Unit Plan

Abby Kitson
Planning Cycle for Lesson Plan: Evidence of Student Learning

Spring 2015
Part A
My Unit Plan took place at Ridgely Middle School in LuthervilleTimonium in the Functional Academic Learning Support (FALS)
classroom. For this unit, I taught my class about cells in humans,
animals and plants. In this class, there were five students of different
backgrounds. There were two Caucasian males whose first language is
English. There was one Caucasian female whose first language is
English. There was one female whose first language is Spanish. Lastly,
the youngest male in the class was mostly nonverbal and used a
communication device. English and Spanish are spoken in his home.
Overall, there were three ability levels in this class. Assignments and
assessments were modified according to each groups ability level.
The other students range from a primer-second grade level in the area
of oral and written language development.
This unit addressed the following common core standard: The
student will demonstrate an understanding that all organisms are
composed of cells which can function independently or as part of
multicellular organisms.
Part B
For the pre-assessment, the students completed an informal
inventory. I read a list of statements regarding the information in the
unit. Each student was given a Mimio Vote remote to indicate their
answer. Each remote was connected to the Mimio software that
Abby Kitson
Spring 2015
recorded each students answer as they responded Yes or No. I
used the answers from this questionnaire to determine baseline data

for the unit. Every student scored below 75% on this pre-assessment.
The summative assessment for this unit measured the students
knowledge of the selected Learning Goal: The student will demonstrate
an understanding that all organisms are composed of cells which can
function independently or as part of multicellular organisms,
specifically the indicator: The student will demonstrate an
understanding that all organisms are composed of cells which can
function independently or as part of multicellular organisms. The
summative assessment was in the form of a test, which students
completed with their usual testing accommodations. The summative
assessment covered parts of an animal cell, parts of a plant cell,
characteristics of living things, and functions of cell parts. To score this
assessment, I converted the raw scores to percentages.
I used formative assessments during and after each one of my
lessons in order to drive my instruction for the following day. Some of
my formative assessments were more formal than others. I tried to
incorporate an exit ticket or short activity at the end of each lesson to
act as a closing activity. In addition to these closing activities, I also
checked for understanding using formative assessments during
instruction using things such as a thumbs up or thumbs down. I
also made sure to check in with each student individually throughout
Abby Kitson
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Spring 2015
the lessons rather than just asking the whole group. This gave me a
clearer picture of who really understood the lesson and who might
need more assistance.
Part C
Each objective for each student is embedded in the formal lesson
plan. Based on the pre-assessment data, students had a fairly good
understanding of living things overall, but they really struggled with
identifying cell parts and their functions. Based on this pre-assessment
data, I made the instructional decision to touch on living and nonliving
things early in the unit but primarily focus on cells, cell parts and their
functions. In order to keep my students motivated and engaged
throughout this unit, I incorporated media, hands-on activities, and
student-centered learning. I posed questions throughout instruction to
activate prior knowledge and encourage critical thinking. In regards to
formative assessment, I made sure I checked in individually with each
student and provided them with feedback based on their responses. I
would definitely say these formative assessments were the most
important part of my lessons. I took the formative assessments as
important checks for understanding in order to decide if it was
appropriate to move on.
Each of my lessons were extremely differentiated based on my
group of students. Because of the three distinct levels of ability in this
group, I tailored my lessons to three different levels. This included the
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4
Spring 2015
types of questions I asked each student during the lessons in addition
to altering their formative/closing assessments at the end of the
lessons. Knowing my students and knowing their abilities played a
significant role in assigning them appropriate, differentiated material.
Living things/Nonliving things

Abby Kitson
0
Last Updated: 8:11PM Today
About This Lesson

DESCRIPTION
This lesson takes place in a FALS classroom of 6 students at Ridgely Middle

School. There are three male students and three female students. The ages range from
12-15. This lesson will be a science lesson in which students will discuss the
characteristics of living and nonliving things.
This lesson will address the following specific IEP goals for the students in the class:
Student A will be able to understand and use targeted vocabulary and language
concepts.
Student B will improve written language skills in the area of language usage/sentence
structure.
Student C will use a variety of strategies and opportunities to understand word meaning
to increase vocabulary.
Student D will be able to participate in fine motor activities needed for classroom
performance and school based routines.
Student E will be able to participate in perceptual motor activities needed for classroom
PREREQUISITES
Students participating in this lesson should understand English and distinguish between
plants, animals, humans and inanimate objects.
Abby Kitson
Spring 2015
ESTIMATED TIME
45 minutes
Potential Use
PURPOSE:
Classroom Instruction
GRADES:
1-8
CONTENT AREAS:
Science
COMMON CORE:
No alignment information
Goals
INSTRUCTIONAL GOALS
In this lesson, students will learn the characteristics of living things so that they can
decipher between living and nonliving things.
OBJECTIVES
Students will demonstrate understanding of living vs. nonliving things by

accurately determining whether presented stimulus is living or nonliving.
VARIABILITY
Considering the different levels of skill in this class, there will be a lot of variability during
this lesson.
Students A&B are the highest functioning and will be asked higher level
questions. Ex: Why? How? Their closing activity will require the use of reading,copying
and applying words to their respective category.
Students C&D are functioning in the middle range and will be asked multiple choice
questions. Their closing activity will require an adult reading unknown words while the
student reads,copies and applies words to their respective category.
Students E&F are the lowest functioning and will be asked "Yes" or "No" questions and
rely on the use of visuals. Their closing activity will include them cutting and pasting
pictures into their respective category.
Assessments
Abby Kitson
Spring 2015
FORMATIVE ASSESSMENTS
Students will contribute to a group discussion and creation of a "living things" and
"nonliving things" anchor chart. Students will also view photos of several things and will
have to use the characteristics to decipher which are living and which are not.
SUMMATIVE ASSESSMENTS
There will be no summative assessment accompanying this lesson.
Instructional Methods
OPENING
The teacher will ask students to think back the video they watched the previous day
about cells. She will remind them that all living things are made of cells. She will the
pose the question, "What is a living thing?"
She will distribute two different colored post-its to each student and instruct them to write
one living thing on one color and a nonliving thing on the other.
Teacher will introduce the topic of the lesson: describing characteristics of living and
nonliving things.
DURING
Teacher will review the post-its that each student had written and pose some leading
questions.
The teacher will show students some pictures and videos of living and nonliving things in
order to collaboratively make anchor charts listing the following characteristics:
Living things:
1. Living things grow.
2. Living things reproduce.
3. Living things need food and water.
4. Living things can move on their own.
Nonliving things:
1. Nonliving things do NOT grow.
2. Nonliving things do NOT reproduce.
3. Nonliving things do NOT need food and water.
4. Nonliving things can NOT move on their own.
After the anchor charts are made, students and teacher will view other pictures and
decide whether or not they are living.
Abby Kitson
Spring 2015
CLOSING
Students will complete a worksheet where they will categorize living and nonliving things.
Materials
MATERIALS AND SUPPLIES

Living Anchor Chart
Nonliving Anchor Chart
Living/nonliving Powerpoint
Closing activity 1
Closing activity 2
Markers
2 colored post-its
RESOURCES INCLUDED
Powerpoint
Presentation
Why it's included:

Contains pictures and videos
0
Last Updated: February 17
Closing activity 1
Image
Why it's included:

This will be used as the higher level formative assessment
0
Closing activity 2
Document
Why it's included:

Formative assessment for lower group
0
Abby Kitson
Spring 2015
Name___________________________
Date____________
Directions: Cut out the pictures in the box and paste them into the correct
Living
Nonliving
Abby Kitson
Spring 2015
Animal Cell Parts&Plant Cell Parts

Abby Kitson
0
About This Lesson

DESCRIPTION
Abby Kitson
Spring 2015
10
This lesson takes place in a FALS classroom of 5 students. There are two female
students as well as three male students. Students will compare and contrast a modified
list of animal and plant cell organelles. They will discover what organelles animal and
plant cells have in common.
The following IEP goals will be targeted during this lesson:
concepts.
Student B will demonstrate improved reading skills in the area of comprehension.
Student D will be able to use targeted vocabulary and language concepts.
Student E will be able to participate in perceptual motor activities needed for classroom
PREREQUISITES
Students should have a basic understanding of what a cell is.

Students should speak English.
Students should know the meaning of "same" and "different"
ESTIMATED TIME
45 minutes
Potential Use
PURPOSE:
GRADES:
5 - 10
CONTENT AREAS:
Science
COMMON CORE:
Science
Goals
INSTRUCTIONAL GOALS
Students will be able to name the main organelles in an animal cell and a plant
cell. They will be able to tell that some of these organelles are the same in both cells.
OBJECTIVES
Students will compare and contrast the organelles in an animal cell and a plant
cell by completing a color-coded diagram of an animal cell and a plant cell.
Abby Kitson
Spring 2015
11
VARIABILITY
Students A, B and C will complete their diagram by copying the words from the board
onto their diagram and using the appropriate colors according to the presented diagram.
Students D and E will receive a diagram where the words are already filled in. They will
need to color the diagram the appropriate colors according to the presented diagram.
Assessments
Students will compare and contrast the organelles in an animal cell and plant cell by
completing an animal cell and plant cell diagram.
There will be no summative assessment accompanying this lesson.
OPENING
Students will review that all living things are made of cells.
Teacher will pose the question, "What are the two types of cells that we talked about?"
Teacher will proceed to say there are some things that all cells have in common but there
are some things that are different.
DURING
The teacher will tell students that cells are made up of several different parts that make
them work. She will show the students sentence strips with the names of the different
organelles. She will review what each one says and how to pronounce them. She will
add these words to their science word wall.
Teacher and students will read them together to ensure understanding of new
vocabulary.
The teacher will display two blank cell diagrams using the projector - one plant cell and
one animal cell. One by one, the teacher will identify the cell parts on the diagrams. She
will color in the parts on each diagram the same color. (Ex: the nucleus on the plant cell
will be the same color as the nucleus on the animal cell) She will work her way outward
so the last thing being identified is the cell wall, which ONLY the plant cell has.
Students will receive the same blank diagrams and will fill them in as the teacher does.
Both cells have:
Cell membrane
Cytoplasm
Abby Kitson
Spring 2015
Nucleus
Plant cells also have:
Cell wall
CLOSING
Teacher and students will review the diagrams as a group, identiying each cell part
chorally.
Materials

Cell Membrane sentence strip
Nucleus sentence strip
Cell Wall sentence strip
Cytoplasm sentence strip
Cell diagram worksheets
White Board & Markers
Projector
Crayons/colored pencils
RESOURCES INCLUDED
Diagram Worksheet
Image
Why it's included:

Formative assessment
0
Last Updated: March 8
Diagram worksheet 2
Document
Why it's included:

Formative Assessment
12
Abby Kitson
Spring 2015
13
Abby Kitson
Spring 2015
14
Abby Kitson
Spring 2015
15
Plant cells and Animal Cells

Abby Kitson
0
About This Lesson

DESCRIPTION
This lesson will take place in a FALS classroom of 5 students at Ridgely Middle
School. In this classroom, there are three male students and two female students. In this
lesson, students will be introduced learn the functions of plant cell and animal cell
organelles.
This lesson will address the following IEP goals:
concepts.
Student B will increase written language skills in the areas of spelling and written
expression.
Student D will be able to participate in fine motor activities needed for classroom
Abby Kitson
Spring 2015
16

Student E will improve reading skills in the area of general reading comprehension.
PREREQUISITES
Students should speak and understand English. Students should also be familiar with
the characteristics of living things. Lastly, students should have basic understanding of a
factory.
ESTIMATED TIME
45 minutes
Potential Use
PURPOSE:
GRADES:
5 - 10
CONTENT AREAS:
Science
COMMON CORE:
Science
Goals
INSTRUCTIONAL GOALS
Students will learn the basic structures in an animal cell and a plant cell. They will use
the analogy of a factory to make sense of how a cell works.
OBJECTIVES
Students will identify the cell parts and their functions by completing a foldable
graphic organizer.
VARIABILITY
Students A&B have more background knowledge and will be able to understand the
analogy of a factory better. The teacher will call on them to explain concepts with which
the other students may not be familiar. They will also complete the exit ticket with limited
help.They will complete their foldable by copying information verbatim from the
presented foldable
Abby Kitson
Spring 2015
17
Student C will need explicit descriptions and use of visuals. He will use short phrases in
order to complete his foldable.This student will receive a lot of assistance with the exit
ticket.
D and E will need explicit descriptions and use of visuals. They will complete an
alternative formative assessment where they will color the parts of the cell using a color
key.
Assessments
Students A,B and C will complete an exit ticket where they will match the name of the
cell part to its function.
Students E and F will complete a coloring page where they will color the cell parts using
a color key.
There is no summative assessment accompanying this lesson.
OPENING
Teacher will ask students to recall that all living things are created of things called cells.
She will review a diagram of a cell and what each organelle is called with the students.
DURING
The teacher will distribute blank foldables that have already been assembled.
The teacher will reiterate that cells are microscopic building blocks of living things. But
even these microscopic building blocks have things inside of them that make them
function.
The teacher will use the analogy of a factory to describe the functions of the cell.
Each flap of the foldable will name a cell organelle and on the inside it will state that
organelle's function.
The cell membrane is like the receptionist at the front desk. It decides who can or
cannot enter the factory.
The nucleus is like the boss. It tells everyone else what their job is.
They cytoplasm is like the factory floor. It acts as the space between all of the other
parts but plays an important part in keeping everything together.
The cell wall of a plant cell is like the factory building itself. It is the hard, outer wall that
protects everything inside.
Abby Kitson
Spring 2015
CLOSING
Students will complete a short exit ticket where they will match the cell parts to their
function.
Materials

Cell wall sentence strip
Cell membrane sentence strip
Nucleus sentence strip
Cytoplasm sentence strip
White Board & markers
RESOURCES INCLUDED
Exit ticket
Document
Why it's included:

0
Plant cell coloring page

Image
Why it's included:

Formative Assessment
0
Animal cell coloring page

Image
Why it's included:

0
18
Abby Kitson
Spring 2015
Name__________________________
19
Date_____________
Draw a line to match the cell organelle to its function.

1. Cell membrane
a. Directs activities of cell.
2. Nucleus
b. Substance that keeps

organelles in place.
3. Cytoplasm
c. Allows things in and out

of the cell.
4. Cell Wall
d. Provides plant cells with

strong structural
support.
Abby Kitson
Spring 2015
Part D
20
Abby Kitson
21
Spring 2015
All of my students demonstrated mastery of the Common Core
Standard: Student will demonstrate an understanding that all
organisms are composed of cells which can function independently or
as part of multicellular organisms. The percentage of change for
student A was a 54% increase from 42% to 100%. This student
showed mastery of targeted IEP goals. The percentage of change for
student B was a 12% increase from 69% to 81%. This student showed
mastery of targeted IEP goals. The percentage of change for student C
was a 58% increase from 31% to 89%. This student showed mastery
of targeted IEP goals. The percentage of change for student D was a
45% increase from 39% to 84%. This student showed mastery of
targeted IEP goals. The percentage of change for student E was a 37%
increase from 46% to 83%. This student showed mastery of targeted
IEP goals. Below are graphs that represent growth for each student.
Included are pre-assessments (2/24/15), formative assessments and
the final summative assessment (3/19/15) for the unit.
Abby Kitson
Spring 2015
Student A
100%
80%
60%
40%
20%
0%
Student A
Student B
100%
80%
60%
40%
20%
0%
Student B
22
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Spring 2015
23
Abby Kitson
Spring 2015
Student D
100%
80%
60%
40%
20%
0%
Student D
Student C
100%
80%
60%
40%
20%
0%
Student C
24
Abby Kitson
Spring 2015
Student E
100%
80%
60%
40%
20%
0%
Student E
100%
80%
60%
40%
Student A
20%
Student B
0%
Student C
Student D
Student E
25
Abby Kitson
Spring 2015
26
Part E
Having analyzed student data, I believe that my students
mastered this standard as a result of my instruction. Every one of my
students showed a great percentage of change from pre-assessment to
post-assessment scoring above 80% on their summative assessment. I
believe these high scores can be attributed to my differentiated and
affective instruction. I paid particular attention to the specific needs
and preferences of the students in my class in order to achieve
maximum success. I tailored my questioning techniques to the student
in question. For the lower functioning students, this meant providing
them with choices. For the higher functioning students, it meant
providing them with higher-level questions. I allowed higher
functioning students the opportunity to assist the other students by
participating in team activities.
Having thought about the implementation of this unit, there are a
few things that I would change if I had the chance. When I first
Abby Kitson
27
Spring 2015
introduced the diagrams of the cells, I used arrows pointing to the cell
parts. However, as the unit progressed, I began to realize that this
might have been a little confusing for my students. I made the change
by the end of the unit to just have students write the name of the cell
part directly on that part. I wish I had done this from the beginning to
avoid any confusion for my students. Another thing that didnt work
too well for my students was using the analogy of a factory when
describing how the cell parts worked. I think it would have been more
effective if I had used the analogy of a school because that is
something that all of my students could understand.
One of the CEC standards addresses Instructional Pedagogy in
the area of instructional planning and strategies and, as a result of this
unit, I would like to set a goal for myself relating to this standard. One
of my students was absent two crucial days during this unit. Though I
tried to review what she missed and bring her back up to the level of
the other students, I think she suffered from missing these two days.
During class, she seemed to understand the concepts she missed,
however, she was unable to demonstrate complete mastery on her
own. In the end, this student only increased her pre-assessment score
by 12%, which was not nearly as high as the other students. In my
future, I need to find a more affective way to bring students back up to
speed when they have missed a day or two of class.
Abby Kitson
28
Spring 2015
Another change I would like to address in my future relates to the
Learners and Learning standard, specifically Learning Environments. I
would like to set a goal for myself to find better ways to incorporate
technology into my lessons especially for my lower functioning
students. I incorporated a lot of technology into my unit in regards to
media. For example, I showed a lot of pictures and videos in order to
engage students and illustrate important concepts. However, I want to
make more interactive power points or find games so students can
demonstrate understanding of key concepts.
Though I have set these goals for myself, there are two
standards that I feel as though I have mastered as a result of
completing this plan. First, I have mastered CEC Standard number 4 of
Assessment. I mastered this by setting goals for my students and
measuring them using appropriate assessments that truly measured
their mastery. I also made sure to make my assessments suitable for
each student based on their abilities and preferences. The other
standard I feel as though I have mastered is number one: Individual
Learning Differences. This relates back to my ability to recognize each
students learning style and appeal to it appropriately. I have found
ways to incorporate meaningful questioning techniques and
assessment strategies.

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Abby Kitson

Planning Cycle for Lesson Plan: Evidence of Student Learning

used the answers from this questionnaire to determine baseline data

Living things/Nonliving things

Last Updated: 8:11PM Today

About This Lesson

This lesson takes place in a FALS classroom of 6 students at Ridgely Middle

Students will demonstrate understanding of living vs. nonliving things by

There will be no summative assessment accompanying this lesson.

MATERIALS AND SUPPLIES

Why it's included:

Last Updated: February 17

Why it's included:

Last Updated: February 17

Why it's included:

Last Updated: February 22

Animal Cell Parts&Plant Cell Parts

Last Updated: 7:57PM Today

About This Lesson

Students should have a basic understanding of what a cell is.

There will be no summative assessment accompanying this lesson.

MATERIALS AND SUPPLIES

Why it's included:

Last Updated: March 8

Why it's included:

Plant cells and Animal Cells

Last Updated: 7:17PM Today

About This Lesson

performance and school based routines.

There is no summative assessment accompanying this lesson.

MATERIALS AND SUPPLIES

Why it's included:

Last Updated: February 21

Plant cell coloring page

Why it's included:

Last Updated: February 22

Animal cell coloring page

Why it's included:

Last Updated: February 22

Draw a line to match the cell organelle to its function.

a. Directs activities of cell.

b. Substance that keeps

c. Allows things in and out

d. Provides plant cells with

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