Single Subject Credential

Program
EDSC Lesson Plan
Template Revised 7.28
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

Precious Daileg, Estefani

Bautista, Brit Brown
Class Title
HS Biology

Biology
Lesson Title
The Flu and You

Unit Title
Stability in
Body Systems

Grade Levels
9-12

Total
Minutes
50

Class Description (including specific special needs and language proficiencies)

Who is in the class (total number and boys and girls and ethnicities). Include specific special needs
and EL students with proficiency
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
CCSS Math, CCSS ELA & Literacy
History/Social Studies, Science and Technical
Subjects, NGSS, and Content Standards

Content Objective(s)
(cognitive, psychomotor,
affective)

Integrated ELD
strategies for
developing
knowledge in the
content area (Part I
ELD)

CA NGSS:
HS-ETS1-1: Analyze a major global challenge to
specify qualitative and quantitative criteria and
constraints for solutions that account for
societal needs and wants.

Students will construct an

argument supported with
evidence and reasoning that
states whether they think it is
better to take medication
before or after symptoms
appear for an illness.

CCSS ELA-Literacy (Common Core):

RST.11-12.7 - Integrate and evaluate multiple
sources of information presented in diverse formats
and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve
a problem. (HS-ETS1-1), (HS-ETS1-3)
RST.11-12.9 - Synthesize information from a range
of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting
information when possible.(HS-ETS1-1), (HSETS1-3)
Tier II (General Academic) Vocabulary
Explain
List
Argument
Construct
Sick

Think(Write)-Pair-Share
(Understanding/Expandi
ng)
Students will use a
sentence frame to
begin their arguments
I think that taking
medicine _(before or
after)_ is better because
________________.
Part1: Interacting in
Meaningful Ways
-exchange information
and ideas with others
-offer and support
opinions and negotiate
with others
-support their own
opinions and evaluate
others opinions

Tier III (Domain Specific) Vocabulary

Epidemic
Virus
symptoms

English Language Development Standards

(ELD)

Disciplinary Language
Objective(s)

ELD.P1.9-10C.11a.Ex: Justifying/arguing
Justify opinions and positions or persuade
others by making connections between ideas
and articulating relevant textual evidence or
background knowledge.

Students will use scientific

evidence to support their
argument that it is better
to take medication
before/after symptoms
appear. Students will use
academic language to
create their arguments.

Designated ELD
Strategies for
developing
knowledge of
disciplinary English
(ELD Parts 1 & 2)

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs

Specific Accommodations

STUDENT ASSESSMENT
Type

Purpose/Focus of
Assessment

Implementation

Feedback Strategy

How Informs
Teaching

EL

The purpose of
this assessment is
to consider and
address students
prior knowledge
and
misconceptions
regarding the topic

The teacher will ask

the students to think
about to a time when
they were sick. They
will make a list of
things that they did to
feel better. The
teacher will also ask
when it would be
better to drink
medicine: before or
after the symptoms
show up. The students
will construct their
first argument based
on their prior
knowledge of the topic
on their
Argumentation
Worksheet.

PM

The purpose of
these assessments
is to monitor
students ability to
understand the
material being
presented and to
check for gaps in
that
understanding.

Teacher Questioning:
Verbal feedback will
The teacher will walk
be immediate from
around the class as
the teacher.
the students go
through the simulation
activity, and ask
questions to check for
understanding and the
students are meeting
learning goals for the
lesson.
Teacher monitoring:
the teacher can
monitor student
discussions about the
simulation as students
work in pairs.

Verbal feedback will

be immediate for
students that
volunteer their
answers. Written and
verbal feedback can
be given as well on
initial responses on
student
argumentation
worksheets.

This will bring any

misconceptions that
students have to
light. It will also
show how much
about the topic they
know. This will make
sure that the
misconceptions that
the students have
will be addressed by
the end of the unit.

The teacher gets an

immediate idea of
how much the class
comprehends and
whether they are
making connections
in content
objectives. The
teacher is able to
see where any holes
in understanding
may be and can
Verbal feedback can
address them as
be given as needed by
needed.
the teacher, peer
feedback will be
immediate as
students converse.

The purpose of
this assessment is
to have a clear
picture of student
understanding on
the content of the
unit.

The students will

continually revisit
their initial argumentabout taking
medication
before/after symptoms
appear -through out
the unit, revising their
arguments as they
gain more knowledge
on the phenomena
related to anchoring
activity. The finished
product will be
presented as their
final justification for
their initial argument,
and will serve as
evidence of learning
through the course of
the unit.

Verbal feedback will

be given during
discussions
throughout the unit,
written feedback will
also be given on
supporting student
work that leads to the
finished argument.

Construction of
student arguments
will demonstrate an
overall
understanding of the
connections between
the material covered
in the unit lessons.
It will inform the
teacher on the areas
where students have
gaps in
understanding which
will be readdressed
in future lesson
planning.

INSTRUCTION

Lesson Introduction/Anticipatory Set

Time

Teacher Does

Student Does

6 min

PREP: Teacher will put out the Argumentation

Students will come in and greet the
Worksheet for the day for the students to pick teacher. They will pick up a copy of the
up.
Argumentation Worksheet. They will sit
down and take out their school planners
where they will write down the agenda and
The teacher will greet the students as they
homework for the day.
walk in. She will wait for them to settle then
start the class. She will bring the class to
order and greet them again as a whole. She
will ask them to pull out a blank sheet of
paper. She will pose the the following
scenario to them:

They will turn their attention to the teacher.

They will get out a blank sheet of paper.

After the scenario is posed to them, they

will think about it and answer her questions
Any one of you been sick before? Fever?
out loud. Students will use the sheet of
Chills? What were some of the things that you paper that they have to make a list of
did to make yourself feel better?
things they did while they were sick to
make themselves feel better.
She will ask them to take 2 minutes to make
a list of what they did to feel better.
After the allotted time, the teacher will ask
volunteers (3-4) to share what they had
written. Teacher will keep calling on students
to create a varied, group response. When
taking medicine is mentioned she will ask
them who has taken medicine before
symptoms showed up and who has taken
some after symptoms showed up. She will
ask them to raise their hands in response to
the question.
She will ask them to think about the following
question

Three or four student volunteers will be

called on to share what they have on their
list until the teacher has a good, varied
response. Students will raise their hand
with what they agree with when prompted
with the question of when they have taken
medicine: before symptoms showed or
after.
Students will be asked the following
question
When is it better to think medicine? Before
or after the symptoms showed up?

When is it better to think medicine? Before

or after the symptoms showed up?

Students will take a minute to think about it

and then write their ideas down on their
Argumentation Sheet. They will use the
following sentence frame:

She will give them a minute to think about it.

She will ask them to write their ideas down
on their Argumentation Sheet using the
following sentence frame:

I think that taking medicine _(before or

after)_ is better because ________________.

I think that taking medicine _(before or

after)_ is better because ________________.
The students will be allowed to collaborate
with their partners as they write down their
statements. She will remind them that they
should put a reason to accompany their
claim.

Students will collaborate and talk with their

partners about what they think. They will
include a reason to accompany their claim.

Lesson Body
Time
30
mins

Teacher Does

Student Does

The teacher will show a short 4 minute video

about Influenza.
https://youtu.be/DdFCx8jbesQ
Teacher will tell the students that they have
to run 3 different trials of the simulation. The
teacher will roam the classroom helping any
groups that are having problems with the
simulation. They will be working in small
groups of 4.
http://www.slnova.org/e_bautista27/projects/3
52122/

Teacher will ask students to discuss the data

that the obtained from their simulations.
Teacher will show the students a video on
what causes resistances in bacteria.
https://www.youtube.com/watch?v=znnpIvj2ek

Students will watch the video and take

notes.. The notes will help the students
refine their initial thoughts about which
scenario is better.
Students will conduct three different trials
on how an epidemic spreads through a
population. They will write down the data
that is presented in the graph. These data
will be used as evidence for their argument.

Students will discuss the results of the

simulation and ask questions about the
simulation.
Students will take notes on the video and
use these notes to update their initial
argument.

Lesson Closure
Time

Teacher Does

Student Does

Exit Ticket: something about how global

pandemics like the flu are related to
individual students. Maybe have them
develop questions about what they would like
to learn about this topic describe how a
disease can spread rapidly through a
population or how to prevent it from being
spread?

Students will write a brief (3-5 sentences)

answer to the question posed by the
teacher before leaving class for the day.

Instructional Materials, Equipment, and Multimedia

Computer, online simulation, and argumentation guide
Co-Teaching Strategies
One teach, one
observe
Supplemental
teaching

One teach, one

assist
Differentiated
teaching

Station teaching
Team teaching

Parallel teaching
Not applicable

CO-PLANNING NOTES