SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Gorgeous Gryffindors Awesome Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
The Living Earth AB Resistance and Humanity Population Change 9 80 min
STANDARDS AND LESSON OBJECTIVES (Daniel)
Next Generation Science Standards Common Core State Standard Connections
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the
RST.11-12.1 - Cite specific textual evidence to support analysis of
complex interactions in ecosystems maintain relatively consistent
science and technical texts, attending to important distinctions the
numbers and types of organisms in stable conditions, but
author makes and to any gaps or inconsistencies in the account.
changing conditions may result in a new ecosystem.
Lesson Objective(s) Evidence
Individually, in groups, students will complete a reasoning chart linking
Students will explore environmental conditions that favor bacterial
favorable conditions for bacterial growth to countries in the world. As a
growth and use this information to make and evaluate predictions
class, students will generate a public infection map to map their
about the impact of antibiotic resistant bacteria.
predictions.
STUDENT ASSESSMENT (Phil+Kelsey+Daniel)
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
This informs Teaching primarily
By listening to student
The teacher will have the by allowing the Teacher to
responses to the video, the
students watch the Discovery gauge students current
The purpose of an Entry Teacher can respond to correct
News Video Top 5 DEADLIEST knowledge of the topic, as well
Level Assessment is to answers positively, reaffirming
PANDEMIC Diseases found at: as unearth any misconceptions
unearth any student their prior knowledge. In
https://youtu.be/nULJpyBbqp that need to be addressed. This
misconceptions and gauge response to misconceptions,
Entry Level w gives the teacher a gauge of
students current the Teacher can address the
The Teacher will then engage where students are currently at
understanding of the errors and provide correct
the students in a Think-Pair- in regard to the topic at hand.
concepts taught during this knowledge to guide the class
Share discussion, and then This allows the Teacher to
unit. towards a consensus. Students
randomly call on student pairs focus on particular parts of the
also receive peer feedback in
to share what they discussed. lesson and get through others
small group discussion.
more efficiently.
Students will fill out a guided
reasoning chart that will serve
Feedback for the progress
as a formative assessment for
monitoring is instantaneous,
The purpose of a this lesson. The students will
with the Teacher addressing Both formative/progress
formative/progress have to analyze graphs/data
misconceptions and gaps in monitoring assessments
monitoring assessment is to and use their knowledge of
learning immediately during provide the Teacher
ensure students are antibiotic resistance to
their research activity. By immediate, continuous
continuously engaged in the determine where in the world
allowing students to feedback on how the students
Formative/ lesson. This assists the antibiotic resistance will have
ask/answer questions, both the of that period are doing, as in
Progress teachers in evaluating if the biggest impact on human
Teacher and students receive which concepts they are
Monitoring students are comprehending life. Students will fill out this
feedback. Their ongoing work struggling with. This allows the
the content or not. This also form using their new scientific
on the guided reading Teacher to instantly adapt the
allows the Teacher to vocabulary for this unit, the
worksheet will provide Teacher lesson for not only the next
interact with students and new information they obtained
feedback on how the students day, but for the next period as
assist them with the task at this lesson and the information
of that period are doing, as in well.
hand. they have already learned
which concepts they are
during this unit.
struggling with.

The purpose of the The student summative The teacher will give both This summative assessment
summative assessment is to assessment for this lesson is written and verbal feedback to informs teaching by giving the
Summative giving the teacher a the pin placement and students on their teacher a comprehensive
comprehensive insight to explanation of why the argumentative sessions, by insight to whether or not
whether or not students students placed the pins there. noting things that are well students have been able to
 have been able to meet the The pin placement should be done/need improvement to meet the lesson objectives. The
lesson objectives. The based on student research and ensure the students are argumentative session at the
argumentative session will previous knowledge. The understanding the objective of conclusion of the lesson will
allow the Teacher to see if students should be able to their research/argumentative allow the Teacher to see if
students were able to apply sufficiently explain why they session. students were able to apply
concepts they have learned chose those places based on concepts they have learned to
to complete the task at their knowledge of antibiotic complete the task at hand. This
hand. resistance and their ability to allows the teacher to adjust the
decipher the information they lesson for the next period.
were given in the websites.
Their placement and
explanation should incorporate
everything the students have
learned up to this point in the
unit.
FOCUS OF INSTRUCTION (Phil)
Instructional Strategies
Students will draw information from their previous lessons labs and their knowledge of bacteria to generate a list of 3 environmental conditions
that affect bacterial growth rates (e.g. presence of water, presence of food, average temperature, presence of soap, etc). Then students will do a
NET exercise about climate and lifestyle in various countries around the world, they will complete a guided reading worksheet to help pull
information from their articles, then students will make predictions about the countries that will be most affected by AB resistant bacteria and
countries that will be least affected. They can represent this by putting pins in a world map at the front of the room and explaining why they are
putting the pins where they are.

Video, Think-pair-share discussion, Small group work, research groups, negotiating expository text for articles, a guided reading worksheet,
analyzing information, predict infection zones to map out their predictions.
Lesson Introduction/Anticipatory Set (Phil)
Time Teacher Does Student Does
The big question: How do we predict antibiotic resistant
The big question: How do we predict antibiotic resistant
bacteria will affect human life?
bacteria will affect human life?
(Teacher will write this on the board, along with the agenda
Students will come in and take their seats, and see the agenda,
and objectives of the day)
big question, and lesson objective written on the board.
The Teacher will open up the class by showing a Discovery
The students will then watch the Discovery News Video Top 5
News Video Top 5 DEADLIEST Pandemic Diseases found at:
DEADLIEST Pandemic Diseases found at:
https://youtu.be/nULJpyBbqpw
https://youtu.be/nULJpyBbqpw
15 minutes The Teacher will then have the students engage the students in
The students will then engage in a Think-Pair-Share discussion,
a Think-Pair-Share discussion, having them consider the Big
considering the Big Question written on the board in relation to
Question written on the board in relation to the video. After 3
the video. After 3 minutes the students will be randomly called on
minutes the teacher will then randomly call on student pairs
to share what they discussed.
to share what they discussed.
The students will listen as the Teacher will addresses any
The Teacher will address any misconceptions and affirm
misconceptions and affirm positive answers in a thought-
positive answers in a thought-provoking discussion to prime
provoking discussion to prime students for the main body of the
students for the main body of the lesson. The Teacher will
lesson. The students are also allowed to ask questions.
answer any questions the students may have.
Lesson Body (Daniel)
Time Teacher Does Student Does
Before class, teacher hangs a large blank world map on the Students receive handout.
whiteboard. Ideally, this will have country borders and names.
Students are grouped.
Teacher distributes guided notes activity to students.
Students listen to instructions about the task.
Teacher organizes students into groups of 3-4. Teacher groups
students heterogeneously on the basis of social and academic Students work independently in small groups to complete the
needs. guided notes worksheet. When they need them, students check
40 min
out Chromebooks from the cart.
Teacher introduces task: Students will work in small groups to
make evidence based predictions about the parts of the world Students complete worksheet in class.
that will be worst affected by antibiotic resistant bacteria. They
will use the guided notes worksheet to reason through the Students place three pins in the three countries they think will be
evidence they collected during the bacteria cultivation lab in most affected by antibiotic resistant bacteria.
the previous lesson. They will use this evidence as well as
public databases containing details about countries around the
 world to identify three countries they expect will be especially
affected and to put a pin in each on the classroom map (hung
on the whiteboard). These three pins are functionally their exit
slip.

Teacher makes chromebooks available to students as needed.

Teacher distributes three pins to each group.

Teacher allows students to work independently. Circulates and

monitors progress.

Lesson Closure (Kelsey)

Time Teacher Does Student Does
Teacher shows map to students. The map now contains pins
placed by all period. Hopefully, some trends will emerge from
these pins. If it is early in the day, the students can find
continental trends or hemisphere trends (trends on a broader
scale).
Students are allowed to come up to front of room to look at
Teacher instructs students to write independently in their board.
notebooks about any trends they notice in the board. The
teacher will then have each table group share with each other Students participate in write-pair-share activity where they
and combine their answers into a major trend for each table. determine the trends of where antibiotic resistance will have the
most impact throughout the world. students will write their
Teacher will have students share out their table trends. answers and then share them with their table and combine their
Teacher leads a write-pair-share activity about trends noticed answers for a table wide trend.
on the board.
Each table will share out the trends they determined and the
25 min Teacher projects the three databases that students used the class will discuss them. Students will determine a few overlapping
previous day onto the screen. With students, teacher looks up trends throughout the class answers.
the countries that students predicted would be affected, and
identifies salient characteristics from data. Students participate in teacher-led data analysis activity. Students
will be looking at and interpreting the data for themselves with
In the last few minutes of class the teacher will tie this lesson the teachers guidance.
back to the anchoring phenomenon of a student not taking
their antibiotics the way they were instructed and then they Students will participate in a discussion about the anchoring
become sicker and the antibiotics no longer have the same phenomenon and how it relates to the activity that they
effect as they did the first time. The teacher will ask students completed today. Students will think about their actions and how
to think about the globe that they have been looking at and that impacts society as a whole.
how many people live in the world. The teacher will ask the
students how many people in the world they think have done
the same thing and not taken their antibiotics correctly. The
teacher will ask them to think about how many times this
happens over a persons lifetime or over multiple generations.
Instructional Materials, Equipment, and Multimedia
Supplies Needed:
White Board/markers
Blank world map with country outlines and names
Guided notes page
Pins to put in map

Technology Needed:
A google slides presentation with the agenda, objectives, think pair share instructions and exit ticket instructions that students can refer to at any
time.
The teacher will need the equipment to project videos and websites for the class to see.
Students will each need a chromebook to do research on.
Students will need to access these websites:
https://youtu.be/nULJpyBbqpw
https://goo.gl/W1WtNg
https://goo.gl/tUKUao
https://goo.gl/k2Eq6b
Co-Teaching Strategies
If there is a I.A. or T.A. in the room, the Teacher may have them assist by walking around and answering any questions the students may have.

DIFFERENTIATION (Phil)
English Learners Striving Readers Students with Special Needs Advanced Students
ELL students and are all allowed
to speak directly to the Teacher
There is a significant amount of
using
advanced and gifted students in
Spanish/Chinese/Vietnamese,
our periods, and their learning will
however we only answer them in
be enhanced by having them
English. The ELL students also For our students that have been
engage in higher level thinking
have preferential seating, allowing Students who are striving readers identified with an IEP plan, they
questions. For example, when the
them to sit next to a mentor will be encouraged to highlight will be given accommodations
teacher asks the ELL students level
student who will serve as a key concepts in the reading and based on the plan notes. This
1 questions, they are simply
translator. There is a Guided articles, and be asked guided includes preferential seating at
yes/no or identify the word type
Reading worksheet for todays questions to strengthen their the front of the room, extended
questions. For the advanced
lesson, in which the Teacher will connection of scientific vocabulary time to turn in assignments, and
students however, my master
go over the instructions in both and word meaning. We will be alternative arrangements for test
Teacher has taught me to engage
English/Spanish to better assist highlight keywords in the lesson taking. We will be highlight
them in higher level questions
our ELL students. Furthermore, objectives at the top of the guided keywords in the lesson objectives
such as explain why this or
we will be highlight keywords in reading worksheet. at the top of the guided reading
what makes you believe that
the lesson objectives at the top of worksheet.
etc. These students learning will
the guided reading worksheet.
be fostered and encouraged just
The ELL students will also be
as much as the other focus
allowed to sit next to Spanish
students in this course.
Speaking students to help them
translate.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION (Daniel/Kelsey)
Name:
Period:
Guided Reading: Reasoning Chart
Objective: Students will explore environmental conditions that favor bacterial growth and use this information to make and evaluate
predictions about the impact of antibiotic resistant bacteria.

Science: HS-LS2-6 Evaluate the claims, evidence, Writing: RST.11-12.1 - Cite specific textual
and reasoning that the complex interactions in evidence to support analysis of science and
ecosystems maintain relatively consistent numbers technical texts, attending to important distinctions
and types of organisms in stable conditions, but the author makes and to any gaps or inconsistencies
changing conditions may result in a new ecosystem. in the account.

Brainstorm
Think back to the bacterial growth lab we
did in the previous lesson. What
environmental conditions did bacteria
grow most in? Write at least 5.

(ex. Bacteria grow best when they have

access to water)

Choose
Choose the three environmental
conditions that you and your group think
will allow bacteria to grow and divide
most rapidly.

(ex. Extremely cold, underwater, dry)

Describe
Describe the kind of place (a city,
country, or region) in the world where
you might find those conditions.

(ex. Bacteria would grow best in a place

near the north pole, where it is very cold
and there are no people)

Identify
Use the three data sets (you may not
need all three) linked below to identify
three countries in the world that best fit
the description you provided above.
https://goo.gl/W1WtNg
https://goo.gl/tUKUao
https://goo.gl/k2Eq6b