SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Jose Martinez

890949019

Life Science

Class Title
Life Science

Lesson Title
Microscope Introduction
Lab
(Animal/Plant Cell)

Unit Title

Grade Levels

Total Minutes

Life Process

7th

2 Days (50min
each)

CLASS DESCRIPTION
4 of 30 ELD students are Early Intermediate, 15 of 30 are Early Advanced, 7 of 30 are Advanced, 4 of 30 are
Redesignated. Students are arranged facing towards teacher, seated in assigned groups. Mostly of Hispanic descent. 5
of the 30 students are categorized under special needs; two behavioral, one ADD, two with Specific Learning Disability.
All of the students are placed on free/reduced lunch programs.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
ELD 7 1.A.1. Expanding (Exchanging information and
ideas with others through oral collaborative discussions on
MS-LS1-1. Conduct an investigation to provide that living
a range of social and academic topics.
things are made of cells; either one cell or many different
numbers and types of cells.
ELD 7 1.A.2. Emerging (Interacting with others in written
English in various communicative forms.
Lesson Objective(s)
Given a teacher conducted demonstration and prior
lesson knowledge, students will be able to operate a
microscope and identify the difference between animal
and plant cells.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Evidence
Drawing of what students view in slides comparing
animal and plant cells along with the observed differences
between them.
Three written samples explaining how plant and animal
cells differ based on structure.

Implementation

Feedback Strategy

Possible misconceptions
about microscopes will
be revealed; student
comfort level with
microscopes will also be
revealed.
Any possible lingering
misconceptions; student
understanding on how to
effectively use a
microscope.

EL

To better understand
student prior
experiences with
microscopes.

PM

To redirect students if
necessary and ensure
students effectively use
microscopes.

Walk around the room

and check in with
groups; asking
facilitative questions to
redirect if necessary.

Immediate discussion
and feedback with
groups.

PM

To keep students
engaged in the lesson
while guiding them
towards the objective of
the lesson.

Microscope Lab
Worksheet

Returned to students at a
later time.

If students were able to

meet the lesson objective
based on observation.

Better understand
individual student
understanding of the use
of microscopes and
differences between
plant and animal cells.

Return to students at a
later time.

Individual student
understanding of the
lesson objectives, as well
as any remaining
common misconceptions
to be addressed next
class lesson.

INSTRUCTION
Instructional Strategies

Quick write

How Informs Teaching

What are microscopes

used for

Use of a Quiz

Short class discussion of

student responses.

Discussions, Writing, Group Project.

Lesson Introduction/Anticipatory Set
Time
Teacher Does
Introduce the Quick Write, followed by a short class
discussion.
5min
(Call on students from note cards if participation is
low)
Lesson Body
Time
Teacher Does
Go over the different parts of the microscope and
how to use a microscope. Highlight the important
pieces such as the focusing knobs and eye piece.
Describe what a slide is and how to properly handle
and use one.

Student Does
Answer the quick write and participate in class
discussion.
Student Does
Pay attention and ask any clarifying questions as the
teacher goes over parts of a microscope.
Work on the Microscope Lab Worksheet. Collaborate
with your group members, each student has to
complete the microscope lab worksheet. Continue
activity into DAY 2.

Go over important safety procedures and discuss

how to properly use a microscope.
55min

Handout Microscope Lab Worksheet.

Walk around to each group, listen to the dialogue
and ask facilitative questions.
With 5 minutes remaining, have students clean up.
DAY 2
Continue lab activity 10 minutes to finish up.
With 45 minutes remaining (5 minutes), hold a class
discussion; ask the groups to share their Three
Group Findings.

Lesson Closure
Time
Teacher Does
DAY 2
40min
Distribute the Quiz with 40min remaining.
Instructional Materials, Equipment, and Multimedia

Clean up when teacher instructs class.

Participate in discussion.
As a group, report your findings when called upon by
the teacher.
Student Does
Complete the quiz and turn it in.

Microscopes, Plant and Animal Cell slides, Color Pencils, Electronic Timer for students to monitor time remaining.
Co-Teaching Strategies
One-Teach, One-Assist
DIFFERENTIATION
English Learners
The use of visuals to show
where each part of a
microscope is located.
The use of drawing what is
seen in slides to convey
understanding instead of
relying on written text.
The use of the microscope
lab worksheet allows ELLs
to pay more attention to
the content vs. explaining
their understanding though
written English.
By allowing students to
draw answers to certain
questions in the quiz, ELLs
can demonstrate content
knowledge without having
to worry about explaining

Striving Readers
The microscope lab
worksheet incorporates
different meanings of
difficult words that might
stumble striving readers
into words they may better
understand. It provides
students with words they
would not otherwise have
been exposed. By providing
samples of required
material, decoding of what
is needed from the activity
will be more accessible.

Students with Special

Needs
By having a pre-printed
note activity, students with
special needs will be able to
use visual and auditory
skills to take notes instead
of relying on PowerPoint
style lectures. Students
with the specific learning
disorder have visual issues
in decoding words. By
having visuals, the students
can better associate and
understand the meaning of
words through illustration.
The students with SLD tend
to be more engaged when
collaboration and visuals
are used.
Working in groups when
completing the microscope
lab worksheet will provide

Advanced Students
When completing the
microscope lab worksheet,
students will be asked to
explain why animal and
plant cells have different
components and structures.
Advanced students will
finish with the activity
faster than the general
class and have the
opportunity to advance
their understanding of the
material through deeper
thought.
Questions short answer and
essay questions asked in
the quiz provide more
advanced students to
conduct and design a
hypothetical experiment in
answering a hypothetical

the students with added

support. The students with
behavioral issues will be
more engaged though
group interaction since they
themselves through written
enjoy collaboration.
situation.
English.
Lectures appear to trigger
their disruptive behavior.
The students with ADD also
enjoys working with others
and he is kept on task more
easily.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson is based on the NGSS epistemic practice of Inquiry. Students will first be given a quickwrite asking what
we use microscopes for. The purpose of the quickwrite is to engage students mind sets and prepare them for the
upcoming lab activity. Teacher conducts a short class discussion asking students what they believe microscopes are
used for. After the discussion, teacher conducts a demonstration on how to properly operate a microscope and the
possible safety issues that may present themselves. These safety issues are addressed to provide students with an
immediate reminder on safety protocol.
The purpose of the Microscope lab handout is to provide students with a scaffold in conducting Inquiry as they
experiment using the scientific method. Since many students have never used a microscope, this lesson was extended
into a 2-day lesson. Also, many students have never conducted an experiment let alone use the scientific method in
conducting an experiment. The microscope lab handout essentially provides students with an opportunity to explore
being a scientist while scaffolding the process. The inclusion of drawing and written description of student created
drawing provides ELL and SNNs with multiple support in allowing variation in expressing their results. Group work
enhances social skills and build upon the classroom being a community.
The purpose of the quiz is to measure student attainment of the objectives; three written samples explaining how plant
and animal cells differ based on structure along with previous unit information on plant cell organization/structure.
Students will individually take the quiz.
All in all, given a teacher conducted demonstration and prior lesson knowledge, students will be able to operate a
microscope and identify the difference between animal and plant cells. The purpose of the quiz is to gage student
understanding of the objectives while allowing them to manipulate, design, and explore responses to questions.
Interaction with the material is the purpose rather than only understanding the content.