SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME: LAUREN WELKER

SUBJECT: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): HIGH SCHOOL BIOLOGY, 9-12TH
UNIT DESCRIPTION: LESSON IS PART OF A SHORT UNIT ON BIOCHEMISTRY WHERE STUDENTS HAVE PREVIOUSLY
BEEN INTRODUCED TO MACROMOLECULES AND ENZYMATIC ACTIVITY.
LESSON TITLE: LIVER ENZYME LAB
INSTRUCTIONAL RESOURCES/ TECHNOLOGY INTEGRATION: POWERPOINT, DOCUMENT CAMERA
CLASS DESCRIPTION: THIRTY-EIGHT DIVERSE STUDENTS SIT IN A CLASSROOM IN GROUPS OF FOUR. THE
CLASS IS PRIMARILY 9TH GRADE STUDENTS, WITH 5 STUDENTS WHO ARE 10TH OR 11TH GRADERS. THERE ARE
TWO EL STUDENTS AT THE INTERMEDIATE LEVEL AND THREE STUDENTS WHO ARE RECLASSIFIED ENGLISH LEARNERS.
ALSO, THERE ARE FOUR STUDENTS WHO HAVE BEEN IDENTIFIED AS HAVING A LEARNING DIFFERENCE. STUDENTS
HAVE A CLASS SET OF TEXTBOOKS AVAILABLE AT THEIR DESKS AND ARE RESPONSIBLE FOR COMPLETING WORK IN A
SCIENCE NOTEBOOK.

LESSON SUMMARY:
THE LESSON IS DAY 1 OF A TWO DAY LAB WHERE STUDENTS INVESTIGATE THE EFFECT OF PH AND TEMPERATURE ON
CATALASE ACTIVITY. IN THIS LESSON, STUDENTS MUST COMPLETE PRE-LAB WORK TO PREPARE FOR A LIVER ENZYME
LAB. STUDENTS WILL KEEP WITH THE ACADEMIC ROUTINE OF THE CLASSROOM AND BEGIN THE LESSON BY
ANSWERING A WARM-UP QUESTION. THEN, STUDENTS WILL IDENTIFY WHAT THEY KNOW ABOUT ENZYMES BY FILLING
IN THE K COLUMN ON A KQHL CHART. NEXT, STUDENTS WILL READ THROUGH BACKGROUND INFORMATION
PERTAINING TO THE LAB TO HELP THEM CONSTRUCT THREE RESEARCH QUESTIONS UNDER THE Q COLUMN ON THE
KQHL. FINALLY, STUDENTS WILL COMPLETE PRE-LAB WORK TO FAMALIZARIRE THEM WITH THE MATERIALS AND
PROCEDURES FOR THE LAB ON THE FOLLOWING DAY.
THE EVIDENCE THAT STUDENTS DEMONSTRATE MASTERY OF THE CONTENT OR PERFORM THE EXPECTED SKILLS WILL
INCLUDE.
EVIDENCE WILL BE SHOWN THAT STUDENTS DEMONSTRATE MASTERY OF THE CONTENT BY BEING ABLE TO
PARTICIPATE IN A DISCUSSION ABOUT KNOWN INFORMATION ABOUT ENZYMES. ALSO, STUDENTS WILL BE ABLE TO
SYNTHESIZE INFORMATION FROM PREVIOUS LESSONS AND THE BACKGROUND INFORMATION PRESENTED TO DEVELOP
THREE RESEARCH QUESTIONS AND A HYPOTHESIS. LASTLY, STUDENTS WILL DEMONSTRATE UNDERSTANDING OF THE

LIVER ENZYME LAB BY BEING ABLE TO EXPLAIN AND PARAPHRASE PROCEDURES FOR THE EXPERIMENT.

STANDARDS

AND OBJECTIVES

CONTENT
STANDARD (S)
IF APPLICABLE

HS-LS1-6.
CONSTRUCT AND
REVISE AN
EXPLANATION BASED
ON EVIDENCE FOR
HOW CARBON,
HYDROGEN, AND
OXYGEN FROM SUGAR
MOLECULES MAY
COMBINE WITH OTHER
ELEMENTS TO FORM
AMINO ACIDS AND/OR
OTHER LARGE
CARBON-BASED
MOLECULES.

COMMON CORE STATE

STANDARDS
ENGLISH LANGUAGE ARTS
AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
RST.11-12.1 CITE
TEXTUAL EVIDENCE TO
SUPPORT ANALYSIS OF
SCIENCE AND
TECHNICAL SKILLS,
ATTENDING TO
IMPORTANT
DISTINCTIONS THE
AUTHOR MAKES AND
TO ANY GAPS OR
INCONSISTENCIES IN
THE ACCOUNT.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

WHST. 9-12.2
WRITE INFORMATIVE/
EXPLANATORY TEXTS,

ACTIVELY TO SPOKEN

INCLUDING THE
NARRATION OF
HISTORICAL EVENTS,
SCIENTIFIC
PROCEDURES/
EXPERIMENTS, OR
TECHNICAL
PROCESSES.

WHST. 9-12.5
DEVELOP AND
STRENGTHEN WRITING
AS NEEDED BY
PLANNING, REVISING,
EDITING, REWRITING
OR TYPING A NEW
APPROACH, FOCUSING
ON ADDRESSING WHAT
IS MOST SIGNIFICANT
FOR A SPECIFIC
PURPOSE AND
AUDIENCE.

WHST. 9-12.9
DRAW EVIDENCE FROM
INFORMATIONAL TEXTS
TO ANALYSIS,
REFLECTION, AND
RESEARCH.

A1. EXCHANGING
INFORMATION AND

OBJECTIVE (S) OF LESSON

(STUDENTS WILL BE ABLE TO.)

STUDENTS

1. RECORD

WHAT THEY KNOW ABOUT

ABOUT ENZYMES ON A GRAPHIC
ORGANIZER

IDEAS WITH OTHERS

THROUGH ORAL
COLLABORATIVE
DISCUSSIONS ON A

2. DEVELOP

THREE RESEARCH QUESTIONS

THOURGH SYNTHESIZING KNOWLEDGE OF
INDEPENDENT

RANGE OF SOCIAL AND

ACADEMIC TOPICS.

B5. LISTENING
ENGLISH

3.

IN A RANGE

OF SOCIAL AND
ACADEMIC CONTEXTS.

C6. COMBINE
CLAUSES IN A
GROWING NUMBER OF
WAYS TO CREATE
COMPOUND AND
COMPLEX SENTENCES
THAT MAKE
CONNECTIONS
BETWEEN AND LINK
CONCRETE AND
ABSTRACT IDEAS, FOR
EXAMPLE, TO EXPRESS
A REASON (E.G.,

HE

STAYED AT HOME ON

SUNDAY

IN ORDER TO

STUDY FOR

MONDAYS

EXAM) OR

TO MAKE A
CONCESSION (E.G.,

SHE

STUDIED ALL

NIGHT EVEN THOUGH

SHE WASNT FEELING
WELL.).

WILL BE ABLE TO:

VARIABLES THAT AFFECT ENZYME

ACTIVITY
IDENTIFY REACTANTS AND PRODUCTS IN
THE CHEMICAL REACTION FOR THE
BREAKDOWN OF HYDROGEN PEROXIDE

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING)

TYPE

PURPOSE

IMPLEMENTATION

OR

FEEDBACK
STRATEGY
(TO

HOW WILL

THE
ASSESSMENT
INFORM YOUR
TEACHING

THE STUDENTS)

INFORMAL EL:
DAILY WARM UP
QUESTION

THE EL

HELPS
STUDENTS FOLLOW AN
ACADEMIC ROUTINE
WHERE EVERYDAY
THEY ARE EXPECTED
TO ANSWER A DAILY
WARM UP QUESTION.
IT ALLOWS THE
TEACHER TO IDENTIFY
IF STUDENTS
UNDERSTOOD THE
MATERIAL PRESENTED
IN PRECEDING
LESSONS.

THE

ASSESSMENT WILL
BE ADMINISTERED
THROUGH A SLIDE ON
A POWERPOINT
QUESTION. THE
QUESTION WILL SAY,
AT WHICH
TEMPERATURE DOES
THE ENZYME HAVE
OPTIMAL ACTIVITY?
STUDENTS ARE
RESPONSIBLE FOR
ANSWERING WARM UP
QUESTION
INDIVIDUALLY.

STUDENTS

WILL BE
INFORMED IF THEY
WERE CORRECT
THROUGH A CLASS
DISCUSSION ABOUT
THE WARM UP
QUESTION. STUDENTS
CAN LISTEN FOR THE
CORRECT ANSWERED
SHARED BY PEERS AND
TEACHER.

IF

FORMAL PM:
KQHL HANDOUT

THE

THE

STUDENTS

IF

ASSESSMENT
BENEFITS INSTRUCTION
BECAUSE IT IS THE
FIRST TIME STUDENTS
ARE EXPOSED TO
INQUIRY. THIS
ASSESSMENT WILL
DETERMINE IF
STUDENTS ARE
CAPABLE OF
DEVELOPING
POTENTIAL RESEARCH
QUESTIONS THAT
COULD BE TESTED IN A
LAB EXPERIMENT. THE
ASSESSMENT ALIGNS
WITH LEARNING
OBJECTIVE 2.
STUDENTS BENEFIT
BECAUSE THEY NEED
TO DEVELOP AND
ENHANCE CRITICAL
THINKING SKILLS.

TEACHER WILL
HANDOUT A KQHL
WHERE STUDENTS
WILL HAVE TO GLUE
THE HANDOUT INTO
THEIR NOTEBOOKS.
STUDENTS WILL BE
GIVEN TIME TO WORK
INDIVIDUALLY OR
COLLABORATIVELY TO
FIRST DISCUSS WHAT
THEY KNOW ABOUT
ENZYMES TO PREPARE
FOR A LAB IN THE
FOLLOWING LESSONS.
THEN, STUDENTS WILL
READ THROUGH
BACKGROUND
INFORMATION TO HELP
THEM GENERATE
THREE DIFFERENT
RESEARCH QUESTIONS.
WHEN STUDENTS
HAVE DEVELOPED

WILL GET
WRITTEN FEEDBACK
WHEN NOTEBOOKS
ARE COLLECTED AND
GRADED. STUDENTS
WILL ALSO GET
IMMEDIATE FEEDBACK
BECAUSE THEY
TEACHER WILL VISIT
TABLE GROUPS TO
DISCUSS AND
REDIRECT IDEAS AS
NECESSARY. TO
SUPPORT STUDENTS
TEACHER WILL LEAD A
CLASS DISCUSSION
USING A DOCUMENT
CAMERA TO SHARE
STUDENT RESPONSES
ON THE KQHL.

S (SUMMATIVE)

STUDENTS DO WELL
ANSWERING THE WARM
UP QUESTION THE
TEACHER WILL KNOW
STUDENTS ARE READY
TO PROCEED WITH THE
LAB. IF STUDENTS
STRUGGLE WITH THE
WARM-UP QUESTION,
THEN THE TEACHER
WILL HELP STUDENTS
CONNECT IDEAS BY
DISCUSSING/
REVIEWING BIG IDEAS
LEARNED IN PREVIOUS
LESSONS.
STUDENTS ARE ABLE
TO ARTICULATE
RESEARCH QUESTIONS,
IT WILL DEMONSTRATE
THEY HAVE
KNOWLEDGE OF THE
SCIENTIFIC METHOD
AND HOW DIFFERENT
VARIABLES CAN AFFECT
ENZYME ACTIVITY. IF
STUDENTS STRUGGLE
COMING UP RESEARCH
QUESTIONS, THEN IT
WILL DETERMINE THEY
NEED GUIDED INQUIRY
WHERE THE TEACHER
HELPS STUDENTS
DEVELOP HYPOTHESIS
AND PROCEDURES FOR
A LAB.

THREE QUESTIONS,
THEY WILL PICK ONE
THE DEVELOP A
HYPOTHESIS FOR.

INFORMAL PM:
PRE-LAB QUESTIONS

THE

PRE-LAB
QUESTIONS ALLOW THE
TEACHER TO
DETERMINE IF
STUDENTS
UNDERSTAND WHY
THEY ARE PERFORMING
AN EXPERIMENT.
EMBEDDED IN THE
QUESTIONS WILL BE
AN ACTIVITY WHERE
STUDENTS HAVE TO
ANSWER A QUESTION
THAT HELPS THEM
MEET LEARNING
OBJECTIVE 3.

THE

TEACHER WILL
HANDOUT STUDENTS
BACKGROUND
INFORMATION WHERE
STUDENTS WILL
ANNOTATE
INFORMATION AND
GLUE HANDOUT INTO
THEIR NOTEBOOKS.
ON THE HANDOUT
WILL BE 5 PRE-LAB
QUESTIONS THAT
STUDENTS WILL HAVE
TO ANSWER IN THEIR
NOTEBOOKS. THE
QUESTIONS WILL ASK
STUDENTS TO LOOK AT
A CHEMICAL EQUATION
DEPICTING HYDROGEN
PEROXIDE BEING
CATALYZED BY
CATALASE AND
BROKEN DOWN INTO
WATER AND OXYGEN.

THE

TEACHER WILL
REVIEW ANSWERS TO
THE PRE-LAB
QUESTION AT THE END
OF THE DAYS LESSON
IN A WHOLE-CLASS
DISCUSSION. ALSO,
STUDENTS WILL GET
WRITTEN FEEDBACK IN
THEIR NOTEBOOKS
WHEN NOTEBOOKS
ARE COLLECTED AND
GRADED.

THE

TEACHER WILL
MAKE A DECISION
ABOUT RE-TEACHING IF
STUDENTS CANNOT
ANSWER THE FIVE
QUESTIONS ON THE
PRE-LAB HANDOUT.
THE QUESTIONS ARE
DESIGNED TO HAVE
STUDENTS SYNTHESIZE
THEIR KNOWLEDGE TO
ANSWER THE
QUESTIONS. OF
STUDENTS DO WELL
ON THE QUESTIONS,
THEN THE TEACHER
WILL PROCEED WITH
THE LIVER ENZYME
LAB ON THE
FOLLOWING DAY. IF
STUDENTS SHOW THEY
ARE NOT
UNDERSTANDING THE
MATERIAL, THEN THE
LAB WILL BE
POSTPONED TO THE
CLASS CAN REVIEW
ENZYME ACTIVITY.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:

DESCRIPTION:

H IN
MINUTE
S7:

TEACHER

WILL PROJECT EL ASSESMENT ON

THE BOARD AND GIVE STUDENTS ENOUGH
TIME TO ANSWER THE QUESTION BEFORE
MOVING ON TO THE DAYS ACTIVITY. THE
WARM UP QUESTINON IS USED AS AN
AINTCIPATORY SET BECAUSE IT IS PART OF THE
ACADEMIC ROUTINE. AS STUDENTS ARE
WORKING ON THE WARM-UP QUESTION,
TEACHER WILL CIRCULATE ROOM TO REDIRCT
STUDENTS TO FOCUS AND ANSWER ANY
QUESTIONS. WHEN MOST STUDENTS HAVE
FINISHED THE WARM-UP, THE TEACHER WILL
CALL ON VOLUNTEERS UNTIL CORRECT
REPONSE HAS BEEN SHARED BY STUDENTS.
NEXT, THE TEACHER WILL INFORM STUDENTS
TO UPDATE THEIR TABLE OF CONTENTS IN
THEIR SCIENCE NOTEBOOKS. WHEN THE
ENTIRE CLASS HAS FINISHED THE WARM-UP
AND UPDATED THEIR TABKE OF CONTENTS
THE TEACHER WILL INFORM STUDENTS OF
EXPECTATIONS FOR THE DAYS LESSON AND
ABOUT THE LAB THAT WILL TAKE PLACE ON
THE FOLLOWING DAY.

STUDENTS

SHOULD COME INTO THE CLASSROOM AND GET THEIR

NOTEBOOKS OUT. THEY SHOULD TRY THEIR BEST TO ANSWER THE
WARM-UP QUESTION AND WAIT PATIENTLY UNTIL THE ENTIRE CLASS IS
READY TO GO OVER THE WARM-UP. STUDENTS SHOULD RAISE THEIR
HAND AND VOLUNTEER IF THEY WOULD LIKE TO SHARE THEIR
RESPONSE TO THE WARM UP QUESTION.

BODY

OF

LESSON

HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:

DESCRIPTION:

44

MINS

TEACHER

WILL HANDOUT OUT KQHL

HANDOUT FOR STUDENTS. TEACHER WILL
INSTRUCT STUDENTS TO FILL IN WHAT THEY
KNOW ABOUT ENZYMES FOR ABOUT 3
MINUTES. WHEN TIME IS UP, THE TEACHER
WILL USE DOCUMENT CAMERA TO GO OVER
STUDENT RESPONSES AND FILL IN THE K
COLUMN FOR THE CLASS TO SEE.

TEACHER

WILL HAVE STUDENTS READ OVER

BACKGROUND INFORMATION AND INSTRUCT
THEM TO MAKE ANNOTATIONS ON THEIR
PROVIDED HANDOUT ACCORDING TO THE
ESSENTIAL QUESTION, WHAT FACTORS
EFFECT ENZYME ACTIVITY. AFTER STUDENTS
READ OVER BACKGROUND INFORMATION,
THEY WILL BE REDIRECTED BACK TO THEIR
KQHL CHART TO FILL IN THE Q AND H
COLUMNS. TEACHER WILL MONITOR
STUDENTS AS THEY THINK OF QUESTIONS TO
TEST IN A LAB ABOUT CATALASE. WHEN TIME
IS UP, TEACHER WILL DIRECT STUDENT
ATTENTION TO FACILITATE A CLASS
DISCUSSION ABOUT WHAT RESEARCH
QUESTIONS STUDENTS CAME UP WITH.
TEACHER WILL CALL ON STUDENTS TO SHARE
THEIR RESEARCH QUESTIONS AND USE
DOCUMENT CAMERA TO WRITE IT DOWN ON
TEACHER COPY OF KQHL. ALSO, TEACHER
WILL PICK ONE QUESTION AND MODEL HOW
TO COMPLETE A HYPOTHESIS WHEN A
SENTENCE FRAME IS GIVEN.

STUDENTS

WILL FILL IN WHAT THEY KNOW ABOUT ENZYMES

WITHOUT REFERENCING NOTES OR TEXTBOOK. STUDENTS WILL
PARTICIPATE IN THE CLASSROOM DISCUSSION ABOUT WHAT IS KNOWN
ABOUT ENZYME AND ENZYME ACTIVITY.

STUDENTS

WILL READ OVER INFORMATION ABOUT ENZYMES. AS

STUDENTS ARE READING, THEY WILL BE THINKING OF THE ESSENTIAL
QUESTION, WHAT FACTORS AFFECT ENZYME ACTIVITY?. STUDENTS
WILL DO THEIR BEST TO FORMAT A TESTABLE RESEARCH QUESTION
ABOUT ENZYME ACTIVITY AND FILL IN AN APPROPRIATE HYPOTHESIS
ON KQHL CHART. STUDENTS WILL PARTICIPATE IN A CLASS
DISCUSSION WHILE TEACHER IS GOING OVER THE KQHL ON THE
PROJECTOR SCREEN.

STUDENTS

WILL ANSWER PRELAB-UP QUESTIONS AND FAMILIARIZE

THEMSELVES WITH THE LAB MATERIALS AND PROCEDURES FOR LAB.

NEXT,

TEACHER WILL INSTRUCT STUDENTS

TO COMPLETE PRE-LAB WORK TO PREPARE
THEM FOR LAB EXPERIMENT ON THE NEXT
DAY.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
TEACHER WILL FACILITATE A QUICK
DISCUSSION ABOUT THE LAB EXPERIMENT
AND SCAFFOLD INFORMATION ABOUT THE
ENZYME, CATALASE AND HOW IT MIGHT BE
AFFECTED IN CHANGES IN TEMPERATURE AND
PH.

DESCRIPTION:

2
MINS

YOU, THE TEACHER,

STUDENTS WILL BE THINKING ABOUT WHAT THEY WOULD EXPECT TO

SEE WHEN TEMPERATRE AND PH HAVE BEEN ALTERED.

CO-TEACHING STRATEGIES PLANNED (CHECK

ALL THAT APPLY)

ONE TEACH, ONE ASSIST

DIFFERENTIATED TEACHING
SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING
PARALLEL TEACHING
ONE TEACH, ONE OBSERVE
X NOT APPLICABLE: MT

WILL BE OUT AT A DISTRICT MEETING,

WILL BE THE SUBSITITIRE FOR THE CLASS ON

THIS DAY

ADAPTATION

OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH
LEARNERS
STUDENTS

WILL HAVE
ACCESS TO A SPANISH/
ENGLISH DICTIONARY.

TEACHER

WILL VISIT TABLE

GROUPS AND DIRECT EL
STUDENTS TO FOCUS ON
READING ONE PARAGRAPH
TO HELP THEM ANSWER THE
ESSENTIAL QUESTION.

SENTENCE

FRAMES TO HELP
STUDENTS COMPOSE A
HYPOTHESIS

TEACHER

WILL MODEL HOW

TO ANNOTATE READING AND
HOW TO FILL OUT KQHL
CHART

MATERIALS

WILL BE
PRESENT IN THE ROOM SO
STUDENTS CAN MAKE A
CONNECTION BETWEEN THE
MATERIALS LIST AND THE
CORRESPONDING TOOL TO
DEVELOP LANGUAGE SKILLS.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

STRIVING READERS

STUDENTS

WILL BE
ENCOURAGED TO REFER BACK
TO NOTES AND GRAPHIC
ORGANIZERS COMPLETED IN
PREVIOUS LESSONS TO HELP
THEM DEVELOP RESEARCH
QUESTIONS.

DAILY

STUDENTS

LAB

WILL BE ADVISED
TO FOCUS ON A SPECIFIC
PARAGRAPH IN THE
BACKGROUND READING.

TEACHER

WILL VISIT TABLE

GROUPS WITH STRIVING
READERS TO PARAPHRASE
ANY COMPLICATED MATERIAL
PRESENTED IN THE TEXT.

PROCEDURES

ARE SHORT AND

AGE APPROPRIATE.

ACADEMIC ROUTINE
WILL BE FOLLOWED

TEACHER

WILL CIRCULATE
ROOM AND FOCUS ON TARGET
STUDENT WITH IEP TO OFFER
SUPPORT.
MATERIALS FOR WILL BE
PRESENT IN THE ROOM TO
HELP MOTIVATE AND ENGAGE
STUDENTS.

ADVANCED
STUDENTS
STUDENTS

WILL GET TO
THINK CRITICALLY TO DESIGN
TESTABLE RESEARCH
QUESTIONS.

STUDENTS

WILL BE ASKED
FACILITATIVE QUESTIONS TO
THINK OF THE PROCEDURES
IF THEY WERE TO DESIGN AN
EXPERIMENT BASED ON
THEIR RESEARCH QUESTION.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

THE PURPOSE OF THIS LESSON WAS TO INCORPORATE THE EPISTEMIC PRACTICE FOR INQUIRY AND PREPARE STUDENTS FOR
A LAB EXPERIMENT ON ENZYME ACTIVITY. THE WARM-UP ACTIVITY WILL BE USED BECAUSE STUDENTS ARE USED TO AN
ACADEMIC ROUTINE WHERE THEY ARE TO COME INTO THE CLASSROOM AND WORK ON A DAILY WARM-UP QUESTION.
TO PROMOTE INQUIRY, STUDENTS WERE GIVEN A KQHL CHART. PRECEDING THE LESSON, STUDENTS COMPLETED AND
ENZYME ACTIVITY WHERE THEY SIMULATED A DENATURED PROTEIN BY TAPING THEIR HAND AND TRYING TO FLIP OVER A
PENNY. STUDENTS ALSO TOOK FORMAL NOTES ABOUT ENZYMES AND ENZYME ACTIVITY. THUS, STUDENTS WERE
PRESENTED WITH KNOWLEDGE IN PREVIOUS LESSONS THAT COULD HELP THEM COMPLETE THE ACTIVATES PLANNED IN THIS
LESSON.

SINCE STUDENTS ARE FAIRLY NEW TO INQUIRY AND THINKING CRITICALLY, GUIDED INQUIRY WILL BE FACILITATED BY THE
TEACHER. TO SUPPORT ALL STUDENTS, ESPECIALLY ELL AND STUDENTS WITH SN, THE TEACHER WILL WORK UNDER THE
DOCUMENT CAMERA TO SHOW STUDENTS HOW TO WRITE A RESEARCH QUESTION. THIS LESSON IN ITS ENTIRETY, SERVES
AS A BASELINE TO ASSES HOW WELL STUDENTS PERFORM WHEN STUDENTS ARE ASKED TO THINK CRITICALLY OF
RESEARCH QUESTIONS. IF STUDENTS STRUGGLE COMING UP WITH RESEARCH QUESTIONS AND HYPOTHESIS, IT WILL
INFORM THE TEACHER STUDENTS WILL NEED MORE PRACTICE WITH GUIDED INQUIRY.
STUDENTS WILL HAVE TO ANSWER PRE-LAB QUESTIONS AND FAMILIARIZE THEMSELVES WITH THE PROCEDURES TO ENSURE
THEY CAN COMPLETE THE LAB IN A TIME EFFICIENT MANNER. ALSO, GIVEN THAT THE PERIODS ARE ONLY 53 MINUTES,
READING OVER THE PROCEDURES OF THE LAB HELPS CUT DOWN INSTRUCTION TIME WHEN THE LAB EXPERIMENT WILL BE
IMPLEMENTED ON THE NEXT DAY.

INSERT SUPPORT MATERIALS.