SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Lauren Welker 894926096 Biology

Class Title Lesson Title Unit Title Grade Levels Total Minutes

Biology Connecting the Big Picture Cellular Energy 9th, 10th, and 11th 1 period @ 53 minutes

CLASS DESCRIPTIONThe class contains 39 students. There are two students who identified as English Learners and five students with Special Needs. All students on an IEP have preferential seating and are seated located in the front of the room. One EL student is at Level 3, Intermediate and one student is at Level 4, Early Advanced. Three of the students with special needs are uncharacterized. Students sit in fours at their lab tables. There is a projector to display presentations and a classroom set of textbooks. Students will have a student notebook where they write their responses to class assignments and homework.STANDARDS AND LESSON OBJECTIVES

CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and Technical Subjects, NGSS, and Content Standards

English Language Development Standards (ELD)

NGSSHS – LS2 – 5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

ELD 9 – 10 I.A.1. Expanding – Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade appropriate academic topics by following ‐turn taking rules, asking and answering relevant, on topic questions, ‐ ‐affirming others, providing additional, relevant information, and paraphrasing key ideas.

ELD 9 – 10 I.A.1. Bridging– Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade appropriate academic topics by following ‐turn taking rules, asking and answering relevant, on topic questions, ‐ ‐affirming others, and providing coherent and well articulated comments‐ and additional information.

ELD 9 – 10.I.B.5. Expanding – Listening actively: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.

ELD 9 – 10.I.B.5. Expanding – Listening actively: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments with light support.

Lesson Objective(s) EvidenceStudents will be able to:

Analyze an article about the carbon cycle to understand how photosynthesis and cellular respiration affect the climate.

Evaluate an article and determine the purpose for the text through a written summary.

Students display evidence of understanding by connecting the article to the topic of cellular energy.

Students will be able to engage in negotiation of text when they read over the article to provide a summary explaining the purpose and key points from the article.

STUDENT ASSESSMENTType Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching

EL This assessment is part of an academic routine where

BrainstormStudents will be shown a

Informal feedback through a class discussion. Teacher will

Informs teacher is students understand the big picture of

everyday students come into class and have a warm up, or brainstorm question. The prompt will help students connect photosynthesis and cellular respiration.

prompt, “How are photosynthesis and cellular respiration related?”. The brainstorm will be implemented as a think-write-pair-share activity.

not provide written comments but will review students

written response to see if students are making progress

toward the learning objectives.

the unit as this topic brings the unit to an end. Ideally students should be able to connect how the products of cellular respiration affect and carbon affect the environment. Through the share, or discussion part of the assessment, informs teacher if students understand the real-world application for respiration and how it is relevant to students’ lives.

PM

To engage students in the negotiation of text. The article connects the carbon cycle to the concepts learned in a unit about cellular energy.

Article and Text HandoutStudents will receive an article about the carbon cycle and a handout where students will have to complete individually.

Students will receive feedback by way of written comments

on their handout. Also, teacher will hold a quick whole-class

discussion if there at the end of the period.

PM allows the teacher to see if students have learning gaps that need to be addressed before students are introduced to the Summative assessment. Also, informs the teacher if methods were effective at helping students learn the content.

STo help students connect all topics learned in a unit on cellular energy.

Unit ExamStudents will take a comprehensive exam where they will answer multiple choice, short answer, matching, and case study essay questions.

Students will get feedback after all students have taken the unit exam. Students will get written comments on their exams.

Allows teacher to see if students understood the topics taught in a unit on cellular energy and if students have any misconceptions about the material.

INSTRUCTIONInstructional Strategies

● Indirect Instructional strategies: Students will participate in group discussions after the teacher asks facilitative questions.● Think-Write-Pair-Share: in the EL assessment and small group discussions in the PM assessment.● Graphic Organizer: Helps students organize complex content learned from an article● Facultative Questioning: Class will be asked open ended questions that will allow students to participate in a meaningful discussion about

photosynthesis. (http://www.beesburg.com/edtools/glossary.html#P )

Lesson Introduction/Anticipatory SetTime Teacher (T) Does Student (St) Does

Day 15

minutes

1. Teacher will introduce EL assessment. Teacher will have students brainstorm about the connection between cellular respiration and photosynthesis. Teacher will facilitate students to first think about ideas that will address the prompt then, instruct students to write down their ideas. After think-write- pair-share discussions between students have been concluded, teacher will gain student attention to facilitate a whole class discussion about what was shared. If students’ responses are short, the teacher will redirect students to be thinking about the connection between the reactants and products of these two processes.

1. Students will brainstorm about what they know about photosynthesis and cellular respiration. Students will write their response in their notebooks. Then, students will pair with a partner to share their written idea. Students will share with the class when prompted by the teacher.

Lesson BodyTime Teacher Does Student DoesDay 1

45 minutes

1. Teacher will project a diagram of the carbon cycle. (image: https://www.google.com/search?q=carbon+cycle&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwio4vWXpNDJAhUJwWMKHQlrD2AQsAQIHA&biw=1240&bih=642#imgrc=_2sjcL_s54qFfM%3A )

2. Teacher will quickly point out the role of photosynthesis and cellular respiration in the Carbon Cycle.

1. Students will analyze the figure shown and recall known information about the carbon cycle, photosynthesis, and cellular respiration.

2. Students will actively listen to the teacher input.

3. Teacher will facilitate a whole-class discussion about the diagram and write student responses on the board.

4. When there are no more questions/ comments teacher will administer the PM assessment. Teacher will briefly go over the directions for the article and text handout.

5. Teacher will instruct students to work independently on the handout and circulate room, asking facilitative questions to students as they work on the reading and handout.

6. Teacher will focus attention on ELL, reclassified EL, and SPED to ensure they are okay and to make sure the text is not too difficult. Teacher will paraphrase text if needed.

7. If the teacher notices students are struggling with questions 5-9 on the handout, the teacher will use the document camera to model sentence frames that will be helpful for students when answering the questions.

8. Teacher will cue students when the period is coming to an end. Students should put away article and handout to complete for homework.

3. When prompted by the teacher, students will volunteer to answer questions.

4. Students will look over handout and article. Students should actively listen to instructions given by the teacher.

5. Students should work diligently on reading and answering questions on the handout. They should recognize any unfinished work needs to be completed for homework.

6. SPED and EL students should verbalize to teacher if they are having difficultly with the text.

7. Students will listen to teacher input and be sure to write sentence frames if they had difficulty answering questions on the handout.

8. Students will put away article and handout. Students should update their planners for upcoming test dates and homework.

Lesson ClosureTime Teacher Does Student Does

Day 13 mins

1. Teacher will inform students to complete a 3-2-1 exit ticket in their notebooks. The exit ticket prompt will be, “ 3 things you learned, 2 things you found interesting and 1 question you still have.” Teacher will remind students of their homework and inform students of the upcoming date for the summative assessment.

1. Students will write down 3 things they learned from the days activity, 2 things they found interesting (can be from the article or whole-class discussion), and 1 question they still have about anything.

Instructional Materials, Equipment, and Multimedia● PowerPoint● Projector screen● Student Notebooks● NASA article

Co-Teaching Strategies● One Teach One Assist: While students work on their assessments, co –teacher should join teacher in helping groups and asking

facilitative questions.

DIFFERENTIATIONEnglish Learners (ELS) Striving Readers Students with Special Needs Advanced Students

Material will be contextualized by students participating in a think-pair-share activity that provides real life application.

Instructor will speak clearly and slowly during the anticipatory set and lesson body.

Teacher will give article ahead of time.

Sentence frames will be provided upon request.

On the PM handout, the teacher will check in with students to paraphrase the information in the article and reword questions on the handout for clarification.

Students will receive article at least one day in advance. Students will be encouraged to come in for lunch or after school tutorial.

Students will have preferential seating and be in the front seated next to students who are proficient in science.

The article relates to the Carbon cycle and has world world application which increases student interest in the material.

Facilitative questions will be asked by teachers such as, hypothetical scenarios that will help students think critically.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION This lesson would be implemented toward the end of the unit because this lesson ties together the two major processes associated with cellular energy. Students first perform a think-pair-write-share strategy, which will allow all students to first engage in the lesson by reflecting on known information about photosynthesis ad cellular energy. In this strategy, students can think of their own ideas before being influenced by their peers or feeling obligated to agree with their peers’ answer. This EL activity will be accompanied by a whole class discussion where the teacher can redirect and clarify any misconceptions.

The activities in the lesson body incorporate the epistemic practice for negotiation of text. Before students are given the article, the teacher will hold a quick review to ensure students understand how photosynthesis and cellular respiration play a role in the Carbon Cycle. Similarly, the article selected incorporates the Carbon Cycle which adheres to the NGSS standard for the lesson. The handout that accompanies the article promotes students to make predictions about the text and analyze what the article is about. By completing the handout students will be able to learn science concepts and further understand the role of photosynthesis and respiration in the Calvin Cycle.