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Lesson Author
Teacher Candidate Emily Holstine
School Name Nitro High School Class/Grade Level 10th Grade
Lesson Topic Cell Basics Subject Biology
Lesson Overview
Lesson Title
An Introduction to the Cell
Lesson Summary
Students will play in a game of Kahoot. In the game, the answers to each question are all arguably correct. Students will choose
the answer they think is better than the rest based on what they know already. After each question, the students will divide into
groups based on their answers and participate in a debate against their classmates to defend their answer. This “defending” is
how the students will think aloud.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will debate with classmates using only the small amount of info given to them based on background knowledge.
Students will collaborate with others to develop a strong argument as to why their selection is the most correct one.
Students will demonstrate basic knowledge of cell structures and functions.
WV NxtGen Standards
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which
carry out the essential functions of life through systems of specialized cells.
National Standards
Management Framework
Intro: 10 minutes used to talk about cells and what the students already know about them
35 minutes to play Kahoot game and debate/Think Aloud
Strategies
Teacher led discussion about the cells prior to the game
Collaborative group work to argue points
Teacher facilitated discussion after debate to explain how all answers are correct
Instructional Procedures
After a teacher led discussion, the students will join and participate in the Kahoot/debate game.
Essential Questions
Page 1 of 6
Unit Questions Why are cells known as the basic unit of life and how do their functions prove this?
1. What are the basic functions of the animal cell?
Lesson Content
2. Name 3 important organelles.
Questions
3. Define cell.
ASSESSMENT PLAN
Assessment Timeline
Before the lesson begins During the lesson assessment. After project work is completed
Diagnostic (Formative) Formative
Before the lesson, the students and During the lesson, students will After the lesson, students will
teacher will participate in a discussion prove their knowledge by arguing demonstrate knowledge by
about what they already know about and doing further research on their answering questions in a teacher
cells. answer. led discussion.
Lesson Details
Prerequisite Skills
Basic iPad usage skills
Experience with Kahoot would help
EXTENTED ACTIVITIES
If Student Finishes Early If Lesson Finishes Early If Technology Fails
N/A—this is a class activity where If lesson finishes early, The class can If technology fails, I will have a paper
everyone will be together decide on an additional (regular) Kahoot copy of the questions and the students
game to play. will answer them on paper before
joining groups. The Kahoot game is just
a means of making it more visual and
allows the teacher to know immediately
how many people go into each group.
DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students’ individual needs as these needs relate to lesson objectives.
If a student need arrangements made (such as needing to stay stationary rather than moving
Special Needs
around with groups) this can be done; the groups can move to them, etc. Any other
Students
accommodations can also be arranged for those who need it.
Nonnative N/A
Speakers
Gifted/Talented N/A
Students
Page 2 of 6
Materials and Resources Required For Lesson
Technology – Hardware (Click boxes of all equipment needed)
Page 3 of 6
Camera Projection System Other
Computer(s) Scanner Other
Digital Camera Television Other
DVD Player VCR Other
Internet Connection Video Camera Other
Laser Disk Video Conferencing Equip. Other
Printer
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Web Page Development Other
Desktop Publishing Internet Web Browser Other
E-mail Software Multimedia Other
Image Processing Word Processing Other
Presentation Suite Spreadsheet Other
Supplies None
Other Resources Students will be permitted to use Google to back their answers
Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.
Page 4 of 6
What concepts do you want students to understand after completing this lesson?
Students will know the basis of cell structure and function, the purpose of this is just to get them
introduced to the rest of the material.
Criteria for Success (How will you know students have gained an understanding of the concepts?)
I will know if the students understand by having a discussion after each debate.
Technology (What technologies will be used by the teacher and students in the lesson?)
Students will use technology to play in the kahoot game and research their answer if they wish.
4Cs integration (How are each of the 4Cs being integrated into the lesson?)
Creativity-Students must be creative in arguing their point to the other groups
Collaboration-Students will collaborate in groups of like-minded individuals to prove their point
Communication-Students must communicate to determine the best strategy to win the argument
Critical Thinking-Students will use a process of elimination in deciding which answer is more appropriate
than the rest
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will
you asses their readiness?)
Only basic knowledge of what cells are and what they can do. This will be assessed in a discussion prior
to beginning.
Engage (Capture the students’ attention, stimulate their thinking and help them access prior
knowledge.)
Elaborate (Give students the opportunity to expand and solidify their understanding of the concept
and/or apply it to a real world situation.)
Students will expand and elaborate via their arguments and research.
Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring
tools developed by teachers, sometimes with student involvement, target what students must know and do.
Consistent use of scoring tools can improve learning.)
Students debate arguments will show if they have learned.
Reflection:
Overall I really enjoyed how this lesson went. Although it did not include any lecturing, students
were able to construct their own arguments through their own research to defend their answer. I think this
is a great adaptation to just paying Kahoot! that gets the students even more involved. This also allowed
students in the class that normally do not have a voice to share their thoughts as the class debated. I am
very proud of how I came up with this idea, and I do think it went well. However, I only did the subject
matter I did because of where the class was at the time I was placed there. If I were to do this again, I
Because this was an introduction to the unit on cells, the students’ needs were met as they were
allowed to do slight research on their own before participating in the debate. Asking them to debate the
questions without the research seemed unfair to me as many students probably did not have the prior