Single Subject Credential Program

EDSC Lesson Plan Template

Revised 7.28

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP
Handbook at www.sscphandbook.org.

Name

CWID

Subject Area

Precious Daileg, Brit Brown,

Estefani Bautista
Class Title

Biology

Biology

Lesson Title

Unit Title

Homeostasis in a tired
body

Stability in
Body Systems

Grade Levels

9-12

Total
Minutes
50

Class Description (including specific special needs and language proficiencies)

Who is in the class (total number and boys and girls and ethnicities). Include specific special needs
and EL students with proficiency
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
CCSS Math, CCSS ELA & Literacy
History/Social Studies, Science and Technical
Subjects, NGSS, and Content Standards

Content Objective(s)
(cognitive, psychomotor,
affective)

NGSS.

Through the use of a

computer simulation,
students will investigate
the different factors that
affect the bodys ability to
maintain a constant
internal environment.

HS-LS1-3: Plan and conduct an investigation to

provide evidence that feedback mechanisms
maintain homeostasis.
CCSS ELA-Literacy (Common Core)
WHST.11-12.7 - Conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation. (HS-LS1-3)

Integrated ELD
strategies for
developing
knowledge in the
content area (Part I
ELD)
The teacher will plan
and read through the
lab together and out
loud.
The teacher will write
down possible group
roles on the board, with
brief explanations of
what is expected.

Tier II (General Academic) Vocabulary

Plan
Cold
Hot

Tier III (Domain Specific) Vocabulary

Simulation
Homeostasis
Feedback regulation

English Language Development Standards

(ELD)

ELD.P2.9-10B.3.Em: Using verbs and verb

phrases
Use a variety of verbs in different tenses
(e.g., past, present, future, simple,
progressive) appropriate to the text type
and discipline to create short texts on
familiar academic topics.

Disciplinary Language
Objective(s)

Students will write a

detailed procedure of how
to collect accurate data on
how the body maintains
homeostasis.

Designated ELD
Strategies for
developing
knowledge of
disciplinary English
(ELD Parts 1 & 2)
Not applicable

ELD.P2.9-10B.4.Em: Using nouns and noun

phrases
Expand noun phrases to create increasingly
detailed sentences (e.g., adding adjectives
for precision) about personal and familiar
academic topics.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs

Specific Accommodations

STUDENT ASSESSMENT
Type

Purpose/Focus
of Assessment

Implementation

Feedback Strategy

How Informs
Teaching

EL

The purpose of
this assessment is
to consider and
address students
prior knowledge
and
misconceptions
regarding the
topic. It is also to
assess if they can
relate todays
topic to ones
discussed before.

The teacher will ask

the students about a
time when they felt
real hot and real cold.
They will make a list
of the things they felt
during those times
and what they did to
bring themselves
back to normal
temperature. She will
ask the students think
about how the body

Verbal feedback will

be immediate for
students that
volunteer their
answers. Written and
verbal feedback can
be given as well on
initial responses on
student
argumentation
worksheets.

This will bring any

misconceptions that
students have to
light. It will also
show how much
about the topic they
know. This will make
sure that the
misconceptions that
the students have
will be addressed by
the end of the unit.

maintains that normal

body temperature.
They are allowed to
talk to their shoulder
partner and they will
write it down on their
Argumentation
worksheet
PM

The purpose of
these assessments
is to monitor
students ability to
understand the
material being
presented and to
check for gaps in
that
understanding.

Teacher Questioning:
The teacher will walk
around the class as
the students go
through the
simulation activity,
and ask questions to
check for
understanding and
the students are
meeting learning
goals for the lesson.
Teacher monitoring:
the teacher can
monitor student
discussions about the
simulation as
students work in
pairs.

The purpose of
this assessment is
to have a clear
picture of student
understanding on
the content of the
unit.

The students will

continually revisit
their initial argumentabout taking
medication
before/after
symptoms appear
-through out the unit,
revising their
arguments as they
gain more knowledge
on the phenomena
related to anchoring
activity. The finished
product will be
presented as their
final justification for
their initial argument,
and will serve as
evidence of learning
through the course of
the unit.

Verbal feedback will

be immediate from
the teacher.

Verbal feedback can

be given as needed by
the teacher, peer
feedback will be
immediate as
students converse.

Verbal feedback will

be given during
discussions
throughout the unit,
written feedback will
also be given on
supporting student
work that leads to the
finished argument.

The teacher gets an

immediate idea of
how much the class
comprehends and
whether they are
making connections
in content
objectives. The
teacher is able to
see where any holes
in understanding
may be and can
address them as
needed.

Construction of
student arguments
will demonstrate an
overall
understanding of
the connections
between the
material covered in
the unit lessons. It
will inform the
teacher on the
areas where
students have gaps
in understanding
which will be
readdressed in
future lesson
planning.

INSTRUCTION

Lesson Introduction/Anticipatory Set

Time
10
min

Teacher Does

Student Does

PREP: Teacher will put out a new copy of the

Argumentation Worksheet for the day for the
students to pick up.

Students will come in and greet the

teacher. They will pick up a copy of the
Argumentation Worksheet. They will sit
down and take out their school planners
where they will write down the agenda and
homework for the day.

The teacher will greet the students as they

walk in. She will wait for them to settle then
start the class. She will bring the class to
order and greet them again as a whole. She
will read out the learning objectives out to
them.
She will ask them the following:
Think about a time when it was really hot.
That could just be a really warm sunny day,
maybe a trip to the beach or maybe a
dessert. How did that feel?
She will pick on volunteers to share how they
felt during that hot weather. She will write
these responses on the board.
She will ask the following:
What did you do to cool off?
She will give them a minute to think about it,
if needed. She will either pick on different
volunteers or call on other students using the
seating chart. Again, she will write these
responses on the board.
The same questions will be posed but
instead, she will address a cold scenario.
She will ask them to think about the list they
made and pick out the things that the body
did by itself to either cool them off or heat
them up. She will circle those choices.
She will ask the following question: What do
you think will happen if the body did not do
these things? She will wait for a response
from the class or call on students using the
seating chart.

They will turn their attention to the teacher

and listens as she reads the learning
objectives out to them. After the scenario
is posed to them, they will think about it
and answer her questions out loud.
Students can volunteer to answer or be
called on.
They will be asked what they did to cool
themselves off. They will be given time to
think about the question. They can either
volunteer to answer or be called on using
the seating chart.
After the cold scenario was posed, they will
go through the same sequence of having
time to think about it, then share their
responses.
The students will turn their attention to the
list they had generated. They will pick out
the things their body did by itself to cool
them down or heat them up. Students are
expected to at least mention sweating
for the hot scenario and shivering for the
cold scenario.
They will respond about what they think
will happen if the body does not do the
things they just picked from the list.
The students will pull out their
argumentation guide and write down how
they think the body keeps itself from
dying. They will be given 1-2 minutes to
think about the question. The students are

She will ask them to put their Argumentation

Worksheet in front of them. She will ask them
if anybody had an idea of how the body keeps
them from dying or malfunctioning. She
will remind them to fill their response in their
Argumentation Worksheet. She will give them
1-2 minutes to think of the question and write
a response down. She will tell them that they
are allowed to talk to their shoulder partner if
needed. After the allotted time, she will ask
1-2 students to share their responses.

allowed to talk to their shoulder partner to

share their ideas. After the allotted time,
the teacher will call on 1-2 students to
share their response.

She will tell them that the body has a special

way of making sure they do not die and that
they were going to explore that today

Lesson Body
Time

5-7
min

5-7
min

15-20
min

Teacher Does

Student Does

Homeostasis lab/simulation
https://www.explorelearning.com/index.cfm?
method=cResource.dspView&ResourceID=51
9
The teacher will divide the class into small
groups. The teacher will then pass out
packets with information about the online
investigation that student groups will be
performing. The teacher will go over the
instructions with the class, reading aloud and
clarifying any areas that could be confusing
to students.

The students will read over the directions

as the teacher explains the activity for the
day. They will ask any questions they may
have about procedure. Student will then
divide up into groups of four.

The teacher will then inform the class that

each group needs to assign roles for
everyone. Roles should include positions like:
data recorder, someone to carry out
simulation tasks, someone who monitors
overall group progress/organization, and
group representative to present findings.
The teacher will then begin the exercise by
asking groups to work together on the Prior
Knowledge questions at the beginning of
their packets. After a few minutes, the
teacher will ask groups to share their
answers. This will provide the teacher with
an opportunity to check for any gaps in
previous learning experiences.

Students will determine who will fulfill

specific duties during the activity. Each
student should have a role and be
contributing to the investigation.
Groups will begin by brainstorming about
the Prior Knowledge questions in the
packet. They will record their answers and
then share out with the rest of the class
when called upon to do so.
Students will work in groups to explore the
different factors that affect the bodys
ability to maintain a constant internal
environment. As they work, students will
be manipulating different factors that
affect the bodys ability to maintain
equilibrium. Throughout the simulation,
students will be answering questions in
their packets. They will gather data as
they work, which will be used to create a
statement about the mechanism of
homeostasis.

The teacher will then release groups to begin

work. The teacher will walk through the class
as students work, monitoring progress by
listening to conversations and asking probing
questions when appropriate as a form of
informal assessment.

Lesson Closure
Time
6-10
min

Teacher Does
The teacher will call the class back and
discuss the results of the simulation briefly.

Instructional Materials, Equipment, and Multimedia

Student Does
The students will share out what they saw
and any potential errors.

Co-Teaching Strategies
One teach, one
observe
Supplemental
teaching

One teach, one

assist
Differentiated
teaching

Station teaching
Team teaching

Parallel teaching
Not applicable

CO-PLANNING NOTES

The SIOP Model includes teacher preparation, instructional indicators such as

comprehensible input and the building of background knowledge. It comprises strategies for
classroom organization and delivery of instruction.
Ask yourself:

Teacher Preparation
1. Do I have (and will I post) clearly defined content objectives for students?

2. Do I have a plan to review the objectives at the beginning of the lesson and provide an
opportunity for students to state at the end of the lesson whether the objectives have been
met?
3. Are the concepts I plan to teach appropriate for the age and educational background of
students, (students' L1 literacy, second language proficiency, and the reading level of the
materials)?
4. Have I planned to incorporate supplementary materials (charts, graphs, pictures,
illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and
other students) to promote comprehension?
5. Have I planned to adapt content to ELLs needs through use of graphic organizers,
outlines, labeling of pictures, study guides, adapted text, and highlighted text?
6. Have I designed meaningful activities that integrate lesson concepts with language
practice opportunities in listening. speaking, reading, and writing?

Indicators of Instruction:
Building Background
1. Am I linking concepts to students background experience (personal, cultural, or
academic)?
2. Am I linking past learning and new concepts?
3. Am I emphasizing key vocabulary and introducing a limited number of new vocabulary
items in context?
Comprehensible Input
1. Am I using speech that is appropriate for students' language proficiency?
2. Am I explaining tasks in a clear, step-by-step manner with visuals?
3. Am I using a variety of techniques to make content concepts clear? Am I focusing
attention selectively on the most important information? Am I introducing new learning in
context? Am I helping students learn strategies such as predicting and summarizing?

Strategies
1. Am I explicitly teaching students how to use learning strategies? Am I providing ample
opportunities for students to use learning strategies? Am I encouraging students
independence in self-monitoring?
2. Am I consistently using scaffolding techniques throughout the lesson? Do I introduce a
new concept using a lot of scaffolding and decrease support as time goes on?

3. Do I use of a variety of question types, including those that promote higher level thinking
skills?

Interaction
Do I provide the following for ELLs:
1. frequent opportunities for interactions about lesson concepts which encourage higher
level thinking skills;
2. grouping which supports language and content objectives. Cooperative groups, buddies,
pairs, large and small groups;
3. ample wait time for responses;
4. opportunities for clarification in native language, if possible?

Application
Does my lesson include:
1. hands-on materials or manipulatives for student practice;
2. activities for students to apply content and language knowledge in the classroom;
3. activities that integrate all language skills :listening, speaking, reading and writing?

Lesson Delivery
1. Are my content objectives supported by lesson delivery?
2. Are my language objectives supported by lesson delivery?
3. Are my students engaged 90% to 100% of the period?
4. Is the pacing of the lesson appropriate to students ability level?