GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Brandon Probert

Name:

Grade Level: 9th grade

Date: 2/9/2024

Unit/Subject: Biology

Instructional Plan Title: Cell Division Scavenger Hunt

Lesson Summary and Students will navigate their way through a “scavenger hunt” of terms and
Focus: definitions relating to the cell division process with a partner. Groups will
be placed at different starting points with the end goal of making their wat
through all stations.

Classroom and Student A significant portion of students present in the classroom can be
Factors/Grouping: classified as either ELL or Emergent Bilingual with their primary language
being Spanish (students’ primary languages also include Vietnamese and
Arabic). ELL students will be grouped with Bilingual partners as much as
possible to facilitate peer learning. Students with IEP’s will be encouraged
to collaborate with their peers as they see fit.

National/State Learning HS-LS1-4. Use a model to illustrate the role of cellular division
Standards: (mitosis) and differentiation in producing and maintaining complex
organisms. [Assessment Boundary: Assessment does not include specific
gene control mechanisms or rote memorization of the steps of mitosis.]

Specific Learning Students will be able to identify and describe the 5 phases of mitosis.
Target(s)/Objectives:
Students will be able to identify and describe the function of the different
organelles and structures present during mitosis.

Students will be able to correctly order all phases of the cell division
process including Interphase (G1,S,G2) and Mitosis (PMAT).

Academic Language
● Cell Division

● Interphase

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

● Mitosis

● Prophase

● Metaphase

● Anaphase

● Telophase

● Cytokinesis

● Centriole

● Spindle

● Aster

● Chromosome

● Chromatids

● Chromatin

● Cancer

● Tumor

● Benign

● Malignant

Resources, Materials,
Equipment, and
Technology:

Scavenger hunt cards

Scavenger hunt answer sheets

Cell Division Notes

iPads (for EL students)

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

Section 2: Instructional Planning

Anticipatory Set Time

Needed
● I will review established connection to the previous days notes.

o “Yesterday we learned about the cell division process, today we will be exploring
those concepts further.”

● I will review the stages of Cell Division and remind students of the mnemonic device we
discussed prior.
o “Remember, the steps for a cell to divide are IPMAT. Interphase, prophase,
metaphase, anaphase and telophase”
Multiple Means of Representation Time
Needed
Students will work in groups of 2-3 students to complete the scavenger hunt activity
requiring them to work their way through a set of questions presented with flash cards.
Each card has a front and back that will guide them onto their next card. This activity has
been altered from its original form where students would walk the room and go to each
station to find their answers, while this leans more into the scavenger hunt name, having
a tactile set of cards that each group can manipulate will be more beneficial with my
population of students.

Explain how you will differentiate materials for each of the following groups:

● English language learners (ELL):

Students will have their individual set of cards. Cards will be offered in their first language as well
as in English if they would prefer to work through translating themselves to obtain a deeper
understanding of the content.

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

● Students with special needs:

Students with special needs may have the assignment altered as needed to include more direct
language to prevent confusion during the activity. Throughout the activity I will also be available
to rephrase questions as needed.

● Students with gifted abilities:

Students with gifted abilities will be paired with other students in the class to complete their
scavenger hunt. The group dynamic will help pace gifted students while also giving them the
opportunity for peer learning.

● Early finishers (those students who finish early and may need additional
resources/support):

Multiple Means of Engagement Time

Needed
Students will work with their group mates to complete the scavenger hunt. Peer learning
and discussion of answers is highly encouraged and as they have to work through the full
set of questions step by step it gives the option for all members of the group to speak
their thoughts.

Explain how you will differentiate activities for each of the following groups:

● English language learners (ELL):

ELL students will be encouraged to collaborate with their peers while finding answers, they will
also be provided with a translated version of notes to facilitate looking for answers.

● Students with special needs:

Students with special needs will also be given the option to work with their peers during the
activity, they will also have a co teacher present to redirect and clarify as needed.

● Students with gifted abilities:

Gifted Students will be given the opportunity to complete an additional review activity if they
would like to further explore the content.

● Early finishers (those students who finish early and may need additional
resources/support):

Early finishers will also be encouraged to further practice the content through the completion of

© 2021-2022. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

an optional additional activity.

Multiple Means of Expression Time

Needed
Students will demonstrate their mastery of the content with the completed answer key of
all the terms. Progress will be monitored throughout the activity. Students may verbally
review their answers or cross reference a master key once complete.

Explain how you will differentiate assessments for each of the following groups:

● English language learners (ELL):

ELL students will be given a copy of the questions in both English and their preferred language,
answers in English will be preferred but if they feel more comfortable giving a description in their
preferred language, that will also be accepted.

● Students with special needs:

Students with special needs may utilize assistive technology as needed in accordance with their
IEP’s as well as engage with the material to the best of their ability.

● Students with gifted abilities:

Gifted students will be encouraged to give reasoning as to why they chose the answers they did
to prove full understanding of the material.

● Early finishers (those students who finish early and may need additional
resources/support):

Students who finish early will have the opportunity to review their answers verbally or against the
key once they are complete. This is to provide quick feedback and address any potential
confusion with concepts.

Extension Activity and/or Homework Time

Needed
Identify and describe any extension activities or homework tasks as appropriate. Explain how the
extension activity or homework assignment supports the learning targets/objectives. As required
by your instructor, attach any copies of homework at the end of this template.

© 2021-2022. Grand Canyon University. All Rights Reserved.