SUBJECT: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): BIOLOGY, 9TH-10TH
METHODS COURSE: 442C
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): THIS IS ON THE CELLULAR PROCESSES UNIT
LESSON TITLE: PASSIVE VS. ACTIVE TRANSPORT
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: STUDENTS WILL WATCH A VIDEO
SHOWING THE DIFFERENCES BETWEEN PASSIVE AND ACTIVE TRANSPORT. WE WILL ALSO SHOW
THE DIFFERENT TYPES OF PASSIVE AND ACTIVE TRANSPORT.
CLASS DESCRIPTION: It is an inclusion class. Class consists of approximately 15 EL students ranging
from different levels. Other half of class consists of students who are striving readers and who need
additional support to comprehend material. Although their skill level is low, they have a fantastic will to
learn and apply themselves very well. That is, they usually complete homework and ask lots of questions
during the period to make sure they are up to speed with what is going on in the class.
LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
HS-LS1-3.
PLAN AND
CONDUCT AN
INVESTIGATION TO
PROVIDE EVIDENCE
THAT FEEDBACK
MECHANISMS MAINT
AIN HOMEOSTASIS.
ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)
Presentation of
knowledge 4.B.
Plan, memorize,
and present a
recitation that:
conveys the
meaning of the
selection, and
included
appropriate
performance
techniques to
achieve the
desired
aesthetic effect.
Part 1. A. 1
Exchanging
information and
ideas with other
through oral
collaborative
discussions on a
range of social
and academic
topics
Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?
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?
INDIVIDUAL OR GROUP? INCLASS OR OUT?
Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?
IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY
Entry Level
Warm up question
will allow students
to successfully
This will be
implemented via
the warm up
Students will be
informed of their
work by a stamp,
If students are
struggling greatly
with the concepts
question, review of
homework, and a
short lecture.
Students will be
assessed
individually and as
an entire class.
Progress
Monitoring
Verify that
students can
properly
distinguish
between pictures
that show active or
passive transport.
summative
quiz
representing
completion of the
warm up and
homework. Quality
of the work will be
decided based on
the students orally
stating the correct
answer.
Students who ask
for help will
receive immediate
feedback in
regards to whether
or not they are
correctly doing the
assignment. I can
use thoughtprovoking
questions to guide
them to the
solutions without
giving them the
answer.
Students will be
informed of their
progress by the
grade on their
quiz partial
credit will be given
of it may be
necessary to
review concepts
another day. If
students do very
well then we could
spend less time on
the notes.
If most students
are struggling with
a specific part I
would address the
concern as a whole
class and we might
review something.
I could also ask
students to take
out their notes and
have someone
read the particular
section that would
help them answer
the question they
are struggling
with.
If grades are low
students may have
been confused by
something. We
would review
certain concepts.
We could look at
examples and do
them as a class to
help the students
understand where
they went wrong. If
students receive
good grades we
can move on to
homeostasis
concepts with the
body systems.
TEACHER(S)
STUDENTS
LENGT
DESCRIPTION:
. TEACHER WILL REVIEW ROLE OF CELL
MEMBRANE THROUGH A WARM UP QUESTION.
IT WILL BE EITHER WRITTEN ON THE BOARD
OR ON A POWERPOINT SLIDE. THIS IS A DAILY
ACTIVITY SO STUDENTS KNOW TO WORK ON
IT INDIVIDUALLY.
DESCRIPTION:
STUDENTS WILL WRITE DOWN BOTH THE QUESTIONS AND THEIR
ANSWERS TO THE WARM UP QUESTIONS. THEY ARE EXPECTED TO
WORK INDEPENDENTLY DURING THE WARM UP ACTIVITY. STUDENTS
ARE ENCOURAGED TO USE ANY NOTES TO HELP THEM ANSWER THE
QUESTIONS. STUDENTS WILL SHARE THEIR ANSWERS. STUDENTS ARE
EXPECTED TO CORRECT THEIR ANSWERS AS WE DISCUSS WARM UP
QUESTIONS AS CLASS (SOME QUESTIONS MAY APPEAR ON TEST IN
FUTURE).
H IN
MINUTE
S:
10
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
TEACHER(S)
STUDENTS
LENGTH
(MINUTE
S)
DESCRIPTION:
TEACHER WILL LOAD YOUTUBE VIDEO TO
ADDRESS LESSON OF THE DAY. FOLLOWING
THE VIDEO TEACHER WILL ADDRESS THE
OBJECTIVE OF THE LESSON. TEACHER WILL
THEN PASS OUT WORKSHEET WHERE
STUDENTS CAN DRAW A PICTURE OF THE
PROCESS AND GIVE A BRIEF DESCRIPTION.
TEACHER WILL LEAD A BRIEF DISCUSSION OF
THE CONCEPTS AND STUDENTS WILL TAKE
LIMITED NOTES. TEACHER WILL PROGRESS
MONITOR AS STUDENTS WORKSHEET.
TEACHER WILL PASS OUT HOMEWORK.
DESCRIPTION:
DAY 2
DAY 2
CLASS
45
MINS
DAY
ONE
STUDENTS WILL STAY ENGAGED DURING THE VIDEO AND KEEP THEIR
HEADS UP. STUDENTS SHOULD BE READY TO DISCUSS VIDEO AND
MAY BE SELECTED TO ANSWER A QUESTION OR SHARE THEIR
OPINION. DURING THE WORKSHEET, STUDENTS MAY WORK
INDIVIDUALLY OR WITH A PARTNER. STUDENTS SHOULD FINISH THEIR
HOMEWORK THE NIGHT IT IS ASSIGNED.
LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
TEACHER(S)
STUDENTS
LENGTH
(MINUTE
S)
DESCRIPTION:
TEACHER WILL CALL STUDENTS UP TO THE
BOARD TO DRAW EACH TYPE OF TRANSPORT.
THIS WILL CREATE A VISUAL REPRESENTATION
OF EACH MODE OF TRANSPORT.
DESCRIPTION:
10
PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE
ENGLISH
STRIVING READERS
LEARNERS
I will write lots of key terms
and definitions on the board. I
will use a variety of colors on
board diagrams so each part if
clearly distinguishable.
STUDENTS
WITH
IDENTIFIED
SPECIAL NEEDS
ADVANCED
STUDENTS
Advanced students can help
explain concepts to other
members of their team. In
addition, the teachers can
deeper questions to the
students that are doing very
well.
RATIONALE SECTION:
I decided to begin the lesson with a warm up because I think it is important to begin each lesson with some type
of habit. This creates a daily habit for students and they know what to expect when they enter the classroom. I
included the video because I was trying to make learning the material as interesting as possible. Watching a
video and taking fewer notes is much better than taking notes for the majority of the period. I thought it was
important to have the students draw the different types of transport on their papers as well as on the board. This
repetition helps better paint the picture of what those terms actually mean. I also thought it was important to
relate osmosis to homeostasis because it will lead into the next lesson discussing body systems and homeostasis
much more smoothly. This lesson has students creating a model of the types of transport which will help them
contextualize the material.
INSERT SUPPORT MATERIALS.