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 123456789 Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Antibiotic resistance: Where do
Biology we go from here? (students Population Change 9th 240 min
predictions of the future)
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections

HS-ETS1-3: Evaluate a solution to a complex real-world problem based CCSS.ELA-LITERACY.CCRA.W.7

on prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as well as
possible social, cultural, and environmental impacts.
Lesson Objective(s)
Students will evaluate a solution to a antibiotic resistance that is
based on scientific knowledge, student-generated sources of
evidence, prioritized criteria, and trade off considerations.
STUDENT ASSESSMENT
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.
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
Evidence
Students should incorporate both the data they have collected about
changing populations and information about the mechanism of
natural selection leading to evolution and how this relates to
antibiotic resistance to decide what should be done about antibiotic
resistance throughout the world. Students should also conduct
research related to the topic. Students will write three paragraphs
about the pros and cons of their approach to antibiotic resistance.
Implementation Feedback Strategy How Informs Teaching
The teacher will have the This informs Teaching primarily
By listening to student
students watch the Discovery by allowing the Teacher to
responses to the video, the
News Video THE ANTIBIOTIC gauge students current
Teacher can respond to correct
APOCALYPSE found at: knowledge of the topic, as well
answers positively, affirming
https://youtu.be/xZbcwi7SfZE as unearth any misconceptions
their prior knowledge. In
The Teacher will then engage that need to be addressed. This
response to misconceptions,
the students in a Think-Pair- gives the teacher a gauge of
the Teacher can address the
Share discussion connecting where students are currently at
errors and provide correct
the video to the anchoring in regard to the topic at hand.
knowledge to guide the class
activity at the beginning of the This allows the Teacher to
towards a consensus. Students
unit, and then randomly call on focus on particular parts of the
also receive peer feedback in
student pairs to share what lesson and get through others
small group discussion.
they discussed. more efficiently.
Feedback for the progress
monitoring is instantaneous,
The students will choose a
with the Teacher addressing Both formative/progress
solution and write a short
misconceptions and gaps in monitoring assessments
explanation of why they chose
learning immediately during provide the Teacher
that explanation based on
their research activity. By immediate, continuous
what they have learned
allowing students to feedback on how the students
throughout the unit. The
ask/answer questions, both the of that period are doing, as in
teacher will give students
Teacher and students receive which concepts they are
immediate feedback and tell
feedback. Their ongoing work struggling with. This allows the
them if their solution and
on the guided reading Teacher to instantly adapt the
explanation is sound and
worksheet will provide Teacher lesson for not only the next
appropriately based in what
feedback on how the students day, but for the next period as
students have learned over the
of that period are doing, as in well.
course of the unit.
which concepts they are
struggling with.
 The summative assessment for This summative assessment
The purpose of the
this unit is the students essay informs teaching by giving the
summative assessment is to
and presentation regarding The teacher will give both teacher a comprehensive
giving the teacher a
their solution to the antibiotic written and verbal feedback to insight to whether or not
comprehensive insight to
resistance problem. This students on their students have been able to
whether or not students
assessment will test the argumentative sessions, by meet the lesson objectives. The
have been able to meet the
entirety of what students have noting things that are well argumentative session at the
Summative lesson objectives. The
learned over the course of the done/need improvement to conclusion of the lesson will
argumentative session will
unit and test their critical ensure the students are allow the Teacher to see if
allow the Teacher to see if
thinking skills as well. The understanding the objective of students were able to apply
students were able to apply
teacher will collect and read their research/argumentative concepts they have learned to
concepts they have learned
the essays and listen to the session. complete the task at hand. This
to complete the task at
presentations of the students allows the teacher to adjust the
hand.
in order to assess the students. lesson for the next period.
FOCUS OF INSTRUCTION
Instructional Strategies
Students will draw on all the information they have learned over the course of this unit to come up with a solution to the worldwide problem of
antibiotic resistance. The strategies to help them achieve this are:
Think-pair-share, video, pre-research to find information on the subject, classroom monitoring, & classroom presentation of solutions
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Day 1:
The teacher will take roll, go over the days agenda and tell the
students the objectives and standards that they will be working
on throughout the period.

Teacher will show this video as a jumpstart idea to connect

to the anchoring phenomenon: The Antibiotic Apocalypse
VIDEO: https://youtu.be/xZbcwi7SfZE
The teacher will prompt students with a think-pair-share on
the anchoring phenomenon and video. The teacher will
conduct a short discussion to check for understanding.
The teacher will go over the parameters of the project with the
students. The teacher will let the students choose which
solution should they wish to take: A.) Should we continue
80 min testing antibiotics to develop new medicines? This may risk
creating a potentially untreatable bacteria though. B.)
Should we halt developing antibiotics altogether since this
creates more antibiotic resistant bacteria? This will affect
the advancement of modern medicine though C.) Based on
what you learned this unit, do you have another proposed
solution? Take into consideration your evidence, tradeoffs,
and criterias. Students will research their solution
independently and write an essay (5 paragraphs) about the
pros and cons of that approach.
Students will actively listen as the teacher discusses the days
activities.
Students will watch the video The Antibiotic Apocalypse and
participate in a think-pair-share on their thoughts of the video
and how it relates to what they have previously learned in the
class.
The students will actively listen to instructions on the project and
ask questions if they are confused.
The students will choose a solution and write a short explanation
of why they chose that solution based on what they have learned
throughout the unit. They will get this checked off from the
teacher before they start their project.

The teacher will instruct students to choose a solution and

write a short explanation of why they chose that solution
based on what they have learned in class. The teacher will
check each of these explanations before allowing students to
continue on with their project.

Lesson Body
Time Teacher Does Student Does
Students will actively listen to instructions regarding the project,
The teacher will instruct students that they will be allowed to as well as the required material for their research project.
utilize their chromebook laptops, computer lab, their notes,
and data they collected to develop the strongest case for their Students will focus their attention to the Teachers explanation of
80 min solution. The teacher will release students to work their research projects, both the Google Slides presentation as
independently on their projects. well as their Essay.

The Teacher will present the research project and essay Students will independently research and write an essay
prompt: regarding their solution to the antibiotic resistance problem.
 Using everything youve learned about how Bacterial
population chances with various traits, in your opinion, should Students will raise their hands to ask the teacher for support and
we continue using antibiotics? guidance.
You will be putting together a google slides presentation,
combining the resources youve been provided during this unit.
The key is being able to use everything youve learned to
support your argument. You will be presenting at the end of
the week.

In addition to your google slides presentation, you will also be

writing an argumentative essay that will synthesize everything
youve learned this unit. The prompt is the same as above, do
you think we should continue using antibiotics or not? What
the the advantages and disadvantages? This essay will be
between 2-3 pages, double spaced, MLA format.

The teacher will walk around the room and assist students as
needed. The teacher will also make sure students are staying
on task as they work on their project.

Lesson Closure
Time Teacher Does Student Does
The teacher will give students 30 min of the class period to
finish up their essays and prepare to present their solutions
and explanations to the class.
The students will work on their essays and prepare to present
their solutions and explanations to the class.
The teacher will walk around the room assisting students and
80 min
keeping them on task as they work.
The students will present their solutions and explanations to the
class.
The teacher will then have students present their solutions to
the class. The teacher will write feedback to the students as
they present.
Instructional Materials, Equipment, and Multimedia
Video: https://youtu.be/xZbcwi7SfZE The Antibiotic Apocalypse
Co-Teaching Strategies
If there is a I.A. or T.A. in the room, the Teacher may have them assist by walking around and answering any questions the students may have.

DIFFERENTIATION (Phil)
English Learners
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 Students who are striving readers
them to sit next to a mentor
student who will serve as a
translator. There is a Guided
Reading worksheet for todays
lesson, in which the Teacher will
go over the instructions in both
English/Spanish to better assist
our ELL students. Furthermore,
we will be highlight keywords in
the lesson objectives at the top of
the guided reading worksheet.
The ELL students will also be
allowed to sit next to Spanish
Speaking students to help them
translate.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Striving Readers
will be encouraged to highlight
key concepts in the reading and
articles, and be asked guided
questions to strengthen their
connection of scientific vocabulary
and word meaning. We will be
highlight keywords in the lesson
objectives at the top of the guided
reading worksheet.
Students with Special Needs Advanced Students
There is a significant amount of
advanced and gifted students in
our periods, and their learning will
be enhanced by having them
For our students that have been
engage in higher level thinking
identified with an IEP plan, they
questions. For example, when the
will be given accommodations
teacher asks the ELL students level
based on the plan notes. This
1 questions, they are simply
includes preferential seating at
yes/no or identify the word type
the front of the room, extended
questions. For the advanced
time to turn in assignments, and
students however, my master
alternative arrangements for test
Teacher has taught me to engage
taking. We will be highlight
them in higher level questions
keywords in the lesson objectives
such as explain why this or
at the top of the guided reading
what makes you believe that
worksheet.
etc. These students learning will
be fostered and encouraged just
as much as the other focus
students in this course.