Lesson Plan Template
Teacher: Ali Bentley
Subject & Grade: Biology, 10th
Lesson Date: 2/22/19
OBJECTIVE(S)/STANDARD(S)
What will your students be able to do?
Reference Common Core or your state’s
standards, as applicable.
Students will be able to use mathematical
representations to demonstrate the phases of
mitosis
PREREQUISITE SKILLS
What will your students need to know to master
the grade-level objective?
Students will need to know what the phases of the
cell cycle are
Students will need to understand what a cell is
Students will have to understand the basic phases
of mitosis
Students will need to understand how to use
mathematical representations
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CONNECTION TO ACHIEVEMENT GOAL(S)
How does the objective connect to the goal(s) you
have for your students this year?
Students will maintain 80% mastery on all
formative and summative assessments.
Students will be able to integrate the 8 scientific
practices (NGSS standards) into their learning.
Students will be able to understand and
demonstrate the habits of mind.
DIAGNOSTIC
How will you assess students’ mastery of these
foundational skills?
Formative assessment: Exit ticket and work
submitted
Summative assessment: students will have to
model mastery of content on unit exam
1
 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?

Students will demonstrate their use of metacognition in problem solving by including a reflective
summary (Costa and Kallick, 2009) at the end of their assignment. I will formatively assess mastery at
the end of the lesson. Their summative assessment will be 7 days after the lesson.

Students will demonstrate their use of mathematical models at the end of the lesson by drawing a data
chart and a pie graph. Students will have to demonstrate mastery of this skill on the unit exam 7 days
after the lesson.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?

Describe what the 16 habits are

 As you all know I am currently working on getting my masters from Johns Hopkins. Because I
am getting my degree in education and you all are who I am educating, I will be implementing
different strategies into the classroom. Today is one of those days. Our lesson today is going to
look a little different than usual. I am going to teach you about the 16 habits of mind. These are
research skills that if you work to integrate them, students become creative problem solvers.
Today we will be focusing on habit number five, metacognition or thinking about your thinking.
Metacognition can help you to be more aware of your actions and will increase learning (Costa
and Kallick, 2000)

Explain why this is important for them to understand

 Metacognition is an important practice for both students and teachers to do because it helps us
to identify places where we can grow and become stronger. By looking at the strategies and
thinking we are using we can figure out what we need to do differently next time. You already
do this when you write out your steps in math, it allows you to read over your thought process
and determine how you might need to adjust your equation to get to the correct answer.

I do, we do, you do model for demonstrating task

 I will model for the students what a pie graph is and how to work through the website for the
assignment

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 OPENING/HOOK ( 5__ min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

Catalyst (this is what I call our bell ringer) Catalyst paper

 Students will take the first 5 minutes of class to complete their goals and
grade tracking survey. This asks students to reflect on their past week and Goals and grade
what they have done well and what they need to grow in for the upcoming tracking survey
week. It also asks students to check their grade and take ownership of any
missing assignments.

INTRODUCTION OF NEW MATERIAL (_15_ min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

I will use the script written in key points to teach students about habits of mind and Summary
the focus of persisting. (Costa and
Kallick, 2000)
Students will be prompted to write their reflection to some guiding questions
(Coasta and Kallick, 2009). I will explain to students that I will be stopping them
periodically to ask them reflection questions for them to respond to.

I will then explain that students will be using the skill of metacognition throughout
the lesson today.

I will direct student to google classroom to follow the link for our activity for the day.
Students will follow along as I guide them through the activity.

GUIDED PRACTICE (_5_ min.) MATERIALS

How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Students will follow along as I guide them through the onion root lab website. I will Link to online
direct students on the table they need to copy down and will show them how to onion root lab
place cells in the correct phase. I then explain that they are to use their table to
track how many cells are placed in each phase.

I will scaffold by modeling for students and then stopping for them to copy down the
chart

As a class we will review the phases of mitosis and I will give time for questions
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 When the class is ready I will demonstrate how to calculate percentages and how to
create a pie chart.

INDEPENDENT PRACTICE (_20_ min.) MATERIALS

In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?

Students will spend the remainder of class working on filling out the table on the
onion root lab.

Students will be stopped halfway through the time to respond to questions (Costa
and Kallick, 2009).
 What did you do first?
 What steps did you take when you were uncertain about your work?

Students will then promoted to continue working for the remainder of class. Before
providing the prompt for the exit ticket students will be asked more reflective
questions.
 How did you change your course of action?
 If you were to do this again, what would you do differently?

Students will complete the activity by categorizing 36 cells into the correct phase of
the cell cycle. Once students had identified the cells stage, they were to calculate
the percent of cells in each phase. Once their data was collected students had to
build a pie graph to represent the data shown.

CLOSING (_5_ min.) MATERIALS

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

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 Students will complete an exit ticket to serve as the formative assessment of
understanding.

I will ask students to complete a final reflection for the exit ticket. They had to write
down three thoughts or processes that helped them problem solve through the
activity. Examples will be given to help students reflect on the right content.
Examples might be pattern recognition, asking for help, using their Chromebooks,
etc.

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?
Kagan seating chart of high, medium high, medium low, and low students.

Students who able to move faster could continue through the activity without
prompts or waiting on me. They will be challenged to calculate percentages and
build bar graphs without guidance.

Students who might struggle will have more direct and independent instruction from
me.

There is also a collaborative teacher in the room to help students with IEP’s.

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 Handouts & Resources

Please include copies of any handouts, student worksheets, or other resources.

Goals and grade tracker survey

Onion root tip lab

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 References
Costa, A. L., & Kallick, B. (2000). Describing 16 Habits of Mind. Retrieved from
http://www.habitsofmind.org/sites/default/files/16HOM2.pdf

Costa, A. L., & Kallick, B. (Eds.). (2009). Habits of Mind across the curriculum: Practical
and creative strategies for teachers. Alexandria, VA: Association for Supervision and
Curriculum Development.

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