University of West Alabama

5E Lesson Plan Template

Teacher: Alyssa Leopard

Date: 2-7-2019

Subject area/course/grade level: Biology, 9th Grade

Materials: Student personal Chromebooks, Pencil

Standards (State and ISTE Standards for Students):

ALCOS 4. Develop and use models to explain the role of the cell cycle during growth and maintenance in multicellular
organisms (e.g., normal growth and/or uncontrolled growth resulting in tumors).
ISTE: Knowledge Constructor (3) Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Objectives:
-Cancer Research
-Digital Citizenship
-Project Reflection

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?): Students will be using Google Sites. Google site allows all students
to embrace their creativity. Students may create as intricate a site as they want, that displays their levels of
learning.

ENGAGEMENT:

Students will be following along with an Edpuzzle about Mitosis and Cancer. The video will review what we
know about Mitosis. The student’s assessment will be the embedded questions that go along with the
Edpuzzle video. I will then be able to review student’s answers and see if remediation is needed with any
of my students. This is another differentiation strategy.

Link to Edpuzzle Video and Assessment

EXPLORATION:

During this stage, my students will be deciding what kind of cancer they will be researching. Students will
discuss with others. During this stage, students usually choose a type of cancer that has effected them
somehow.

My assessment will be informal, and I will be checking for discussion using turn and talk strategies. This is
a form of summative assessment.

Approved January, 2013

EXPLANATION:

Students will be introduced to their website project. They will view a rubric and will explore and ask
questions about google sites. Students will view an example project also.

The assessment for this stage in the lesson will be thumbs up/thumbs down replies to my instructions. This
is a form of summative assessment.
ELABORATION:

Students will be working on a Cancer Research Project Website. They will begin their work and their
personal research. Students will be using Google Sites to complete their project.

Students will be assessed on their project using the rubric provided in the Explanation stage.
EVALUATION:

Daily, students will be graded on their participation. They must share their project with me so I can check
daily progress. This is a summative assessment. Students also must complete a project reflection after
they complete their project. They must mention why their project was meaningful and why their product is
creative. The project reflection is a formative assessment.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

Approved January, 2013