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T-TESS Lesson Plan

Teacher: Audrey Galindo Grade: 9th


Subject: Biology Date: 3/7/19
Learning Objective(s): (What the students will know & be able to do as a result of this lesson? Frame your lesson”We will, I will
statements.”
 “I will be able to compare and contrast prokaryotic and eukaryotic cells and their organelles.”

State Standards: (TEKS written with number and verbiage.)

(4) Science concepts. The student knows that cells are the basic structures of all living
things with specialized parts that perform specific functions and that viruses are different
from cells. The student is expected to:

(A) compare and contrast prokaryotic and eukaryotic cells, including their
complexity, and compare and contrast scientific explanations for cellular
complexity;

FOCUS/HOOK Classroom Procedures: (List procedures, routines,


 Show crash course video on prokaryotic transitions, and organization to facilitate the lesson.)
 Sit in desks, turn off half lights and project video
and eukaryotic cells.
 Have students get their interactive notebook

 Put on ELMO and start interactive notebook

 Have students grab their Chromebook from the charging

station

Teaching Strategies: Review: (List prior learning, background knowledge,


Whole Group Instruction Visuals experiences, and skills.)
What is a cell?
Pairing Interactive Notebook Cell structure
Independent Activities Journal
Guided Activities
Technology Driven
Project

Questioning: (List at least 3 thought-provoking questions you Possible Misunderstandings: (List any misconceptions or
will use in your lesson to encourage higher-order thinking.) anticipate questions students may have about the lesson topic).
1. What organelles are unique to eukaryotic cells?  Confusing organelles in each cell
 Cells can only be in the human body
2. What is the function of the nucleus?  Cells do not compose every living creature

3. Where are prokaryotic cells found in nature?

Lesson Overview: (List so that anyone can read and imagine what is happening in your class. Describe teacher and student
actions. How will you scaffold instruction so that all students are able to engage appropriately in this lesson?)
 Show video crash course on prokaryotic and eukaryotic cells.
 Have students take notes on video making a Venn Diagram
 Do interactive notebook on cells and their organelles
 Have students make their own Thinglink comparing and contrasting each type of cell
 Students present their findings to groups of 4 and compare their results
 Virtual gallery walk using every student’s ThingLink

Vocabulary: (What words do the students need to know and Materials: journal, ELMO, chromebook, pens, pencils, color Commented [WS1]: What words do they need to know? Cells,
use so that they can learn today? Attach sheet if necessary.) markers, scissors, glue organelles, prokaryote, eukaryote
Prokaryote, eukaryote, cells, organelle, nucleus, cell wall, cell
membrane, chloroplast, mitochondria, cytoplasm, ribosome, golgi
apparatus, golgi body, smooth endoplasmic reticulum, rough
endoplasmic reticulum

Closure: (Summarize/restate what was learned today. How will you know that your students learned and met the learning objective Commented [WS2]: See ideas here
for this lesson? Snowstorm, write a statement describing what a cell is and what prokaryotes and eukaryotes are. Wad the paper up and https://www.edutopia.org/blog/22-powerful-closure-activities-
throw it in the air. Pick up a nearby snowball and discuss whether each response is correct as a class. todd-finley

DIFFERENTIATED INSTRUCTION:
Remediation: (What activities will the students that don’t learn Acceleration: (What activities will students who already know Commented [WS3]: What strategies are you going to use to
complete? How will you re-teach the learning objective?) attach the concept complete? How will you expand their learning?) help those that did not master the content?
sheet if necessary Define each organelle
Commented [WS4]: How are you going to provide instruction
Review sheet made by teacher Create individual Thinglinks for both prokaryotes and eukaryotes
or additional activities for gifted learners?
Write a summary as an exit ticket
Vocabulary from the book

Accommodations:
o Extra time o Reduce number of items per page or line
o Working with Peer o Highlighted text/study guides
o Working one-on-one with Teacher o Note taking assistance
o Reduce/Minimize Auditory/Visual o Read directions orally
Distractions o Allow answers to be given orally or
o Copy of teacher’s lecture notes dictated
o Use assistive technology devices o Break instructions into small steps
o Use word processer for written work
o Other

Assessment Strategies: (Choose only the ones used Data: (List assessment results to describe mastery or intervention
in lesson) strategies.) Commented [WS5]: What strategies will you use such as peer
Teacher Observation  Gallery walk notes tutor, supplemental video/software instruction, etc.

Written Work Presentations  Quiz


Oral Responses Individual Practice  Venn Diagram exit ticket
Projects Guided Practice  Video lesson
Constructed Response Writing Activities  Peer tutor
Collaborative Group Work Quiz/Test  One on one tutoring with teacher
Rubric Performance Tasks
Other:

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