matched with the term that used
light. If I were to do this again, I would just use matching instead of the connecting the
shapes. Helping the students create relationships between the materials will develop their
understanding of the material.
-Helping to make sure they are getting connections, I will have them review after so many
notes. This will help break up the number of notes they are taking, and it allows and
encourages the students to go over the material again.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
-Computer, laptop, projector, PowerPoint

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task II).
-My input should be directional and clear up any misunderstanding. With having a student
that is new to the country, it is important that lectures and instructions are clear and direct.
-Pacing myself while giving notes is important. I dont want to lose a student by going too
fast on notes.
-Having transitions in slides allows the students to focus on me and not just writing down the
notes. This also helps by not overwhelming students with a lot of notes at once. Just giving
them piece by piece helps some students a lot.
-Giving lots of visuals for this chapter will be very beneficial for the students.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs to keep students on task and actively engaged throughout
the lesson.

Management:

-If there is a student misbehaving, I will use prompts to get him or her to start behaving
again. I will remind the student of the expectations, cues, and using person proximity and
cues which are visual or physical reminders. If I talking or waiting for them to write down
notes and a student starts causing trouble, I will give him a cue. If that doesnt work, I will
remind the student verbally. One strategy that I think is very interesting and effective at
times is getting in personal proximity with the student while he or she is misbehaving. The
only problem here is sometimes the student will start up again after you walk away.
Motivation:
-I will motivate students by being genuinely interested in the students, acting friendly, being
flexible and keeping our eyes on the learning goal, and not giving up on the students. By
being invested in the students lives, students are more willing to learn in your classroom.
Having a friendly composition, students will be more willing to approach me about questions
they have about the material.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
-At the beginning of this lesson, I will tie the new material with the stuff we covered in the
last chapter. In the last chapter, we talked about microscopes and their purposes. I might ask
the students what they were looking at under the microscopes. Who can tell me what we
use microscopes for? By asking the students questions, Im hoping they will understand that
I am trying to spark the idea of understanding cells.
-Next, we will do a short bell ringer. On the whiteboard, I will have rocks, soil, water, grass,
telephone poles, and grasshoppers. The students I and I will work through these six words to
figure out if they are comprised of cells or not. For each response, I will have them back up
their answer a reason.
-Then we are going to start with having the students brainstorm in groups about ways plant
and animal cells are similar yet different. I wanted to see ways that they will come up with
comparing the two different types of cells. Whether it is a list, graphic organizer, or Venn
diagram.
-We will also have a little of a discussion about germs and the discovery. I will mention that
some scientists thought that some diseases are caused by germs, but many people thought
they were crazy. It wasnt until the late 1800s that people began to accept the theory of
germs. Many people thought that it was an evil spirit infecting the souls of people.
Describe how you will communicate (to students) how the objective is relevant to their lives.
-When we are talking about cells, I will really stress the importance of cells. Cells are the
basic units of all living things. I will talk about how dry skin is dead skin cells that our body is
shedding. There are so many cells in our bodies along with different kinds as well.

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
-Piaget and Papert view children as the builders of their own cognitive tools, as well as of
their external realities. By giving the students the ropes on the cell art project, they are using
their tools to learn more about the organelles.
-Having the students creating visuals will also help nail in the concepts. Howard Gardner
identified visual or spatial as one of the seven distinct intelligences. Have students create
also generates learning.
Describe how you will check for students understanding before moving on to guided
practice.
-During lecture, I will ask the students questions. This gives me understanding for where the
students. This will help make labs go much smoother as well. If the students are having
trouble in lecture understanding material, they will also have trouble and a lot of questions
during lab. So, by making sure they understand the material, they have more understanding
in lab.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We will be taking notes about cells and life. During notes, I will encourage student discussion
or questions they have.
-The students will be getting an assignment called, If organelles could talk. Here students
will come up with sayings that their assigned organelle would likely say. They should think of
the organelle and how it helps cell function. They will get creative and create a comic so to
speak about organelles.
-Students will also be doing Cell Art. They will be given a hand out of things they need to
include in animal and a plant cell. They will have odds and ends or materials to create an
image of each of the cells. They will also have to label the parts and describe each function.
Describe how you will check for students understanding before moving on to independent
practice.

-During notes, I will ask the students questions throughout the lecture. This will allow me to
understand concepts the students are not getting and need more time discussing. Looking at
the projects will also give me understanding of where the students are. Some questions I will
ask myself when grading, Are they struggling on the content such as identifying the
organelles?
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

-Students will be working independently and create a 3D cell. This will help the student but a
visual to the cells organelles and structure. Students created each a plant and an animal cell,
because the cells are different and have a few different organelles.

-After we finished the 3D cell, I handed out the post assessment, which is attached below. I
had six multiple choice and three short answers to see who much the students learned.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
-In the closing, I will try this thing called brain dump. It is where you give the students five
minutes to write or draw what they have learned. After those five minutes I, will ask the
student what they have learned and if they have any questions. If there are any questions
about the material I will clear up any misunderstanding.
-Before the test or after a few days I might ask the students to pull out brain dump and read
it. I also might have them add to it.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require reteaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Description: If we look at the chart above we can see that all the students but two students made
improvements. Students 3 and 7 both did bad on the pre-assessment because they only did half of
what they were supposed to do. Other than that, the students did well with the post assessment.
When walking around while they were completing their 3D cell models, they did have a good
understanding about the cell organelles and their functions. Because of the growth of each of the
students, I dont see any reason to repeat the material.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

-With this lesson, I feel the hands-on activities went very well. The students gained so much
understanding and I feel they achieved the goals that I wanted them to meet. For this lab, I
was very prepared. With 7th graders, it is extremely important to be organized and very
direct. And I feel that I was both, which allowed the lesson to work smoothly. The second
time I did this lesson, I was more direct which allowed me to have better control of this
classroom.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

- I felt that the pre and post assessments were hard to implement. I have always understood
that the pre-assessment is what comes before a unit or a chapter and the post assessment
comes at the end. I did struggle with implementing it. The first time I did this lesson, I wasnt
as direct as I should have been. Because I was not as direct as I should have been, it was a
little harder to implement the lesson. It also made students understanding of what was
expected from them not so clear.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

- One thing I would change, would be my pre-assessment. I thought that the students would
like matching the definition to the words and I thought that the design would be fun and
engaging. But it was a little misleading. I really like lesson I wouldnt really change anything
except the pre-assessment.

3D Cell Models

Pre-Assessment
Cell Structure
Name: _____________
Matching: Draw a line connecting the correct answer with the definition.

Nucleus
Chloroplast

Cell Wall

Macromolecules
Nucleic Acids

Stiff structure outside the

cell membrane

Fluid inside a cell

that contain salts
and other molecules

Cytoplasm

Contains genetic
information and directs
all activity

Macromolecule that
form long chains

Joining many small molecules

together

Uses light energy and

makes food

1. Create a graphic organizer below with the main principles of the cell theory. (5pts.)
-Students will draw a graphic organize contain the what principles make up a cell theory

2. That are four macromolecules found in cell substances? (4pts.)

-Proteins, Carbohydrates, Lipids, and Nucleic acids

Post-Assessment
Cell Structure
Name: _______KEY______
Matching:
1.

_B__ Fluid inside the cell that contains salts and other molecules.

A. Cell Wall

2.

_A__ Stiff structure outside the cell membrane.

B. Cytoplasm

3.

_D__ Contains genetic information and directs all activity

4.

_C__ Uses light energy to produce energy.

D. Nucleus

5.

_G__ Macromolecules that form long chains.

E. Macromolecules

6.

_E__ Formed by joining many small molecules together.

F. Golgi Apparatus

. C. Chloroplast

G. Nucleic acids

Short Answer:
1.

Create a graphic organizer below with the main principles of the cell theory. (3pts)

-Students will draw this out.

2.

Name the four macromolecules. (4pts.)

-Nucleic acids, Proteins, Carbohydrates, Lipids

3.

What is the difference between Prokaryotic and Eukaryotic cells? (2pts.)

-Prokaryotic cells don't have a membrane that encloses the genetic material. Eukaryotic cells do
have this membrane.