Lesson Plan
Name: Alyssa McManaway
Subject: Biology
Virginia SOL: BIO 5. The student will investigate and
Start time: 9:00am
Date: 04/15/2014
Grade: 9/10
Stop time: 10:00pm
understand life functions of archaebacteria, monerans
(eubacteria), protists, fungi, plants, and animals including
humans. Key concepts include:
a) how their structures and functions vary between and
within the kingdoms; b) comparison of their metabolic
activities; c) analyses of their responses to the
environment; d) maintenance of homeostasis; e) human
health issues, human anatomy, body systems, and life
functions; and f) how viruses compare with organisms.
Lesson Title: Microbiology Unit Day 9: Start Tic-Tac-Toe Project
Objectives (What do you want students to know, understand , do, or feel as a result of your instruction?)
1.
TSW utilize knowledge about bacteria, viruses, protists, and fungi to create a cumulative unit project
2.
3.
4.
Critical vocabulary:
See 40 vocabulary
terms from day 8
Materials/resources:
Unit project description and rubric, data chart, posters, markers, glue, construction paper,
film recorder (flip camera), paper, pencils (class set of computers if possible for word
processing)
Intro (how do you capture their attention and get them interested?):
At the beginning of class I would introduce the cumulative project. I would go over each of the 9 possible projects
providing a brief explanation for each. I would instruct students that they are to choose 1 of the 9 possible projects to
complete and that they will have today and tomorrow’s class period to complete/turn in the project.
Each of the projects is designed to focus on one of Howard Gardner’s 9 intelligences. The projects that the students
may work on are included below:
Logical/Mathematical:
Visual/Spatial:
Bodily Kinesthetic
Complete a data chart (from
teacher) which lists out the
essential information for
bacteria, viruses, protists,
and fungi
Create a poster which compares
the major characteristics of all
four microorganisms: viruses,
protists, and fungi
Linguistic:
Interpersonal:
Using only your own body,
prepare a skit with 2-3 other
students where you act out the
essential characteristics of all
four microorganisms: bacteria,
viruses, protists, and fungi
Intrapersonal:
Write a story with four
characters (bacteria, virus,
protists, and/or fungi). Write
about their interactions with
each other/their
environment, etc. Make sure
to include the key
characteristics as
components of your story.
Musical:
Create a newscast with four
other people and report on the
current state of each organism
(bacteria, virus, protist, and
fungi). Use the key
characteristics to create what
kind of situations your
organisms could be facing.
Write from the perspective of
a virus, bacteria, fungi, and
protist about you daily life
activities, routines, and
experiences.
Naturalistic:
Existential:
Write a song about
Draw a picture and write a
Write a paragraph about the
microorganisms. Each song
should include at least 1
stanza about each
microorganism (viruses,
fungi, protist, and bacteria).
Make sure to include the key
characteristics into your
song. You can be creative in
the format of presenting the
key information.
paragraph about the
environment where a virus,
bacteria, protist, and fungi live.
Make sure to include the key
characteristics in your finished
product.
effects that each of four deadly
pathogens (viruses, bacteria,
fungi, and protists) could have
on an organism and or a
society. Make sure that you
include the key characteristics
to support your thoughts.
Next I would hand out the rubric and go over each section so that students know how they are going to be graded.
The project will be worth a total of 100 points, with each section of the rubric being weighted equally.
Body (what comes after your interesting intro?)
Next I will allow students to work on their assignment, serving as a guide and answering questions as needed.
Closure (purposeful summary-help them remember today or anticipate tomorrow):
I would allow students to work until there is 5 minutes left in class where I would ask students to put away their
materials and make sure that the classroom is back in order.
Homework: Students may continue to work on their project if they would like
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
The project will be worth a total of 100 points, with each section of the rubric being weighted equally. See rubric
below (objective 1).
CATEGORY
4 - Outstanding
3 - Excellent
2 - Good
Key Characteristics
Student includes all 8 key
characteristics
Student includes 5-7
key characteristics
Student includes 3-4 key
characteristics
Content
Student includes a detailed
and complete analysis of the
four microorganism categories
Student includes a semidetailed analysis of the four
microorganism categories
St
an
Organization
Student follows a clear and
logical progression, the
components flow together and
do not feel forced
Student follows a mostly
clear and logical progression
with 3-5 tangents, the 8
components don’t flow
together and may feel forced
St
log
tan
Neatness
The project is neat and clean,
with clear care put into its
development
The project is semi neat and
clean, some care was put
into its development
The p
not
Grammar / Spelling
Student uses correct grammar
and has no spelling mistakes
The student has 3-5 spelling
or grammatical mistakes
The
Creativity
The project shows student
creativity and thought,
student effort is visible
Student includes a
detailed analysis of the
four microorganism
categories
Student follows an
essentially clear and
logical progression
with 1-2 tangents, the
8 components flow
together but may feel
forced
The project is mostly
neat and clean, with
care put into its
development
The student has 1-2
spelling or grammatical
mistakes
The project shows
some student
creativity and thought,
student effort is mostly
visible
The project shows little
student creativity and
thought, some student effort
is visible
Th
crea
Stude
Comments
Final Grade
SOURCES:
Howard Gardner: Multiple Intelligences
Stephens and Brown: Data Chart
Pre-assessment: (How will you know if your students already know what you are teaching?)
Since this assignment serves to assess the knowledge that the students have gained their success on the project will
be indicated in how much knowledge they have acquired during the unit.
Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.
content
process
product
I am differentiating by product because the students are creating different projects using the
information that they have gained throughout the unit. The Tic-Tac-Toe style project allows students
to choose in what way they want to present their information.
readiness
interest
I am differentiating by interest because I am giving student choice in which project they choose
to complete. I have designed each of the projects to focus on a specific learning profile, but since
I am not assigning the students to projects based on their learning profile this is an assignment
which differentiates by interest, not learning profile.
learning profile
For cooperative learning explain how you have insured:
positive interdependenceindividual accountabilitygroup processingsocial skillsface-to-face interaction-
Notes (So, how did it go? What will you change to make it better? Do it now or you’ll forget.)
SOURCES: