Sample Lesson Plan
Name: Megan Gibson Subject/Grade: 9th Grade Biology
TEKS: Science/Biology (9th grade)
(5) Science concepts. The student knows how an organism grows and the importance of cell
differentiation. The student is expected to:
(A): describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and
mitosis, and the importance of the cell cycle to the growth of organisms;
(C): recognize that disruptions of the cell cycle lead to diseases such as cancer.
Learning Objective(s):
1. Students will create a visual representation to demonstrate the cell cycle; G1, S, G2 and
M (Mitosis and all of its phases).
2. Students will compare key differences of each stage of Mitosis; prophase, metaphase
anaphase, telophase and cytokinesis.
3. Students will identify key terms/vocabulary.
4. Students will summarize their understanding of how the cell cycle is a regulated process.
Assessment:
Learning Objectives 1, 3, 4: Students will be formally assessed by creating a pie chart that
resembles the cell cycles. On the next page, students will write a summary of why it is important
for the cell cycle to be regulated. (This is building for the next lesson where we will learn about
the causes of disruptions of the cycle).
Learning Objectives 1, 2, 3, 4: After creating the pie chart and checking their terms with a
friend, they will practice hand symbols (that are learned during the lesson) that represent each
phase of mitosis. Before leaving class they must show the instructor their hand symbols and
which each symbol represents.
Learning Objective 1, 3: Before coming to class this will be required to do the “secret
password/handshake” to get into class. I will randomly select a hand signal and require the
student to verbally tell me the phase or key term.
Summative Assessment: A summative assessment will be given after the students cover
TEKs 5C and 5D (which review cancer and the cell cycle).
Prerequisite Skills include: 4A - cells (eukaryotic v. prokaryotic) and organelles and 9A -
Biomolecules, mainly Nucleic Acid and its function.
Prophase Metaphase Anaphase Telophase
(chromosomes condense) (Meet in the Middle) (separate) (2 new nuclei)
Materials and Materials: worksheet and writing utensils
Setting Students will work as shoulder partners during the guided practice, that
are pre-determined by the teacher according to skill (peer tutoring).
Key Vocabulary Mitosis, Cell cycle, prophase, metaphase, anaphase, telophase,
and Academic cytokinesis, chromosomes, cancer, regulation of the cell cycle, nucleus,
Language eukaryotic cell, apoptosis, DNA, cell differentiation, somatic cells,
gametes
The majority of these terms are learned in earlier units
Focus Activity Cell Cycle Pie Chart and Hand Signals for Mitosis Phases
Connection to Students just learned the important functions of the cells and their main
Prior Learning parts/organelles in the previous lesson. Students will build on their
knowledge of these organelles to apply these skills and understand cell
differentiation.
Objective Students will be able to describe the cell cycle and the four phases of
Statement Mitosis.
(including a
performance Students will be able to summarize their understanding of why the cell
behavior) cycle is a regulated process.
Purpose of I use this as a prep lesson to later talk about tobacco and smoking
Learning/Real because of the carcinogens in juuls and cigarettes. (TEK 5C - Cancer)
World
Application Students will also be required to write a case study about a specific type
of cancer. (Modification - students can create a powerpoint)
Instructional Review: I will have the students use the first 5 minutes of class to answer
Steps a vocabulary based question on the board for bell work. The vocab will be
Include: a review of important terms from cell structure (TEK 4) and biomolecules
Step by Step (TEK 9).
Instructions 1. Which organelle houses the cell’s DNA?
Key points 2. What is the main function of DNA?
Directions to give 3. What types of cells have membrane bound organelles?
Focus Activity: Pair and Share Pie Charts of the Cell Cycle Guided Notes
Activity:
1. I will use a video as an opener from the Amoeba sisters on Mitosis
and the cell cycle.
2. Next, I will review the information from the video with a quick
interactive slide show that asks students questions in real time to
check for understanding.
a. The interactive covers the following: the 4 stages of the
cell cycle (5A) including DNA replication/synthesis and
Mitosis and its 4 stages, cell regulation and how it plays a
part in cell growth (5A), The importance of the cycle to
repeat or regulate until cell death (5C), and cell
differentiation (5).
3. In the interactive side show I will model how the cell cycle can be
illustrated as a clock/pie chart (picture demonstrated below) and
teach them the hand signals about the 4 phases of mitosis and
their key steps. This information is modeled so that they are able
to complete the following guided practice on their own or with a
shoulder partner.
4. Once we have completed the interactive slide show, I will allow
the students to break into their shoulder partners (students are
seated so partners are pre-assigned) after giving the following
directions.
“Now that we have reviewed the cell cycle and mitosis, you and your
shoulder partner will complete the following guided notes when I say “go.”
Once you have completed the pie chart above and inserted the important
terms in the margins, flip the paper over and complete summary activity.
Here you will EXPLAIN why it is important for the cell cycle to be
regulated. It must be a minimum of 3 complete sentences. On the board
you will find some example questions to answer to help get you started.”
Here I will answer the first sample question with the class
-What object does the cell cycle make me think of? For me it is a clock.
Are there any other items you can think of?
Why do you think the cell cycle can work like a clock (or whatever item
they chose)?
What would happen if it skipped steps in the cycle?
When you have completed the pie chart and the summary you will sign
off on your neighboring groups work and check each other. Remember
you must have 2 GROUPS CHECK YOU OFF AFTER YOU HAVE
EXPLAINED WHY YOU CHOSE YOUR ANSWERS. In order to turn in
the work you must show me the hand signals from class to become a
class peer tutor (These people will go around with a special pen or sticker
to tutor kids or groups that are taking more time).
Guided Practice Completion: If the students finish before the bell rings I
will make sure they have explained their summary to at least 2 other
groups for repetition. I will wrap up the activity by answering any lingering
questions and reviewing important terms on Quizlet live.
Assessment:
(informal) students will recite the 4 steps of mitosis and explain the key
terms of each stage to 2 other students before leaving.
Literacy 1. Vocabulary review during the bell ringer and reiterated at the end
Strategies Used through Quizlet live.
2. Word wall for quick reference of vocabulary for the summary
portion of the activity and graphics in english and spanish with the
term on the walls for all students to review for ELLs (our EL
population is almost completely spanish speaking).
3. Example questions to help students brainstorm written responses.
Sentence stems and quick reference vocabulary guides or
students with accommodations. Peer editing and discussion on
the summary section.
Student Use of 1. The lecture will be presented on the board through an interactive
Technology slideshow. Students may respond with class chromebooks.
2. Students will also review vocabulary at the end of class with
Quizlet Live (This can also be accessed at home for additional
practice).
6 Questions for Pre Questions:
Understanding 1. Where is DNA stored?
1 per Bloom’s 2. What is the function of DNA?
Taxonomy Level; 3. Why might you think that cells need to divide?
identify levels of 4. What are the differences between somatic cells and gametes?
blooms How might this play a role in Mitosis?
Questions should Post Questions:
increase in 1. List the 4 phases of mitosis.
complexity as 2. Explain the difference between telophase and cytokinesis.
lesson 3. Why is it important for the cell cycle to continually repeat until
progresses apoptosis (cell death)?
4. Differentiate each cycle by explaining the steps of mitosis using
your hand signals. Your fingers represent the movement of the
chromosomes… How is each cycle different? Why is this
important?
5. Based on your information of cell cycle regulation, what can you
assume will happen if for whatever reason the cycle is disrupted?
6. Because the cell cycle must meet each checkpoint, what are the
implications of multiple cells improperly dividing?
Modifications/A Modifications: IEP/ELL students will have sentence stems for the
ccommodations summary assignment. IEP/ELL students will have access to a quick
reference vocabulary guide and dictionary (for spelling assistance if
needed).
Accommodations: IEP and ELL students will have additional time to work
on the project in study hall. They will also be assigned a weekly tutorial
during study hall to pre-teach vocabulary. Specific students will also have
a reduced number of practice questions to allow them to finish with their
peers (if needed).
Reteach/Extensi Students are required to use the “secret code” to get in the room by using
on the hand signals at the door. I will demonstrate one of the phases and
they have to name it and give the key word. They have the opportunity to
review by watching other classmates ahead of them while waiting in line.
Closure Review - practicing hand signals
Review Connection to the future - knowing that in healthy cells the cycle
constantly repeats until cell death. Think about the implications if the cell
Connect to future misses a checkpoint and improperly divides.
learning
