LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:_Taran Thompson__________________Date:_01/22-23/15_____________________
Unit Essential Question:_What is Phylum Cnidarian? What organisms and characteristics
make up this
phylum?________________________________________________________________
Lesson Topic:_Phylum Cnidarian_________Class:_Zoology Periods 1,4,5______________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Students will be given information to allow for the comprehension of the Phylum
Cnidarian and all of the organisms and characteristics involved. I intend on using
methods that facilitate learning using multiple learning styles techniques throughout
the lesson. This gives students equal access to knowledge as well as allowing them
to demonstrate their ability to succeed in a democratic society answering questions
and using deductive reasoning. All students have equal access to knowledge of all
materials and will be offered a safe and caring environment.
STANDARDS (www.cde.state.co)
Content:
Students will be able to
demonstrate
understanding of cells,
tissues, organs, and organ
systems and that they
maintain relatively stable
internal environments,
even in the face of
changing external
environments.
Literacy and Numeracy:
Students will be able to
develop an academic
language by recognizing
and giving definitions for
different organisms and
their structures. Students
will also be able to explain
in detail the processes of
water movement and
movement of sponges.
Democracy and
21st Century Skills:
Students will be able to
use information provided to
them to correctly complete
a note guide and table.
Students will also be able
to manage time effectively
by using class time to
answer specific questions
and sketching multiple
Cnidarian structures.
OBJECTIVES
Content:
Students will be able to
construct clean, coherent
and persuasive arguments
about Cnidarians and their
structures and why they
are constructed the way
they are. They will be able
to verbalize a Cnidarians
different body types and
the ways they reproduce
and recognize the different
types of Cnidarians.
Literacy and Numeracy:
Students will be able to
read and summarize the
text from their power point
presentation in order to
respond correctly to a
series of questions and
correctly complete a note
guide.
Students will be able to
define a cnidarian and the
different types as well as
effectively draw and label
both body forms.
Democracy and
21st Century Skills:
Students will be able to
provide examples of why
alternation of generation
occurs in cnidarians and
each of its steps.
Students will be able to
compare all types of
Cnidarians and the way
they move water, which
body form they take on
when and why this
matters.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students can give an
explanation of cnidarian
adaptations, the different
types and model/explain
the different layers of
tissue on their homework.
Students can illustrate and
define all of the parts of
both medusa and polyp
body plants and their
functions in a scientific
biosketch.
Literacy and Numeracy:
Students can correctly
spell and explain
vocabulary words they
have been introduced to,
as well as construct proper
sentence structure when
answering questions on
their homework short
answers.
Democracy and
21st Century Skills:
Students can collaborate
and work together in a
positive and fair manner to
persuade one another
which if how cnidarian
tissue layers are
assembled and their
importance.
Literacy and Numeracy
Compare
Label
Biosketch
Democracy and
21st Century Skills
Describe
Draw
Explain
KEY VOCABULARY
Content
Cnidarian, Diploblastic,
Misoglea, Cnidocytes, Polyp,
Medusa, Sessile, Dioecious,
Alternation of Generation,
Gastrovascular cavity and
Hydrostatic.
HIGHER ORDER QUESTIONS – for this lesson
Content
How do humans affect the
coral reefs?
What ties all of these
different classes of Phylum’s
together despite their
different appearances?
Literacy and Numeracy
Why is it important to be
able to correctly spell and
explain the parts of an
organism and their
functions?
Democracy and
21st Century Skills
Why is it important to listen
to information and be able
to translate that into
writing?
Why is it helpful to be able
to verbalize a step by step
process?
LESSON FLOW
This is the actual planning of the lesson activities.
Time
Anticipatory Set – Purpose and Relevance
Warm-up may include any of the following: hook, pre-assessment,
introduction to topic, motivation, etc.
Roll Questions
1. What does the Latin word CNIDARIA mean? (pg. 254)
2. How jellyfish, hydras, corals and sea anemone similar? (pg. 256)
hint: make a list!
Get them thinking about the big picture (phylum Cnidarian) and let them
know we will be learning about this phylum and its species in depth. This
is to get them thinking as well as pre-assessing their knowledge.
((Will play a Cnidarian video to get kids introduced to this new idea in a
fun way))
Time
Pre-Assessment
Students will be able to use their text book to aide them in answering roll
questions. These roll questions will give the students a pre-assessment of the
information they are going to be given in class.
Time
Building Background
Link to Experience: During my lecture I will relate different types of
Cnidarians to pictures students have seen before as well as their
functions and where they are found and their makeup.
Link to Learning:
Providing this lecture and applying the new knowledge to their prior
knowledge and personal experiences I am linking their learning to a
better understanding of what makes up phylum Cnidarian and why these
species qualify. They will then be able to critically think about cnidarians,
how humans have affected them, and the different types and where they
are found.
Time
Activity Name Should be creative title for you and the students to associate
with activity.
Homework Questions and Biosketch
Anticipatory Set The “hook” to grab students’ attention. These are actions
and statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
A short YouTube videos will be shown to the students to get them thinking
about Phylum Porifera. These hook the kid’s attention and get them
interested about cnidarians. It gives them surface information on this
phylum and the organisms within it and leads into my lecture.
Time
Instructional Input Includes: Receive input from students during warm up,
model what an A+ biosketch would look like and check for understanding
throughout the lecture by asking students questions.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, and Deductive reasoning.
SIOP Techniques: I will go through each class and the different body types
throughout my lecture, the students will then discuss this process with their
partners and then write up two sketches to represent both body types with
labels and definitions.
Guided Practice: Students are given a note guide to complete as well as
additional homework questions and a biosketch. Students can apply the
knowledge they are delivered toward completing these questions on their own.
Reading , Writing, Listening, Speaking
Students can read their notes as well as the PowerPoint, they must then write
the information being given on a note guide. They will also listen to their
classmates as well as myself deliver the new information as well as speak loud
and clear enough when answering questions so that their peers can benefit
from their answers.
Checking for Understanding: I will constantly be asking students if they have
any questions or to recap what we just talked about.
Questioning Strategies: Starting with questions about the upcoming lessons in
the roll questions students can access their book. They are then asked to use
deductive reasoning and common sense/previous knowledge to answer
questions throughout the lecture.
Independent Practice: Reinforcement practice is given with 3 follow up
questions as well as a biosketch (sketching a medusa and polyp, labeling all
parts and defining those parts).
Time
Accommodations, Modifications, and Student Adjustments
Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
Those students who understand and have mastered this information will be
able to finish their homework questions and biosketch during the work time
given. Students who work slower or need questions answered will have myself
and Mr. Catlow present to answer questions and they are allowed to refer to
the internet as well as take their unfinished work home to work on for
homework.
Time
Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content: Students will be able to discuss, and teach others about cnidarians,
their parts, and how they function.
Literacy and Numeracy: Students can use vocabulary learned to write and
verbalize their new knowledge of cnidarians.
Democracy and 21st Century Skills:
Students can apply knowledge and their note guide as well as manage their
time in order to work on and potentially finish their homework and biosketch.
Time
Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
Students will have a filled out and correct note guide and biosketch of this
specific Phylum to study and refer back to on their quiz/test.
Time
Next Step
Students are informed that they will be learning about the human effects on
the coral reefs which will lead them into the next class period where they will
be watching a video on coral reefs.
Post-Lesson Reflection ( For the Teacher)
1. To what extent were all objectives achieved?
I believe that my objectives were met in every area completely. Students took the
new information given to them and were able to supply support and explanation for
multiple discussion questions asked. They also correctly illustrated different
cnidarian body plans as well as labeled and defined the parts labeled. Students
worked efficiently within groups and individually to complete their work and help
one another better understand information when going through review questions.
2. What changes would you make if you teach the lesson again?
Although it felt like I covered the different stages of a Cnidarian’s lifecycle quite in
detail, some students seemed to struggle with the concept. I think if I were to teach
this lesson again I would take time to have them either read about it on their own to
brush up on all of the steps, or have them discuss/present to a class mate each step
so that they knew all of the cycle inside and out. We did this briefly but perhaps I
could have made it an assignment for homework or had them present to the class
and corrected any mistakes or misunderstandings. Other than that it went really
well!
3. What do you envision for the next lesson?
For the following lesson I plan to introduce a coral reef video. Monday classes are
shorter and I think students will really benefit from and enjoy seeing how these
Phylum’s work in everyday life. I plan to show a coral reef video and have the
students follow along with a video worksheet highlighting some of the most
important information.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
an Democracy? To what extent does this lesson achieve the 21st Century Skills?
All students were given equal access to knowledge. I presented the lesson using
multiple methods of teaching to ensure that all learning styles present. This allowed
for all students to have access to the same content in different ways. I also
challenged students to use vocabulary and discussion to support their ideas when
talking to a partner or group about a question/activity which achieves 21 st century
skills.