Single Subject Credential ProgramLesson Plan FormatLast Revised: August 10, 2014Directions: 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 objectivesContent STANDARD (s)if applicable

Common Core State StandardsEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, Publication Version ORMathematics, Publication Version with February 2014 Corrections English Language Development Standards (ELD)OBJECTIVE (s) of Lesson (Students will be able to.)

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.

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.

WHST. 9-12.2 Write informative/ explanatory texts, 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 ideas with others through oral collaborative discussions on a range of social and academic topics. B5. Listening actively to spoken English 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.).

Students will be able to:

1. Record what they know about about enzymes on a graphic organizer

2. Develop three research questions thourgh synthesizing knowledge of independent

variables that affect enzyme activity 3. Identify reactants and products in the chemical reaction for the breakdown of hydrogen peroxide

Assessment Strategies (INDICATE EL (entry-level), PM (progress-monitoring) or S (summative)

TypePurpose

Implementation

Feedback Strategy (to the students)

How Will the assessment Inform your teaching

Informal EL:Daily Warm Up QuestionThe 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 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.

Formal PM:KQHL HandoutThe 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.The 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 three questions, they will pick one the develop a hypothesis for.Students 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.If 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.

Informal PM:Pre-Lab QuestionsThe 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.

TimeTeacher(s)Students

Length in minutes7:Description:

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.

Description:

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.

TimeTeacher(s)Students

Length (minutes)44 mins Description:

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.

Next, teacher will instruct students to complete pre-lab work to prepare them for lab experiment on the next day. Description:

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.

Lesson Closurehow will you, the teacher, and the Co-teacher help students process and organize what was learned? describe what You, the TEACHER, (s) and students will be doing, including if/how students will be grouped.

TimeTeacher(s)Students

Length (minutes)2 minsDescription: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:

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 Observex Not Applicable: MT will be out at a district meeting, I will be the subsititire for the class on this dayAdaptation 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 Striving Readers Students with identified special needs Advanced Students

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 will be encouraged to refer back to notes and graphic organizers completed in previous lessons to help them develop research questions.

Students 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.

Daily academic routine will be followed

Teacher will circulate room and focus on target student with IEP to offer support.

Lab materials for will be present in the room to help motivate and engage 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.