Biological Organization LESSON PLAN

Name: Garrison Wieland Date: 09/21/22 Lesson Start and End Time: Period
8 (12:57-1:37)

Academic Area: Biology Grade Level: 10th Co-op initials with date: 09/21/22
grade

Pre-Instruction Planning

Topic All life is made of cells notes/guided reading

PA Anchor/Standard or BIO.A.1.2 - Describe relationships between structure and

Eligible Content function at biological levels of organization.
3.1.B.A1 - Compare and contrast the cellular structures and
degree of complexity of prokaryotic and eukaryotic organisms.
Lesson Objectives The student will be able to take notes from the lecture and put
them on their note taking section of the packet.

The students will be able to highlight important ideas/concepts

that they are reading in the passages.

The students will be able to use the passage and information

from their notes to be able to answer the questions correctly.
Materials Highlighters
Their note and passage packet
Pencils
Pens
Biological Organization PowerPoint
Planning for Learners Differentiation:
The content will be differentiated, for period 3 and period 8, by
going through a PowerPoint on the biological organization and
then switching over to the students reading chapter passages and
highlighting important ideas along with answering the questions
 on the side.

Modifications/Accommodations:
There will be modifications to period 8 biology by using
Spanish translation earpieces for Laura so she can understand
what is being said.
Lesson Presentation

Introduction I will grab the students’ focus by Reviewing what we have been
doing the past couple of days (I.e., the POGIL and the traits of
life). I'll use this lesson/notes leeway between the POGIL
(where we learned about prokaryotic and eukaryotic cells) with
learning about all the organelles within eukaryotic cells. The
guided reading/lecture just ties what all cells need to be
considered to be living, reiterates the main differences between
prokaryotic and eukaryotic cells, and talks about why shape and
form of the cell dictate the function of that cell.
Sequence of activities I will start off by briefly asking the students to dump their
including assessments screens and to finish up on their phone and bring their attention
to me a minute prior to starting. Once the students give me their
attention I will pass out the note sheet/guided reading. As I am
reading I will ask the students to try and remember what we said
the difference and similarities between eukaryotic cells and
prokaryotic cells are. I'll give the students 2-3 minutes to talk
amongst their groups about the similarities/differences. I will
then begin to go over the PowerPoint in which I will tell the
students to make sure they are taking notes on the front page of
their packet. Following the notes, I will then use GRR with the
reading prompts - I will read the first paragraph and show the
students what is important to highlight along with answer the
question, then I will work with the students on the next
paragraph/answers, then I will let the students work on it on
their own for the remainder of the packet.

I will informally assess the students’ ability to take notes from

the lecture and put them on their note taking section of the
packet. I will do so by walking around during the lecture and
making sure that they are writing notes from the PowerPoint on
their lined paper portion of the packet.
 I will informally assess the students’ ability to highlight
important ideas/concepts that they are reading in the passages. I
will do so by walking around and looking for underlined,
highlighted or circled words to show that the student is
recognizing important information from the passage.

I will formally assess the students’ ability to use the passage and
information from their notes to be able to answer the questions
correctly. I will do so whenever they turn in their packet, I will
look at all the answers based on correctness. I will make
comments or ask questions to help the student be able to fix their
mistake. All the information needed to answer the questions are
in their packets.
Lesson Wrap-up The lesson is going to be wrapped up by having an informal
discussion about what we learned from the packet or what key
ideas the students think are important from the lesson. Following
this, I will then explain that we learned about eukaryotic cells
being complex and having organelles to hold out specific
functions. That will be the leeway into the next lesson which is
on the specific organelles in eukaryotic cells.
Self-Evaluation Tying connection and building on what the students have
learned contributed to the lesson. For students to succeed, being
able to build on knowledge and correct their misconceptions is
vital. Being able to tie, not only information about Eukaryotic
and Prokaryotic cells, but also the types of cells in regard to
making sure those living cells are performing the 8 life
characteristics like we learned in A1.1. For the lecture part of
the lesson (the only part period 3 and 8 got through today) it was
very successful. Most, if not all the students, were able to fill in
the blanks of their guided notes as they listened to me lecture.
When I informally assessed the students’ ability to fill in the
notes, by walking around and checking for note taking, I noticed
that almost all of the class completed the notes for how far we
got in those periods. For future classes, I will try to have more
engaging conversations, activities, or things involved in the
notes to make sure that the students are staying interested and
their focus isn’t wandering.