LESSON PLAN

Introduction: In groups of two students will build an online book using StoryJumper. On each
page, students will build a story about cell structure and functions using real-life setting.
Students will add pictures, descriptions, and audio. Next, students will share books with
another group for feedback. Prior to making books, students will learn how to give
constructive criticism.
Applicant’s Name: Beata Kaczmarek Credential Area: Science
Grade Level of Lesson: 7 Subject: Science Date: 10/29/2019
Unit Theme/Topic: Life: Structure and Functions/ Cell Structure and Functions
Lesson Title/
Cell Structures Day 1
Topic:
Expected What will students know and be able to do as a result of this lesson? (Be
Student Specific)
Learning Students will be able to translate a difficult, abstract topic into a real-life,
Outcomes: understandable form as an online book. Students will be able to identify cell’s
structures and functions with 50% higher accuracy than before creating the
online book. Prior to the activity students will be able to provide constructive
criticism to other people’s work.
Goal of the Students will use 5 tips for giving positive feedback.
lesson

CA Academic Which California Academic Content and Performance Standards will your
Standards lesson address?
Addressed: Students will develop and use a model to describe the functions of cells and
ways that parts of cells contribute to functions (NGSS MS-LS1-2)

CSTP 4.4 Planning instruction that incorporates appropriate strategies to meet the
Standards learning needs of all students.
5.5 Involving all students in self-assessment, goal-setting, and progress
monitoring.

ISTE ISTE Standards for Educators: 6d, 6c, 7a, 7b, 7c

Standards ISTE Standards for Students: 1c, 3c, 7c
Materials What instructional materials and equipment/supplies will you use in this
Used: lesson?
poster paper, markers, textbooks, worksheet with questions, outline of a t-shirt

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
 Lesson Outline: (Opening/Do Now/Anticipatory Set; Major Activities; Transitions, Review;
Closure)
Time Teacher Actions Student Actions
Opening: Teacher shows students a
picture and ask what they think about Students answer teacher’s questions
5 min it. What kind of feedback they would
give. Teacher writes down students
answers.

Body: Teacher gives students an Students design t-shirts.

10min outline of a t-shirt and asks students
to make a design.

Teacher shows students 6 tips of Students lead a discussion with the teacher.
10min constructive feedback and leads a
discussion with students.

Teacher asks students to exchange Students use tips and write feedback to
5min t-shirt designs and by using at least 2 another student.
tips, give constructive feedback to
another person. The tips are
displayed on the board.

3min Teacher asks students to write down Students take notes.

tips that they liked the most. Teacher
asks students questions to assess
their understanding.

10min Teacher shows students BrainPop Students write answers for the quiz questions
video. and hold their boards up so the teacher can
Teacher gives students white boards see them.
and shows quiz questions.

1 min Teacher distributes worksheets with Students open their textbook and follow the
questions. Teacher chooses a reader reader.
and asks students to open their
textbooks.

10 min Closure: Teacher reads a questions Students write down the answers to the
after each paragraph and asks questions (if not done they will finish it at
students to write down answers. home)
Teachers asks students for answers.

10min Teacher asks students to open their Students take the Formative quiz.
chromebooks and take the Formative

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
 quiz to check their understanding just
from reading from the textbook. (The
test might be taken the next day, if
there is no time).

Monitoring & How will you monitor student learning during the lesson? How will you
Assessment: assess student work?

Entry level: Teacher asks students to comment on a picture that is displayed on

the projector.
Progress monitoring: Students identify “mistakes” they did when they gave
feedback for the first time.
Entry level: Teacher asks students what they know about cells. Teacher writes it
down on the board.
Progress monitoring: Teacher shows students BrainPop quiz.
Progress monitoring: Teacher asks students questions during reading part.
Summative assessment: Teacher give the Formative quiz and asks for students
feedback.
Modification How will you modify your instruction as needed to ensure that all students
s to meet learning outcomes?
Address
Individual Group work, visuals, discussion format of the lesson, real-life examples, new
Student vocabulary list on the board, visuals in the form of the BrainPop video.
Learning Rules and guidelines written on the board. Students get an outline of the lessons
Needs sequences.
Follow-up How will you follow up this lesson with homework or other extension
Activities/ activities?
Homework Students will finish questions from the worksheet.

San Francisco Unified School District

LESSON PLAN FORM – Classroom Teacher Applicant Version
Applicant’s Name: Beata Kaczmarek Credential Area: Science
Grade Level of Lesson: 7 Subject: Science Date: 10/30/2019
Unit Theme/Topic: Life: Structure and Functions/ Cell Structure and Functions
Lesson Title/
Cell Structures Day 2
Topic:
Expected What will students know and be able to do as a result of this lesson? (Be
Student Specific)
Learning Students will be able to translate a difficult, abstract topic into a real-life,
Outcomes: understandable form as an online book. Students will be able to identify cell’s
structures and functions with 50% higher accuracy than before creating the
online book. Prior to the activity students will be able to provide constructive
criticism to other people’s work.

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
Goal of the This lesson’s goal is to collect data before students use StoryJumper. In this
lesson lesson, students will read a lesson from the textbook, create a group poster
representing cell structures and their functions.
CA Academic Which California Academic Content and Performance Standards will your
Standards lesson address?
Addressed: Students will develop and use a model to describe the functions of cells and
ways that parts of cells contribute to functions (NGSS MS-LS1-2)
CSTP 4.4 Planning instruction that incorporates appropriate strategies to meet the
Standards learning needs of all students.
5.5 Involving all students in self-assessment, goal-setting, and progress
monitoring.
ISTE ISTE Standards for Educators: 6d, 6c, 7a, 7b, 7c
Standards ISTE Standards for Students: 1c, 3c, 7c
Materials What instructional materials and equipment/supplies will you use in this
Used: lesson?
poster paper, markers, textbooks, worksheet with questions
Lesson Outline: (Opening/Do Now/Anticipatory Set; Major Activities; Transitions, Review;
Closure)
Time Teacher Actions Student Actions

5 min Opening: Teacher asks students Students answer the teacher’s question.
what they learned the previous day.
Teacher explains goals of the lesson.
Students discuss it with a partner and share
5min Body:Teacher asks students to their ideas with the teacher.
identify types of jobs and functions
that the school has.
Teacher writes students answers on
the white board. Students share their ideas.

Teacher explains that nucleus is like a

5 min brain of a cell and the principal could
be like a nucleus because he/she
controls everything. Teacher asks
students to talk to the partner and find
another, similar example.

Teacher distributes poster paper and Students get a poster paper, markers and go to
15 min ask students to get into groups and groups.
create a mind map that will show a
cell structure, a profession or job from
school, and a description of why they
match.

Students work on their poster.

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
 Teacher monitors students work and
asks questions while walking around
5 min Students present their posters and tape them
Teacher asks students to quickly to the windows so everyone can refer to them
present their findings. any time.
10min
Teacher shows students an example Students work on their online books in pairs.
of StoryJumper, online book about
cell structures. Teacher explains the
tasks and grading rubric. Teacher
asks students to log in and start
working on their own book in pairs.
Students answer the teacher's questions.
Teacher monitors students work.
5min
Closure: Teacher presents some Students listen to the teacher’s feedback.
books that students started to do and
gives a feedback to them.
Monitoring & How will you monitor student learning during the lesson? How will you
Assessment: assess student work?

Entry level: Teacher discusses with students jobs corresponding cell structures.
Progress assessment: Teacher asks students questions during the activity.
Summative assessment: Teacher checks students posters and online books.
Modification How will you modify your instruction as needed to ensure that all students
s to meet learning outcomes?
Address Group work, visuals, discussion format of the lesson, real-life examples, work with
Individual a partner, vocabulary on the board for visual learners, posters with cell structures
Student and professions glued to the windows of the classroom. Rules and guidelines are
Learning written on the board.
Needs 
Follow-up How will you follow up this lesson with homework or other extension
Activities/ activities?
Homework Students will work on their books. At least 3 pages have to be done.

San Francisco Unified School District

LESSON PLAN FORM – Classroom Teacher Applicant Version
Applicant’s Name: Beata Kaczmarek Credential Area: Science
Grade Level of Lesson: 7 Subject: Science Date: 11/4/2019
Unit Theme/Topic: Life: Structure and Functions/ Cell Structure and Functions
Lesson Title/
Cell Structures Day 3
Topic:

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
Expected What will students know and be able to do as a result of this lesson? (Be
Student Specific)
Learning Students will be able to translate a difficult, abstract topic into a real-life,
Outcomes: understandable form as an online book. Students will be able to identify cell’s
structures and functions with 50% higher accuracy than before creating the
online book. Prior to the activity students will be able to provide constructive
criticism to other people’s work.
Goal of the In this lesson students will finish their StorJumper online books and give
lesson constructive feedback to another group. In their feedback, they have to include
at least two tips they learned in the previous lesson. Students will take a
Formative test again to check how they understanding changed after doing the
activity.

It might take students longer to do their books. This lesson describes what will
happen when students are almost done with their books
CA Academic Which California Academic Content and Performance Standards will your
Standards lesson address?
Addressed: Students will develop and use a model to describe the functions of cells and
ways that parts of cells contribute to functions (NGSS MS-LS1-2)

CSTP 4.4 Planning instruction that incorporates appropriate strategies to meet the
Standards learning needs of all students.
5.5 Involving all students in self-assessment, goal-setting, and progress
monitoring.

ISTE ISTE Standards for Educators: 6d, 6c, 7a, 7b, 7c

Standards ISTE Standards for Students: 1c, 3c, 7c
Materials What instructional materials and equipment/supplies will you use in this
Used: lesson?
chromebooks
Lesson Outline: (Opening/Do Now/Anticipatory Set; Major Activities; Transitions, Review;
Closure)
Time Teacher Actions Student Actions

Opening: Teacher asks students Students explain teacher what they did so far.
5min about their books, how much they did,
how much time they need. Teacher
explained the objectives of the
lesson.
Students do final corrections to their books.
Body: Teacher asks students to open
10min their chromebooks and finish working

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs
 on their online books (It might take
students longer to do their books.
This lesson describes what will
happen if students are almost done
with their books).
Students share their books with another group
Teacher asks students to share their and give feedback to another group. Students
10min books with another group and give work in pairs.
each other constructive criticism
using at least two tips from the first
lesson.

Teacher walks around the classroom Students ask questions to the teacher.
10min and answers students questions.

Teacher projects students’ books. Students share a couple of words about their
5min book. One student from reads the book aloud.
Teacher reads the feedback that a
group got. Teacher asks students if Students share with the teacher their opinions.
the feedback includes two tips from
the first lesson.

Closure: Teacher asks students to Students take the Formative test.

10min take Formative test.

Monitoring & How will you monitor student learning during the lesson? How will you
Assessment: assess student work?

Entry level: Teacher asks students questions during the activity.

Progress monitoring: Teacher asks students about online books.
Summative Assessment: Teacher give Formative test.
Discussion format of assessment.
Frequent check-ins of students progress.
Modification How will you modify your instruction as needed to ensure that all students
s to meet learning outcomes?
Address Group work, visuals, discussion format of the lesson, real-life examples, work with
Individual a partner, vocabulary on the board for visual learners, posters with cell structures
Student and professions glued to the windows of the classroom, group discussion.
Learning
Needs 
Follow-up How will you follow up this lesson with homework or other extension
Activities/ activities?
Homework In the Formative test, students will give feedback to the teacher. Teacher will
reflect and share feedback with students. Teacher will ask students to inquiry what
would a next good activity to follow up what they learned. Students discuss in
small groups and share their ideas.

SFUSD – HR Classroom Teacher Applicant Lesson Plan Form – v.5/21/08 – Office of Teacher Affairs