C.

Wood ISTC 301/501

Practical Teaching Experience

Lesson Planning Template
Student Name
Caitlin VanOrsdel
PLANNING FOR TEACHING
Lesson Content Area (i.e. math, language, science)
Biology
Grade Level
10
Title of Lesson
Organelles
Common Core Standard
Goal 3: Concepts of Biology
Expectation 2: The student will demonstrate an understanding that all organisms are composed of cells, which can
function independently or as part of multicellular organisms.
Indicators of Learning:
The student will explain processes and the function of related structures found in unicellular and multicellular organisms
Assessment Limits:
Control of structures (cellular organelles) and related functions (role of organelles)

Teacher Preparation/ Equipment & Materials

Computer
Promethean Board
PowerPoint
Kahoot Quiz
Glogster, Microsoft Word, Voki, PowerPoint, Audacity, Fotobabble
Headphones with microphones
Whiteboards and markers
Exit Ticket

Technology Integration
Students will have the option to use Microsoft Word, Microsoft PowerPoint, Golgster, Voki, Audacity, or Fotobabble to
complete the assignment in today's lesson and a working knowledge of computers and these programs is essential for
the students' success. The Promethean Board will also be used, but only in a limited capacity so a basic knowledge of
this technology is all that will be needed for this lesson. Finally, as homework students will use the website
biomanbio.com which will require that they know how to responsibly use the internet.
Maryland Technology Literacy Standards:
Standard 2: Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society,
and practice ethical, legal, and responsible use of technology to assure safety.
B. Legal and Ethical Issues
1. Practice responsible and appropriate use of technology systems, software, and information
b. Work cooperatively and collaboratively with others when using technology
c. Practice responsible use of technology systems
d. Demonstrate proper care of equipment

C. Wood ISTC 301/501

Standard 3: Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
A. Learning
1. Select and use technology tools to enhance learning
a. Use technology tools, including software and hardware, to learn new content or reinforce skills
TEACHING THE LESSON

Introducing the Lesson

Warm-up: The objective and Indicator of Learning will be displayed on a PowerPoint and I will ask for a student to read
it aloud.
"Given that students understand the functions of the organelles, students will be able to apply a deeper understanding
of these functions by relating organelles to everyday things by creating a wanted ad for an organelle. The Indicator of
Learning is, 'The student will explain processes and the function of related structures found in unicellular and
multicellular organisms.'"
We will then briefly discuss what this means and what we are going to be doing during this class period.
Motivator: We will begin the class with a Kahoot quiz to review the functions of the organelles found in plant and
animal cells. Students who need to may consult their graphic organizer or cell poster from the previous class.

Plans for Differentiation

Warm-up: The objective and Indicator for Learning will be presented visually and read aloud.
Motivator: Information from the previous class will be presented in an interactive format using a Kahoot quiz.
Students can refer to multiple sources including their notes, a graphic organizer, and a poster they made from the
previous class if they are unsure of the answer. Each student will be free to choose which source or variety of sources
works best for him or her. This format also allows students to receive immediate feedback to clarify any misconceptions
they may have on the content.
Enrichment activity: I will begin this activity by presenting examples of organelle wanted ads so that students can see
models of the completed project. Utilizing "Think-Pair-Share" during this activity allows students to support one another
while coming up with an answer.
Students are placed in heterogeneous groups for the wanted ad activity so that students of varying abilities can help
one another rather than having to solely rely on my help. The instructions for this activity will be presented visually and
read aloud by student. Groups are provided with multiple ways of completing the assignment and I encourage students
to go outside the list I have provided if there is another form they would like to use. While students are working I will be
walking through the class to provide feedback and answer any questions.
When students present their wanted ads, the class will record the organelle they think the group wrote their wanted ad
about. This provides relevant feedback and allows the rest of the class to actively demonstrate their understanding
during each presentation.
Summary: As a class we will model the process of determining the path a protein takes through a cell. The
information will be presented in several different ways, through a class discussion and through moving organelles into
the correct order on the promethean board, finally I will write out a flow chart on the board for students to copy into their
notes.
Extension of learning: Students will play the Photosynthesis Respiration Game on Bioman Biology. This supports
background knowledge and allows them to practice with supports while receiving immediate feedback.
Procedures for teaching the Content
Warm-up
We will go over the objectives and the Indicator of Learning for this class, "Given that students understand the functions

C. Wood ISTC 301/501

of the organelles, students will be able to apply a deeper understanding of the functions by relating organelles to
everyday things while creating a wanted ad for an organelle. The Indicator of Learning is, 'The student will explain
processes and the function of related structures found in unicellular and multicellular organisms.'" The objective and
Indicator of Learning will be displayed on the board and a student will be chosen to read it aloud. We will then go over a
brief summary of what we will be doing during this class period. (Recognition Networks: Multiple examples)
Motivator
To review the material learned in the previous class students will participate in a Kahoot quiz on the functions of the
organelles. Students may use their notes, graphic organizers, or cell posters from the previous class if needed.
(Recognition Networks: Highlight critical features, support background knowledge, Affective Networks: Adjustable
support and challenge)
Enrichment Activity "If cells advertised in the wanted ads"
I will present examples of organelle wanted ads. I will ask one student to read aloud each wanted ad and then students
will "Think-Pair-Share" and I will call on one pair to explain which organelle the example is advertising for and how they
came to this conclusion. (Strategic Networks: Model of skill performance)
The instructions for the assignment will be on the PowerPoint. I will read them aloud and provide any further
clarification needed.
"In a small group you will create your own organelle wanted ad. You can be an organelle looking for a cell, a cell
looking for an organelle, a reactant looking for a cell or organelleget creative! Remember, you aren't to explicitly state
what you are or what you are looking for, but include details about the function of the organelle so that it is clear which
organelle you are making the advertisement for! To complete this assignment you may:
Write a brief constructed response with a pen and paper or using Microsoft Word
Create a Glogster or PowerPoint
Record a Podcast, create a Voki, or a Fotobabble with a picture from Google Images or create your own image
There are many other viable alternatives for creating this assignment, if there is one you want to use that is not
on the list, consult with me."
I will then assign students into heterogeneous groups so that students with different abilities can help each other. I will
circulate the class to answer questions and offer feedback to the groups while they work. (Recognition Networks:
Multiple examples, Strategic Networks: Ongoing relevant feedback, Affective Networks: Choice of content and skills,
choice of learning contextsmall groups, adjustable support and challenge)
Each group will briefly present their wanted ads to the class. The students in the audience will use personal white
boards to write the organelle they think the wanted ad is about. After the students finish presenting the rest of the class
will hold up their white boards. One student will be asked to describe how they knew which organelle the wanted ad
was referring to. (Strategic Networks: Ongoing relevant feedback)
Summary and Lesson Closure
In the next lesson we will begin discussing how the organelles work together and how proteins are synthesized from
RNA. To preview this we will use what we know about the functions of the organelles to follow the basic path a protein
travels through the cell from synthesis to secretion. I will have the organelles randomly placed on the promethean
board. As a class we will discuss each step and a student will be selected to move the organelles into the correct order
as we talk about each one. Finally, I will summarize this path with a flow chart on the board that students can follow
along with and write into their notes. (Recognition Networks: Highlight critical information, multiple examples, Strategic
Networks: Practice with supports)
Formative Assessment
Students will complete an exit ticket answering the question, "What is the function of the chloroplast? What is the
function of the mitochondria? How might these two organelles work together?"
Extension of learning
As homework students will be asked to play the Photosynthesis Respiration Game on Bioman Biology
(http://biomanbio.com/GamesandLabs/PhotoRespgames/phorespgame.html) to preview what we will be covering in the
next class.

C. Wood ISTC 301/501