Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Joseph Choi

Date November 15, 2015

Grade 10th Grade

Subject/ Topic/ Theme Biology/ Cells and Microscopes/ History of Cell

I. Objectives
How does this lesson connect to the unit plan?
Be able to think like a scientist using scientific inquiry such as questioning, predicting, observing,
explaining and evaluating.
What is a cell?
cognitiveR U Ap An E C*

Learners will be able to:

Ask scientific questions and use scientific steps of inquiry to a given

scientific problem.
Explain the process of the discovery of a cell and the scientists that were
involved in the process.

Ap, U, C

Explain what a cell theory is and what cell is.

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Know how to use google slides.

Pre-assessment (for learning): Ask the students how we know what we are made of and discuss as a class.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning): Group presentation of cell theory scientists or cell theory songs.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this
lesson?

Provide Multiple Means of Representation

Have objectives of the day with a power point projector
on the screen.

Watch a Ted Talk about the history about cell theory.

https://www.youtube.com/watch?v=4OpBylwH9DU

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Provide Multiple
Means of Action and
Expression
Present a group research
to the class.

Provide Multiple
Means of Engagement

Present a cell theory

song to the class.

Remind the students of

remaining time for
working so that students
can stay on task and
manage their time.

Be able to research or
create a song.

Play the cell theory song and give a chance to make a cell
theory song on their own.

Take notes on the note

packet.

Go around the classroom

and encourage students
on their work.

https://www.youtube.com/watch?v=KuJqqiATlqw

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Note packet that was handed out in previous class.

Laptop for students to do research.
Books about cell theory and its history.
Lecture power point of cell theory and history.

Two tables put together so that group of four students can seat down facing each other. As many tables
as needed for the students but two students per table and two table per group. In their corner of a room,
make a stack of books that students can take back to their seats for the research project.

III. The Plan

Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

30
min

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students this question and let them discuss it in their table
Listen to the teacher.
groups.
Discuss with the table groups the
What are we made of and how do we know that?
question that the teacher asked.
Once students have discussed it for about five minutes bring them
Come together as a class and listen
together as a class and talk about it as a class. Ask the tables what
to other students present what they
they thought. After discussion tell the students this is what the
discussed or present what you
scientists asked hundreds of years ago and we will study what they discussed as a group.
discovered today!
As a table group research one of the following scientists and how
Listen to the teacher about the
they were involved in developing the cell theory and their
instruction. Get a laptop and
discovery. Research must be focused on these questions:
research about a specific scientist
What was the question that scientists tried to answer?
that the teacher assigned. Then
What was their hypothesis?
make a power point according to
What was their experimental procedure to answer their question?
the instructions. The format of the
What was the conclusion?
power point can be different but
List of scientists that can be researched are (teacher assign or
cover all the information that
students pick. Only one group per scientist):
teacher mentioned.
Hooke
Van Leeunwenhoek
If student wants to make a song
Schleiden
make sure to cover cell theory and
Schwaan
what the scientist did. Find an
Virchow
instrumental song online and
Plowe
simply make the lyrics.

If you dont want to make a presentation, make a song about cell

theory and talk about the specific scientist that the group
researched in a song. Look for instrumental songs online and
compose lyrics.
Students can use either online sources or books that the teacher
provides or both.
Give students 10 minute warning and 5 minute warning. Once
students are finished make them present in front of the class.
15~
20min

Play a history of cell theory Ted talk video.

Lecture on cell theory using the power point (This will be
provided). This will be 4.2 on students note packet. Make them
take nots.

Once time is up, each group present

what they made in front of the
class.

10
min

Watch the ted talk.

10
min

Listen to the teachers lecture and

take notes about cell theory and the
history on the note packet (4.2 on
note packet)
Put the books back and take the
quiz that teacher gives you.

Closure
(conclusion,
culmination,
wrap-up)

Tell students to put all the books away if they used it and give them
a quiz that has microscope parts and cell theory and history.

Total:
70~80
min
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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