ED 321 LESSON PLAN 3

Outcomes:

(WI Teacher Standards #1, 2)

Science, Standard F: Life and Environmental Science Performance Standards - Grade 8

STRUCTURE AND FUNCTION IN LIVING THINGS:
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms
F.8.3 Differentiate between single-celled and multiple-celled organisms (humans) through investigation,
comparing the cell functions of specialized cells for each type of organism

Instructional objective(s):
1. Students will be able to apply the material they have learned during the cell unit through a review
game to prepare for their assessment the following day.

Assessment:

(WI Teacher Standard #8)

Exit ticket to assess individual understanding. Hand out a notecard to each student at the end of the
review game, and instruct to answer the following questions:
--How will you prepare to study for the assessment tonight?
-- On a scale of 1 to 5 how confident are you that you are prepared?
1= not prepared 5= prepared

Materials Needed:

(WI Teacher Standard #3)

Power point on Trashketball review game designed by Amanda Dlugi

Paper

Writing utensils

Study guide? (Possibly give students of a copy of questions to review for the assessment tomorrow)

Empty garbage can

Trashquetball made of tap and newspaper.

Total time needed:

Total time needed:

___

50 minutes

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction:
-

Ask the students if they know what happens tomorrow. (Assessment) What will the assessment be

on?
Have students read the goals for the day out loud.
Present the rules for the review game.

Steps for instruction:

5 minutes- Collect homework
10 minutes- Read the days goals, introduce review game and rules, and place students into groups by

counting off by 9s and assign groups to a lab station.

30-35 minutes- Review game Trashketball
Last few minutes- Exit ticket

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

1. If the students finish early from the review game, I will address this by asking questions to the
2.

class as a whole aloud that are good ideas to know for the test tomorrow.
To meet the needs of those who have difficulty understanding the material, I will be monitoring

student understanding during the review game, so I will be able to address any individual questions of
students, as well as monitor participation. I will also ask for the assistance of my cooperating teacher
and other special needs instructors as well to complete these actions effectively so that all students
receive the attention they need. Also, for students that need more practice the material, I will
recommend that they come to the science resource hour at the end of the day to be able to have
additional time to practice and to review the material one-on-one with myself and/or my cooperating
teacher prior to the test the next day.
3.
Other specific concerns in the classroom that I plan to address to meet the needs of each
individual student would be during my cooperating teachers 6th hour class. This class contains several
students with IEPs or learning disabilities, so I will appreciate the support of special needs educators
and my cooperating teacher during my instruction this hour to meet the educational needs of all the

students. To accommodate the needs of students that have a difficulty in reading/seeing, I will be sure to
read each question posted out loud to the class.

Closure:
A bonus question will be issued at the end of the hour, worth an extra 5 points. A winning group will
be recognized with a small prize. Students will receive a notecard and be instructed to write their name
and hour on the exit ticket, and be instructed to answer the following question:
-- On a scale of 1 to 5 how confident are you that you are prepared?
1= not prepared 5= prepared

Name: Amanda Dlugi

Content Area: Biology

Date: 11/15/12

Grade Level: 7th