CEP Lesson Plan Form

Teacher: Ms. McLaughlin

Date:3/23/17

School: Grade Level: 10 Content Area:

Agriculture

Title: Lesson #:_1_ of __

Lesson Idea/Topic The purpose of this lesson is to identify plant cell structures
and and describe their functions. Understanding how a plant cell
Rational/Relevanc functions makes the larger processes occurring in the plant
e: What are you more tangible. Students need to understand how biological
going to teach and factors affect plants and apply it to plant production and
why is this lesson of management. The plant cell is the first step in understanding
importance to your those larger concepts.
students? How is it
relevant to students
of this age and
background?

Student Profile: The students in this class are mostly kids from agricultural
Write a narrative backgrounds. About 15% of the class has absolutely no
about your learners. agriculture experience, 30% have some knowledge, and 55%
What are their of the students are directly from an agricultural background.
special needs? Most the class is at beginner or intermediate level with this
Exceptionalities? subject. There are about six students who are advanced and
Giftedness? need extended knowledge. One student has down syndrome
Alternative ways of and needs extensive modifications. Most students are
learning? Maturity? motivated and engaged because this is directly impacting of
Engagement? their lives. Some students will need more motivation and
Motivation? extra engagement.

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Apply principles of classification, plant anatomy,
and plant physiology to plant production and management

Understandings: (Big Ideas)

Students will understand that production needs principles and structure to function.

Students will understand that the way things are built influences management and
production.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standards)

1. What are the principles of classification, anatomy, and physiology? (unit

question and lesson)

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CEP Lesson Plan Form

2. Why do classification, anatomy, and physiology matter in production?

(included in lesson)

3. Why do classification, anatomy, and physiology matter in management?

(included in lesson)

4. How does this relate to what I already know about plant production and
management? (included in lesson)

5. How would I apply this to my life either now or in the future? (unit question)

6. What is assumed about plant production and management? (unit question)

7. What do I need to experience to understand plant production and

management? (unit question)

8. Do previous experiences Ive had influence my opinion on principles,

production, and management? (unit question)

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can (What do we want students to know/be able to do?):

I can describe and identify the structures in a plant cell.

This means (How do we know they know/can do it?):

This means I can construct a poster describing plant organelles, present it to the
class.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of
Plant Cell Investigation
Lesson The purpose of this lesson is to allow students to understand how the smallest
Should be a creative title for you
objects can influence production and management. They need to know why the
and the students to associate
plant cell matters and what it does.
with the activity. Think of the
purpose as the mini-rationale for
what you are trying to accomplish
through this lesson.
Approx. Time and Activity will last approximately one, 50-minute class period. Students will need
research resources such as smart phones, laptops, books, articles, etc. Posters,
Materials markers, and paper will be needed as well.
How long do you expect the
activity to last and what materials
will you need?
Anticipatory Set The class will then watch two short videos introducing plant cells.
The hook to grab students The videos are accessed through YouTube.
attention. These are actions and The Plant Cell Clique https://www.youtube.com/watch?v=CfvbEeunnp4
statements by the teacher to It is titled Tour of a Plant Cell https://www.youtube.com/watch?v=9-_nQHukz94
relate the experiences of the The first video is a fun song that explains the organelles and their functions
students to the objectives of the which will capture the students attention. The second video is a more realistic
lesson, To put students into a representation of the plant cell and will go over the major parts that were
receptive frame of mind. introduced in the first clip.
To focus student attention
on the lesson.
To create an organizing
framework for the ideas,
principles, or information
that is to follow (advanced
organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.
How do you intend to engage

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CEP Lesson Plan Form
your students in thinking
during the Anticipatory Set?
Why are you using it at this
point in your lesson?
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your
classroom. Indicate the length of
each segment of the lesson. List
actual minutes.)
Indicate whether each is:
-teacher input/actions, student
actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
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The strategy I intend to use is __________________________________________
I am using this strategy here because:
It captures students attention and quickly introduces the information. The
second clip shows a realistic representation of the plant cell which will help
students put something they cant see into perspective.
Teacher Actions Student Actions Data Collected
1.Teacher will display a 1.Students will make a 1. The mind map
short, interesting video Mind Map as they watch will give students
that briefly introduces the the video. notes to work
plant cell. 2. Students will split into with. It will also
2.Students will be grouped groups- A and B. show the teacher
into 2 major groups- More advanced students where students
Group A and Group B. will be in Group B and are starting.
3.Teacher will spend most students who need more 2. How students
this group work time guidance will be in work together in
guiding Group A, but will Group A. their major
float back and forth Group B will be groups will show
between the groups. researching the which students
4. Teacher will guide pairs structures and functions are grasping the
as they find their partners, of a plant cell on their information
collaborate, and create own. quicker than
their posters. The teacher 3. Each student in the others. Teacher
will also check the group will be responsible can adjust
information on the posters for 1-2 structures to accordingly.
to make sure that research. They must 3. Regrouping
students are heading in know the name, students into
the right direction. structure, and function. smaller groups
5. Teacher will evaluate They can use others in will show how
presentations and add their group as a students
information when reference for help. The collaborate with
necessary. structures are the cell one another.
6. Teacher will guide class wall, vacuole, ribosomes, 4. The
discussion. mitochondria, golgi presentations
7.Teacher will give apparatus, cytoplasm, and posters will
instructions for Exit Slip chloroplasts, rough and show what
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CEP Lesson Plan Form

and collect them as smooth endoplasmic information the

students walk out of the reticulum, nucleus, students learned.
classroom. nucleolus, and nuclear 5. Class discussion
envelope. will show if the
4. After they research students need
their structure they will more practice.
find the person in the 6. The Exit Slip will
other group that did the show which
same structures and students still
discuss their findings. need help, the
The pair will create a ideas that were
quick poster on their easiest to grasp,
structure. The poster and what still
will include the name of needs to be
the structure, a picture explained.
representing the
structure, and a
description of its
function.
5. Each pair will present
their structure to the
class. The students
listening will take notes
on what is presented.
6. If there is time, the
class will discuss the
findings from all the
research. Students will
be able to ask questions
they still have on some
structures (students who
specialized on those
structures can answer or
the teacher can).
Interesting details can
be discussed during this

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CEP Lesson Plan Form
How do you intend to engage
your students in thinking
during the PROCEDURE?
Why are you using it at this
point in your lesson?
Closure
Those actions or statements by a
teacher that are designed to bring
a lesson presentation to an
Colorado State University College of Health and Human Sciences
time as well.
7.Students will complete
an Exit Slip for Day 1.
They will write down
three structures and
functions they learned
(only one can be what
they researched), two
structures they still have
questions about, and
one statement on how
this relates to what they
already know about
plant production and
management.
The strategy I intend to use__Group-based
learning______________________________
I am using this strategy here because:
It allows students to research the plant cell while collaborating with several
peers. They can specialize in one or two structures and teach others about it.
Regrouping multiple times helps to ensure that each student gets to work in an
environment where they are most successful. Starting in large groups helps the
teacher evaluate what previous knowledge students already have. Letting
students specialize in one or two structures makes the work load seem smaller.
This is also where students get to work individually with the option to
collaborate with peers. Pairing students together who researched the same
structures gives students reassurance or a check that their information was
correct. Making a poster and sharing with the class give students an
opportunity to teach their knowledge to the rest of the class. The class
discussion at the end recaps everything that was researched.
The class will end with a class discussion. Students will discuss the structures
that they found most interesting. Any questions students have can be asked
and either answered by other students or the teacher. Clarifications will be
made at this point. Discuss, specifically, why the plant cell is important to
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CEP Lesson Plan Form

appropriate conclusion. Used to production and management. The students will then complete and Exit Slip.
help students bring things The 3-2-1 method will be used for the Exit Slip. Students will write down three
together in their own minds, to structures they learned and describe the functions of each. Only one of those
make sense out of what has just three structures can be a structure that they presented. Then they will write
been taught. Any Questions? No. down two questions they still have about a specific structure. Students will
OK, lets move on is not closure. record one statement answering the following question: how does the plant cell
Closure is used: relate to what I already know about plant production and management?
To cue students to the fact
that they have arrived at
an important point in the
lesson or the end of a
lesson.
To help organize student
learning
To help form a coherent picture
and to consolidate.
How do you intend to engage
your students in thinking The strategy I intend to use is ________Class Discussion and Exit
during CLOSURE? Slip______________________

Why are you using it at this
point in your lesson?
I am using this strategy here because: This strategy will help students recap
what was learned. They can discuss with the rest of the class to review and
then record their thoughts individually. Here the class can discuss why the
lesson is important to production and management practices. This will also help
apply the lesson to their futures and life outside of the classroom.

Content Process Product Environment

Teacher Students can Students will I can group
Differentiation: guidance for be given be given students
Differentiation should be students who worksheets specific based on
embedded throughout your
Modificati
need it. with blanks to structures needs. The
whole lesson!! ons: fill out for that will best classroom can
This is to make sure you have guidance help them be arranged
met the needs of your students during the focus. More in a specific
on IEPS or 504. Consider your video and specific way to
research. guidelines will accommodate

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CEP Lesson Plan Form

student profile narrative at the be given for students.

beginning. What do your the poster.
students need to be engaged
and successful?
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too
easy for a child, how will you Content Process Product Environment
extend it to develop their Let advanced Students will Students will Students will
emerging skills? students take their own include the work in
research on notes and be required computer lab,
Extension their own. challenged to information separate of
think about on the poster the class.
s: how and come up This will help
structures with an easy them be
interact with way to independent
one another. remember the in their
information. research.
Assessment Reflection:
I will know if students met the learning targets if they correctly and effectively
(data analysis) present their structures to the class. The class discussion on what they found
How will you know if students met
interesting and what theyre still confused on will also indicate what they took
the learning targets? Write a
away from the lesson. As they work in groups I will be about to conduct
description of what you were
formative assessments. How easily they research their structures, collaborate
looking for in each assessment.
with their partner, and discuss with the teacher will give a lot of information.
The Exit Slip is also an opportunity to see if students gathered the information.
They are asked to write down and describe three structures they learned about
and two they still have questions about. How students respond to this will give
a solid assessment of where students are. It will also let the teacher know if
they need to review some things.

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data connected to the learning target(s) to justify your
level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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