WVSU Education 319 Think Aloud Lesson Plan

Lesson Author
Teacher Candidate Emily Holstine
School Name Nitro High School Class/Grade Level 10th Grade
Lesson Topic Cell Basics Subject Biology
Lesson Overview
Lesson Title
An Introduction to the Cell
Lesson Summary
Students will play in a game of Kahoot. In the game, the answers to each question are all arguably correct. Students will choose
the answer they think is better than the rest based on what they know already. After each question, the students will divide into
groups based on their answers and participate in a debate against their classmates to defend their answer. This “defending” is
how the students will think aloud.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will debate with classmates using only the small amount of info given to them based on background knowledge.
Students will collaborate with others to develop a strong argument as to why their selection is the most correct one.
Students will demonstrate basic knowledge of cell structures and functions.

WV NxtGen Standards

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which
carry out the essential functions of life through systems of specialized cells.

21st Century Skill(s)

 Basic iPad usage knowledge

National Standards

The NSTA follows the NxtGen Standards for Science.

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which
carry out the essential functions of life through systems of specialized cells.

Management Framework

Intro: 10 minutes used to talk about cells and what the students already know about them
35 minutes to play Kahoot game and debate/Think Aloud
Strategies
 Teacher led discussion about the cells prior to the game
 Collaborative group work to argue points
 Teacher facilitated discussion after debate to explain how all answers are correct
Instructional Procedures

After a teacher led discussion, the students will join and participate in the Kahoot/debate game.

Essential Questions

Page 1 of 6
 Unit Questions Why are cells known as the basic unit of life and how do their functions prove this?
1. What are the basic functions of the animal cell?
Lesson Content
2. Name 3 important organelles.
Questions
3. Define cell.

ASSESSMENT PLAN
Assessment Timeline

Before the lesson begins During the lesson assessment. After project work is completed
Diagnostic (Formative) Formative

Before the lesson, the students and During the lesson, students will After the lesson, students will
teacher will participate in a discussion prove their knowledge by arguing demonstrate knowledge by
about what they already know about and doing further research on their answering questions in a teacher
cells. answer. led discussion.

Lesson Details
Prerequisite Skills
 Basic iPad usage skills
 Experience with Kahoot would help
EXTENTED ACTIVITIES
If Student Finishes Early If Lesson Finishes Early If Technology Fails

N/A—this is a class activity where If lesson finishes early, The class can If technology fails, I will have a paper
everyone will be together decide on an additional (regular) Kahoot copy of the questions and the students
game to play. will answer them on paper before
joining groups. The Kahoot game is just
a means of making it more visual and
allows the teacher to know immediately
how many people go into each group.
DIFFERENTIATED IN STRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
This is how you will accommodate students’ individual needs as these needs relate to lesson objectives.
If a student need arrangements made (such as needing to stay stationary rather than moving
Special Needs
around with groups) this can be done; the groups can move to them, etc. Any other
Students
accommodations can also be arranged for those who need it.

Nonnative N/A
Speakers

Gifted/Talented N/A
Students

Page 2 of 6
Materials and Resources Required For Lesson
Technology – Hardware (Click boxes of all equipment needed)

Page 3 of 6
 Camera Projection System Other      
Computer(s) Scanner Other      
Digital Camera Television Other      
DVD Player VCR Other      
Internet Connection Video Camera Other      
Laser Disk Video Conferencing Equip. Other      
Printer
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Web Page Development Other      
Desktop Publishing Internet Web Browser Other      
E-mail Software Multimedia Other      
Image Processing Word Processing Other      
Presentation Suite Spreadsheet Other      

Printed Materials None

Supplies None

Internet Resources Kahoot website

Other Resources Students will be permitted to use Google to back their answers

Any handouts, worksheets, WebQuest guides created for THIS Lesson should be attached behind this
page.

Page 4 of 6
 What concepts do you want students to understand after completing this lesson?

Students will know the basis of cell structure and function, the purpose of this is just to get them
introduced to the rest of the material.
Criteria for Success (How will you know students have gained an understanding of the concepts?)
I will know if the students understand by having a discussion after each debate.

Resources (What resources will you and your students use?)

iPads and Smart board

Technology (What technologies will be used by the teacher and students in the lesson?)

iPads and Smart board

Technology Use (How will students use technology in the lesson? How will students share
technology resources?)

Students will use technology to play in the kahoot game and research their answer if they wish.
4Cs integration (How are each of the 4Cs being integrated into the lesson?)
Creativity-Students must be creative in arguing their point to the other groups
Collaboration-Students will collaborate in groups of like-minded individuals to prove their point
Communication-Students must communicate to determine the best strategy to win the argument
Critical Thinking-Students will use a process of elimination in deciding which answer is more appropriate
than the rest
Prior Knowledge/Skills (What knowledge and skills will students need before the lesson? How will
you asses their readiness?)
Only basic knowledge of what cells are and what they can do. This will be assessed in a discussion prior
to beginning.

Engage (Capture the students’ attention, stimulate their thinking and help them access prior
knowledge.)

The Kahoot game keeps students’ attention.

Explore (Give students time to think, plan, investigate, and organize collected information.)
Students will explore after they separate into groups and do a bit of research to learn more about their
answer and why it is best.
Explain (Involve students in an analysis of their explorations. Use reflective activities to clarify and
modify their understanding.)
Students will expand and elaborate via their arguments and research.

Elaborate (Give students the opportunity to expand and solidify their understanding of the concept
and/or apply it to a real world situation.)
Students will expand and elaborate via their arguments and research.

Evaluate (Evaluate throughout the lesson. Present student with a scoring guide at the beginning. Scoring
tools developed by teachers, sometimes with student involvement, target what students must know and do.
Consistent use of scoring tools can improve learning.)
Students debate arguments will show if they have learned.
Reflection:
 Overall I really enjoyed how this lesson went. Although it did not include any lecturing, students

were able to construct their own arguments through their own research to defend their answer. I think this

is a great adaptation to just paying Kahoot! that gets the students even more involved. This also allowed

students in the class that normally do not have a voice to share their thoughts as the class debated. I am

very proud of how I came up with this idea, and I do think it went well. However, I only did the subject

matter I did because of where the class was at the time I was placed there. If I were to do this again, I

would probably do it on a different topic or include other topics in the Kahoot!.

Because this was an introduction to the unit on cells, the students’ needs were met as they were

allowed to do slight research on their own before participating in the debate. Asking them to debate the

questions without the research seemed unfair to me as many students probably did not have the prior

knowledge needed to answer.