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Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information
Teacher: Shannon Cain
Subject: Biology
Number of Students: 23-28
Mentor: Mrs. Turner
Grade: 9th
Lesson Number: 1 of 3
Date: 10/16/14
Time Allowed: 45 min
Unit Title: Cell Structure and Function
2.

Topic: Chapter 7.3 Cell Boundaries

3.

Subjects Integrated: Biology

4.

Readiness and Background Knowledge


The students have learned about the cell organelles structure and function, and they
have taken a quiz on this topic. The students also completed a lab to observe the processes of
diffusion and osmosis. They have completed and peer-graded lab reports.
5.

Goals

CLE 3210.1.5 Compare different models to explain the movement of materials into
and out of the cell.
6.
Objectives
Student learning objectives:
By the end of this lesson, the students will explain the processes of osmosis, facilitated
diffusion, and active transport.
Teacher learning objectives
I will work on student engagement and lesson pacing.
Assessment (statement of how you will assess your objective for the lesson)
Through informal questioning throughout the lesson, the students will answer
questions concerning osmosis, facilitated diffusion, and active transport. The students may
also complete the five question quiz and the end of the lesson to test their understanding.
7.

Resources and Materials


-textbook

-PowerPoint
-dry erase board and markers
-student notes composition notebook
8.

Instructional Model, Procedures, and Strategies


-What do you know about diffusion and osmosis? ~5 minutes
-Lecture using PowerPoint and video ~35 minutes
-Questions and informal quiz ~5 minutes

a.)

Attention Signal
My mentor teacher uses a bell to get the students attention when they are conversing.
The students will raise their hands to answer and ask questions.
b.)

Opening and Advanced Organizer


I will hook the students by asking them to share what they have learned about
diffusion and osmosis in previous lessons. I will connect this lesson to the permeability lab
that the students have completed.
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 notified to call out an
answer collectively. If the students have a question, they will raise their hands.
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.
-The students will share what they know about diffusion and osmosis by raising their hands.
Evidence Based Practices for Organizing Instruction: One practice used consistently is
connecting new material to prior knowledge. I almost always start a lesson by giving the
students time to share what they learned in the previous lesson. I also like to use analogies to
connect concepts to real-world situations that the students are familiar with.
-We will begin the lesson about osmosis, facilitated diffusion and osmosis. I will ask the
students questions throughout the PowerPoint lecture, and the students will ask questions by
raising their hands.
-I will utilize the dry erase board to illustrate hypertonic, hypotonic, and isotonic.
-We will watch a short video in the middle of the lesson to further illustrate these concepts.
Technology: Students will watch a video illustrating the shrinking and expanding of an
egg due to water entering and leaving the egg.
-We will close the lesson by asking the students if they have any questions, and if time permits,
we will complete the quiz at the end of the PowerPoint as a class.

e.)

Lesson Closure
We will most likely close the lesson with the short quiz at the end of the PowerPoint.
The students are always eager to answer the questions because they want to assess their
understanding of the lesson.
f.)

Feedback and Evaluation


The students will be evaluated throughout the lesson through informal questioning.
The end ticket quiz at the end of the lesson will also assess how we the students understood
the material.
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.

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