SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

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

Gorgeous Gryffindors Awesome Biology

Class Title Lesson Title Unit Title Grade Levels Total Minutes

Mechanisms of
Life Science Adaptation 9th 300 minutes
Evolution
STANDARDS AND LESSON OBJECTIVES

Next Generation Science Standards Common Core State Standard Connections

HS-LS4-3: Apply concepts of statistics and probability to support

explanations that organisms with an advantageous heritable trait tend MP.2 - Reason abstractly and quantitatively.
to increase in proportion to organisms lacking this trait.

Lesson Objective(s) Evidence

Students will be able to analyze and interpret lab data about bacterial Student written CER statement answering the question: How do
adaptation in small groups with minimal teacher input. environmental changes affect bacterial populations?
STUDENT ASSESSMENT (PHIL)

Purpose/Focus of
Type
Assessment
The purpose of an Entry
Level Assessment is to
unearth any student
misconceptions and gauge
Entry Level
students current
understanding of the
concepts taught during this
unit.
The purpose of a
formative/progress
monitoring assessment is to
ensure students are
continuously engaged in the
Formative/ lesson. This assists the
Progress teachers in evaluating if
Monitoring students are comprehending
the content or not. This also
allows the Teacher to
interact with students and
assist them with the task at
hand.
Implementation
Write-pair-share activity in
response to teacher provided
prompts. Full classroom
discussion at the beginning of
class.
This will be done in 2 ways, the
progress monitoring
assessment is informal, in
which the Teacher will ask
clarification questions
throughout the lesson to check
for understanding. The second
assessment is formal, in which
the students will engage in the
actual set up and pre-prep of
the lab. The Teacher will walk
around and ensure everyone is
engaging in the lab correctly,
Feedback Strategy
By listening to student
responses, the Teacher can
respond to correct answers
positively, reaffirming their
prior knowledge. In response
to misconceptions, the Teacher
can address the errors and
provide correct knowledge to
guide the class towards a
consensus. Students also
receive peer feedback in small
group discussion.
Feedback for the progress
monitoring is instantaneous,
with the Teacher addressing
misconceptions and gaps in
learning immediately during
lecture. By allowing students to
ask/answer questions, both the
Teacher and students receive
feedback. The software
programs provide the Teacher
feedback on how the students
of that period are doing, as in
How Informs Teaching
This informs Teaching primarily
by allowing the Teacher to
gauge students current
knowledge of the topic, as well
as unearth any misconceptions
that need to be addressed. This
gives the teacher a gauge of
where students are currently at
in regard to the topic at hand.
This allows the Teacher to
focus on particular parts of the
lesson and get through others
more efficiently.
Both formative/progress
monitoring assessments
provide the Teacher
immediate, continuous
feedback on how the students
of that period are doing, as in
which concepts they are
struggling with. This allows the
Teacher to instantly adapt the
lesson for not only the next
day, but for the next period as
well.
 answering any questions which concepts they are
students may have. struggling with.

The teacher will give both

The purpose of the
summative assessment is to
giving the teacher a
comprehensive insight to
whether or not students
have been able to meet the
lesson objectives. The fact
Summative that the main focus activity
is to engage in the lab setup,
pre-prep, and execution will
allow the Teacher to see if
students were able to apply
concepts they have learned
to complete the task at
hand.
FOCUS OF INSTRUCTION
The Summative assessment
will be implement via 2
methods:
the CER Statement (Claim
Evidence Reasoning)
statement, and the Lab Report.
These will be implemented at
different times during the
lesson, as explained below.
written and verbal feedback to
students on their lab reports,
by noting things that are well
done/need improvement to
ensure the students are
understanding the objective of
the lab report. This will ensure
successful collection of data.
Student written CER statement
answering the question: How
do environmental changes
affect bacterial populations?
The Teacher will give feedback
on the students CER
statements of Claim,
Evidence, Reasoning to
ensure they are aware of the
objective of the lab activity.
This summative assessment
informs teaching by giving the
teacher a comprehensive
insight to whether or not
students have been able to
meet the lesson objectives. The
fact that the main focus activity
is to engage in the lab setup,
pre-prep, and execution will
allow the Teacher to see if
students were able to apply
concepts they have learned to
complete the task at hand. This
allows the teacher to adjust the
lesson for the next period.

Instructional Strategies (DANIEL)

Teacher lecture, write-pair-share, ADI lab, CER

Lesson Introduction/Anticipatory Set (KELSEY)

Time Teacher Does Student Does

Teacher welcomes students to class and take roll

Teacher will show a short introductory video showing how fast
bacteria can evolve.
https://www.youtube.com/watch?v=plVk4NVIUh8
Teacher will then show another short video that explains
antibiotic resistance occurs and why it is a problem
https://youtu.be/znnp-Ivj2ek
The teacher will then pass out sketch notes to students that
pertain to natural selection and the mechanisms of evolution.
1 day The teacher will discuss, color and annotate the notes with the
students.
Students will come into class, take their seats while the Teacher
takes roll
Students will watch an introductory video showing how fast
bacteria can evolve.
The students will watch another short video that explains how
antibiotic resistance occurs and why it is a problem
The students will draw, color and annotate their sketchnotes as
the teacher is lecturing. The students will listen to the teacher
and discuss/ask questions when prompted.

The teacher will conduct an activity where students will
pretend to be bacteria and they will act out as a class how
bacteria can evolve over time. The teacher will facilitate this
activity and pass out the action cards of the game as the
student progress. The teacher will prompt students to use the
new vocabulary they learned in the sketch notes as they are
completing this activity.
The last five minutes of class the teacher will prompt students
to do a KWL exit ticket about antibiotic resistance.
The students will participate in an interactive activity where they
will act as bacteria and see how evolution can take place in a
short amount of time. The students will use the new vocabulary
from their sketch notes as they complete the activity.
Students will complete a KWL exit ticket about antibiotic
resistance in order to wrap up the class and let the students think
about what they will want to know about antibiotic resistance.
Lesson Body (DANIEL)

Time Teacher Does Student Does

Day 1 (FRIDAY): bacteria growth lab

Teacher prepares agar medium

Teacher prepares lab equipment (petri dishes, q-tips, water

cups, soap, bread crumbs, tic-tac, etc)
Day 1 (FRIDAY): Bacterial Growth Lab
Teacher welcomes students to class
Students enter classroom.
Teacher leads starter exercise; guides students through daily
Students listen to directions about how to complete lab.
opening matter.
Students read lab instructions with table groups.
Teacher distributes lab sheets and worksheets to students.
Students collect lab equipment: petri dish, agar solution, q-tip,
Teacher explains lab to students; discusses safety.
water cup, soap, crumbs, tic-tac, etc.)
Teacher instructs students to collect lab equipment and to
Students follow lab instructions to prepare petri dish, collect
work through lab with table groups. Teacher facilitates
sample, inoculate dish, introduce variable condition (tic-tac,
students getting lab equipment.
crumb, etc).
Teacher tells students which classroom location will be where
Students give completed petri dish to teacher to store.
they collect samples from (computer keyboard, door handle,
faucet, etc)
Students work with table groups to answer Day 1 response
questions
Teacher circulates and answers questions.
Day 2 (MONDAY): Data Collection
Teacher collects student-prepared petri dishes.
3 days Students enter classroom.
Day 2 (MONDAY): data collection
(must be
over Students receive data collection worksheet and instructions
Before class, teacher places petri dish samples from class at
weekend)
stations around room. Teacher takes a picture of each
Students receive bacteria culture
specimen.
Students circulate around room record observations about how
Teacher welcomes students
and which bacteria grew in different media.
Teacher guides students through entry routine
Students in groups rotate to another station every 5 minutes
Teacher distributes handouts for data collection day
When instructed, students dispose of bacterial cultures with
teacher.
Teacher guides students through instructions to circulate
around the room with their group from station to station and
Students spend end of period working together on response
to take data recordings of each bacteria culture they see.
questions.
Every 5 minutes, teacher tells students to rotate stations
Day 3 (TUESDAY): Graphing and data analysis
Teacher circulates around room, answers questions, monitors
progress

Teacher returns attention to front of room

Teacher guides students through disposal of specimens

.
Teacher gives students time at end of class to respond to
response questions on worksheet

Day 3 (TUESDAY): graphing and data analysis

 Before class, teacher creates a slideshow slide with the images
of all petri dishes from previous day for students to refer to
during the day.

Teacher welcomes students to class.

Lesson Closure (KELSEY)

Time Teacher Does Student Does

Students come into class and sit in their seats. Students actively
Teacher welcomes students into class and goes over the
listen to the teacher go over the agenda and learning goals for
agenda and learning goals for the day.
the day.
Teacher will explain the CER rubric to the students
Students will listen to the teacher explain the CER rubric. The
students will ask for clarification on any parts they are unsure
The teacher will show students a sample CER to give them an
with.
example of a good CER. The teacher will have students read
the CER in groups. The teacher will then lead a short reflection
The students will read the sample CER as a group and reflect on
discussion on the CER in order to get students thinking about
what was well executed in the CER. They will then participate in a
what is necessary to include in a good CER.
class discussion about what they need to include in order to
1 Day create an effective CER.
The teacher will explain that the students need at least three
credible sources in their reasoning section. The teacher will let
The students will work in groups to complete their CER. The
students work in groups to complete CER. The teacher will walk
evidence should have already been collected and graphed during
around the room checking for understanding and helping
the previous days lesson. The students will develop a claim based
students as they need it.
on their evidence. They will then conduct research to develop a
reasoning that explains their claim and the evidence that was
The last 7 minutes of class the teacher will facilitate a gallery
collected. Students will write reasoning.
walk where students can view the work of their peers and
learn from each other.
The last 7 minutes of class the students will set up their CERs at
their station and the students will participate in a gallery walk
learning about the CERs created by the other groups.
Instructional Materials, Equipment, and Multimedia (DANIEL)

powerpoint slides, petri dish, q-tips, paper towels, agar medium, tic-tacs, soap, bread crumbs, handouts, incubator

Co-Teaching Strategies (KELSEY)

The teachers will participate in team teaching and one-teach one-assist teaching throughout the week of lessons. This is a collaborative teaching
environment and the students respond well to both teachers.

DIFFERENTIATION (PHIL)

English Learners Striving Readers Students with Special Needs Advanced Students

There is a significant amount of

ELL students and are all allowed
to speak directly to the Teacher
using
Spanish/Chinese/Vietnamese,
however we only answer them in
English. The ELL students also
have preferential seating, allowing
them to sit next to a mentor
student who will serve as a
translator.
advanced and gifted students in
our periods, and their learning will
For our students that have been
Students who are striving readers be enhanced by having them
identified with an IEP plan, they
will be encouraged to highlight engage in higher level thinking
will be given accommodations
key concepts in the questions. For example, when the
based on the plan notes. This
reading/notes/review game teacher asks the ELL students level
includes preferential seating at
questions, etc. and be asked 1 questions, they are simply
the front of the room, extended
guided questions to strengthen yes/no or identify the word type
time to turn in assignments, and
their connection of scientific questions. For the advanced
alternative arrangements for test
vocabulary and word meaning. students however, my master
taking.
Teacher has taught me to engage
them in higher level questions
such as explain why this or
 what makes you believe that
etc. These students learning will
be fostered and encouraged just
as much as the other focus
students in this course.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION