Appendix A
Lesson Plan Templates for Signature Assignment and Mini-Teach
Teachers: Yessica Lopez
Direct instruction
Subject: Biochemical cycles
Standards:
PO 3. Diagram the following biogeochemical cycles in an ecosystem:
• water
• carbon
• nitrogen
Objectives (Explicit):

SWBAT create a model of the Carbon, Nitrogen, Phosphorus and water cycle. In the model student will
label and explain essential features of the cycle.
Evidence of Mastery (Measurable):
Students will create a model of the Nitrogen, Carbon, Water, Phosphorus and water cycle. Student’s model will illustrate
and explain what a cycle is, as well as essential key players in the cycle. For the model assignment students will label and
explain parts of the Carbon, Nitrogen, Phosphorus and water cycle.
Sub-objectives, SWBAT (Sequenced from basic to complex):



Students will explain what a cycle is in their lives and in science.
Students will illustrate and label the Carbon, Nitrogen, Phosphorus and water cycle.
Students will explain the significance of the Carbon, Nitrogen, Phosphorus and water cycle as well as key
players in each of the cycles.
Key vocabulary:
Materials/Technology Resources to be Used:
Nitrogen fixation
Computer or laptop
Nitrogenase
Prezi presentation
Nitrifying bacteria
Markers
Denitrying Bacteria
Small poster boards
Nitrate Reductase
Supplemental reading to provide information about
each of the cycles
Decomposers
Precipitation
Condensation
Evaporation
Sublimation
Deposition
Fossils fuels
Opening (state objectives, connect to previous learning, and make relevant to real life)
Provide students with an introduction question that will help students understand cycles in their daily lives and
scientific cycles.
Explore
Example: What is a cycle? What makes up a cycle? And what are some cycles you have seen in your lives? And
what does a cycle need to continue going?
Teacher Will:
Student Will:
Teacher will provide a series of introduction
question with follow up question of what a cycle is.
Then the teacher will put students into groups of 4
and will allow students to pick a cycle to create their
model/diagram of the cycle. Expectations for the
assignment will be addressed to students.
Students will share with their partners their
answers and then will share their answers to the
wholes class of what a cycle is. Then they will
work in group of 4 to research and to draw a
model of either the Carbon, Nitrogen, Phosphorus
or the water cycle.
Co-Teaching Strategy/Differentiation
For ELL or special need students visuals examples of what the word is means and is will be provided in
the lecture. This will help ELL or special need students by hearing it, looking at it and saying it.
Student Will:
Teacher will guide students in their formation of
their models.
Students in their group of 4 will apply their
knowledge of cycles and their chosen cycle to
create a model of their cycle. Students in the
model will illustrate, label and explain essential
key features of the cycle. Student’s model should
also demonstrate how it represents a cycle.
Explain
Teacher Will:
Co-Teaching Strategy/Differentiation
Elaborate
Teacher will provide extra assistant for culturally linguistic students by monitoring them more and
proving questions to make sure they are not confused with the terminology or purpose of the activity.
Teacher will also support special needs students and ELL by placing them higher level students to
provided student to student teaching.
Teacher Will:
Student Will:
Teacher will listen to each of the groups as they
present their chosen model. In the end of the
presentation teacher will ask proving questions to
connect the lesson of knowing this information
cycles and their chosen cycle.
Students will explain their model of their chosen
cycle and will answer proving question about their
cycle.
Co-Teaching Strategy/Differentiation
Teacher will check spelling and understanding of key terms in presentation to check for mastery for
culturally linguistic students and special need students.
Closing/Student Reflection/Real-life connections:
Teacher will provide students with a quick some up of each of the cycles and why what they are significant.