LESSON PLAN 3

SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 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

Ashwini Chawla
Elise Johnson Biology
Vaness Crook
Class Title Lesson Title Unit Title Grade Levels Total Minutes
CP Biology Water and the Body Homeostasis 9th 4, 50 min. periods
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
HS-LS1-3: Plan and conduct an investigation to provide evidence that
or broaden the inquiry when appropriate; synthesize multiple sources on
feedback mechanisms​ ​maintain homeostasis.
the subject, demonstrating understanding of the subject under
investigation.

Lesson Objective(s) Evidence

Students will investigate how their body changes before and after Meeting the objective goals and receiving proficient scores on the formal
engaging in simple exercise through observation and data recording of assessments. Progress monitoring using students’ completed diagrams
pulse measurements. and initial diagrams. Accurate completion of the CER

Safety 21st Century Technology

There are safety concerns for the Jumping Jack Lab activity. Students must We are at the adoption and adaptation phases of integrating technology
consider the laboratory safety rules including knowing one’s surrounding, for learning. In the adaptation phase, students use their Google
no horseplay, and proper use of equipment. Chromebooks, specifically Google Sheets to calculate the mean, standard
deviation, and correlation (R-value and T-test) and graphing the
information/ data collected during their Jumping Jack Lab activity. They
also utilize the Chromebooks to access the ScreenCastify presentation on
Data Blitz.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
● This is achieved
through the use of
showing the Snickers
SuperBowl commercial
in which people are ● Immediate feedback
● Will inform teacher if
● Introductory activity to not themselves when through
class has
elicit student ideas and they are hungry. The group/individual
comprehended the
EL prior knowledge using students watch the discussion
materials discussed
interesting and video and write their ● Review and scoring of
through
familiar topic (candy own ideas to answer worksheet
demonstration.
bar). the question “What
does the commercial
mean by, ‘you’re not
you when you’re
hungry?’”
● Monitor student
engagement,
● Teacher will monitor
comprehension, and
and engage with each
critical thinking
group as they discuss ● Immediate-Group/indi ● Will inform teacher if
● Monitor student
the essential question vidual discussion class has
PM discussions and
and their answers ● Review and scoring of comprehended the
comprehension of
● Teacher will ask worksheet materials discussed
introduced materials
students to explain
● Assess student
their answers and
understanding of
rationale
major function of the
 renal and digestive ● Teacher will monitor
systems, including student completion of
their main organs digestive and renal
● Assess students’ system diagrams as
synthesis of well as the combined
understanding water’s diagram with the
path through the body circulatory system.
using all three body
systems discussed.
● Informal assessment
● Determines students’ given in the form of a
abilities to apply their review worksheet that ● Informs teacher of
● Immediate feedback
knowledge of the is completed together content that needs to
for worksheet; CER
S organ systems as they as a class. Final CER be retaught or skills
graded based on CER
work in conjunction to given as summative that need to be
rubric.
balance excess water assessment to be refined.
intake. completed
individually.
FOCUS OF INSTRUCTION
Instructional Strategies
Engage​/​Explore​- Students will have opportunities to practice their speaking, listening, and collaboration skills as they discuss the topic “You’re not you
when you’re hungry,”. The teacher will ask differentiated, facilitating questions aimed at certain focus groups and students and visual representations
to access the students prior knowledge and guide them to correct understands of the information.

Explain​-Students will have access to directions on the board, in a document in their Google Classroom, on individual worksheets provided to them, and
verbally by the teacher. Students will have opportunities to share and discuss potential hypothesis with others.

Elaborate​- Students will have opportunities to practice their speaking, listening, and collaboration skills as they discuss the data analysis, similarities
and differences observed, how these similarities and differences manifested, how the body is utilizing food and water when the heart is at rest, and
how the utilization of food and water changes when the body is exercising. Students will have access to directions on the board, in a document in their
Google Classroom, on individual worksheets provided to them, and verbally by the teacher.

Evaluate​- Students will engage in an oral class discussion to complete a review worksheet. Students will have multiple opportunities to collaborate and
discuss ideas with their peers on how several organ systems work to balance water intake. Students will also complete a CER individually, which will
require them to recall facts, but also supplement them with supporting evidence and the rationale behind their statements.
Engage & Explore- Elise
Time Teacher Does Student Does
50 Teacher will project the blood sugar presentation and pass out one Students will watch the Snickers Bar commercial and each get a
minute “You’re Not You When You’re Hungry!” handout to each student. “You’re Not You When You’re Hungry!” handout.
period Show students the Snickers Bar commercial with Betty White:
https://www.youtube.com/watch?v=uA7-31Cxc2I

Tell students to individually write down what happened in the Students will individually write down what happened in the
commercial in #1 on their handout. Tell students that they will be commercial and share their ideas.
called on to share. Give students about 1 min. Call on one student
from each table to share.

Tell students to think about and write down what they think the Students will individually write down what they think the
commercial meant when it said, “You’re not you when you’re commercial means when it says, “You’re not you when you’re
hungry,” on #2 of their handout. Give students about 1 min. Have hungry,” then talk to a partner about it. Students will listen to
students talk to their partner about what they wrote down for #2. Tell their partner and be prepared to share what their partner said.
students that they will be asked to share what their ​partner​ discussed.
Set a timer for 1 min. for them to discuss. Call on one pair from each
table to share.

If students have not yet mentioned the sugar in the candy bar and its Students will make the connection that the candy bar had sugar in
possible effect on the person consuming it, teacher will ask students it which made the person feel less sluggish.
what changed in the commercial to make that person “themselves”
again and lead the discussion to blood sugar.

Remind students about what they have learned about negative
feedback loops so far: negative feedback loops act against change
(returning to normal); there are components of a feedback loop:
stimulus (the change), sensor (senses the change), control center
(activates a response to the change), and effector (carries out the
response). Instruct students to complete number 3 of their handout,
drawing a simple initial model of how our body controls blood sugar
Students will draw an initial simple model of how the body
regulates blood sugar levels. Students will explain their initial
models to the teacher as they walk around. Students will
remember to incorporate aspects of feedback loops learned the
week before.
 levels. Give students 5-6 min. to draw their models. Circulate around
the students and ask students about their models. Once timer is up,
tell students that they will be revising their models after some
discussion about blood sugar.

Ask students to use their prior knowledge and think about why we Students will use their prior knowledge to state what sugar is
need sugar in our blood, and what organs use sugar? (energy, used for in our bodies. Students will listen actively and write
muscles) Have students write down their notes on their handout. down notes on their handout. Students will show their
Show students that glucose can bind together into glycogen in the understanding by giving a thumbs up, thumbs down, or thumbs
liver, and that glycogen can turn back into glucose too. Have students sideways when prompted.
write down their notes on their handout.
Show students that the pancreas detects blood sugar levels and sends
out different hormones depending on if blood sugar is too high or
low.
Check for understanding throughout by having students give thumbs
up or down.
Students will use the new information they learned to revise their
Instruct students to use the space on the back of their handout to initial model and draw a new one. Students will discuss with a
draw a revised model of blood sugar control using the new partner what it is that they changed and why. Students will tell
knowledge. Have students discuss with their partner what they the teacher what they changed and why, and why they think it is
changed from their initial model and why. Circulate the room and ask important to regulate blood sugar levels.
students what they have changed or added to their models and why.
Ask students why they think it is important to have these feedback
loops in place.
Students look at the images of the low and high blood sugar
Show students the images of the low and high blood glucose feedback feedback loops and compares and contrasts them to their revised
loops. Ask students to discuss the differences and similarities model. Students share the differences and similarities.
between the images and their models. Call on students to share.
Students use Chromebooks to manipulate the animation that
Teacher ties back the discussion to water by asking, “how does water shows a feedback loop to regulate the amount of water in the
affect the sugar concentration in our blood?” and having students body.
manipulate the feedback loop for controlling the amount of water in
our bodies using the animation on their Chromebooks:
https://www.abpischools.org.uk/full-screen-animation/423/422
Students add a “zoom in” on the diagram to show what happens
Teacher passes out diagram showing the organ systems that were to blood sugar when there is more or less water in the body.
covered so far and asks students to zoom in on blood sugar molecules
and draw a model to explain what happens to the blood sugar when
there is more and less water in the body.

Explain - Elise
Time Teacher Does
Teacher will introduce the Jumping Jack Lab activity to students,
telling them that they will see how their bodies respond to different
levels of activity.
Teacher will review the instructions for collecting the data: each
student will measure their heart rate after laying down for 5 minutes,
while sitting, and after doing 15 jumping jacks.
Teacher will check for understanding of the directions by asking
50 students to repeat back the directions or for thumbs up and down.
minute Teacher will model for students how to set up a data table to record
period their measurements, how to measure their heart rate in bpm, and
having students practice measuring their heart rate.
Teacher will instruct students to make a hypothesis about the effect
of activity on heart rate.
Teacher will have students share their hypotheses with a partner, and
then call on students to share what their partner said.
Teacher will have students collect data and monitor students’ safety.
Teacher will instruct students that they will be using their data
collections in the lesson to follow
Elaborate- Vaness
Time Teacher Does
Teacher will instruct students to take out their Jumping Jack Lab data
collected the day prior.
50
Teacher will ask the students to raise their hands to summarize what
minute
they did in the lab the day prior
period
Teacher will instruct the students to look at their data and compare it
to the person next to them
Student Does
Students will listen actively to instructions from the teacher,
asking questions when needed.
Students will respond to the teacher when checking for
understanding of directions.
Students will set up their data table in their science notebooks
with the teacher.
Students will practice measuring their heart rate in bpm.
Students will make a hypothesis about the effect of the different
levels of activity on the heart rate, share with a partner, and share
what their partner stated.
Students will collect data, following directions carefully and
safely.
Students will hold on to their data collections for the next lesson
Student Does
Students will take their seats at the beginning of class
Students will take out their Interactive Science notebooks and
other necessary materials needed for the class as indicated on the
board
Students will take out their Jumping Jack Lab data
Students will summarize what they did in the lab the day prior
 Teacher will tell the students to consider why the information could Students to look at their data and compare it to the person next
be different, including information as: how long ago did the person to them
eat before conducting the experiment, did/ do they eat sugary foods Students will consider why the information could be different
or drinks, did they just get done exercising, and are they in any sports
or physical activities
Teacher will instruct students to take out and log into their Google Students will take out and log into their Google Chromebooks and
Chromebooks and open up the new document on Google Classroom open up the new document on Google Classroom
Teacher will present a presentation on Data Blitz Students will actively listen to instructions and the presentation
Teacher will tell the students that they will be calculating the mean, on Data Blitz
standard deviation, and correlation (R-value and T-test) and graphing Students will calculate the mean, standard deviation, and
this information on Google Sheets. correlation (R-value and T-test) and graphing this information on
Teacher will tell the students to open the document (Google Sheets) Google Sheets.
and click Save As. Students will open up the document (Google Sheets) and click
Teacher will instruct the students to follow the lecture step by step Save As.
and inputting their data collected. Students will follow the lecture step by step and inputting their
Once all of the steps are completed the teacher will display all of the data collected.
different calculation on the board, without the students’ names on Students will analyze the class data
the Google Sheet.
Teacher will tell the students to write down similarities and Students to write down similarities and differences from all of the
differences in the data. data posted on the board
Teacher will conduct a brief discussion on what the students noticed Students will elaborate on why there are differences in the
with the data and if they can infer anything about the differences.
Teacher will then ask the students to write down what the data mean Students will write down what the data mean in regards to the
in regards to the heart. heart.
Teacher will tell the students to turn to their partner and discuss their Students will discuss their answers with their partner
answers
Teacher will tell the students to share what their partner said Students will share what their partner said
Teacher will ask the students how the body is utilizing food and water Students will consider and discuss with the class how the body is
when the heart is at rest and how it changes when the body is utilizing food and water when the heart is at rest and how it
exercising. changes when the body is exercising.
Teacher will conduct a short class discussion in preparation for Students will listen to directions for the next lesson.
tomorrow’s lecture and evaluation on this material.
Evaluate- Ashwini
Time Teacher Does Student Does
50 min. Teacher will begin the evaluation portion by engaging the students in Students will discuss the answers to the review worksheet with
period a classroom discussion while completing a worksheet together. their peers.
Teacher will go over major points from each lesson topic, emphasizing Students will discuss the possible reactions of organ systems
the role of the organ systems that work in conjunction to balance when there is an excess intake of water in the human body.
excess water intake. Students will respond to the questions posed by the teacher.
Teacher will ask students about each organ system and how it Students will complete the worksheet together as a class.
connects back to the guiding question, which is “How does drinking Students will then reflect on the information.
too much water affect your body?” Students will complete CER individually.
After the review and worksheet completion, teacher will hand out
CER blank worksheet.
Teacher will read the question out loud, “How does the human body
react when you drink too much water?”, and guide the students to fill
out the CER.
Instructional Materials, Equipment, and Multimedia
- Computer with internet access
- Projector
- Powerpoint presentation with the Essential Question
- Google Chromebooks
- Elmo document camera
- Interactive SMART Board with a short-throw projector and LCD screen
- Interactive Science Notebooks
- Class set of science textbooks
- Pens, pencils, highlighters, and blank paper
- A laboratory area with sinks and equipment including microscopes, Bunsen burners, refrigerators, pipettes, and glassware
- Blank zoom in worksheets
- Blank CER worksheets
Co-Teaching Strategies
N/A

DIFFERENTIATION
Students with Special
English Learners Striving Readers Advanced Students
Needs
Engage/Explore​-Support from
peers with a chance to read, hear,
and see vocabulary words used in
the correct context via engaging in
conversations with group
members
Engage/Explore-​ Shorter passages Engage/Explore-​Shorter passages, Engage/Explore-​ Additional
passages read out loud, filled in readings
diagrams, or support from peers with
a chance to read, hear, and see
vocabulary words used in the correct
context via engaging in conversations
with group members, as needed

Explain-​ Directions provided
verbally, on worksheets, and
projected on the board
Explain- ​Directions provided
verbally, on worksheets, and
projected on the board and support
from peers with a chance to read,
hear, and see vocabulary words
used in the correct context via
engaging in conversations with
group members, as needed
Explain- ​Directions provided verbally, Explain-​Additional assignment on
on worksheets, and projected on the discussion questions regarding the
board and support from peers with a laboratory activity
chance to read, hear, and see
vocabulary words used in the correct
context via engaging in conversations
with group members, as needed

Elaborate​- Guided notes for
lecture, access to ScreenCastify
presentation on Data Blitz,
support from peers, as well as
opportunities to see the material
presented through multiple
modalities
Evaluate-​CER and review
worksheets provided in translated
transcript
Elaborate​- Access to ScreenCastify
presentation on Data Blitz, and
support from peers with a chance
to read, hear, and see vocabulary
words used in the correct context
via engaging in conversations with
group members
Evaluate- ​Read the assignment out
loud as needed
Elaborate​- Access to ScreenCastify
presentation on Data Blitz,
Evaluate- ​Guided notes provided;
Read the assignment out loud as
needed
Elaborate​- Additional assignment
on why specific data analysis were
ran and why
Evaluate- ​Additional research on
multiple organ systems’ actions
during exercise in regards to
feedback regulation of water
balance in body

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Summary: Engagement begins when the teacher presents a question, why are “you’re not you when you’re hungry,”. The students will write down their
ideas and openingly discuss what they think while tieing in the subject of homeostasis, their prior experiences related to the content, and any prior
knowledge including misconceptions or preconceptions. Explore includes students grappling or understand their comprehension of the scientific
question or process that was addressed. At the time, students should be exploring, researching, and developing a deeper understanding of the
concepts, processes and skills. Explain includes students having the opportunity to write or verbally state their understandings or demonstrate the new
skills presented. At this time, teachers can utilize scaffolding techniques, such as, incorporating more difficult or formal scientific terms, definitions,
exercises, and explanations that will allow for a better or more accurate understanding of the concept. Elaborate includes providing students with the
opportunity to further develop their understandings or comprehension of the subject matter through presentations of new or altered perceptions,
information, and/or methodologies of the skill. This will allow students to refine their skill or understanding. Evaluate includes the teacher allowing the
students the opportunity to demonstrate or present what they know or information that they have accumulated on the matter.

Rationale: Throughout the lesson, students are building their understanding of the organization of body systems and how these different levels work
together to provide reaction mechanisms to balance an excess intake of water. Specifically, students will be reviewing information on how sugar and
water affects the body then conducting an experiment where they collect data when the body is at rest (laying down), sitting, and exercising. The
students will use this information to further elaborate on how the body is utilizing food and water when the heart is at rest and how it changes when
the body is exercising. We have students constructing models in alignment with the performance expectation, with support from other instructional
strategies like use of scientific literature, diagrams, multiple modes of presentation, strategic grouping, gallery walks, and direct instruction. This allows
the students to increase their own depth of thinking by providing several opportunities to foster student autonomy.

Implementation: This lesson plan features many opportunities to have the students engaged in several interactive activities. Strategies included: limited
teacher-centered lecture, multiple modalities of learning the material, annotation of scientific literature, strategic grouping of students, collaborative
group work, group and class discussions on patterns of interaction scenarios that allow for expression of different perspectives and experiences,
directions that are provided verbally by the teacher, written directly on the students’ worksheets, and projected on the SMART Board. Throughout the
lesson, we will have the students repeat back directions and clarify their answers to ensure understanding. The students will also be utilizing modeling
in order to represent their ideas in an initial, revised, and finally single class model. The challenges that could arise throughout this lesson could possibly
result from the inability of the students to stay on pace and absorb the knowledge they need to build upon as the lesson progresses. This could result
from problems in guiding the students as facilitators alone. The lesson could be adjusted by providing more scaffolding when necessary, depending on
how well the students showcase their understanding. Additionally, another challenge that could arise would be that students’ may not pick up on the
connections between each organ system as they all collaborate to function to allow for proper water distribution in the human body. This could be met
with supplemental, individualized instruction depending on which students show a greater need for more resources.