LESSON PLAN TEMPLATE
Your Name: Jacob Solares
Title of Lesson: Cells: Endosymbiosis
Class (Grade level): 9-10
LESSON SUMMARY/OVERVIEW
Students will learn about endosymbiosis, and how it is relevant to the evolution of life on
earth. This will be accomplished by pair reading an article about modern day endosymbiosis, followed by notes solidifying the concept of endosymbiosis with mitochondria and
chloroplasts.
STANDARDS
NGSS: LS1.A
AZSS:
LESSON SPECIFIC OBJECTIVE(S)
SWBAT create a claim, and cite evidence of endosymbiosis in eukaryotic organisms.
Sub-objectives: Generate a claim, Analyze text,
LESSON SPECIFIC CONCEPTS, PRACTICES, AND VOCABULARY
CORE BIOLOGY
IDEA:
SCIENTIFIC
PRACTICE(S)
KEY
VOCABULARY
(w/ definition):
LS1: From molecules to organisms: Structures and processes
7.
Engaging in argument from evidence
8.
Obtaining, evaluating, and communicating information
Endosymbiosis
ASSESSMENT
Students will construct a claim, offering evidence and an explanation for why endosymbiosis must have occurred in eukaryotic organisms.
PREREQUISITE KNOWLEDGE
Concepts: Eukaryotic Cells, Organelle structure/function, Developing a Claim
Prezi
Article
MATERIALS
Claim graphic organizer
Cellphone with internet access
TEACHING PROCEDURES
(15 Minutes) Catalyst:
Teacher will lead the class through a Kahoot about Cell Theory, Types of Cell
ENGAGE
Teacher will lead students through a Kahoot.it quiz, reviewing information about cells, cell
theory, and properties of water
EXPLORE
Students will read an article about a modern day example of endosymbiosis, and how it
must have occurred when Eukaryotic organisms first arose
ELABORATE
EVALUATE
Students will construct a claim, providing evidence to support their claim (3 quotes), and
reasoning for evidence used (2 reasons)
EXPLAIN
Teacher will lead student through a prezi about Endosymbiosis, and evidence of it in
Mitochondria and Chloroplasts
s, and OrganellesStudents will individually, or in pairs, work through the Kahoot fol-
lowing guided instruction expectations. Students will record their Code Name and
Score within their notes as their Catalyst.
(30 Minutes) Guided Instruction: Article Analysis: Hatena
Teacher will state the instructions for the reading, then model how they should construct a claim
Claim: What was the author’s purpose for writing this article? What does it have to
do with Endosymbiosis?
Evidence: Select three quotes from the article that support your claim.
What stood out to you while you were reading the article.Who were the people involved? What parallels did they make?
Reasoning: How does your evidence tie into your claim? Why is it relevant/important?
Conclusion: Should be 4-5 sentences.
1. What is the basic claim or focus of the information?
2. What information is presented that leads to a claim?
3. What examples or explanations support the claim?
4. What restricts the claim? What evidence counters the claim?
Students will turn their claim in at the end of class, or first thing the following morning as homework.
(10 Minutes) Direct Instruction: Notes on Cells: Endosymbiosis
Teacher will lead the students through a prezi about “Cells: Endosymbiosis”
What is it?
Where do we see it?
What evidence is there?
ENGAGEMENT/ RELEVANCE
RESOURCES
http://prezi.com/mr1seq_lp16j/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://phenomena.nationalgeographic.com/2010/10/20/the-origin-of-complex-life-it-was-allabout-energy/ Lexile 1220
http://phenomena.nationalgeographic.com/2008/05/24/hatena-when-two-cells-are-better-thanone/