Belmont Lesson Plan Template
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1. General Information
Teacher: Shannon Cain
Mentor: Mrs. Turner
Date: 10/22/2014
Subject: Biology
Number of Students: 23-28
Grade: 9th
Lesson Number: 3 of 3
Time: 40-45 minutes
Unit Title: Cell Structure and Function
2. Topic: Chapter 7: Cell Structure and Function
3. Readiness and Background Knowledge
The students have learned about Chapter 7 throughout the last couple of weeks of
class. They have had a vocabulary quiz on Chapter 7.2 about cell organelle structure and
function. They have completed a lab to illustrate the concepts from Chapter 7.3. The students
also complete a worksheet about the concepts from Chapter 7. This worksheet served as a
formative assessment, and it allowed to students to see what concepts they understood and
what concepts they needed to work on. The students are ready to take their summative
assessment on Chapters 7, and todays lesson will serve as a review of the material.
Appropriate Assessment: Students have been given both formative and summative
assessments on Chapter 7. The students have been given multiple opportunities to show
mastery using both types of assessments, and now they are ready to complete their summative
assessment for Chapter 7.
4. Goals
CLE 3210.Inq.1
CLE 3210.Inq.5
CLE 3210.1.1
CLE 3210.5.2
CLE 3210.1.5
TN Curriculum Standards from Chapter 7
Recognize that science is a progressive endeavor that reevaluates and extends what
is already accepted.
Compare experimental evidence and conclusions with those drawn by others about
the same testable question.
Compare the structure and function of cellular organelles in both prokaryotic and
eukaryotic cells.
Analyze the relationship between form and function in living things.
Compare different models to explain the movement of materials into and out of
cells.
5. Objectives
Student learning objectives:
By the end of this lesson, the learners will be more familiar with the concepts they
need to study for tomorrows summative assessment.
Given review questions from Chapters 7, the students will answer by writing on dry
erase boards. I expect the students to answer 90% of the questions correctly.
Teacher learning objectives
Through todays lesson, I will work on lesson pacing.
6. Assessment
The students will be assessed informally throughout todays lesson. We will check
their answers on the dry erase boards, and we will discuss any concepts that they struggle with.
7. Resources and Materials
-textbook
-dry erase boards and marker
-student notes composition books
-review questions (attached at the end of lesson plan)
8. Instructional Model, Procedures, and Strategies
-attendance and exercise ~5 minutes
-review activity ~40 minutes
-lesson closure ~5 minutes
a.) Attention Signal
My mentor teacher uses a bell as her attention signal at the start of class. The students
will answer questions by writing them on their dry erase boards. If the students have a
question, they are expected to raise their hands.
b.) Opening and Advanced Organizer
We will open the lesson by reminding the students of their summative assessment
tomorrow. We will ask them if they have any questions about the test or any concepts from
Chapters 7. The students have requested that we play the whiteboard game again because they
loved it the first time.
c.) Behavioral Expectations
We expect the students to treat the teachers and each other with respect. Only once
person will speak at a time during the discussion, unless the class is calling out an answer
collectively. If the students have a question, they will raise their hands. Otherwise, the students
will write their answers to the review questions on their dry erase boards.
d.) Instructional Steps
-The students will enter the classroom and place their backpacks in the back of the room.
-The students will complete the daily attendance and exercise procedures.
-We will remind the students about their test tomorrow.
-We will ask the students if they have any questions about the test or any concepts from
Chapter 7. We will also ask if there are any concepts they would like to focus on during the
review session.
Differentiated Instruction: The students are able to choose what topics they want to be
asked about. The difficulty of the questions given to them will be based on their
understanding. Thus, the difficulty of questions will vary for each class.
-After discussing these questions, we will divide the students up into groups of 3-4. The
students will pick their groups.
-Each group will receive a dry erase board and marker.
-We will ask the groups questions, and they will record their answers on the dry erase boards
and hold them up.
-We will check for understanding and discuss any concepts the students are struggling with.
-If the students have questions, they will raise their hands.
-After the review session, we will open the floor for questions again.
e.) Lesson Closure
We will close the lesson by asking the students if they have any more questions about
the test tomorrow or concepts that will be on their test. If they think of any questions
throughout the day, they are welcome to come into our room to ask. The students will then
pack up their materials and collect their backpacks from the back of the room.
f.) Feedback and Evaluation
We will evaluate the students understanding and give them immediate feedback by
checking their answers on their dry erase boards. The goal of this lesson is to review the
concepts from Chapters 7 and we will discuss any concepts that the students are struggling
with.
9. Modifications
If a student is struggling with a concept, we will find new ways to explain this concept
until the student understands. We will encourage students to come to our room during their
study hall if they have any questions or confusion.
Questions for the Review Session: (students will answers these in groups using their
whiteboards)
Questioning: The students are able to ask questions throughout the lesson, but I
have also designed questions based on their understanding and the concepts that they said
they needed to review.
1. What are the three points of the cell theory?
2. I am looking at a cell using a scanning electron microscope (SEM). What will I
see?
3. Make a T-chart on your board. Label one side prokaryotes and the other side
eukaryotes. Fill out the T-chart. Each side should have four points.
4. Name two functions of the smooth endoplasmic reticulum.
5. Write down everything you know about the lysosome.
6. What is passive transport? Write down three examples of passive transport?
7. What is facilitated diffusion?
8. What is active transport? Write down two examples of active transport?
9. What are the two types of endocytosis? How are they different from one another?
10. We learned about hypotonic, isotonic, and hypertonic solutions. Which type of
environment would a plant cell prefer and why?
11. Draw a cell inside of a beaker on your white board. The solution has a
concentration of 80% solute, while the cell has a concentration of 20% solute.
Which is hypertonic and which is hypotonic. Draw arrows to show where water
will move. On the back of your whiteboard, draw what the cell will look like after
the water moves.
12. Draw a cell inside of a beaker on your white board. The solution has a
concentration of 80% water, while the cell has a concentration of 20% water.
Which is hypertonic and which is hypotonic. Draw arrows to show where water
will move. On the back of your whiteboard, draw what the cell will look like after
the water moves.
