SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 7.28

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name

CWID

Subject Area

Precious Daileg, Estefani Bautista, Brit

Brown
Class Title
HS Biology

Lesson Title
Attack of the Clones

Unit Title
Stability in Body
Systems

Grade Levels
9-12

Total Minutes
50

CLASS DESCRIPTION (including specific special needs and language proficiencies)

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

CCSS Math, CCSS ELA & Literacy History/Social Studies,
Science and Technical Subjects, NGSS, and Content
Standards
NGSS
HS-LS1-4: Use a model to illustrate the role of cellular
division (mitosis) and differentiation in producing and
maintaining complex organisms.
Common Core
SL.11-12.5: Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
HSF-IF.C.7: Graph functions expressed symbolically and
show key features of the graph, by hand in simple cases and
using technology for more complicated cases.
HSF-BF.A.1: Write a function that describes a relationship
between two quantities.

Content Objective(s)
(cognitive, psychomotor,
affective)

Students will create a model

depicting the stages of mitosis.

Tier II (General Academic) Vocabulary

DIVIDE
SPLIT
COPY
DISSOLVE
IDENTICAL
ARGUMENT
EXPLAIN
EVIDENCE
SUPPORT
PROVE
CREATE
ADVANTAGE
DISADVANTAGE

English Language Development Standards (ELD)

ELD.P1.9-10.B.5.Em: Listening Actively

Demonstrate comprehension of oral presentations and
discussions on familiar social and academic topics by asking
and answering questions, with prompting and substantial
support.
ELD.P1.9-10.C.11a.Em: Justifying/Arguing
Justify opinions by articulating some relevant textual
evidence or background knowledge, with visual support.

Integrated ELD strategies for

developing knowledge in the
content area (Part I ELD)

The teacher will write student

responses (during class
discussions) on the board,
creating a class list that can
be referred to at any time
through out the lesson.

Tier III (Domain Specific) Vocabulary

Cell Division
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Chromosomes
Centrioles
Microtubules
Nucleus
Organelles
Membrane
Daughter cell
Parent cell
DNA

Disciplinary Language
Objective(s)

Students will use academic/

scientific language to defend
their decisions after developing
their diagrams of mitosis.

Designated ELD Strategies for

developing knowledge of
disciplinary English
(ELD Parts 1 & 2)

Sentence Frames
I believe that the process of
mitosis fits best
______________ because
______________.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs

Specific Accommodations

STUDENT ASSESSMENT
Type

Purpose/Focus of
Assessment

EL

To get students thinking

about the concepts that will
be addressed in the
upcoming lesson. To
determine if there are ay
major misconceptions about
the content.

PM

To check for gaps in student

understanding of the
content.

To evaluate overall student

understanding of the
content of the unit.

Implementation

Feedback Strategy

How Informs Teaching

Scenario on the
advantages/disadvantages
of having an exact copy:
Think-Pair(write)-Share

Immediate from both peers

(small group and whole
class) and teacher.

Provides the teacher with a

clear picture of what
students already know on
the topic. Gives the
teacher a reference point
for beginning the next topic
of study.

Questioning: The teacher

will walk around the room
as students conduct their
initial investigation into the
basics of mitosis. The
teacher will ask probing
questions to determine if
students understand the
material they are working
with. The teacher will also
answer any questions that
may be asked to help
students stay on track.

Verbal feedback will be

immediate from the
teacher.

Monitoring Student
Discussions: The teacher
will listen in as students
discuss their models and
where they thought the
best location would be to
insert the mitosis model on
their posters. The teacher
can help to lead the
discussion with guiding
questions if students get off
track.
Constructed Argument:
Students will continue to
revisit their constructed
arguments through out the
lesson, updating and
revising as they obtain more
supporting information.
Students will use evidence
from this lesson to support
and explain their reasoning
in their initial arguments.

Verbal feedback will be

immediate from both peers
and the teacher.

Teachers will provide verbal

feedback during lesson
discussions/activities
through out the unit.
Written feedback will be
provided on any work that
is handed in through out the
unit. Written feedback will
be provided on the final
argument that students
hand in at the end of the
unit.

The teacher will have an

accurate and immediate
idea of what students
understand and what they
are struggling with. This
will allow the teacher to
adjust as necessary to
address any developing
holes in student
understanding.

Student arguments will

demonstrate overall
understanding of the
content being presented in
the unit. Gaps that appear
will inform the teacher on
areas that need further
clarification in future lesson
planning.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time

Teacher Does

Student Does

7-10min

Ready Chromebook cart, have lesson objectives written on

board, have posters from previous lesson accessible for
later in the lesson.
Greet class, read out objectives for the day.
Pose warm up question to students:
Imagine you were given the opportunity of having an exact
copy of yourself created. What would be some
advantages and disadvantages of having an EXACT copy?
The question will also be written on the board.
Give students time to think and list their thoughts.
Ask students to share with their elbow partner.
Ask for volunteers to share their thoughts with the whole
class, create a class list.
The teacher will press for explanations of student
responses with probing questions.

Students will enter class and be seated. They will write

down the daily objectives in their school planners.
Students will think about the question posed by the
teacher. They will take out a piece of paper and write
down their initial responses to the scenario posed by the
teacher. They will share their ideas with their elbow
partners/the person next to them. They will refine their
own ideas as needed after discussing with partners.
Students will volunteer their refined ideas with the class,
explaining their reasoning behind their thoughts.

Lesson Body
Time

Teacher Does

Student Does

1-2min
The teacher will inform students that they will be
investigating the process of mitosis through the use of
various informational websites. The teacher will display
the websites (predetermined) that are available for use.
http://www.biology4kids.com/files/cell2_mitosis.html
https://www.khanacademy.org/science/biology/cellularmolecular-biology/mitosis/a/phases-of-mitosis
http://www.cellsalive.com/mitosis_js.htm
http://www.dbriers.com/tutorials/2012/07/the-stages-ofmitosis-simplified/
https://www.youtube.com/watch?v=pOsAbTi9tHw
The teacher will then instruct the students to take out a
sheet of paper for notes and then to obtain a Chromebook
each. The teacher will explain to the students that they
are to use any of the sites provided to gather information
on the process of mitosis. They should take notes as they
go. The teacher will remind students that they are
expected to stay on task during online search activities
and not to visit any restricted sites per school policy.

35min

10-15min
The teacher will walk around the room and monitor
student progress as they conduct their web searches. The
teacher will ask questions to gage student understanding
and will ensure that students stay on task. The teacher
will also track class progress on the activity to ensure that
all students stay on task and no time is wasted with
students sitting idly after completing the search. If the
class is moving rapidly through the search, the teacher
will progress to the next portion of the lesson.
10min
The teacher will inform students that they are now going
to use the information they just gathered to construct a
diagram depicting the phases of mitosis. The teacher will
inform the students that they will be adding to their
posters from the previous lesson on the immune system,
and that they will have to determine where/which cells
would undergo mitosis according to the video they
watched the previous day. The teacher will point out that
student posters are located at the back of the room and
that there are coloring supplies available as well.

Students will take out paper for note-taking and will

obtain a Chromebook for their internet search activity.
Students will conduct their own searches to learn about
the different stages of mitosis. They will be able to use
any of the pre-determined sites posted on the board at the
front of the room. They should take notes on the
information they gather so that they have a reference for
the next activity.
Students will answer questions posed by the teacher about
the information they are gathering, demonstrating their
understanding of the topic.
Students will use the information they gathered to create
diagrams of the process of mitosis, including the basics
from each stage (Interphase, Prophase, Metaphase,
Anaphase, Telophase, Cytokinesis). They will have to
determine when this particular process would occur in
reference to the poster that they created the previous
day. They will add to the poster, creating a more
complete overall picture of how the cells in the immune
system function.
Students will explain and defend their reasoning for their
decisions on where they placed the mitosis diagram.
Students will also explain the order of the mitotic phases
and what MAJOR events occur in each (the emphasis is on
the overall outcome of the process and how it affects the
rest of the body, not specifically on hitting every detail of
the process).

5-10min
The teacher will call the class back together and ask for
volunteers to explain where they thought the mitosis
diagram best fit onto the poster (B-cells with appropriate
receptor dividing rapidly to produce antibodies against the
virus). The teacher will ask students to explain their
reasoning for their decisions and will guide the discussion
when needed with leading questions to help students see
the connection between the information from the
previous lesson and where the new process fits in.
The the teacher will inform students that
Lesson Closure
Time

Teacher Does

Student Does

5min

The teacher will ask students to take out their

argumentation worksheet. The teacher will ask the
students to think about what they have learned in the last
two lessons and use that information to provide support/
evidence for their arguments. The teacher will remind
students that they can use any information gathered from
the days activity to support their argument. The teacher
will also ask the students to think about their earlier
statements about the pros/cons of making identical copies
and to use this idea in supporting their claims.
The teacher will also once again point out the driving
question for the unit, When is it better to take medicine:
before or after symptoms show up? to provide students
with direction for their supporting evidence.

Students will think about the information covered in class

over the last couple days, and formulate supporting
statements for their initial arguments. They will write out
these statements on their argumentation worksheets.
Student evidence should be supportive of the argument
that it is better to take medicine after symptoms appear,
with responses that refer to the production of antibodies
due to the reproduction of the appropriate B-cell/receptor
combination. They should also include statements that
explain how exact copies of these cells are created
through mitosis and that daughter cells are always
identical copies of the original parent cell.

Instructional Materials, Equipment, and Multimedia

Chromebooks cart
posters from previous lesson
coloring materials
smart board/whiteboard and dry erase markers
mitosis info sites
http://www.biology4kids.com/files/cell2_mitosis.html
https://www.khanacademy.org/science/biology/cellular-molecular-biology/mitosis/a/phases-of-mitosis
http://www.cellsalive.com/mitosis_js.htm
http://www.dbriers.com/tutorials/2012/07/the-stages-of-mitosis-simplified/
https://www.youtube.com/watch?v=pOsAbTi9tHw
Co-Teaching Strategies
One teach, one observe
Supplemental teaching
CO-PLANNING NOTES

One teach, one assist

Differentiated teaching

Station teaching
Team teaching

Parallel teaching
Not applicable