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Simmons College

Programs in Special Education


Lesson Plan Format
(Moderate)
Practicum Student: Molly Dugdale Date: November 18, 2014
Subject/Skills: Biology
Grade Level: 9/10
Number of Learner(s): 8
Time of Lesson: Period 4 (11:04 - 11:54)
Length of Lesson: 50 min.
Curriculum Frameworks:
Grade Level: 9/10
Subject: Science
Strand: Biology
Common Core State Standard for Literacy in Science and Technical Subjects 6-12:
RST Grades 9-10: 2
Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of
a complex process, phenomenon, or concept; provide an accurate summary of the text.
Page Number: 75
Publication Date: March 2011
1.

Purpose/Objective/Function
a. As a result of this lesson, students will be able to identify the three properties of
water and the relevant corresponding details about each property. Additionally, students
will be able to understand that resources used in class such as lectures notes, 2-column
notes, manipulative notecards, and lab reports are sources of information that can be used
to actively study biology content and prepare for upcoming assessments on the
information. Lastly, students will be able to work collaboratively with their peers to
create an accurate and comprehensive study guide that outlines the details and identifies
the main ideas from a piece of informational text about the properties of water.
b. This lesson intentionally follows a series of lessons about matter. Specifically,
students explicitly learned that atoms are the smallest unit of matter, and that atoms can
bond together to form molecules. Students learned that the water molecule is one of the
most important molecules for living things, because the majority of cellular activity
occurs in water and therefore is necessary for living things to survive. This lesson is
relevant because students must understand that water has unique properties that allow it

to support proper cell function, and cells are the basic unit of all living things. Also, the
lesson will provide students with specific strategies for differentiating between main
ideas and details within a text, and organizing information from multiple sources into one
consolidated study guide. This lesson will be followed by subsequent lessons in which
students will be asked to express their understanding of the properties of water on a quiz.
Also, students will explicitly learn about other molecules that are essential to living
organisms and specific parts of cells, such as the cell membrane.
c. By understanding the main ideas and relevant details about the properties of
water, students will be able to relate how the properties of water allow a cell membrane to
act as a highly selective barrier that protects cells.
2.

Pre-requisite skills/knowledge
a. In order to complete the lesson successfully, students need to be able to listen
attentively to oral directions, and with teacher-generated templates, work collaboratively
with a partner to record accurate notes. Also, students need to be able to draw basic
images of a molecule, as well as provide a clear and concise oral presentation of their
findings. If students prefer to use a computer to type their notes, they need to be able to
independently access their Google accounts in order to access a digital copy of the lecture
notes.
b. During the first week of school, all students in the class were assessed with
informal diagnostics in which they were asked to describe their familiarity with creating
study guides. Most of the students had never independently created a study guide, and
had never received any explicit instruction on how to use their resources from class and
homework to differentiate between main ideas and details about a topic. As a result, it
was decided that in order to best prepare for an upcoming quiz in which students would
be responsible for determining the central ideas from a piece of informational biology
text, the students needed explicit instruction on how to consolidate information onto one
clear and concise study guide.

3.

Schedule and Pacing

Schedule and Pacing

Materials

Accomodations

Specially Designed

Instruction
(Modifications)
Agenda/Purpose
(1 min)

White board
Dry erase marker

-Inform students about the agenda


for the class, as well as the purpose
of the lesson (Post agenda on board)

Warm-up (5-7 min)


-Students individually create 3
statements on a templated
worksheet about the different
properties of water (while teacher
checks homework)

Water
Statements
worksheet (x 8)
Properties of
water flappers
that students
created the day
before

Student #1: Provide


predictable class
routines, make
student aware of
overall goals for
units presented
Student #2: Write
daily agenda on
board before
beginning daily
instruction
Student #1 and #2:
Provide frequent
practice and review
of skills, supply a
practice example
before assigning
independent work

Student #1: The


content of the
general curriculum
will be modified
through provision of
key details and
elimination of
extraneous detail.

Student #1 and #2:


Provide frequent
practice and review
of skills, allow for
oral rehearsal prior
to writing
Student #2: Drive
oral descriptions of
procedures with
kinesthetic activities

Student #1 and #2:


The content of the
general curriculum
will be modified
through provision of
key details and
elimination of
extraneous detail.
Methodology
modifications
include small-group
instruction and
kinesthetic
techniques. Student
#2: Methodology
modifications
include use of
manipulatives to
deliver instruction

-Teacher collects statements and


uses them as part of the assessment
at the end of the lesson
Practice Kinesthetic Movements
(2 min)
Students use the flappers that they
created to review and practice the
kinesthetic movement that they
created to represent each dance
move. (Project lyrics and dance
moves on board.)

Student-created
Flappers

Collaborative Study Guide


(25-30 minutes)

Study Guide
template (x8)

Students work collaboratively with


partner to create one portion of the
study guide template. Then class
reunites and each pair shares
information that they gathered, and
other students have to guess what
property of water they are referring
to.

Student #1 and #2:


Provide graphic
organizers/
templates for written
production
Student #2: Present
lengthy material in
small manageable
segments

Student #1 and #2:


The content of the
general curriculum
will be modified
through provision of
key details and
elimination of
extraneous detail.
Methodology
modifications
include provision of
graphic organizers
and collaborative
approach.

Student #1 and #2:


Allow extra time for
processing verbal
and/or written
information
Student #2:
Recognize and offer
positive
reinforcement for
independent
application of skills

Student #1 and #2 :
Performance
Criteria
modifications
include test questions
that are read aloud.

Student #1: Provide


predictable class
routines, provide
frequent practice and
review of skills,
provide
opportunities for
student to ask
questions for
clarification ,
provide template for
written production
Student #2: Assign
success-oriented
homework, include
only skills which
student can complete
independently

Student #1:
Methodology
modifications
include calendar of
assignments.
Student #2:
Methodology
modifications
include direct
instruction in
executive
functioning skills

*Remind students that final study


guide will also be posted on google
classroom
Assessment (2 min)
Teacher reads aloud 8 of the
statements that students created at
the beginning of class. Students use
their study guide to determine the
correct property, and reveal their
answer by holding up their flashcard
with the correct property of water.
Teacher informally notes students
who have difficulty with this task.

Water
Statements
worksheet (x 8)
Students
flashcards

Assign Homework
(2 min)
Write assignment on the white
board, and check each students
agenda book to ensure that it says,
1. Complete Practice Quiz
worksheet
2. Organize binder

Properties of
Water Practice
Quiz worksheet
(x8)

Exit Ticket

(2 min)
Students brainstorm all of the
potential resources that they can use
to actively study for the upcoming
quiz. Students record ideas on the
back side of their homework
worksheet.

Properties of
Water Practice
Quiz worksheet
(x8)

Student #1 and #2:


Make student aware
of overall goals for
materials presented

4.

Materials
Dry erase board, dry erase marker, eraser, flappers, Water Statements worksheet (x8),
Properties of Water study guide template (x8), and Properties of Water: Practice Quiz worksheet (x8).
5.

IEP Goals/Objectives/Benchmarks

Student #1
Student #1 will apply study skills in content material written at the 6th-8th grade reading levels in
structured, collaborative and independent exercises.

Rewrite:
When provided with an explicit template and frequent cueing from the teacher, Student #1 will
work independently and collaboratively with peers to create accurate and comprehensive study
guides that outline the main ideas and relevant, corresponding details about a topic 100% of the
time on 4 out of 5 occasions during the fall semester.

Student #2
Student #2, with 80% accuracy, will formulate main ideas from written material collaboratively.

Rewrite:
When the teacher provides an explicit template that outlines the corresponding and relevant
details about a topic, Student #2 will work collaboratively with a partner to accurately identify
the main idea 100% of the time on every 4 out of 5 measured occasions during the fall semester.

These students IEP goals and objectives directly align with the purpose of the biology lesson.

6.

Possible Problems and Solutions

Possible Problems

Potential Solution

Projector could break

Make sure to have dry erase markers in case


the lecture notes need to be written on the
board

Internet connection could be out of service

Be prepared to go over homework


assignment, and lecture notes on the board

Students will not create accurate statements


about water that can be used as part of the
class-wide assessment

Generate accurate statements that could be


used if needed

Students with expressive language difficulties


may not make many oral contributions during
the creation of the study guide

Intentionally pair expressive language


students with students who do not have
difficulty with oral language. Also, ensure
that those students have an opportunity to
present orally to the class after the study guide
is completed and they have a scripted
contribution.

7. Assessment
At the end of the lesson, students will be informally assessed by taking an 8 question quiz. The
teacher will orally read a statement about the properties of water that provides a significant detail
about a particular property. The students must use the study guides that they created during class
to determine which property of water the statement is referring to. The purpose of the assessment
is to determine if the students were able to understand the central ideas from the lesson, and use
their study guide as a resource to differentiate between main ideas and corresponding details.

8. Extension of the Lesson


For homework, students will answer create 9 practice quiz questions about the properties of
water. Students will create 3 true or false questions, 3 fill-in the blank questions, and 3
open-response questions. In subsequent lessons, students will use their study guide to prepare
for and complete a brief assessment about the properties of water. Also, they will use their active
study guide as a model when creating a comprehensive study guide for the upcoming midterm
exam in December.
6

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