BIOLOGY LESSON PLANS

by LINDY NEWMAN

Introduction & Table of

Contents
This document is a compilation of lesson plans for use by future student teachers. All lessons are written
based on a 45-minute class that meets 5 days per week if your class is differently structured, you may
need to plan accordingly.
This booklet also comes with a website of supplemental materials for the lessons. Whenever a worksheet
or powerpoint that is not protected by copyright (see below) is referenced, it will be available through
http://lnewman4.wix.com/lesson-plans.
The textbook referenced in the lesson plans is Holt McDougal Biology Ohio edition, written by Dr. Stephen
Nowicki and published by Houghton Mifflin Harcourt. If your class uses a different textbook, check to see
which chapters in your book correspond to the chapters referenced in the lesson plans. The Holt McDougal biology textbook also comes with a booklet of worksheets and a CD-ROM of powerpoints and textbook images, which we used in class. These materials cannot be posted on the accompanying website because they are copyrighted by the textbooks manufacturer. However, most current textbooks have supplemental worksheets and activities, so make sure to ask your cooperating teacher if these materials are
available to you.

CELL STRUCTURE AND FUNCTION

Cell Theory

Cell Organelles

Cell Membrane

Diffusion and Osmosis

Active Transport, Endocytosis, and Exocytosis

Cell Jeopardy

CELLS AND ENERGY

Chemical Energy and ATP

Photosynthesis

10

Cellular Respiration

11

Fermentation

12

REFERENCES

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Cell Theory
CELL STRUCTURE AND FUNCTION1 of 6

ESSENTIAL QUESTIONS:

How was the cell theory developed?

What are the differences between prokaryotes and eukaryotes?

OHIO STANDARDS:

The cell is a system that conducts a variety of functions associated with

life.

LESSON OBJECTIVES:

I can analyze the similarities and differences among plant versus animal
cells, and eukaryotes versus prokaryotes.
I can state the tenets of cell theory and explain their significance.

MATERIALS:

-Biology textbook
-Guided notes sheet

PREREQUISITE KNOWLEDGE:

Students should know what constitutes a living organism.

-Computer & projector

LESSON PLAN
DAY 1: Students were given guided notes on cell theory (see website) and told to read the section on cell theory
from the book, then answer the questions in the note sheet. I walked around to the tables and gave guidance and
explanations as needed.
DAY 2: I gave them traditional powerpoint notes on cell theory to reinforce the material they learned from doing
the worksheet. I kept them engaged by talking to them and asking them guiding questions during the presentation.
As an exit ticket, students were given a Venn diagram and instructed to compare and contrast prokaryotes and
eukaryotes.

REFLECTION & REVISION

I was not sure how well this lesson reached the students. The problem with guided notes is that students can copy
sentences out of the book, word-for-word, without really understanding what they mean. The students that turned
in the worksheet got most of the points, but nearly everybody copied sentences directly out of the book. I need to
find a way to get them to understand a concept, then use their own words to explain it.
Regarding classroom management, this lesson became a difficulty for many students. Sitting down and focusing on
a textbook for 45 minutes straight is hard even for college students to do, let alone high school students who may
or may not be interested in the material, and who are already sitting down all day.
If I could do this again, I would
Do an activity to get them moving and keep them more engaged

Cell Organelles
CELL STRUCTURE AND FUNCTION2 of 6

ESSENTIAL QUESTIONS:

How do organelles work together to keep a cell running?

What organelles are specific to plant or animal cells?
What is the function of each organelle?

OHIO STANDARDS:

Within the cell are specialized parts for...basic cellular functions.

LESSON OBJECTIVES:

I can describe the functions of the major cell organelles.

MATERIALS:

-Organelle trading cards research sheet

-Colored pencils
-3x5 notecards
-Biology textbook
-Computer

PREREQUISITE KNOWLEDGE:

Students should know the difference between prokaryotes and eukaryotes.

LESSON PLAN
DAY 1: I handed out the research sheet (see website), then instructed students to collect research on every
organelle and record this information on their research sheet. They were able to get information from their
textbook, or from cellsalive.com, which has interactive models of animal and plant cells. They were also asked to
record three analogies for each organelles duty (e.g. vesicles are like semi trucks because they transport material).
They were given one class period to work on this research. As a take-home portion, they were asked to turn the
research on this sheet into trading cards for each organelle, complete with a printout/drawing on one side, and the
organelles duty and analogies on the other side.
These cards, if graded in a timely manner, can be used as flashcards for the chapter test.

REFLECTION & REVISION

The main problem I had was getting students to focus on the research in class . Since the information was once
again in the textbook, it was hard for them to focus on the book, so they started talking, yelling, and running around
the room.
Many of my students also struggled with the analogies section. They would copy down the definition for each
organelle from the book, but when I asked them to explain what each organelle does, they could not put its
function in their own words. It was the same problem from last lesson of them going through the motions, but
never understanding anything.
If I could do this again, I would
Provide notecards and colored pencils in class
Make the research portion into a web quest so they do not have to use their books.
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Cell Membrane
CELL STRUCTURE AND FUNCTION3 of 6

ESSENTIAL QUESTIONS:

What is the structure of a cell membrane, and how do the different parts
contribute to its properties?

OHIO STANDARDS:

Every cell is controlled by a membrane that controls what can enter

and leave the cell.

LESSON OBJECTIVES:

I can explain how the cell membrane controls the movement of substances both into/out of the cell and within the cell.

MATERIALS:

-Biology textbook
-Guided notes worksheet
-Cotton swabs
-Plastic straws (cut in halves)
-Rubber bands
-Pipe cleaners
-Membrane model activity sheet

PREREQUISITE KNOWLEDGE:

Students should know about polarity of molecules.

LESSON PLAN
DAY 1: We started the first day with Cell Membrane Rap Lecture by Glenn Wolkenfeld (see References). After that,
they were instructed to read the section on cell membranes from their textbook and take notes on a separate piece
of paper. I walked around to give direction and explanations as needed.
DAY 2: I gave the students an activity sheet and a cell membrane kit. Each cell membrane kit had a bundle of cotton
swabs (phospholipid bilayer), straws (transport proteins), pipe cleaners (carbohydrates), and rubber bands
(cholesterol). We walked through how to assemble the model cell membrane and explained each part along the way.
I asked questions to connect the model to the actual cell membrane while we were assembling (How does this
illustrate the concept of the fluid mosaic model?, etc.)
*NOTE: The cell membrane activity came from the supplemental worksheet book associated with the textbook, but
many similar activities can be found online.

REFLECTION & REVISION

Again, trying to get students to read out of their books turned out to be a poor idea. One thing I noticed a lot with
the first day was that of students who were sitting together, one student would fill in the worksheet and the others
would simply copy their answers. I do not like making them work silently, but that would have reduced the amount
of cheating I saw.
The second day was fairly close to being a failed lesson. As I was talking the students through the activity as a
group, they got progressively louder. Only a handful of students were paying attention and answering my
questions; the others were on their phones, talking, jumping out of seats, and more.
If I could do this again, I would
Not allow the students to work on the guided notes in groups
Use a different worksheet with the activity to scaffold students into the knowledge without me having
to talk it out with them as a class

Diffusion and Osmosis

CELL STRUCTURE AND FUNCTION4 of 6

ESSENTIAL QUESTIONS:

What features characterize passive transport?

How is facilitated diffusion different from regular diffusion?
What happens to cells when they are placed in a solution that has a
different tonicity?

OHIO STANDARDS:

Within the cell are specialized parts for the transport of materials.

LESSON OBJECTIVES:

I can describe and contrast diffusion and osmosis.

I can predict the direction of osmosis based on tonicity.

MATERIALS:

-Computer & projector

-Guided notes worksheet

PREREQUISITE KNOWLEDGE:

Students should know that cell membranes are selectively permeable

and be able to explain the concept of concentration.

-Fragrance spray

LESSON PLAN
DAY 1: The students were instructed to read the section about diffusion and osmosis from their book and take
notes on a guided notes sheet (see website). As they were reading, I walked around and offered direction and
explanation as needed.
DAY 2: Once everyone was settled into their seats for the period, I sprayed fragrance spray at one corner of the
room for about 5 seconds straight. I told students to raise their hands when they smelled it, and to keep their hands
up so we could watch the spread. I asked: how can the people all the way across the room smell the spray? It was
diffusing across the room. Afterwards, to reinforce the material learned on day 1, I showed a powerpoint on the
material and students added to their guided notes as necessary.

REFLECTION & REVISION

The lesson went moderately well from a classroom management perspective, but I sense that it was still a boring
lesson for the students. There was a little bit of disruption during guided notes, but on powerpoint day it was
noticeably easier to keep their attention. Diffusion and osmosis is a very demonstrable concept, so I wish we would
have done an activity to get them out of their seats.
If I could do this again, I would
Eliminate the guided notes day and just do a powerpoint
Turn the second day into an activity on diffusion and osmosis

Active Transport, Endocytosis, and

Exocytosis
CELL STRUCTURE AND FUNCTION5 of 6

ESSENTIAL QUESTIONS:

How do cells transport molecules against a concentration gradient?

How do cells take in or expel materials that are too large to pass
through the cell membrane?

OHIO STANDARDS:

Within the cell are specialized parts for the transport of materials.

LESSON OBJECTIVES:

I can explain how and why cells use active transport.

I can explain how and why a cell undergoes endo- and exocytosis.

MATERIALS:

-Computer & projector

PREREQUISITE KNOWLEDGE:

Students should know the differences between passive and active

transport, and that cell membranes are flexible and can change their
shape.

LESSON PLAN
DAY 1: I showed a powerpoint on active transport, endocytosis, and exocytosis, and the students took their own
notes. During the presentation, I walked around and asked questions to keep their students engaged. I referenced
the cell membrane rap multiple times, as it talked about the difference between passive and active transport.
Afterwards, I gave them a worksheet on the material to reinforce the information.

REFLECTION & REVISION

As with diffusion and osmosis, this concept lends itself very easily to demonstrations, and I wish we would have
done an activity on this subject. The classroom was more well-controlled during the powerpoint than with guided
notes, but I worry that the students are still disengaged. When I give them the information, they might understand
the concepts, but their notes were poor enough that they could not look back at them and remember the concepts
a day later.
If I could do this again, I would
Do an activity about active transport, endocytosis, and exocytosis.

Cell Jeopardy
CELL STRUCTURE AND FUNCTION6 of 6

ESSENTIAL QUESTIONS:

N/A

OHIO STANDARDS:

N/A

LESSON OBJECTIVES:

I feel prepared for the Cell Structure and Function unit test.

MATERIALS:

-Computer & projector

PREREQUISITE KNOWLEDGE:

Students should know all material covered in chapter 3.

-Cell jeopardy powerpoint

LESSON PLAN
DAY 1: To start the period, the students were divided into groups of 4-6 people and asked to pick a team name. I
wrote the team names on the board to keep score, and then we started to play jeopardy (see website for
powerpoint). The categories were based on the five lessons: Cell Theory, Organelles, Cell Membranes, Diffusion &
Osmosis, and Active Transport & Endo/Exocytosis. Each team has a spokesperson, and that person alone is
responsible for raising their hand and giving the answer. The team that first has control over the board gets to pick
the first question, and the first team to raise their hand gets to answer it. If they do not get it correct, other teams
are able to steal the question. Whichever team gets the question correct is awarded the points and is able to choose
the next question.

REFLECTION & REVISION

Cell jeopardy was mostly a success, but it was difficult to keep it from getting out of hand. When a team got a
question right (or wrong), some of the students would bolt out of their chairs, throw things, yell, chest bump, etc.,
which caused a disruption that took a while to dissipate. This might have been exacerbated by the fact that the
teams were not centered around desks, more clumped together in chairs, so students felt like the setting was less
formal and like they were allowed to get up and run around. Also, the students began to lose interest in the game
about two-thirds of the way through, saying why does it matter, its just a game! and we all know whos gonna
win anyways.
If I could do this again, I would
Move the desks around so that each student was seated with their group instead of standing around a
desk
Offered a reward (extra credit, candy, etc.) for the winning team to entice students to participate.

Chemical Energy & ATP

CELLS AND ENERGY1 of 4

ESSENTIAL QUESTIONS:

How is energy carried from place to place within a cell?

What is ATP and how is it produced?
How do organisms get energy when they do not have access to sunlight?

OHIO STANDARDS:

Within the cell are specialized parts for...energy transformation.

LESSON OBJECTIVES:

I can explain how the food we eat or the sugar produced by plants is
turned into energy.
I can identify where the energy is stored in an ATP molecule.

MATERIALS:

-Computer & projector

PREREQUISITE KNOWLEDGE:

Students should know that energy in chemical bonds, and that breaking
bonds releases chemical energy. They should also know that there are
three main types of carbon-based molecules that our bodies use for energy: carbohydrates, lipids, and proteins.

-Chemical energy worksheet

LESSON PLAN
DAY 1: To start the period, I gave them a bell work question: What is ATP, and what role does it play in our cells?
Most likely, they have only had cursory talks about ATP and chemical energy, so their answers will likely not be very
detailed. I told them to keep this sheet of paper in their notebooks so they can look back on it later. After the bell
work, I showed a powerpoint on chemical energy (see website) and had the students take their own notes on it. As I
was giving the presentation, I made sure to walk around the classroom and ask questions to keep the students
engaged. Once the powerpoint was done, I gave them a worksheet (see website) to reinforce the knowledge from
the powerpoint. As they were completing the worksheet in the remaining class time, I walked around to give
direction and explanation as needed.

REFLECTION & REVISION

I tried giving them only powerpoint notes because I thought that might be a good way to scaffold them into putting
thoughts in their own words as opposed to copying down sentences from the book. However, this idea backfired in
a fairly substantial way. In an effort to help students understand, I informalized the language in the powerpoint, but
in doing this I just made it so that the sentences they wrote down were less precise (for example: in a misguided
attempt to insert humor, I put a picture of Simba from the Lion King into the slide showing the cycle by which ATP is
made, and I titled it The Circle of Life. When asked about how ATP is made, many students answered the circle of
life.).
If I could do this again, I would
Use the powerpoint from Holt McDougal
OR
Create my powerpoint using more exact terminology
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Photosynthesis
CELLS AND ENERGY2 of 4

ESSENTIAL QUESTIONS:

Where does photosynthesis occur in the cell?

What are the steps of photosynthesis?

OHIO STANDARDS:

The cell is a system that conducts...cellular processes such as photosynthesis.

LESSON OBJECTIVES:

I can explain how photosynthetic organisms undergo photosynthesis.

I can identify the chloroplast and the locations of photosynthesis.
I can write the equation for photosynthesis and identify its various parts.

MATERIALS:

-Computer & projector

-Elodea plant
-Cardboard box

PREREQUISITE KNOWLEDGE:

Students should know the function and general structure of the chloroplast. They should also know that chemical bonds store energy and that
breaking bonds releases energy.

-Chloroplast diagram
-Grow light

-Worksheet
-Test tubes

LESSON PLAN
DAY 1: I gave the students a powerpoint presentation, and they took their own notes. During the note-taking, I
walked around the room and asked questions to keep the students engaged. After the short presentation, I gave
them a diagram of a chloroplast with the sites of all the processes as an exit ticket. I also gave them a worksheet
about photosynthesis as homework.
DAY 2: When the students arrived, I gave them a lab sheet and had them read it over, then make a hypothesis about
the experiment. There were three stations set up around the room, each with an Elodea plant submerged in a test
tube filled with water: one under normal light, one under low light (under the cardboard box), and one under bright
light. Students were to record the number of bubbles each plant emitted over 3 minutes.
*NOTE: The lab sheet was from another copyrighted source, but this lab can be found in many forms on the internet.

REFLECTION & REVISION

I enjoyed doing the lab with the students, but it could have gone better. My cooperating teacher did not soak the
Elodea plants before she got to school that morning, so when the first period class begun, the plants were still
adjusting to their new environment and had not started photosynthesizing yet. Also, even in the later periods, the
bubbles were much harder to see than I had imagined, and the most anybodys plant bubbled (even under the grow
light) was a handful of times in 3 minutesnot the clearest of results. I imagine that this lab must have been very
frustrating for the students because of this lack of results.
If I could do this again, I would
Do the lab myself ahead of time so I know what to expect

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Cellular Respiration
CELLS AND ENERGY3 of 4

ESSENTIAL QUESTIONS:

What are the steps of cellular respiration?

How is cellular respiration related to photosynthesis?

OHIO STANDARDS:

The cell is a system that conducts...cellular processes such as...cellular

respiration.

LESSON OBJECTIVES:

I can identify the mitochondria and the locations of each step of cellular
respiration.
I can explain the steps of cellular respiration.
I can write the chemical equation for cellular respiration and identify the
various parts.
I can compare photosynthesis and cellular respiration.

MATERIALS:

-Computer & projector

PREREQUISITE KNOWLEDGE:

Students should know how ATP is produced and how it stores energy.
They should also know the chemical equation for photosynthesis.

-Mitochondrion diagram and worksheet

LESSON PLAN
DAY 1: I started out with the same bell work question from section 1: What is ATP, and what is its role in the cell?
The students were instructed to pull out the sheet from the last time and write down their answer, to assess their
own learning as well as give me an idea of what they retained about ATP. Next, I showed a powerpoint on cellular
respiration and the students took their own notes. As I talked, I walked around the room and asked questions to
keep students engaged. Afterwards, I gave them a diagram of a mitochondrion showing the different sites of cellular
respiration as an exit ticket, as well as a worksheet on cellular respiration for homework.

REFLECTION & REVISION

This lesson was a struggle to get through. Cellular respiration is a difficult topic to understand, and it was only a
detriment that the only exposure they got was me standing at the front talking at them. Understandably, they got
frustrated and restless, which caused them to act out and disrupt the lesson. Also, since cellular respiration is a
difficult concept to grasp, I should have used more than one day to cover the material. I wish we would have done
an activity or a demonstration to really solidify the information.
If I could do this again, I would
Add an activity
Spend two days on this lesson

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Fermentation
CELLS AND ENERGY4 of 4

ESSENTIAL QUESTIONS:

How does fermentation differ from cellular respiration?

What are the different types of fermentation?

OHIO STANDARDS:

The cell is a system that conducts...cellular processes such

as...fermentation.

LESSON OBJECTIVES:

I can explain the difference between aerobic and anaerobic conditions.

I can explain the difference between cellular respiration and fermentation.
I can describe each step of both lactic and alcoholic fermentation.

MATERIALS:

-Computer & projector -Lab activity sheet

-Yeast
-Balloons
-String
-Rulers
-125 mL Erlenmeyer flasks
-3 juices with different sugar contents

PREREQUISITE KNOWLEDGE:

Students should know the products and process of cellular respiration,

as well as that cells use more ATP as their activity level increases.

LESSON PLAN
DAY 1: I started out by giving them a powerpoint (see website) about the fermentation process and had them take
their own notes. As I gave the presentation, I walked around the class and asked questions to keep the students
engaged.
DAY 2: I handed out the Fermentation Lab sheet (see website), and had them read over the passage at the top and
write a purpose statement for the lab. The purpose of the lab was to determine which of the three juices would
produce the most alcohol after fermentation. I split them up into pairs, they performed the experiment, and let their
flask sit overnight.
DAY 3: The students measured their balloon by wrapping a string around the balloon, then measuring the length of
the string. Students then took their data and entered it into a class-wide excel sheet, where the data was analyzed
and students could see which juice, on average, produced the most carbon dioxide (and therefore the most alcohol).
I had them discuss the accuracy of their predictions; if they were right, how so, and if they were not correct, why not?

REFLECTION & REVISION

This lesson went very well. When you start talking about alcohol to high school students, almost everybodys ears
perk up. I was able to get their interest very early on and hold through the lab, something my students normally
complain about constantly. As we were doing the lab, I prompted them with questions about fermentation, and
their answers indicated that they really grasped the material well.
If I could do this again, I would
Add some pre-lab questions to get them thinking before the lab starts

12

References
Ohio Science Standards: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/
Science/Science_Standards.pdf.aspx
Cell Membrane Rap Lecture: http://www.youtube.com/watch?v=Pfu1DE9PK2w

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