Lesson Plan Template
Title of activity: Introduction to Reproduction
Concept covered in activity: Accessing prior knowledge of students as well as addressing
misconceptions they may have about the reproductive system
Grade level or other prerequisites for activity: High school biology
Standards: NGSS 4-LS-1. Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and reproduction.
HS.2.6. Cells, tissues, organs, and organ systems maintain relatively stable internal
environments, even in the face of changing external environments
Learning objectives:
Students will be able to (SWBAT):
-create two concept maps; one for male and one for female reproductive systems
-discuss ideas by comparing and contrasting concept maps of their peers
Materials
-Butcher paper (2 for each group; about 6 groups= 12 pieces of paper)
-Colored pencils/markers/crayons
-White board
-Dry erase markers
Instructional planning
Procedure/activity
Student Activity
Engage
Watch YouTube video of
reproduction.
Take notes to use for next
activity.
Write down three things that
they did not know, two
things they learned, and one
Balgopal_5E lesson plan template
Teacher Activity
Set up video to present to class.
https://www.youtube.com/watch?v=_7rsH2loIY8
Instruct students to take notes on 3,2,1 (see
student side)
------
thing they want to know
more about.
Explore
In partners (preferably with
same sex), students create
two concept maps. One map
for male reproductive system
and one for female
reproductive system.
Go over process of creating a visual model of a
concept map. Give instruction and do class
example for better understanding.
Explain
Two groups get together and
compare/contrast their
construction of the maps.
Get students in groups of about 4-5 to compare
their concept maps.
Elaborate
Each group of four will write
at least one idea or comment
that was similar to the group
they compared with and at
least one comment that was
not the same between the
maps.
Divide board into two sections. One section will
be things that the groups had in common on their
maps, which they believe to be true/correct. The
other side will be comments or ideas that were
different between the groups’ concept map.
Evaluate
As a class, students explain
their reasoning and voice
their opinion to why they
think something on the board
is correct or not. If students
are too shy they will get with
a partner or group of three
and discuss each topic, while
recording their answers on a
sheet of paper.
I will facilitate the discussion by addressing each
idea written on the board. If students are too shy
to share, I will have them get with a partner to
discuss it on their own, try to come to a
conclusion, and write their answer on a piece of
paper. This will be collected at the end of class
as a ticket out the door.
Encourage students to watch the rest of youtube
video at home if they do not get finished early in
class with concept map.
Assessment
Formative
-The visual model concept maps are informal assessment to see where students’ knowledge is at
prior to diving into material.
Balgopal_5E lesson plan template
-Also, collecting the paper of their answers in response to the comments written on the board is
an informal assessment. This allows me to see any general misconceptions forming among the
class.
- Students will do survey as pre and post and see if their score changes. This can help me see a
trend with misconceptions that arise from many of the students.
Anticipated misconceptions/alternative conceptions
- Males can get pregnant
-Condoms prevent all STI’s
-Only females get STI’s
-Gender and sexual identity are always congruent
Accommodations/modifications
-Lower level learners: have to only do one concept map of either male or female reproductive
system. Students that need even more guidance can write down as many words they can think of
that come to mind when thinking about the reproductive system.
Balgopal_5E lesson plan template