Teacher Candidate Name:

Grade Level:
Subject:
Date:

Dillon Dahl
7th grade
Life Science
November 14, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
-MS-LS3-2 Develop and use a model to describe why asexual reproduction result in offspring with
identical genetic information and sexual reproduction results in offspring with genetic variation.

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 model the cell cycle and describe what is happening at each of the phase.
-Students will be able to model and describe how a cell made an identical copy of itself.

Describe how the objective is relevant to students lives.

-Throughout the lessons of this chapter, I have discussed with the students how a body heals, how it
grows and how it replaces old cells. Their body does this through mitosis.

List the words relevant to the content area that you will either introduce and/or review
during your lesson.
-Cell Cycle, interphases, sister chromatids, centromere, mitosis, cytokinesis, daughter cell.

List the materials you will need to teach the lesson.

-Computer, projector, Oreo cookies, cups, paper, sprinkles, and toothpicks, paper

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.
-For my pre-assessment, I just asked the students a few questions such as, What is cell division,
Why is cell division important for growth, Are your cells dividing right now as we speak? I decided
to go more the discussion way, because it gets the students to think about others ideas and then
bounce ideas off others. When I did the pre-assessment, I did get a lot of good discussion questions
and a person could see its sparking some interest in their eyes.
-I also found a little critical thinking problem that would also see how much the kids know. The paper
was called Sams Puppy. The question on the paper was, Sam brought home a tiny puppy. His puppy
grew. Four weeks later, the puppy had grown to twice its original size. Which of the answers explains
what happened to his puppy? There is a copy of it below, but this made the kids think how the dog

and they grow! Student read this and then recorded it in the lab notebooks. Of the four answers
students choose one and then explained in depth why they think they are right.

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).
-For my pre-assessment, I handed out a critical thinking worksheet called Sams Puppy the day after a
chapter test. This was the day that we introduced the new section.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
-Not applicable
*** Below I attached a few students journal entries of the Sams Puppy. ***
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.
-Looking over the students notebooks, all but three students correctly answered how they
think they puppy grew. They few students who got it wrong said that the puppy grew
because the body absorbed the food the puppy ate. Everyone else talked about how the
number of cells increases allowing the puppy to grow. So, know we will learn about how the
cell increase in number. No one mentioned mitosis or cell division, so that is the route I will
take when teaching the content. Below are a few students answers to the pre-assessment.
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, and 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 one of the sections that I teach of this subject, I have a student who is on an IEP and then I have a
few students who have a little harder time grasping the content but they are not on an IEP. For the
few students that might struggle a bit, I will keep near these students to allow them to help keep
focused on the objective and offer help if they need it. For the student who is on an IEP, the student
is a doodler. If I can incorporate drawing it will go a long way for this student. When grading the
students homework, lab, or test, I ask myself if she learned the key concept of what I wanted her to
do. Did she demonstrate what I wanted her to achieve?

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:
-This class is very good at getting working on in labs. Sometimes they will get off topic, but then after
I say something to them they usually get back to work. During the lab, I will walk around the groups
and check to make sure they are they are staying on task. This also allows me to enforce misbehavior
and keep the students focused on the object.
Motivation:
-This lab is going to be very fun and excited for the students. The students are going to be very
motivated to work with Oreos. After the get done with the lab they get to clean up by eating the
Oreos. From what I have observed from this class, the students enjoyed and flourished on the hands
on and out of the untraditional labs. This class is very eager to learn.

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 out the day I will recap some of information that we have went over last week. Since the
lesson is on a Monday it is important that I do review with them before they go to their activity. This
will reduce the amount of questions the students will have. I will have a few slides on the board and
will have student come up and identify certain phases of mitosis. Then I will ask the students, what
are three things that mitosis does for us, such as help with repair, growth, and replacement.
-After we get done reviewing, I will start to go over what their activity is for today. The reason I dont
hand out the lab directions is because I just have one per group and if I dismiss them to their groups, I

will be fighting the student to listen the whole time. So, I will give the student the background of the
on what they will be doing and give the students time to discover the rest.
-They will be doing an Oreo Mitosis lab where on each Oreo they will be creating a phase of mitosis
on the cytoplasm or crme of the Oreo. Sprinkles will be used to create each phase.
-Last thing I will do before I send them to their lab stations, is talk about how I want them to record
the results in their lab notebook. Such as objective of the lab, materials needed, procedure, summary
of important events for each stage, and then post lab questions. We are also going to come up with
an objective for the lab as a class. This is good practice for the student to think about what I am
wanting the to accomplish or learn in this lab.

Describe how you will communicate (to students) how the objective is relevant to their lives.
-I have communicated this many times through the chapter by asking the students how they grow
their body repairs itself? Hoping the students will bring up the mitosis, the way cells divide to grow
and repair.

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

knowledge and skills required of the objective. (cite theories/theorists)
-Piagets theory of Constructivism, talks about how people form and create knowledge from their
experiences. So, students are experiencing creating phases of mitosis through this lab. They are
learning through vision, touch, and hearing. In the review, we are talking about and there is a visual
aid on the board with the phases of mitosis. The hands-on activity incorporates art, science,
engineering, and critical thinking.

Describe how you will check for students understanding before moving on to guided
practice.
-I will be doing this review on the phases of mitosis on a PowerPoint. I will have the students label the
phases on the board. If students are struggling with naming a few phases, I will help them problem
solve through it. I will be doing this by asking the questions to guide them to the phase.

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).
-After we get done reviewing, I will go through the directions of the Oreo Mitosis lab. I will tell them
things they need for the lab such as six Oreos, six toothpicks, and some colored sprinkles, textbooks,
and lab notebooks. I will also make sure they know that the lab handouts are not for them not write
on. They will record everything in their lab notebooks. I will make sure that they know to answer the
questions at the end.
-After I get through the instructions, I will group the student or have them pick their groups. Then I
will have them go find their workstations and get set up! After the students, have everything set up at
their workstations, one student from each group will come and grab the supplies needed.
-Once they get everything going on their lab, I will walk around checking how their progress is going.
If students are having questions, I will guide them to their answer by asking them questions.
Describe how you will check for students understanding before moving on to independent
practice.
-During the lab, I will walk around and ask them question about the phases of mitosis. I will be
observing how the groups are working. I will also make sure that everyone in the group is
participating and contributing equally.

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 recording the lab results and post lab questions in their lab notebooks. This is what I
will be grading on. Students will be graded on if their notebook has the following material, objective,
materials needed, procedure, summary of important events of mitosis, and then post lab questions. I
will also include participation points for each student. In science, it is extremely important to keep
very organized notes so that a person could redo the activity at a different time if they would desire
too.

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 5 minutes of class left, I will bring the students back to their desk, and we will talk about the
lab. I will ask the students questions like, What did you like about the lab, What didnt you like,
and What was confusing for you. Then I will ask them if they think they have accomplished the
objective for the lab. This allows the students to process and reflect what we did today. I feel this is
very important for students learning.

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: From looking at the chart we can see that the lowest grade received was an 83%. Most
the students received a perfect on their lab notebook. When reading their post lab questions and
when I was walking around asking each group questions, I could see if they understood the objective.
Students could answer the questions with no problem. In correlation with the pre-assessment, many
the students understood that as the puppy grew the number of cells increased, but they didnt know
how the puppys cells increased. Both the pre and post-assessment students did very well on. Since
everyone had a passing grade and understood the objective of the lab, I feel that there is no need to
re-teach the material.

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

-Second time I did this lab, went so much better. The first one was a little more chaotic than
the second. Although the students in the first class did great job following the instructions of
the lab. After fixing the things that went wrong in class one, they went much smoother the
second time. During the review, if the students were not up at the board, I had them
sketching each phase we were reviewing. This kept the students from talk with one another.
-The other thing was that I had everything set out of each of the lab stations for the groups
instead of having them come get them from me. This would remove any wasted time in the
lab. Wasted time is a loss of learning opportunities.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

-Timing was one of the challenging things for this lab. I was planning on this being a one day
lab, but it did take two days. Students did the lab one day and the next they answered the
questions about the lab.
-In the first class, I should have had the students who were not up at the board sketching in
the notebooks what phase we were reviewing at the time. Because I didnt have the first
class sketch in their notebooks, student was awfully chatty and were not really paying
attention to the review. After the first class, I fixed it for the second.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

-Next time doing this lab or any other labs, I will need to make sure I am more direct. Most
students didnt read the instructions for the project, so they were asking a bunch or
questions.
-Then second thing that I would probably fix is giving each group member a copy of the lab. I
just had eight master copies of the lab so that I wouldnt print out 42 packets of paper. I do
think that if I'm more direct about the instructions that will also help with the second
improvement.

Notebook Grading:
1. Objective: 2pts
2. Materials:3pts
3: Produce:5pts
4. Summary of Important Events: 6pts
5. Post Lab Questions:14pts
Total: 30pts

Pre-assessment: