Teacher Candidate Name:

Grade Level:
Subject:
Date:

Dillon Dahl
10th grade
Biology
October 28, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
- HS-LS1-4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in

producing and maintaining complex organisms. (SEP: 2; DC: LS2.B; CCC: Systems)
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 draw and describe the stages cell cycle.

-Students will be able to draw and describe each phase of mitosis.

-Students will be able to describe a chromosome and contrast it with a sister chromatid.
Describe how the objective is relevant to students lives.
- This is relevant to the students lives because we are going to investigate the process by
which cells may exact copies of themselves. Practically every cell, in a persons body, can
create new copies of themselves. This is called mitosis.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
-Cell cycle, interphase, mitosis, cytokinesis, chromosome, chromatin, sister chromatid,

centromere, spindle apparatus, metaphase, anaphase, telophase, cyclin-dependent kinase,

cancer, carcinogen, apoptosis, and stem cells.
List the materials you will need to teach the lesson.
-Construction paper, markers, straws, colored pipe cleaner, glue, noodles

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.
- Before I give my lesson I will be handing out an assessment to see the prior knowledge of
the students. There are 7 selective response and 3 short answer/critical thinking. The
selective response is working with some of the important vocabulary for the lesson. For the

short answer, I choose a contrast questions, drawing a diagram, and summarize. These types
of questions will allow me to see if they understand the content or not.
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 the pre-assessment out two days before we start the chapter. I think I will hand
it out the day of the review so before they do the review activity hand it out. This way the
students wont worry about it for the test. I will also mention that this is for the new chapter
after the test.
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.
-As a person, can see the class was sort of split into two sections. The graph shows that a
handful of students that got 50 percent or higher on the pre-assessment. 53 percent of the
students received 50 percent or lower. One thing that I should keep in mind is keeping those
students who did very well on the assessment is to keep challenging them to learn and not
let them take the back seat this chapter. I also need to make sure the other half is motivated
to learn the new material. For giving instruction throughout the chapter I should use
engaging techniques that will not only spark interest but creativity. The labs I have chosen
will create spark and creativity in learning. The labs are fun and exciting. Students are
learning to take control in their learning.

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, PowerPoint, projector

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).
-In this class, there are not any disabilities present. Some of the students might need more
supervision than others. I will keep an eye on these students and often asking them
questions to keep them on task.
-I will also be walking around constantly this will reduce misbehavior and will allow me to be
able to check the students process. And, guide the students in the direction I want them to
take with the project.

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

Management:
-If there is a student misbehaving, I will us prompts to get him to start behaving again. I will
remind the student of the expectations, cues, and using person proximity. Cues are visual or

physical reminders. If students are missing around in the onion root lab, they might not get
to take part in it because it could cause safety issues. So, I will keep walking about the lab
stations so that misbehavior is minimized or hopefully absent. If students are having trouble
working with some of the items, glue, and another utensil. I might give a student an optional
project so they will not be causing safety issues in the lab.
Motivation:
-Ways I will be motivating students is by allowing them to use their creativity. Student who
get to do science art projects seemed to be extremely engaged in the projects. For other
classes and previous projects of the such there usually isnt much motivating on my part.
Allowing the students to use their creativity allows them to create something personally and
something they can relate too.

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).
-To start off the class, I will ask the students to ponder this question. Do you think all cells in
the body reproduce at the same rate? After they had a few minutes to think about it. I will
have them turn to a partner and discuss what they think. After their discussion, I will have
open discussion allowing the students to share in class what they are thinking. I will point out
that the average human cell cycle is about 20 hours. Different cells in the body have cell
cycles that vary in different lengths. Some such as skin and hair have a shorter cell cycle and
other like bones and nerves have much longer. I will point out healing process. Which heals
faster skin or a broken bone?
-Then I will review with the students about the phases of mitosis that they observed and
have taken notes on. I will ask them questions about each of the phases and have the
student state which of the phases I am describing. I will also have students come up to the
board and have them draw out a stage.
-After the little review, I will tell them the plan for the day. I will tell them that we are going
to set up an onion lab for Monday and after we set that up we are going to create 3D models
of each of the phases of mitosis.
-I will set items for the student to use for building the 3-D models.
Describe how you will communicate (to students) how the objective is relevant to their lives.
- I will communicate in this lesson and prior lessons that the objective of the lesson is
relevant to their lives because they are growing and still are growing. For the students
bodies to grow, their cells undergo mitosis to develop new cells.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)

-Confucius and Aristotle were early proponents of learning by doing. By creating these 3D
models students are visualizing and touching each of the phases. This will help the hands-on
learners to get a greater understanding of how the cell duplicates itself. Not only does it
create an uplifting and fun learning environment, students seem to be very engaged when
they are creating and molding their learning.
Describe how you will check for students understanding before moving on to guided
practice.
-I will check for the students understanding by observing how well the students are
answering questions when we are reviewing.
-I will also check for understanding days prior to this lab.
-If students have questions about any of the material I will make it clear by going over it or
explaining it clearer.
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).

-Prior to this lesson, we have observed and taken notes to learn more about the content.
Then we will take what we are learning in notes and put it into play in the lab. By learning
about the phases of mitosis and then creating them, will be beneficial for the students.
-Students will be developing a 3D structure of each or the mitosis phases. They will be able to
take what they have learned and use creativity to construct this model. This is a good
S.T.R.E.A.M. project because it incorporates the arts, science, technology, and engineering.
-I also like this project because it allows the students to be creative.
-Students will also be starting an onion root lab. The steps, today, will help with developing
onion roots by placing the onion in a sugar solution. They will be able to create their own
slides and will be able to see active phases of mitosis. The onion root is a great example of
cells dividing. This lab gives the students some ownership and so since of I made this slide. By
making the slide and observing the cells on it, students will make connections easier than if
the slides were premade.
Describe how you will check for students understanding before moving on to independent
practice.

-I will check for understanding by asking questions when they are creating their structures.
By continuously asking about the material, it will allow the students to recall information.
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 creating 3D models of the phases of mitosis. They will also be starting the

onion root lab. The onion root lab students will be working in partners, other than that they
will be creating the models by themselves.
-These projects will be graded on if they labeled and described each phase correctly. They
will also have a few points on neatness.
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.).
-With 10 minutes or so left in the class, I will get the students back in their desks, and I will
have them write a brain dump in their notes. This is where the students spend 5 or so
minutes writing down what they have learned this week about cell division. They will also
write if they are struggling with a concept. Along with the struggling concepts they will write
how they will overcome the obstacle. Whether it is asking me about it, reading more about
it, or watching videos about. Then the last 5 minutes, I will have a few students share what
they have learned and what they need to be clarified.

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 you look at the chart the blue line is the pre-assessment, scores were all over the
place. I had one student receive a hundred percent on the pre-assessment. The rest did very poorly.
Part of that could be since it wasnt graded. If you look at the post-assessment or red line students
did so much better. Eight students received 100%. Although one student received a 50% which is an
increase compared to his pre-assessment. I noticed that he also did poorly on his study guide that I
handed out. I feel it is a mixture of lack of interest and not taking ownership in his work. My
cooperating teacher and I thought it would be a good idea to communicate with the parents how the
student in doing in class. So, I sent out an email to the parents informing them about their child. The
objective of the lesson was for the students to create a model to illustrate the role of cellular

division (mitosis) and differentiation in producing and maintaining complex organism. The
students did create a model by creating the 3D mitosis phases and they also learned about
differentiation in producing and maintaining complex organisms in notes and another
activity. I feel that the students meet the standard.

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

-The students really enjoyed working with their hands in this project. I felt that I was
prepared for this lab. Everything was set up and made the lesson run smoothly. I set out the
materials so students would have access to them. Students worked with only two people per
lab station which helped with misbehaving and getting off topic.
-Assessing the 3D models wasnt too hard to grade because of the rubric. Having a straight
forward rubric makes it easy for the students to know what is expected and it makes it easier
for me to grade.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

-I would say implementation went alright, but it was hard to get a few of the students to take
ownership in their work. Most of the students understood what was expected. But there are
always a few students who doesnt pay attention or I didnt speak as clearly to them. In
result, I had to explain and help the student gain a better understanding of what was
expected of them.
-Another thing was hard was trying to make sure I had enough time for the brain dump. Next
time I might make sure that I might use a timer to keep track of time, so that we make sure
that we have time for the reflect part. I believe that reflecting is an important part of the
learning process.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

-One thing I think I could design is giving the students more options to create the phases of
mitosis. Such as making a still action video, or making a skit or something like that. I thought
about this when a few students really didnt like working with the art supplies.

-Next time, I might make more of a requirement for organization and neatness. I had some
students in lower grades put for more effort than some of the upperclassman. I know that
some students are not artists, but some students did not put any effort in taking ownership
in their projects. I will make sure to stress them talking ownership of their work.

Picture provided by Google (Example of what the students made)

3D Mitosis Model Rubric:

Students will be graded on the following for their 3D mitosis models:
-Required parts for each of the phases------------------ 10pts
-Labels------------------------------------------------------------10 pts
-Functions and descriptions ------------------------------- 10pts
-Neatness-------------------------------------------------------- 5pts

Cellular Reproduction
Pre-Assessment
Name: ______key_____
Matching (1pts each):
_G_ reproduce by a cycle of growing and dividing

a. Chromatin

_D_ structures that contain the genetic material

b. Interphase

_E_ in the cell cycle where the nuclear and nuclear materials divide

c. Apoptosis

_A_ relaxed form of DNA in the cells nucleus

d. Chromosome

_F_ Involves 4 phases that include reproducing a new cell

e. Cytokinesis

_H_ substances that are known to cause cancer

f. Mitosis

_C_ programmed cell death

g. Cell Cycle
h. carcinogens

Short Answer:

Summarize the primary stages of the cell cycle. (3pts.)

-G1, S, G2, and Mitosis- prophase, metaphase, anaphase, and telophase

Draw and label chromosome during Prophase. (2pts)

Contrast the terms apoptosis and cancer in terms of cells. (3pts)

-Apoptosis is cell death and cancer is where the cell divides uncontrollably.