Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
• 3.3.12.A: Explain the relationship between structure and functional at all levels of organization.
• 3.3.7.A: Describe the similarities and differences that characterize diverse living things.

Lesson Objective(s):
(Stated in observable and measurable terms)
• The students will identify the components of life.
• The students will create a list of abiotic and biotic things in an environment.
• The students will describe the components of the cell theory.
• The students will differentiate between theory and law.
• The students will create a Prezi presentation concerning the components of life, abiotic/biotic
components of the environment, or the cell theory.

Assessment Plan:
(What will be done to determine if lesson objectives have been met?)
• The students will be assessed on their responses to in class questions, chapter review questions,
and their presentation. See attached rubric for the guidelines of the presentation.

Materials:
• Biology book.
• Notebook.
• Writing utensil.
• Computer access.

Inclusion Techniques for Students with Special Needs:

• The teacher will cue the main points of the lesson.
• The teacher will repeat important information.

Enrichment Techniques:
• The students will be asked to answer the critical thinking questions of the section review.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL
students have access to and are able to participate in the lesson):
• The students may work in small groups (2-3 members) to answer the section review questions.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
• The students will be asked to generate a list of all of the theories and laws they know. The
students will do this by themselves. After a few moments, the students will share their list with
the class. The teacher will create a master list on the board.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)
• The students will participate in the anticipatory set.
• The students will read the section in their book that concentrates on the factors of life,
abiotic/biotic factors, and the cell theory.
• The students may work with a reading partner.
• The students will answer the questions in the section review.
• The students will then create a Prezi presentation about a topic in the section.
• The students will have a day of training on how to use Prezi.
• The students will then present their projects to the class.
• The students will ask questions to the student giving the presentation.

Guided Practice/Independent Practice/Assessment Activities

• The students will be graded on their Prezi presentation. The students will have to compile
information and create a presentation. The information to should relative to the topic and
provide insight for the class. The students will also need to document their sources in correct
format.
Closure:
• The teacher will review the main topics of the lessons. The students will have this time to ask
any questions about the material covered in the section.