Class period: _________ Date: _______________

Cooperating Teacher Initials: ___

Lesson Planning - Form ST-3 (Page 1 of 3) Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans
Guiding questions that will provide the framework for the lesson--Respond to each question. Include with your weekly plans.
Who are you teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) I am teaching secondary biology students. This activity is excellent for any level of biology but has the greatest impact on students in their first secondary biology class What is the long range goal(s) that is tied to this lesson? The goal of this activity is for students to comprehend how tiny molecules are. What is the specific learning objective(s) for each lesson? ((Included in lesson plans). Students will discover the small scale of organic molecules and atoms. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students arent required to have any prerequisite knowledgethat is why this lesson exists. (all of the pictures are labled) When within the stages of learning will this lesson be presented? Use Blooms taxonomy.

What will be assessed and how? Develop your assessment first-backwards design. Students will complete an exit slip. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This is a one-day lesson Where should this lesson be presented to ensure maximum student access and participation (computer lab, classroom, science lab) AND what materials will be needed? How will technology be incorporated into the lesson? The internet is required to show the items listed in order of size. So a projector and computer with internet connection is required. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? In biology, students will sometimes work at a very small scale. It is important for students to understand that there are different levels of small. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? Since this activity covers a wide range, it is easy to refer back when teaching lessons (e.g. remember the grain of salt?) How have you made your class student-centered? Students will work in groups and I keep the time and moderate.

Class period: _________________ ___ Date: _______________________

Cooperating Teacher Initials:

Lesson Planning - Form ST-3 (Page 2 of 3) Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action

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Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

3.1.B.A1. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.
Lesson Objective(s) (Stated in observable and measurable terms) Students will apply what they know about various molecules and organisms to discover how life is organized. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will be informally assessed during the activity. No worksheet will be used so that students will not be distracted. There will be an exit slip. Materials/Technology Computer with internet connection, projector, Carbon to coffee activity (multiple envelopes with the pictures cut out). Inclusion Techniques for Students with Special Needs: I will assign groups with mixed ability level so more advanced students can aid the other students Enrichment Techniques: Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

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Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: In biology we will be working with organisms of all sizes and the molecules that make them. This activity will get you to think about classifying things not only by size, but by common qualities.

Detailed Teaching Sequence including teacher presentation, student practice, and assessment: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Students will count off into groups. There should be enough cards so that each group gets one packet. I will go over what is on each card trying to avoid clues about its size Students will be given 5-7 minutes to categorize their cards how ever they want.

Students should be advised not to organize them by size After the students are finished, each group will explain how they categorized their cards to the rest of the class The students will have 5-7 minutes to reorganize their cards by size. After the students finish I will use this website to show them the answers: http://learn.genetics.utah.edu/content/begin/cells/scale/ Closure: Students will fill out an exit slip with these questions: What was your favorite part of this lesson and why? What surprised you the most? Be specific.