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Overview
Lesson Plans
Use the comment tool to indicate and explain as needed where the big idea (DCI and CCC),
scientific practices, and each stage of your identified activity sequence are located in your
lesson plans. Share your plans with your mentor and instructor for feedback prior to teaching.
Lesson 1
Materials
bio_chem_chart.pdf
..\..\Downloads\macromolecules_sm2.pdf
Poster board
Food labels
Lesson 2
Materials
IMG_0440.JPG
IMG_0441.JPG
IMG_0442.JPG
IMG_0443.JPG
IMG_0444.JPG
IMG_0445.JPG
Introduction (5 minutes)
Go over procedure for lab and demonstrate in front of the
class
Main Teaching Activities (45 minutes)
Give students lab worksheet
Have students break into groups of 4
Give students different brands of snacks to use (Lays,
Cheetos)
Students must take and initial weight on the snack item
Have students burn the snacks and heat up a vial of water
Students must measure the change in temperature of the
water in the vial
Compare different brands of snacks to see which snack has
the greatest energy
Conclusion (5 minutes)
What type of macromolecule has the most energy?
Have the students calculate the energy in the food by using
the equation H= TmC
Lesson 3
Materials
..\Honors
Bio\EnzymeBasics.p
ptx
Introduction (5 minutes)
Give definition for an enzyme
How could enzymes be used in the body?
Main Teaching Activities (45 minutes)
Show Enzyme basics ppt
How important are enzymes?
Enzymes are used as catalysts
Reactions and energy (endergonic/exergonic)
Emphasize importance of enzyme shape
What affects enzymes? (temperature, pH)
Conclusion (5 minutes)
What are enzymes used for in the body?
TE802
content
leader
food that the students had eaten from a previous day along with some of the food I eat to
provide packaging so the students were familiar with the products.
On the second day, I had the students carry out the lab measuring calories in a cheese
puff and a potato chip. I made sure to go over fire safety instructions carefully before each
class. The students worked in groups of four at their table. Some of the students had issues
using the scale, a few recorded negative masses. During third hour, there was a surprise
assembly for all of the girls in the class, so instead of having just the boys do the lab, I went
over how to do the calculations with the boys. I instructed them that they would have to
teach the girls in their group. I purposefully went through how to calculate the calories much
slower for them and asked if they had any questions several times throughout. The other
classes had the lab, and I made sure to repeat myself several times about the instructions,
demonstrate the instructions, and I gave them written instructions at their table.
Since my students only got through collecting data on the previous day, I decided to have
the second day for the students to work on their calculations. I gave brief instructions on
how to use the formula to calculate the calories of their food item. I also had instructions
printed out for each table to use while trying to calculate their calories. I think the boys in
my third hour class struggled to teach the girls the calculation in some of the groups. One
group in particular did not even start the calculations.
C. Making Sense of Focus Students Responses
Students Responses to
Pseudonym:
Description
your assessment task
TE802 assessment task
..\..\Downloads\IMG_0499.JPG
Becca: high Q=(50g)(1.0 cal/g)(33)
Q=1650 calories
standing
1650cal/1000=1.65 kcal
Jerome:
middle
standing
Q=(50g)(1.0 )(26)
Q=1300
1300/1000=1.3C
..\..\Downloads\IMG_0498.JPG
..\..\Downloads\IMG_0500.JPG
granola bar.
Jerome:
middle
standing
students know that before we participate in labs (although this is the third lab we have used
with scales, I would hope they had figured it out by now).
Attachments
If you have electronic files of materials used, paste here or list here and upload to D2L.
When your plan is complete, upload it to D2L as LastName.16TE802.GLT2plan.doc.
When your report is complete, rename it LastName.16TE802.GLT2report.doc and upload it
to D2L.
Grading Rubric
Pre-Teaching Plans
Overview
identified the DCI, CCC, and SEP relevant to big idea
aligned performance expectation and lesson objectives to big idea
addressed development of big idea in storyline
chose appropriate activity sequence that supports development of big
idea in the storyline
Lesson Plans
identified/explained the big idea (DCI and CCC), scientific practices,
and each stage of the chosen activity sequence
clearly indicated/described the high-leverage practices the teacher
and students will engage with throughout the activity sequence
Assessment
developed assessment task that is aligned to the focus objective and
written in such a way that students are able to answer it
provided examples of an excellent responses to all assessment tasks
(including TE802 content leaders assessment task)
Post-Teaching Analysis and Reflection
Analysis & Revision
made changes to the proposed plan that addressed feedback from
instructors and mentors
identified and described three students of variable abilities, along
with their responses to each assessment task
described what happened in class with respect to how students
responded to what was taught
used evidence from students work and/or other interactions with
students to support claims about their understanding of the Big Ideas
Reflection
identified and explained three changes to make that would improve
teaching this activity sequence in the future
explained how this teaching experience influenced thoughts about
becoming a science teacher
Final Grade =