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University of New Haven: Graduate Education Department

2013 2014 Science Lesson Plan Format


To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and University Supervisor prior to lesson implementation.

Student Teacher: Jason Wnek

Grade Level: 7th

Subject: Cells

Date of lesson: March 31, 2015

Length of lesson: 45 minutes


Lesson Topic: Cells come from other cells
Overall Goal: (Broad statement using non action verbs) Students will understand that organisms are made of cell, that all cells come
from existing cells, and that cells are the smallest unit of life
Learner Background: (This addresses why the lesson is being taught.) Describe the students prior knowledge or skill related to the
learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students previous
performance in this content area or skill impact your planning for this lesson?
Staple your CTS to this document. Or Copy & Paste in to this section. (See CTS)
Curricular Standards: Identify the primary standard(s) this lesson is designed to help students attain:

National:
o

MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one
cell or many different numbers and types of cells.

[Clarification Statement: Emphasis is on developing evidence that living things are made of
cells, distinguishing between living and non-living things, and understanding that living things
may be made of one cell or many and varied cells.]

MS-LS1-3: In multicellular organisms, the body is a system of multiple interacting subsystems. These
subsystems are groups of cells that work together to form tissues and organs that are specialized for
particular body functions. (MS-LS1-3)

State

Local (optional)

Student Learning Objective(s. Students will be able to identify and understand that cells are the smallest unit of life and cells only
come from other cells, through division
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Blank white big-paper
markers
Conception to Birth- Visualized video
http://www.ted.com/alexander-tsiaras-conception-to-birth-visualized-30969
Laptop with projector
Lab Safety

Requirements: Describe the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of
all materials used within their subject area science instruction. Include MSDS for all chemicals being used in the lesson
(http://www.flinnsci.com/msds-search.aspx) (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply
Emergency Procedures: Describe emergency procedures and the maintenance of safety equipment, policies and procedures
that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students. (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply
Ethical Treatment of Organisms: Describe ethical decision-making with respect to the treatment of all living organisms in
and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions
on the collection, keeping, and use of living organisms. (If this does not apply to the current lesson, state, Does not Apply)
o Does not apply

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format

Featur
e

Name

Description

Scientific
Question

Each 5-DIE lesson is focused on a scientific question (i.e. Big Question). With feature one of 5-DIE, the student will be asked to
respond with their initial ideas related to the Big Question. Example: Prior Knowledge Activity/Formative Assessment Related to
the Topic of Study

Collect
Evidence

Feature two of 5-DIE is an activity where the students are required to collect some evidence related to the science content of the Big
Question. Example: Lab/Activity that requires the students to engage in evidence collections.

2
Create
Explanations

Feature three of 5-DIE involves students analyzing their evidence and using it to generate an explanation (also called a claim) about the
scientific ideas of the lesson. Typically, the analysis will produce an artifact that the student will describe and justify to their peers and
teacher at in feature 5.

Example: Developing a Conclusion, Model, Graph, that answers the Big Question

Compare
Explanations to
Scientific
Knowledge

The accepted scientific understanding of the lesson is presented with feature four of 5-DIE. In addition to demonstrating a thorough
understanding of the scientific knowledge of the content, the student will be asked to compare and contrast your explanation from
feature three. Example: Lecture, Research, Textbook reference

Communicate and
Justify
Explanations
5

Finally, feature five of 5-DIE involves the students sharing and justifying their explanation and artifacts from feature three among their
peers and with their teacher. The culminating activity of 5-DIE is to reflect on the Big Question of feature one and synthesize their
understanding by using their evidence to compare and contrast their ideas with those of their peers and teacher. Examples:
Collaborative Argumentation Strategies: Big Paper, White-boarding, Small GroupWhole Group Collaboration

The Lesson:
5-DIE
Feature

Time In
Minute
s

What is the Teacher Doing?


1.

What
are cells
and
where
do they
come
from?

2.
10

3.

4.
5
5.
6.

10
7.
8.

Ask students to clear


everything off their desks
except for a pencil
Pose the question How does a
whole baby form from just one
fertilized egg cell?
Pick a few questions students
wrote down at the end of last
class that are appropriate to
address at this time. Ask
students to discuss the answers
in groups
Hand out big paper and
markers. Pose the questions
What are cells making? Are
there different types of cells?
How are they organized?
Ask students to answer
questions in groups.
Tell the students to pay
attention to the video
(Conception to birthvisualized) and think if it
causes them to change their
thoughts on the previous
answers to the questions. Write
new thoughts down
http://www.ted.com/alexandertsiaras-conception-to-birthvisualized-30969
Take attendance

August 2013 University of New Haven

What is the Student Doing?

1.
2.

3.

4.
5.

6.
7.

Description of Learning
Outcomes
(Why are you doing it?)
& SKI Principles

Students have nothing on their


desks except the paper handed
out and a pencil.
Students answer the question,
How does a whole baby form
from just one fertilized egg
cell?
Students are conversing and
coming up with answers to the
questions

Assessment of learning
from previous class
Prior knowledge
activity: Basic cell
knowledge

Students are conversing,


agreeing on answers and
writing them down
Students respond to the
question based on assigned role
to report out.

Prior knowledge
activity: Cells
Making thinking visible
Constructing
knowledge

Students are listening to


directions
Students watch video and write
down any thoughts that may
differ from their
preconceptions

Prior knowledge
activity: Cells
Making thinking visible

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format
9.

8.
5

Why do
we need
different
types of
cells?
How are
different
cells
created?

9.

In your groups discuss what


you just saw and come up with
a group list of how the video
has impacted and/or changed
your understanding

Students are having group


discussions stemming from the
video.
10. Students are discussing
conceptual change and further
understanding related to cells,
cell growth and cell division
11. Students are creating a group
list of their ideas and answer to
the questions, How does a
whole baby form from just one
fertilized cell? and Where do
cells come from?

Making thinking visible


Collaboration
Conceptual change

Ask groups to present their


answers to the rest of the class

12. When a group gets called, the


appointed presenter is telling
the class their groups findings

Prior knowledge
activity
Constructing
knowledge

13. Students converse in groups


and come up with an agreed
answer and write it on their
group paper

Prior knowledge
activity
Constructing
knowledge

14. Students are writing down what


they learned, how their
understanding changed, and
questions they still have

Assessment of learning
Use their questions to
move forward and build
on their knowledge

10. Ask the questions: If all cells in


your body came from one cell,
how do you have a specific
form? How do you have
different types of cells?
Different tissues? Different
organs?
11. Ask the students to talk in
groups and come up with
answers.
12. Ask students to quickly write
down how their learning was
impacted, what they learned,
what questions they may have
13. Collect papers

Individuals Needing Differentiated Instruction: Describe students with learning differences. These students may be special or general
education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement
levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, for formal, scripted observations and in lessons
included in the portfolio, it is expected that each student teacher will demonstrate the ability to plan and implement differentiated
instruction in order to meet the needs of students at both ends of the learning spectrum.
Remember: differentiation means different, not more; differentiation should focus on learning, not behavior

Which students do you anticipate may struggle with the activities and/or learning objectives of this lesson?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
ck
Student or group is staring at the
Scaffold knowledge and/or use guiding questions to lead them to where you want
paper, not writing anything
them to be. Give each group member a specific task or role.
cj

Answers to questions lack depth of


thought/critical thinking

Scaffold knowledge and/or use guiding questions to lead them to where you want
them to be

Which students will need opportunities for enrichment and/or higher level of challenge?
Student initials
Evidence that the student needs
How will you differentiate instruction in this lesson to support student learning?
differentiated instruction
Student answers all questions very
Have the student help others that are struggling and share their knowledge and

August 2013 University of New Haven

2013 - 2014

University of New Haven: Graduate Education Department


2013 2014 Science Lesson Plan Format
dk
dj

quickly and shows deep thought,


critical thinking, and deep
connections
Student(s) is/are finished with work
much earlier than the rest of the
class

August 2013 University of New Haven

understanding with others


Write a few extra bonus questions on the board that are extra challenging for those
who are finished early. These are greater depth of knowledge and far more
challenging.

2013 - 2014