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Unit: Lesson Title: Grade/Period:: Baker College Teacher Prep Lesson Plan Form
Unit: Lesson Title: Grade/Period:: Baker College Teacher Prep Lesson Plan Form
Jerrica Vanderkarr
Objective: I can:
What students will know and be able to do stated I can identify the components of the model relevant for illustrating
in student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives) the role of mitosis.
I can describe the components of the model relevant for illustrating
the role of mitosis.
I can identify each phase of the cell cycle.
I can identify each phase of mitosis.
I can explain what is occurring at each stage of mitosis.
I can use the Onion Root Tip Cell Lab to illustrate that mitotic cell
division results in more cells that; Allow growth of the organism,
Can then differentiate to create different cell types, Can replace
dead cells to maintain a complex organism.
Assessment: Formative:
List both formative and summative assessments During and after whole group discussion, frequently check for
that you will use to assess student understanding.
Formative assessments are given during understanding.
instruction (check for understanding), summative
are after completion of instruction (how will you
grade – quiz, test, project, paper, presentation, After instruction, during the lab walk around the classroom and
demonstration, etc.). assess how students are doing with the activity. Answer any
questions that students may have at this time.
Summative:
Mitosis in Allium (Onion) Root Tip Lab
Semester Exam: covering chapters 1-9 (Jan. 24th - 26th )
High Students: Make their own pie chart. Keep the original lesson
plan.
Students who complete the lab early are welcome to start their
Cornell style notes in class.
Summary, Integration and Regrouping the class before completing the second half of the lab.
Reflection: This allows me to see where students are in the lab as well as check
Baker College Teacher Prep Lesson Plan Form
List the way that you will bring students together for understanding. This will also allow me to show rather than tell
to integrate and reflect on their learning from this
lesson students where most cells are during the cell cycle.
Regrouping the class after the lab allows for all students to ask
questions prior to handing in the lab. That way if a student has a
question or has made a mistake with their lab they can get
clarifications and make corrections before submitting.
Accessing Prior Knowledge: What data do you have about what the students already know? What do they
need to know before they can learn this new information? What do the students know about this topic prior
to instruction? How will you engage the students, given what they already know about the subject?
On Wednesday students were given notes for chapter 9 sections 1 and 2 (cell cycles & mitosis and cytokinesis).
Students then diagramed the cell cycle in their notebooks.
On Thursday students diagramed the different stages of mitosis (prophase, metaphase, anaphase, and
telophase). They then worked in groups of 4 to illustrate each stage and label each part of the cell on their
slate lab table-top and worked together, using their partners, their notes, as well as their diagrams to ensure
that all phases were labeled and described correctly.
During this lab they take what they learned on Wednesday and Thursday and apply it to onion root tip cells.
They identified each stage of mitosis as well as created their own online graph of the cell cycle.
Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and
ready to learn. This starts the class period and the lesson off on a good note.
Questions to Anticipate: What questions will students be asking you during the lesson? How will you answer
them?
Since this lab is a concluding activity for these two sections (chapter 9 sections 1 and 2) students have prior
knowledge of the cell cycle as well as mitosis. Therefore, students also have prior knowledge to the vocabulary
that is used in the lab. Students also have prior knowledge regarding cells, and using the microscopes. There
are parts within the lab that students may have questions on, having completed the lab myself ahead of time I
know where some of these problem areas are at and will address them during lab introduction.
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both new
and older material. Students will hand in their labs before leaving class. This will allow me to assess what
students have learned.
Homework/ Independent Practice: Based on what they learned in class, what could they do on their own to
practice the skill they learned today? Examples include practice problems, an investigation, a game, or any
other activity to apply what they just learned.
Baker College Teacher Prep Lesson Plan Form
Students are completing the lab in class, which has them utilize all of the skills they have learned thus far in
chapter 9. Students will be completing Cornell Style Notes on section 3 of chapter 9 over the weekend. This is
also posted on Google Classroom for students who are absent to see.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.
Enrichment: What else can you do/ have prepared for the student who totally understood what you taught
and needs to take it a step further and extend the information taught? See lesson.
Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you might
want to change/ improve/ expand on in the future?
STUDENT PICTURES:
Baker College Teacher Prep Lesson Plan Form
Baker College Teacher Prep Lesson Plan Form