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TE 802: Guided Lead Teach Plan and Report

Name: Dillon Ross


School: Cass Technical High School
Mentor: Flonia Chillis

Subject & Topic: Biology: Biochemistry


Grade: 9th
Teaching Dates: 11/14-11/16

Overview

Understanding the macromolecules are in living things.


Macromolecules are broken into four main types: carbohydrates,
Big Ideas
lipids, proteins, and nucleic acids. Seeing how the food we eat is
(DCIs & CCCs)
related to what we are composed of. Using mathematical models to
measure chemical energy. Importance of enzymes in living things.

Scientific/Engineering Planning and carrying out an investigation. Developing and using


Practices models.

Construct and revise an explanation based on evidence for


Performance how carbon, hydrogen, and oxygen from sugar molecules may
Expectations combine with other elements to form amino acids and/or other large
carbon-based molecules.
Lesson Objectives

Use scientific models to estimate energy stored in chemical bonds.


Follow laboratory instructions.

Design-based activity. The students will be given the question


which brand of snack contains more energy. The students will then
be given a series of instructions of how to measure the heat released
Activity Sequence
from each snack. The students must carry out the procedure for the
lab and collect data on each of the snack items. The students will
then have to evaluate the data they collected using a model for heat.
Students have learned about the subatomic particles and
elements.
Summarized Students have learned how bonds form
Storyline Students will learn about molecules found in living things
Students will learn about how energy is related chemical bonds

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 (10 minutes)


Give out different food packaging
labels and have them recognize
different macro-molecules
List the common molecules on the
board
Main Teaching Activities (30 minutes)
Group the molecules listed on the board
into lipids, proteins, carbohydrates, and
nucleic acids.
Give them biochem chart to take notes
on
List nucleic acids for them to write notes
on
Give break down of each type of
molecule (CHOPN)
Conclusion (10 minutes)
Have them create a poster of different
macromolecules

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?

Assessment of Focus Students


Focus
Objective

Use scientific models to estimate energy stored in chemical bonds


Assessment Task

Calculate the energy content of your food


using the equation Q=mCT
Yours

TE802
content
leader

You forgot to eat breakfast this morning.


You forgot to bring your lunch, and you
are on an all-day field trip at a nature

Example of an Excellent Response


Potato chip
Q=(50g)(1.0 cal/g)(10)
Q=500 calories
500cal/1000=0.5kcal
The potato chip produced 0.5kcal of
energy.
Same steps for other food item.

Because peanut butter has more protein


and lipids in it than granola bars, you
should take the peanut butter crackers.

center where there are no other places to


buy lunch and no other students who can
share with you. YOU ARE REALLY
HUNGRY! Your teachers feel really
badly; Mr. Ross, offers you one of his
cinnamon granola bars, and Ms. Chillis
offers you peanut butter crackers. Using
what you know about macromolecules
and energy, which of these should you
take (you cant have both), and why?

Lipids have more calories per gram than


carbohydrates which is what a cinnamon
granola bar would be mainly composed
of. The lipids in the peanut butter
crackers would give you more energy
and would take longer to break down in
the body than the cinnamon granola bars.

Post-Teaching Analysis and Reflection


A. Description of Changes in Your Plans
When implementing my lessons on macromolecules, I changed the first lesson so that the
students took notes on the macromolecules first, then I gave them food packaging at the end of
class to identify. I decided to not do the full lesson on enzymes. Instead I elongated the second
lesson into two days. This allowed for one full day of data collection and one day of
calculations.
B. Story of What Happened
In the first lesson, I taught about the four different macromolecules in living things. I had
the students take notes as I wrote on the overhead projector. I started with carbohydrates. I
broke the word down into carbo- and -hydrate and had the students try to piece together the
molecules it was made of. I talked about the monomers of glucose and fructose. I
emphasized that they were composed of the same atoms, but they were arranged differently
making them isomers. I told the students carbohydrates were made of only Carbon,
Hydrogen, and Oxygen. I had them remember that as CHO or CH2O if it helped them to
connect to the -hydrate of carbohydrates. We also discussed that polysaccharides such as
sucrose are formed by combining monosaccharides like glucose.
I next discussed lipids and how they were similar to carbohydrates. They too are made of
CHO, however, they are made of much more Carbon and Hydrogen and very few Oxygen in
comparison to carbohydrates. Lipids are found in fats and oils, they can be unsaturated or
saturated. I then talked about proteins and what elements they are formed of (CHONS). I
described the monomers for proteins and what they are used for in the body. I also talked
about the two types of nucleic acids and what they are made of (CHOPN).
After talking a little about what each macromolecule is composed of and what sorts of
foods might have them, I gave each table of students different food packaging. I wanted the
students to identify some of the macromolecules we had talked about. I had mentioned
carbohydrates are sugars and end in -ose. In first hour, the students struggled to identify
what I was looking for, so for the following classes I had the students try to identify a
carbohydrate, or a lipid, and then try to which item at their table had the most protein. I used

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

Tanner: low Q=(1.3g)(1.0 cal/g)(12)


Q= 18.7
standing
18.7/1000=.0187

..\..\Downloads\IMG_0498.JPG

..\..\Downloads\IMG_0500.JPG

Finding and Explaining Patterns in Student Responses


Pseudonym
Becca: high
standing

Explaining Students Responses to


your assessment task
TE802 assessment task
Becca was one of the few students
Becca had the right idea, the peanut
who seemed to follow each step of
butter has more protein and fat than
the calculation correctly and show her the granola bar. She did not mention
units throughout the calculation.
calories and did not mention the
carbohydrates in the cinnamon

granola bar.
Jerome:
middle
standing

Jerome had a very typical response of


my classes. He did the calculation
correctly but used the wrong units,
left out units.

Tanner: low Tanner was one of the students


struggling with the assessment task.
standing
He used the wrong mass for the
calorie calculation and failed show
his units when writing his work.
Although I emphasized it many,
many times during the lesson,
students failed to write down the units
in each step of the calculation. This
OVERALL was where most students lost points.
Some of the students had trouble
TRENDS
remembering what mass to use, and
thought the heat in one of the
questions was referring T as
opposed to Q.

Jerome had a more complete answer


than Becca. He mentioned the fats
and protein in the peanut butter and
mentions that it will have longer
lasting affect than the granola bar
because it has high amounts of sugar.
Tanner chooses the granola bar
thinking it will have lots of protein
and sugar. He fails to realize the fats
and proteins in the peanut butter.

If I were to redo this assessment I


would better emphasize that calories
are the unit of measure of energy in
food. I would make sure the students
understood that sugars like
carbohydrates give you fast acting
energy, while lipids give you long
lasting energy.

D. Improvements to Your Lesson Plan


If I were to redo my lesson plan I would make several changes. First, I would find a
better way to teach the students about macromolecules. I ended up mainly lecturing to them
for the majority of the class period and I think that may have lost their interest and some of
their attention to the dense amount of material. If I could have made it more interactive in
some way they may have absorbed more of the information.
Another change I would have made to the lab is be more explicit from the start about how
to use the scales and how to measure the mass. I had several groups in first hour that had to
restart because they measured the mass wrong. This would save my students time in the long
run.
A third change I would have made to my lesson would be that I would have laid out a
specific rubric for how I wanted them to write up the lab report. Although I only asked for
three different things in the lab report, many students did not show their work, did not write
the units, and misinterpreted what I meant when I asked for limitations to their lab. This
would reduce ambiguity and make it easier for the students to know what I was looking for
and easier for me to grade.
E. Changes in Your Understanding of Science Teaching
After teaching this series of lessons I realize how important it is to go over how to use a
scale and other measuring devices properly. I was shocked when my freshmen wrote down a
negative mass without thinking it does not make sense. In the future I hope to make sure my

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 =

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