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CEP Lesson Plan Form

Teacher: Johnathan Harvell Date: 08/25-08/28

School: Thompson Valley High School Grade Level: 9-11 Content Area: Biology

Title: Is it Alive: The 7 Characteristics of Life Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Colorado Standard (HS-LS1-9): Evolution occurs as the heritable characteristics of populations change across
generations and can lead populations to become better adapted to their environment.

NGSS (HS-LS1-2): Develop and use a model to illustrate the hierarchical organization of interacting systems that provide
specific functions within multicellular organisms.

NGSS (HS-LS1-3): Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

Understandings: (Big Ideas)

Interpret the levels / branches of biology to correctly classify items within each correctly

Acknowledge that all seven characteristics of life have to be present to be considered alive.

Apply knowledge of each characteristic of life to evaluate it they are demonstrated by various organisms / items

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

How do we determine something to be alive (biotic)?

How do we determine something to be dead / non-alive (abiotic)?

How are biotic and abiotic things similar? Different?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using
student voice)

I can: explain the seven characteristics of life in detail, and interpret correctly what is biotic or abiotic.

This means: I can apply the knowledge of seven characteristics of life to determine if presented organisms / items are
biotic or abiotic with supporting observational evidence.

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CEP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with each assessment)

Completion of the Characteristics of Life Introductory Worksheet Packet. (Formative)

Completion of the Characteristics of Life Station Lab. (Formative)

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STEPP Lesson Plan Form

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Is it Alive: The 7 Characteristics of Life


Should be a creative title for you and the students to
associate with the activity. Think of the purpose as The purpose of this lesson is to introduce biotic and abiotic organisms / items, and to
the mini-rationale for what you are trying to demonstrate the key similarities / differences between the two based on the knowledge
accomplish through this lesson. of the seven particular characteristics of life associated with the field of biology. Students
will be introduced to the material via a reading packet, to which will introduce the
background knowledge associated with each characteristic of life; thus, allowing for
more efficient ability to determine the presence of characteristics of life of selected
items presented it the station lab
Approx. Time and Materials Approximate time: 90 minutes
How long do you expect the activity to last and what 10 minutes: Watch Pole to Pole video
materials will you need? 45 minutes: Complete characteristics of life worksheet
15 minutes: Go over characteristics of life worksheet as a class
20 minutes: Complete characteristics of life station lab (90 seconds per station)

Materials:
Characteristics of life worksheets
Characteristics of life station lab worksheets
12 station indicators (item, selected C.O.L, picture of item)
Stopwatch (use computer if able, so that whole class can see).
Co-Teaching Strategies The co-teaching strategy used in this lesson is station teaching. It is most effective
because the class is already divided into multiple groups of 4-5 students a piece, which
What is your rational for choosing the co-teaching allows for each teacher to rotate between groups to teach the necessary skills needed
strategy(ies) selected below: for the lab. Each teacher will be responsible to verify that students have properly read
o One teach, one observe the procedure, and allow for scaffolded questioning to allow students to think deeper
o One teach, one assist into what they are observing, as well as what to record into their lab packets. Some
o Station teaching example scaffolded questions could include the following:
o Parallel teaching What could you write about in regards to what you see?
What could you write about in regards to what you can smell?
o Supplemental teaching
What could you write about in regards to what you can touch?
o Team teaching

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STEPP Lesson Plan Form

Please make certain to select at least one of the co- What kind of descriptive words are you using in your observational notes? Are
teaching strategies. their enough of them?
Anticipatory Set To help the students obtain and understand the objective of the lesson, I will play a short
The hook to grab students attention. These are video from the Planet Earth series called Pole to Pole. In this video, it will demonstrate
actions and statements by the teacher to relate the the basics of biology, as well as some aspects in regards to the characteristics of life
experiences of the students to the objectives of the associated with field of biology. With this background information, students will be able
lesson, To put students into a receptive frame of to better understand the questions in regards to both the characteristics of life
mind. worksheet and station lab that they will perform in class.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what students and 10 minutes: Pole to Pole video 10 minutes: Pole to Pole video
teacher will do from the minute they arrive to the Play video for students on Watch video, and observe the
minute they leave your classroom. Indicate the projector characteristics of life associated
length of each segment of the lesson. List actual Make sure students are paying with biology
minutes.) attention to video, not being Take Cornell Notes on the
Indicate whether each is: distracted information presented in video
-teacher input
-modeling 45 minute: Complete C.O.L Worksheet 45 minute: Complete C.O.L Worksheet
-questioning strategies Hand out worksheet to students Obtain worksheet from teacher
-guided/unguided: Walk around the groups of Work on the worksheet either
-whole-class practice students and check-in periodically individually or in groups based on
-group practice on progress in the worksheet students confidence level
-individual practice Use target questioning to eliminate Ask appropriate questions as
-check for understanding misunderstandings or provide necessary while progressing in the
-other further differentiation. worksheet.

15 minutes: Go over C.O.L worksheet 15 minutes: Go over C.O.L worksheet


Take C.O.L worksheet key to read Present answers to class when

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STEPP Lesson Plan Form

out loud to the class. prompted by teacher.


Walk around the classroom while Modify answers on the worksheet
reading key to maintain attention as appropriate during the review
of students. Ask any appropriate clarifying
Prompt individual or groups of questions during review to
students to give their answers to maximize understanding of
questions on the worksheet. content.
Allow for Think-Pair-Share if Participate in Think-Pair-Share with
students do not show any partners as requested by teacher.
indication of understanding on
certain worksheet questions.

20 minutes: Complete C.O.L Station Lab 20 minutes: Complete C.O.L Station Lab
Set-up digital stopwatch on the Rotate to each appropriate station
projector for whole class to see. location (1-12) at the end of each
Set stopwatch to 90 second 90 second interval
intervals. Observe the station item and write
Allow stopwatch to countdown for down whether the C.O.L exists or
each station rotation. not with supporting observational
Check in with students at stations evidence.
to answer any clarifying questions Ask any clarifying questions in
in regards to station information. regards to station information.
Closure To end the lesson, students will turn-in their worksheets and return to their seats. The
Those actions or statements by a teacher that are learning targets will then be re-addressed and observed on if they were obtained in the
designed to bring a lesson presentation to an lesson. If the learning targets were not obtained according to the students, then
appropriate conclusion. Used to help students bring problems of achieving those targets will be described as a class, and potential solutions
things together in their own minds, to make sense will be presented.
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning

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STEPP Lesson Plan Form

To help form a coherent picture and to consolidate.


Differentiation For students that may prefer to orally describe their evidence and existence of each
To modify: If the activity is too advanced for a child, C.O.L at each station, I would allow students to observe each station item and then come
how will you modify it so that they can be successful? to me in each rotation to tell me what their answers are. I will use their station lab
To extend: If the activity is too easy for a child, how worksheets to record their answers to appropriate grading later on.
will you extend it to develop their emerging skills?
For student that may require more time to complete the station lab or worksheet,
students will either be given additional class time or opportunities outside of class time
to fully complete the station lab to their full potential.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Based on the questions asked by the students during the lab, as well as their observational
notes, it may be important to re-explore the chemical combinations, so that some of the
chemical mixtures do not look so close the same thing. Before the lab is performed as well, it
may be important to spend some more time on illustrating what the difference between good
and bad qualitative observations are, so that students can have a general understanding of the
expectation that we were expecting for their observational notes to turn in.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

For the next iteration of this station lab, I would like to utilize more space to perform this
lab in. I may ask an additional teacher (that either has space of a plan period) to make use of
their classroom space to lay out the station items that each of my group of students can
observe. In doing so, I could increase the number of items for each student group to observe,
which would allow for more practice as well as allowing for a minimization of student group
sizes as well. With using two classroom spaces, each instructor could be assigned a space and
work with incoming student group specifically on the stations that are within their assigned
space.

3. Would you use the same co-teaching strategy for this lesson if you were to teach it
again? Were there additional co-teaching strategies used during the lesson not
planned for initially? Please explain.

For the use of station teaching, I believe that it was marginally successful in regards to the
allowing each group of students to have more one on one time with an instructor during the
course of the lab, which has allowed students to be able to perform their laboratory activities
within the allotted time. Why I state that it was marginally successful was particularly due to
the group sizes. With 4-5 students per group and only 6 main lab stations, it was difficult to
have the students rotate about each station in a manner that was proficient in time, and
allowing each student to actually observe the item at each station. Some students would ask
clarifying questions, to which the station teaching strategy came in handy; however, due to the
size of the class, students would rather copy from other students in their group than ask
clarifying questions to their instructors out of a group of 4-5 students that they did not feel
comfortable talking in front of.

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STEPP Lesson Plan Form

4. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next iteration of this lesson, I plan on using approximately 10 more minutes of prep
time with the students, so that we can further illustrate the difference between a good and bad
qualitative observation; as well as, possibly dividing the classroom in half, so that Mr. Jackson
and I can spend more time with the groups that we are responsible for before completing the
lab. I think, by the use of parallel teaching along with station teaching, students will be able to
engage both in classroom conversation and the lab itself more by asking questions in regards to
observations expected of them, and not having to feel that they have to wait a few minutes to
get their questions answered during the lab due to only one teacher being in the room.

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