Last Revised: August 10, 2014

SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several
strategies/scaffolds that will help to guide your students through your lesson. Identify the estimated time
frames for each activity in the Lesson Introduction, Body, and Closure sections. After considering the
needs of the majority of your students, remember to consider the specific needs of striving readers,
English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities;
and details about the examples you will use, if appropriate; and place at the end of the lesson plan along
with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.
TEACHER CANDIDATE NAME /CO-TEACHER NAME: Amber Mejia
SUBJECT: Life Science
COURSE TITLE,

GRADE LEVEL(S): 7th

UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE): The Unit is on Cells.
This lesson is in the middle of the unit where prokaryotic and eukaryotic cells, as well as, plant and animal cells have
already been explained.
LESSON TITLE: WATER SAMPLE MICROSCOPE LAB
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: projector, KQHL handout, microscopes, slides, cover sheets,
water, eye dropper, cups, Water sample activity handout.
CLASS DESCRIPTION: There are 7 students who are classified as English Learners 3 are early advanced-04
(Bridging), 2 are intermediate -03 (Expanding), and 2 are Early Intermediate-02 (Emerging). Four students classified
as special needs. 1 has Aspergers, 1 had ADHD and I dont know the other 2. They have IEPs but my MT has not
received the student profile for them yet. The class is in a science classroom and all the students sit at lab tables.
LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
HOW WOULD YOU SUMMARIZE THE LESSON? IF YOU WERE ASKED TO DESCRIBE YOUR LESSON TO A PRINCIPAL, A
SUBSTITUTE TEACHER, OR PARENT/GUARDIAN, WHAT INFORMATION WOULD YOU PROVIDE? THE SENTENCE FRAMES
BELOW MAY HELP GET YOU STARTED.
Intro- The teacher will demonstrate the K section of the KQHL and the have students fill in more things they know.
Students will ENGAGE in a class discussion expressing the different things that they know about cells.
Body- Students will fill in the Q and H of the KQHL to predict the outcome of the experiment. Students will
EXPLORE the concept of cells through the water sample lab activity. The students will look at the sample water
samples gather from various sources, make observations and record their findings EXPLAIN by drawing what they see
and answer the questions at the end of the activity.
Closure- Students will EVALUATE the activity with a class discussion at the end of class where the students volunteer
the different hypothesis they had and if their hypotheses were supported or unsupported by the experiment results.
They will also ELABORATE as to why they think each water sample came from a specific source.

STANDARDS AND OBJECTIVES

CONTENT STANDARD (S)

IF APPLICABLE

MS-LS1-1 Conduct an
investigation to provide
evidence that living things
are made of cells; either
one cell or many different
numbers and types of cells.

COMMON CORE STATE

STANDARDS
ENGLISH LANGUAGE ARTS AND
LITERACY IN HISTORY/SOCIAL
STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS,
PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY 2014
CORRECTIONS
COPY AND PASTE THE RELEVANT
STANDARDS INTO THIS AREA.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE
TO.)

ELD 7.I.A.1 Emerging

Exchanging
information/ideas.
Engage in conversational
exchanges and express
ideas on familiar topics by
asking and answering yes
no and wh questions and
responding using simple
phrases.
ELD 7.I.A.1 Expanding
Exchanging
information/ideas
Contribute to class, group,
and partner discussions by
following turntaking rules,
asking relevant questions,
affirming others, adding
relevant information, and
paraphrasing key ideas.

PAY CLOSE ATTENTION TO HOW

YOU WRITE YOUR INSTRUCTIONAL
OBJECTIVES. THEY SHOULD BE
SPECIFIC, CONCISE,
MEASURABLE, AND
OBSERVABLE.

ELD 7.I.A.1 Bridging

Exchanging
information/ideas
Contribute to class, group,
and partner discussions by
following turntaking rules,
asking relevant questions,
affirming others, adding
relevant information and
evidence, paraphrasing key
ideas, building on
responses, and providing
useful feedback.
ELD 7.I.C.10.b Emerging
Write brief summaries of
texts and experiences
using complete sentences
and key words (e.g., from
notes or graphic
organizers).
ELD 7.I.C.10.b
Expanding
Write increasingly concise
summaries of texts and
experiences using
complete sentences and
key words (e.g., from notes
or graphic organizers).
ELD 7.I.C.10.b Bridging
Write clear and coherent
summaries of texts and
experiences using

Students will use a

microscope to conduct an
investigation to identify
and compare the different
organisms inside 3 water
samples.
Students will develop a
hypothesis to determine
where each water sample
came from.
Students will collect and
record data that can be
used identify cells and
organisms in the water.

complete and concise

sentences and key words
(e.g., from notes or graphic
organizers).

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

TYPE
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL
ASSESSMENT? IS IT
PM, OR S?

EL,

PURPOSE
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND
STUDENTS?
WITH WHICH
OBJECTIVE(S) DOES THIS
ASSESSMENT ALIGN?

IMPLEMENTATION
DESCRIBE HOW WILL
YOU, THE TEACHER,
ADMINISTER THE
ASSESSMENT?

FEEDBACK STRATEGY
(TO THE STUDENTS)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

INDIVIDUAL OR GROUP?
IN-CLASS OR OUT?

HOW WILL THE

ASSESSMENT INFORM
YOUR TEACHING
HOW WILL YOU, THE
TEACHER, MAKE
DECISIONS ABOUT RETEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE
TEACHER MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON
AN ASSESSMENT, THE
TEACHER MAY

IF THE RESULTS ARE

MIXED, THE TEACHER
MAY.
Informal (EL)

formative (PM)

formal (S)

Determine how much

students know about
cells.

Using the KQHL

chart, the students
will fill out the K
(What do you know)
section of the KQHL
chart and will
participate in a class
discussion.

During the
discussion, the
students will be
informed verbally by
the teacher if they
have correct
statement or if it is a
misconception.

It benefits the
students because it
will allow them to
organize their
thoughts before they
conduct the
experiment.
Determine how much
students have
learned from lesson

Using the KQHL

chart, the students
will fill out the Q
Research Questions
and H Hypothesis

After the lab is

completed the
students will turn in
their KQHL and the
teacher will give
written feedback the
next day.
Questions will be
answered at the end
of the lab handout
and the teacher will
be given written
feedback the next
day.
Class discussion to
summarize lesson
and reveal the
different water
samples and verbal
feedback will be
given instantly.

The questions at the

end of lab activity
and the completed
lab handout will
serve to check if the
students results of
the lab activity.
Once completed, the
students will
participate in a class
discussion.

Based on the success

of the EL
assessment, the
teacher will gain an
understanding of
how well assessing
prior knowledge
engages with the
students.
If many of the
students do poorly
on the assessment,
the teacher will go
back and review the
concepts again.
Evaluate and find
areas of weakness or
strength about cells.
Check if the students
have met the
objectives of the
lesson.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
LENGT
H IN
MINUT
ES:

10
MIN

TEACHER(S)
DESCRIPTION:
1. Teacher accesses prior knowledge of
what students know about Prokaryotic and
Eukaryotic cell by filling in the K section
of the KQHL chart and then participating
in a class discussion.

STUDENTS
DESCRIPTION:
1. Students will either write out their answers in the K section
of the KQHL chart. Students will then express their ideas in a
class discussion.

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
LENGT
H
(MINUT
ES)

30 MIN

TEACHER(S)
DESCRIPTION:

STUDENTS
DESCRIPTION:

2. Teacher will then go over the Q, and H

sections with the students. This is the
first time the students are doing this
chart, so the teacher will demonstrate
each section for the students. Teacher
will first demonstrate the Q research
questions section. Teacher will say, what
do you want to know about cells, what
questions can you ask that you can
research? Teacher gives the example,
Which water sample will be the dirtiest?
Teacher will ask some students to give
ideas.

2. Students will attentively listen to the teacher while she is

explaining each section and giving examples if each.

3. The teacher will tell the students that

they need to create a hypothesis from the
water sample lab activity. The teacher will
give an example of a hypothesis on the
board and emphasize that their
hypothesis has to be testable. Teacher
will then instruct students to construct a
hypothesis and then ask if there are any
questions.
4. Teacher will remind students to follow
the lab safety rules for the microscopes.
Then will review the different rules with
the class. The lab activity will be passed
out by this time by a student.
5. Teacher will read each instruction out
loud and then read the questions that
need to be answered at the end of the
lab. Teacher will mention that they make
take any extra notes if they want.
Teacher will also display the sheet of the
different organisms they may see in the
water. The teacher will instruct students
to put the name of each organism they
see in the water next to their water
sample drawing.
6. Teacher will ask if there are any more
questions and then instruct them to get
into their pairs and start the activity.
7. Teacher will roam around the class to
answer any questions and help the
students who are having difficulty finding
anything on their slide.
8. Teacher will remind students that when
they are finished, they need to answer the
questions at the end of the lab.

3. Students will create a hypothesis of what they think will

happen in the lab activity today. The students have to make
sure the hypothesis is testable. Students will ask clarifying
questions.

4. Students will listen to the teacher attentively as the rules are

being reviewed out loud.

5. Students will listen attentively to the teacher as she is

reading the instructions out loud to the class. Students will ask
clarifying questions.

6. Students will get into their pairs and start the lab.

7. Students will continue to work on the lab and will ask the
teacher any clarifying questions or ask for help with the
microscopes.
8. The students finish the lab and answer the questions at the
end of the lab.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU,
THE TEACHER, (S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
LENGT
H
(MINUT
ES)

TEACHER(S)
DESCRIPTION:
9. Teacher will lead the class in a
discussion about what the students saw in
the water.

STUDENTS
DESCRIPTION:
9. Students will give different example of what they saw in the
water samples.

10. Teacher will start with taking a quick

survey of how many students thought
sample 1 was inside, outside, or pond
water. Same for sample 2 and 3. At the
end of the survey, the teacher will reveal
where each sample came from.

10. Students will participate in a discussion about the questions

at the end of the lab. They will take a quick survey of where
they think each sample came from. Students will write down
the correct place each sample came from.

11. Teacher will then ask the students,

Now that you finished the lab, whose
hypotheses were correct? To end the
teacher says, If you want extra credit,
you can write a one paragraph summary
about the results of the lab activity will be
completed, using vocabulary words that
they have learned so far.
12. Teacher will tell the students that
they may have an extra day to finish their
lab.

11. Students who raise their hand will explain how their
hypotheses were correct. If students want, they can a one
paragraph summary about the results of the lab activity will be
completed, using vocabulary words that they have learned so
far.

10

12. If they need more time, the students will finish the lab
tomorrow.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY )

X ONE TEACH, ONE ASSIST
DIFFERENTIATED TEACHING
SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING
PARALLEL TEACHING
ONE TEACH, ONE OBSERVE

NOT APPLICABLE
Adaptation of Lesson Plan (instruction and assessment)
HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR
ADAPTATIONS (INCLUDING ASSESSMENTS) FOR THE LESSON.

 STUDENTS WITH
ENGLISH LEARNERS

1. Working with a partner for the

lab activity. This will help the
target student because she likes
to socialize in class and work at
the same time. This will give her
a chance to work with one of her
friends in class to complete the
lab.
2. Sentence fragmentscaffolding when the teacher
explains the KQHL chart.
Giving an example and a
sentence fragment will help
because they will have an idea of
how to stat their answer. This
will help the target student
because she will be able to copy
down the examples to give her an
idea of what her own answers
should look like.

STRIVING READERS

1. Sentence fragment- scaffolding

when the teacher explains the
KQHL chart. Giving an example
and a sentence fragment will help
because they will have an idea of
how to stat their answer.
2. Teacher explains the
instructions to the whole class will
help them because the teacher is
reading the text for them.

IDENTIFIED
SPECIAL NEEDS

1. Extra time to complete the lab

activity will help, so they have
time to think about the activity and
not feel stressed.
2. Partner work will help the
student with Aspergers because the
student is normally a little socially
awkward. The SSN student will
get to interact with a partner. It
will help develop the social skills.

ADVANCED
STUDENTS

1. A one paragraph summary

about the results of the lab
activity will be completed, using
vocabulary words that they have
learned so far. This will help
them synthesize the lab activity
and the vocabulary words that
they have already learned in
class.

3. Teacher explains the

instructions to the whole class
will help them because the
teacher is reading the text for
them.
RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS?
ACTIVITIES, ASSESSMENTS, AND ADAPTATIONS.

PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT

My target student in the video is a female and she is wearing, a black short-sleeved shirt and has her
hair down. She is sitting on the left side of the video next to the teachers desk.
I chose to have the students do a KQHL chart because it a way for the students to organize the information for the lab
(EL assessment). I tried the week before to do a KQHL chart for a different lab, but the students did not understand
how to do it so I decided to complete another one and demonstrate and give examples. This will help them
understand how the KQHL is supposed to be completed. For the introduction, the K section of the KQHL will assess
what the students know from what the students have already learned in class. Having a quick class discussion after
the K section will allow other students to listen to examples that their peers have.
For the body, demonstrating the Q and H of the KQHL before the students write their out will give them some
scaffolding for those sections (informal PM assessment). This will help the EL students because it will help them
understand what they are expected to write. Giving them the sentence fragment, I believe., will help them finish
their hypothesis.
I chose the water sample lab activity, because it was an interesting way for the students to find out what is in the
water they are drinking. The way the idea came around was: a student had asked me the week before if there was a
way to find out what was in the water inside the classroom. I found a handout online of different organisms that are
commonly found in water sources. This would be useful to help the students explain the different organisms they find
in the water. Explaining the instructions as a class will help the ELs and the struggling readers because I can explain it
slowly for the students to hear and understand. Having the students draw what they see in the sample, was a good
way to help the students explain what they see in the samples. This will help the ELs and the struggling writers
because they will draw what they see instead of describing it in writing. I chose to have the students work in pairs
because it was good way to have the students help each other with the microscopes. The pairs will also help the target
student, who is an EL. She is very sociable and likes to talk to her friends while she is working in her assignments.
This activity will allow her to work with a partner and be social while working on the lab. Partner work will help the
student with Aspergers because the student is normally a little socially awkward. The SSN student will get to interact
with a partner. It will help develop the social skills.
The students are able to explain the results of the activity with the questions at the end of the lab. It will have the
students hypothesize further and evaluate the different results of the lab. (formal S assessment)
I chose to have the students evaluate the activity with a class discussion because it will allow me to assess if the
students are to understand the activity. They will also elaborate as to why they think each water sample came from a
specific source in the class discussion. Allowing the students extra time to finish the lab and the questions will help
the SSNs and the ELs because they can get extra help to explain anything they dont understand. The advanced

students will benefit with the one paragraph summary about the results of the lab activity will be completed, using
vocabulary words that they have learned so far. This will help them synthesize the lab activity and the vocabulary
words that they have already learned in class.
INSERT SUPPORT MATERIAL

Name:_________________________Date:________Period:____
Topic:_______________________________________________________
Know Question Hypothesis Learn

What do you already Know about the topic? Complete sentences.

What are your three research Questions ?

1.

2.
3.

Hypothesis If..then

H
What did you Learn? Complete Sentences.

Name_________________________
1.
2.

3.
4.

Date_________ Per_______
Water Sample Microscope Lab
Grab a water sample either (pond, inside fountain, or outside fountain). Put a drop of water on your
slide with a dropper and then put a cover slip on it.
Put the slide on the microscope and start it on low power (40x). Draw what you see and take any notes
that you can on what you observed. (was there anything moving?, Were there many different things in
there?, etc) Do the same thing for medium (100x) and high power (400x).
Grab the next water sample and repeat step 2.
When you are done answer the questions on the board.

Sample:

40x

100x

400x

Magnification

Magnification

Magnification

Sample:

40x

Magnification
Sample:

100x

Magnification

400x

Magnification

40x

100x

400x

Magnification

Magnification

Magnification

Questions:
1. Was your hypothesis correct? Why or why not?

2. Which water sample was the cleanest?

3. Which water sample was the dirtiest?

Organism sheet for water sample lab

Phylum Ciliophora: These critters are called Ciliates

and have hundreds of tiny cilia which beat in unison to
propel the protists through the water. Shown at left is
a school classic, the Paramecium.
Often cilia are fused together in rows or tufts (called
cirri) and are used for special functions such as food
gathering. In addition to locomotion, the Paramecium
uses cilia to sweep food down into it's central channel
or gullet. Other ciliates include the Stentor,
Blepharisma, Bursaria, and Vorticella

Phylum Mastigophora: These protists move with a

whip like extension.called a flagella. The flagella is a
long fibril that is spirally wound and beats or rotates in
the water to move the protozoan about. Included in
this group is the Peranema (shown at left), the
Euglena and the Volvox. Click on the image to see
more.

Phylum Sarcodina: The amoebas. They are a blob

of protoplasm formed in a single cell. By flowing their
protoplasm forward into a "foot" then bringing the rest
of their body into the foot, they can slither along.
Some Sarcodina have firm axial rods instead of
pseudopods. They move by motion in these rods.
Another classic high school protozoan is the Amoeba
Proteus, shown at the left

Multicellular animals: These critters don't belong to

the Kingdom Protista but rather the Kingdom
Anamalia. Some, like the rotifers look like protists and
even have cilia but they are made of many cells and
have organs like other animals. Shown at the left is a
very common pond water critter called a Rotifer. If you
study pond water samples, you will see rotifers.