SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Golden Godly Gorgeous Gryffindors 3.14159267 Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Mechanisms of
Life Science Natural Selection in Bacteria 9 300 (one week)
Evolution
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
HS-LS4-2 Construct an explanation based on evidence that the process
of evolution primarily results from four factors: (1) the potential for a
species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual reproduction, (3)
competition for limited resources, and (4) the proliferation of those
organisms that are better able to survive and reproduce in the
environment. SL.11-12.4 - Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow
HS-LS4-3 Apply concepts of statistics and probability to support the line of reasoning, alternative or opposing perspectives are
explanations that organisms with an advantageous heritable trait tend addressed, and the organization, development, substance, and style are
to increase in proportion to organisms lacking this trait appropriate to purpose, audience, and a range of formal and informal
tasks.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based
on prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as well as
possible social, cultural, and environmental impacts.

Lesson Objective(s) Evidence

SWBAT: Students will develop an investigation and collect data to
Evidence in the form of a well thought out written response or diagram
determine the effect of differing environments on bacterial growth.
is acceptable for this assessment. The response does not have to be
Students will be able to evaluate solution to a real world problem
right as it is a model that the students will revise over time. Students
based on criteria and trade-offs that account for constraints, cost,
will be assessed on their effort and thought process, not on the
safety, reliability, aesthetics, as well as social, cultural, and
accuracy of their statements.
environmental impacts.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Write-Pair-Share: Students will
answer brief and low-stakes
The purpose of this activity questions, independently and This activity lets the teacher
is to assess prior student in writing, about bacterial Peers will provide oral know what students already
knowledge and to identify growth in probiotic beverages feedback during small group know, and where they have
Entry Level
misconceptions that will (water kefir). They will then discussion. Teacher will misconceptions. This will
have to be addressed share these answers to one provide oral feedback during partially determine how much
through the course of the another out loud in small classroom discussion. time and energy is put into
lesson groups. They will then specific topics later on.
participate in a teacher-led
classroom discussion.
Bacteria Lab Bacteria Lab Bacteria Lab Bacteria Lab
Evaluation 2-3 day Evaluation 2-3 day Evaluation 2-3 day Evaluation 2-3 day
Formative/
The purpose of this Students will participate in a The teacher will give students The teacher will know where
Progress
assessment is to have lab and then complete a written and oral feedback on students are in terms of their
Monitoring
students practice collecting modified lab report. This Lab the lab report. The feedback critical thinking skills, data
and analyzing data as well as report will consist of an will be based on the rubric that collection and analysis skills,
writing scientifically. introduction, claim, evidence has been previously given to and scientific writing skills. This
 Students will use data to
make a claim about the
experiment, and this will
aide them in developing
critical thinking skills.
Argumentation Session
Evaluation 1 day
The purpose/focus of this
assessment will be for
students to utilize
everything theyve learned
so far in the week to engage
in an Argumentative Socratic
Seminar (see details below)
The purpose of this
assessment will be to check
for understanding as well as
progress monitoring if
students are absorbing the
material being taught so far
this week. This will be done
following the Lab Activity
and Post-Lab write up on
Days 2 and 3 of this week,
which will grant students
the ability to use the
knowledge theyve acquired
so far to engage in guided
debate.
Presentation of Claim
Supported by Evidence
(Phil) The purpose for this
Summative assessment at
the end of this first lesson is
for students to synthesize
Summative
everything theyve learned
throughout this first week
and apply it to a real-world
problem. The students have
engaged in lecture, note-
taking, worksheets, labs,
post-lab reports, discussion,
and debates, which will now
allow them to utilize all
section, and a reasoning
section. This format will help
develop critical thinking skills
in student without getting too
technical on lab report
etiquette for students. The
students will be given a rubric
of what is expected of them for
the lab and lab report.
Argumentation Session
Evaluation 1 day
This will be implemented
through a Argumentative
Debate/Discussion called a
Socratic Seminarwhich my
Master Teacher taught me last
week. Basically when students
come in, they will be asked to
take a piece of paper, fold it in
half vertically and label the left
PROS and the right CONS, in
which they will take notes on
the video shown. (see details
below) Students will then use
these notes, as well as the lab
theyve done during the week,
to engage in a guided
argumentative debate known
as a Socratic Seminar (Details
below)
This Summative Assessment
will be implemented through
an in-class presentation, in
which they will have half of the
class period to prepare using
all their work/notes/resources
theyve acquired throughout
the week. This will allow them
to pull directly from their
work/notes/lab reports,
instead of taking the time to
research through the
internet/library/ articles/etc.
The students will have their
choice regarding which
medium they will present their
claims on, whether it be
Google Slides, Powerpoint, a
students. Students will know
exactly what they need to
improve on for the next lab
report.
Argumentation Session
Evaluation 1 day
The Feedback strategy here
involves the Teacher acting as
a Facilitator, choosing which
students will have their
opportunity to share their
ideas and argue with which
concept is being discussed. The
students will receive feedback
not only from their Teacher in
the form of guided questions
such as What do you mean by
that, what lead you to make
that conclusion? Can you tell
me more? What are the
constraints/limitations? etc.
but also receive feedback from
their peers whom they are
discussing the topic with as
well.
The feedback strategy here is
that students will be able to
work collaboratively in groups
of 4, and pull from their
various resources theyve
acquired/worked on during the
week. They will be assessed on
how well they are able to
support their claims using
evidence pulled from their
classwork for the week. They
will also receive feedback on
how well/complete their lab
reports are, since this will play
a key factor in their
presentation due to the
requirement of having
mathematical models and
will allow the teacher to
determine how much time
should be spent teaching lab
procedures, scientific writing
skills and the content
associated with the lab. This
formative assessment will also
inform both the teacher and
the students how well
prepared the students are for a
final summative assessment for
this unit. This information will
be useful to teaching, because
the teacher has the
opportunity to solidify
concepts before giving the
students a summative
assessment.
Argumentation Session
Evaluation 1 day
This informs teaching through
the process of real-time,
continuous, and direct
feedback from both the
Teacher as well as the
Students. This allows the
Teacher to assess if the
students have been absorbing
the material being taught so far
in the week, as well as check
for understanding of key
concepts taught throughout
labs and lecture. This informs
teaching by also unearthing
any misconceptions students
may/may not have developed
while conducting the lab,
allowing the Teacher to
address these before moving
forward in the unit. The
Teacher will use this to
determine if the students are
ready for the final summative
assessment of the week (or
Lesson 1 of the Unit) which is
explained below.
This informs teaching by
showing the Teacher if
students are able to make
connections and evaluate their
claims by supporting with
evidence. This summative
assessment informs teaching
by showing the Teacher which
day of the week worked well,
which students enjoyed or
understood the most, all
through assessing how they
used their work in the
presentations. This allows the
Teacher to accurately gauge is
students have understood the
concepts taught to the
throughout the week via
 these resources for their large Poster Paper, drawings, Graphs in the presentation. various means
Summative assessment. etc. They will be assessed on (Science and Engineering (lab/lecture/discussion/etc)
By having the students how well their Claim is Standard) The Focus of the and see which was most
choose a particular real- backed up by evidence of their assessment will be for students effective. This fulfills the
world problem involving the student work. Each to demonstrate their standard of SL-11-12.4
use of antibiotics/animal presentation will be only 5 cumulative knowledge using all described above.
testing/GMOs/etc., they will minutes long. This fulfills the the resources they have been
apply everything theyve standard of SL-11-12.4 given. This fulfills the standard
learned using the ACE/CER described above. of SL-11-12.4 described above.
models (Argument, Cite
Evidence, Explain/
Claim,Evidence,Reasoning,
explained below) in their
presentations. This fulfills
the standard of SL-11-12.4
described above. (source:
Phils Master Teacher)
FOCUS OF INSTRUCTION
Instructional Strategies

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Day 1: Water Kefir Demonstration

Teacher brings three jars of water kefir (a live culture

beverage) to class for demonstration (alternatively, teacher
may project images of water kefir at various stages). Each
sample includes bacterial nodes (small, crystal like structures)
suspended in cloudy water. One sample has small and
shriveled bacterial nodes. One has large translucent nodes (and
probably exhibits some signs of respiration). One has small
nodes and a brackish film on the surface. Teacher explains the Day 1: Water Kefir Demonstration
different circumstances of each sample, including water levels,
sugar levels, presence of fruits, etc, but specifies that they all Students enter classroom, take out notebooks, and prepare for
contain the same species of bacteria. However, the brackish lesson.
one also contains at least one other species of bacteria,
growing on the surface. Students watch kefir demo. Students observe at least three
samples of kefir. When instructed, students write answers to
Teacher projects the question on the board, Describe at least questions projected on the overhead independently in their
60 three differences that you see in these samples. Given what notebooks.
you know about bacteria, how can that help explain the
differences you identified? When instructed, students share answers orally with their table
groups. Students speak clearly and are engaged listeners.
Teacher instructs students to write their answers
independently and silently. When instructed, students participate in classroom discussion.
Work with teacher to brainstorm ideas about bacterial growth,
After 3 minutes, teacher instructs students to share their where the second bacteria came from, why some look healthier
answers out loud with their table groups. than others, etc.

After 5 minutes, teacher draws attention back to the front of

the room and leads a classroom discussion. This will take the
form of a brainstorming session about bacterial growth. This
should be relatively free form and the teacher is allowed to
follow the interests and knowledge that students are able to
share.

Lesson Body
Time Teacher Does Student Does
 Day 2: Bacteria Lab 1
1. Students will be completing a lab report based on the
guiding question, What happens if we change the
environment that a bacteria culture is grown in? The
teacher will tie the idea back to the previous days
demonstration. The teacher will explain that the
students will get to expose a bacteria culture to three
different environmental factors and the students will
see what factors have the greatest influence on
bacterial growth. The teacher will break students into
mixed groups based on content knowledge.
2. The teacher will give the students examples for
environmental factors that they can choose: Sugar,
heat, cold, hand sanitizer, etc. The teacher will
explain that each group should have three
experimental agar plates and one control with
nothing added to it. The teacher will also explain how
to plate bacteria. The teacher will pass out
instructions on how to plate bacteria that the
students can refer to throughout the period.
3. The teacher will go around the room and assist
groups in plating their bacteria and putting the plates
in the correct experimental conditions. The teacher
will prompt students to hypothesize what will
happen to each culture as the students are working.
4. The teacher will instruct students to make initial
observations of their cultures. The teacher will
instruct students to record initial percent cover of
each of their cultures in a google sheets document.
5. The teacher will instruct students to clean up their
stations and make sure their cultures are in a safe
place being exposed to the necessary environmental
180 factors.
Day 3: Bacteria Lab 2 Post-Lab Write Up
1. The teacher will explain the lab write up for the
students and either pass out or assign on google
classroom the rubric for the lab write up. The teacher
will be explicit with their instruction. The teacher will
instruct all groups to start with collecting the data
regarding bacteria growth before starting on the lab
write up.
2. The teacher will go around and aide students in
collecting data from their growth plates. The teacher
will assist students in determining percent cover for
their bacterial plates.
3. The teacher will go around to each group and assist
them in graphing their data. The teacher should
check for understanding by asking questions to the
students like, which environmental factor had the
most bacterial growth? Why do you think that was
the case?
4. The teacher will prompt students to research why
the results of their experiment occurred. The teacher
will walk around the room and assist groups in their
lab write up as they need help. The teacher will
provide feedback to students regarding their lab
report as they are completing it.
Day 4: Argumentation Session -Socratic Seminar
1. The Teacher will have students come in and be asked
to take out a piece of paper, and fold it in half hot
dog style labeling the left side PROs and the right
side CONS. The Teacher will explain that the same
principles they learned about how life diversifies over
time that theyve observed in the past 3 days
lessons/Labs can be applied to all populations of
Day 2: Bacteria Lab 1
1. Students will actively listen and ask questions regarding
the lab and the driving question. The students will get
into their assigned groups.
2. Students will choose which environmental factors they
want to add to the bacterial agar plates as their
experimental groups. The students will read the
instructions on how to plate their bacterial cultures.
3. The students will plate their bacterial cultures and
expose them to their desired experimental groups.
Students will hypothesize what will happen to each
culture as they complete the lab activity.
4. The students will make initial observations of their
cultures and record initial percent cover in their group
google sheets document.
5. Students will clean up their work area and make sure
their cultures are in a safe place within the classroom as
well as being exposed to the necessary environmental
factors.
Day 3: Bacteria Lab 2 Post-Lab Write Up
1. Students will actively listen and ask questions about the
lab write up. This will not be the first time that students
have completed a lab write up in this classroom, so they
will have some prior knowledge of what to do and what
is expected of them.
2. Students will start by collecting data regarding bacteria
growth from the plates they plated the day before.
Students will collect percent cover from the plates and
add it to their google sheets document.
3. Students will graph their data in google sheets. They
will create a publish ready graph for use in their lab
report.
4. Students will complete their lab report on the bacterial
growth. Students will research why the results of their
experiment occurred in order to create a strong
reasoning section in their lab report.
Day 4: Argumentation Session - Socratic Seminar
1. The Students will be asked to take out a piece of paper
and fold it in half hot dog style labeling the left
column PROS and the right side CONS. The students will
listen to the Teachers explanation of why they used the
bacteria cultures as models of an animal population to
demonstrate how life diversifies over time.
2. The Students will then fill out the PROs and CONS while
watching this video: https://youtu.be/xZbcwi7SfZE The
students will take into consideration the question, As
you have seen from the video, mankind is using science
to create a genetically superior disease through the
principles weve learned these past few days. My
question I pose to you is this, should we use these same
strategies on other animals? Why or why not?
3. The Teacher will open up the class to discussion, which
will allow students to use their notes, their PROs and
CONS sheet in front of them, and any knowledge
theyve acquired so far in the week to voice their
opinion.
4. Students will be randomly selected through the random
name picker app, so all students will be given an equal
opportunity to share their ideas in this Argumentative
Socratic Seminar.
5. Students will then listen to the Teacher introduce their
Summative Assessment for Friday, which they have the
OPTION of starting on for HOMEWORK. (see below)
 living things. The Teacher will then reiterate the
reasoning for using a bacteria as a model was
because they reproduce at such a rapid rate, which
allows us to observe how diversifies over a much
quicker amount of time. The Teacher will review key
ideas from their Lab and Post-Lab write up on Days 2
and 3 of this week to reiterate key ideas.
2. The Teacher will ask the students to fill out the PROs
and CONs worksheet theyve made while watching
this Video: https://youtu.be/xZbcwi7SfZE The
Teacher will then pose a question, As you have seen
from the video, mankind is using science to create a
genetically superior disease through the principles
weve learned these past few days. My question I
pose to you is this, should we use these same
strategies on other animals? Why or why not?
3. The Teacher will open up the class to discussion,
while asking guiding questions such as This is a real
world problem, what are the constraints, costs,
safety, social, cultural, and environmental impacts?
HS-ETS1-3
4. In order for all students to get a chance to speak, the
Teacher will act as the facilitator during this
Argumentative Socratic Seminar, and will randomly
choose students to share out their thought/notes
using this random name picker
app:https://www.classtools.net/random-name-
picker/
5. The Teacher will conclude the lesson for the day by
introducing their Summative Assessment for Friday,
which they have the OPTION of starting on for
HOMEWORK. (See below)

Lesson Closure
Time Teacher Does Student Does
Day 5: Summative Assessment
Day 5: Summative Assessment
Presentation of Claim Supported by Evidence
Presentation of Claim Supported by Evidence
1. Students will be given a preview of what they will be
1. The Teacher will have given a preview of what
doing on the last day of the week, which will wrap up
students will be doing on the last day of the week,
Lesson 1 in a collaborative way. The Teacher will
which will wrap up Lesson 1 in a collaborative way.
explain their objective of the day, which will require
The Teacher will explain their objective of the day,
students to utilize the time given to them (first half of
which will require students to utilize the time given
the period, and the previous night if students started
to them (first half of the period, and the previous
60 for homework) by pulling from all the resources and
night if students started for homework) by pulling
knowledge provided for them during the week. The
from all the resources and knowledge provided for
requirement is that students may NOT do outside
them during the week. The requirement is that
research (via internet/ library/articles/etc) but instead
students may NOT do outside research (via
make use of everything they already have. This will
internet/library/articles/etc) but instead make use of
allow students to be time-efficient in their presentation,
everything they already have. This will allow students
which prompt reads:
to be time-efficient in their presentation, which
prompt reads:
Using everything youve learned this week in the various
activities weve engaged in, you will make a CLAIM regarding
 Using everything youve learned this week in the various
activities weve engaged in, you will make a CLAIM regarding
what you observed in our bacteria populations, and why this
leads to the insurgence of new strains of bacteria with new and
heritable traits. You will explain that evolution primarily results
from 4 factors, but you will choose ONE of them below:
1. potential for a species to increase in number
2. the heritable genetic variation due to mutation and
sexual reproduction
3. competition for limited resources
4. the proliferation of those organisms that are better
able to survive and reproduce in the environment.
After choosing one, you will support this CLAIM by using
evidence pulled directly from your resources/notes/lab
work/worksheets done during this week. No outside
research/articles will be allowed. You are being assessed on
your ability to synthesize the materials given to you in order to
support your claim using 1 of these two models.
A.C.E. (Argue your Claim, Cite Evidence, Explain)
C.E.R. (Claim, Evidence, Reasoning)
(source: Phils Master Teacher)
You must also give ONE REAL WORLD PROBLEM relating to
your claim, for example, if I chose #3, a real world problem
would be bacteria would then compete for the most number of
host bodies in a hospital for resources.
You will have only half of the class period to complete your
presentation, which can be done on whatever medium youd
like (Powerpoint, Google Slides, Poster Paper, etc.)
2. All groups will be required to come up and present their
claim to the class the second half of this period.
The teacher will walk around and provide additional support
and guidance during the first half of class, and switch to the
role of Judge and Facilitator when assessing student
presentations. The Teacher will select which groups come up
to present by randomly choosing them, or by volunteers.
Teacher will assess students on their 5 minute presentations
based on how well they support their claim by utilizing the
knowledge theyve mastered throughout the week.
3. The presentation fulfills the standard of SL-11-12.4 described
above, and the content objective fulfills the standard of HS-
LS4-2 and HS-LS4-3.
Instructional Materials, Equipment, and Multimedia
Projector, computer, power point slides, bacteria samples (or slides with images of bacteria samples), soap, petri dishes,
Co-Teaching Strategies
One teach, one assist
DIFFERENTIATION
English Learners Striving Readers
Consistent use of visual All handouts and
This will depend on the specific
aids, images, and readings selected for
IEPs in the class, but general
manipulables comprehensible input
accommodations may include:
small group work assessment scores not
graphic organizers, based on fluency; not
guided notes, and graded down for
what you observed in our bacteria populations, and why this
leads to the insurgence of new strains of bacteria with new and
heritable traits. You will explain that evolution primarily results
from 4 factors, but you will choose ONE of them below:
5. potential for a species to increase in number
6. the heritable genetic variation due to mutation and
sexual reproduction
7. competition for limited resources
8. the proliferation of those organisms that are better able
to survive and reproduce in the environment.
After choosing one, you will support this CLAIM by using evidence
pulled directly from your resources/notes/lab work/worksheets
done during this week. No outside research/articles will be
allowed. You are being assessed on your ability to synthesize the
materials given to you in order to support your claim using 1 of
these two models.
A.C.E. (Argue your Claim, Cite Evidence, Explain)
C.E.R. (Claim, Evidence, Reasoning)
You must also give ONE REAL WORLD PROBLEM relating to your
claim, for example, if I chose #3, a real world problem would be
bacteria would then compete for the most number of host bodies
in a hospital for resources.
You will have only half of the class period to complete your
presentation, which can be done on whatever medium youd like
(Powerpoint, Google Slides, Poster Paper, etc.)
2. All groups will be required to come up and present their claim
to the class the second half of this period.
The students will then work collaboratively with their peers in
groups of 5, and ask the Teacher for guidance/support. Students
will pull their evidence from all their work from the week, and
synthesize a presentation to support their claim. Students will
then come up in groups either by random selection or
volunteering, and give a 5 minute presentation of their Claim.
Students will be assessed on how well their presentations
supported their claim using evidence from their work.
3. The presentation fulfills the standard of SL-11-12.4 described
above, and the content objective fulfills the standard of HS-LS4-2
and HS-LS4-3.
Students with Special Needs Advanced Students
ADI labs specifically provide
opportunities for students to get
creative and go above and
additional testing time
beyond.
notes provided
 scaffolding worksheets language errors that do frequent shifts between
consistently provided not interfere with activities
content delivery
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION