GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Brandon Probert

Name:

Grade Level: 9th grade

Date: 1/15/2024

Unit/Subject: Biology

Instructional Plan Title: Creating a Cell City.

Lesson Summary and Students will expand their understanding of Cell structure, organelles, and
Focus: organelle functions by creating a visual aide where organelles are
depicted using City features/structures/services. Students will work to
establish a basis of knowledge that will be required to explore concepts
regarding homeostasis and cell division.

Classroom and Student A significant portion students present in the classroom can be classified
Factors/Grouping: as either ELL or Emergent Bilingual with their primary language being
Spanish (students’ primary languages also include Vietnamese and
Arabic). ELL students will be grouped with Bilingual partners as much as
possible to facilitate peer learning. Students with IEP’s will be encouraged
to collaborate with their peers as they see fit.

National/State Learning HS-LS1- Develop and use a model to illustrate the hierarchical
Standards: 2. organization of interacting systems that provide
specific functions within multicellular
organisms. [Clarification Statement: Emphasis is on
functions at the organism system level such as
nutrient uptake, water delivery, and organism
movement in response to neural stimuli. An example
of an interacting system could be an artery depending
on the proper function of elastic tissue and smooth
muscle to regulate and deliver the proper amount of
blood within the circulatory system.] [Assessment
Boundary: Assessment does not include interactions
and functions at the molecular or chemical reaction
level.

HS-LS1-4. Use a model to illustrate the role of cellular division

(mitosis) and differentiation in producing and
maintaining complex organisms. [Assessment
Boundary: Assessment does not include specific gene
control mechanisms or rote memorization of the steps

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LESSON PLAN TEMPLATE

of mitosis.]

Specific Learning Students will establish requisite knowledge of cell structure, organelles,
Target(s)/Objectives: and organelle functions.

Students will be able to describe the function of each organelle in animal

and plant cells.

Students will be able to describe the interactions between organelles

within animal and plant cells.

Academic Language  Cell Membrane

 Cell Wall
 Chloroplast
 Cytoplasm
 Endoplasmic Reticulum
 Golgi Apparatus
 Lysosome
 Mitochondria
 Nucleus
 Nucleolus
 Ribosome
 Vacuole
Resources, Materials, Cell City Hand out
Equipment, and
Technology: Markers/Colored Pencil

Butcher Paper/ Poster Board/ 8.5x11” paper

iPads

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LESSON PLAN TEMPLATE

Section 2: Instructional Planning

Anticipatory Set Time

Needed
 I will review select organelles and their functions with the class and record their
definitions on the white board.
 I will explain the activity and give an example of how parts of a city can represent the
organelles of a cell.
o “Vacuoles are warehouses for storage.”
o “Chloroplasts are solar farms”
Multiple Means of Representation Time
Needed
Students will complete a two part activity. In the first step students will list the organelle
its function and list an analogous City feature. In the second portion students will create a
visual representation of their cell city on butcher paper/poster board. City features must
be labeled with their associated organelle. Instructions for these activities will be stated
on the associated handout, verbally explained, written on the white board, and repeated
through out the activity when clarification is needed.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

The activity is designed to work as a visual aid and study tool for students to reference the
various functions of organelles within eukaryotic cells. Part 1 will be completed in their preferred
language while Part 2 is an artistic representation of their “cell city”.

 Students with special needs:

Students with special needs may have the assignment altered as needed to include more direct
comparisons that can use simpler language to prevent confusion during review.

 Students with gifted abilities:

Students with gifted abilities will be encouraged to expand on the detail used when creating their
city, they may look to depict interactions between the organelles as well as the organelles
themselves.

 Early finishers (those students who finish early and may need additional
resources/support):

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LESSON PLAN TEMPLATE

Multiple Means of Engagement Time

Needed
Students will work through two distinct steps within the lesson. First is the Analogy
creation stage where they will utilize prior knowledge to create analogies between
organelles and the features of a city/town/village/ etc. Second, students will create a
visual representation of their city using pencil, colored pencils, or markers.

Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL):
ELL students will be encouraged to collaborate with their peers when coming up with
analogies for part 1 of the activity.

 Students with special needs:

Students with special needs will also be given the option to work with their peers when
planning their city and coming up with appropriate organelle analogies.

 Students with gifted abilities:

Gifted Students will be given the opportunity to complete an additional review activity if
they would like to further explore the content.

 Early finishers (those students who finish early and may need additional
resources/support):

Early finishers will also be encouraged to further practice the content through the
completion of an optional additional activity.

Multiple Means of Expression Time

Needed
Students will demonstrate their mastery of the content through a written list of organelle
analogies and their reasoning for choosing them, as well as creating a visual
representation of their Cell City with labeled features.

Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL):
ELL students will be able to demonstrate their mastery of the content through the use of
either part of the activity. If their written language skills are stronger Part 1 will be the
focus, if their conceptual knowledge is strong then Part 2 will demonstrate that
understanding.

 Students with special needs:

Students with special needs may utilize assistive technology as needed in accordance
with their IEP’s as well as engage with the material to the best of their ability.

 Students with gifted abilities:

Gifted students will be encouraged to illustrate relations between organelles within their

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LESSON PLAN TEMPLATE

cell city for further demonstrate their mastery and understanding of the content.

 Early finishers (those students who finish early and may need additional
resources/support):

Students who finish early are provided with the grading rubric for the activity on the back
of the assignment which they can utilize to self-assess. After self-assessment they may
choose to make revisions or work on previous assignments, work from other classes, or
silent read.

Extension Activity and/or Homework Time

Needed
Identify and describe any extension activities or homework tasks as appropriate. Explain how the
extension activity or homework assignment supports the learning targets/objectives. As required
by your instructor, attach any copies of homework at the end of this template.

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