TE802:GuidedLeadTeachingUnitPlanandReport

Name:JenniferFulton
MentorTeacher:JenniferBara
Classandgradelevel:Biology9th&10th
grades

Partner:N/A
School:EasternHighSchool
Date:GLT1Week110/6to10/10
Week210/13to10/17

PartI:InformationabouttheLessonandUnit
Topic:ChemistryandBiochemistry(Atoms,Bonding,Molecules)
Abstract
Inthisunit,wewillbeginbylearningabouttheperiodictableoftheelementsandthe
structureofanatom.Westartwiththemodelandworkourwayup;thegoalistobeableto
identifythekeyfeaturesoftheperiodictableandtheatom.Wewilllearnaboutthecomposition
oftheatomsandvalenceelectronsandhowtheyrelatetoatomsbecomingions.Thenwewill
workonhowatomsinteractwitheachotherthroughbonding:ionicorcovalent.Connections
betweenbiologyandchemistrywillbemadethroughthisunitandstrengthenedinpractice.

PartII:ClarifyingYourGoalsfortheTopic
A.BigIdeas
Theatomisthesmallestbuildingblockoflivingandnonlivingthings.Allatomsare
elements,whichareorganizedintotheperiodictable.Theperiodictableisarrangedintorows
andcolumnsbasedonthechemicalpropertiesoftheelements.Theenergycontainedinthe
periodicexplainstheidentityofparticularatomsandexplainshowtheywillactandinteractwith
otheratoms,particularlyinrelationtoionizationenergy,electronegativity,andbonding.Atoms
aremadeupofthreesmallerchargedparticles:electrons,whicharenegativelychargedand
surroundthenucleusinacloudatdifferentenergylevels,protons,whicharepositivelycharged
andarepartofthenucleusatthecenteroftheatom,andneutrons,whichareneutrallycharged
andarealsopartofthenucleus.Theidentityofanatomisdecidedbythenumberofprotons,
whichisalsoknownastheatomicnumber.Atomscanformbondsthroughthelossorgainof
electrons.Atomsbondtogetherintocompounds(ifitisametallicelementbondedwithanon
metallicelement)andmolecules(iftheyarebothnonmetallicelements).Compoundsform
throughionicbonds,whichinvolvethetransferofelectrons,whereasmoleculesformthrough
covalentbonds,whichinvolvethesharingofelectrons.

B.StudentPractices
1.Namingkeypractices
Studentswillbeabletodescribetheimportanceofparticularelementsinbiological
processesandtheirimportancetolivingthingsingeneral.Studentswillbeabletousethemodel
oftheperiodictabletopredictwhatwillhappenwhenatomsinteractandwhenmoleculesor
compoundsareformed.Studentswillfurtherunderstandtheimportanceofcategorizingelements
inthewayinwhichtheyarecategorizedintheperiodictable.

C.PerformanceExpectationsforStudentLearning
PerformanceExpectation

Associated
NGSSPractice

NGSSPerformanceExpectation(s)
1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedon
thepatternsofelectronsintheoutermostenergylevelofatoms(NGSSHSPS11)
2.Constructandreviseanexplanationfortheoutcomeofasimplechemicalreactionbased
ontheoutermostelectronstatesofatoms,trendsintheperiodictable,andknowledgeofthe
patternsofchemicalproperties(NGSSHSPS12)

Using
Using

SpecificLessonObjective(s)
1.L2.p5ARecognizethesixmostcommonelementsinorganicmolecules(C,H,N,O,P,
S)(HSCE)
2.C5.5APredictifthebondingbetweentwoatomsofdifferentelementswillbeprimarily
ionicorcovalent.(HSCE)
3.B2.2fExplaintheroleofenzymesandotherproteinsinbiochemicalfunctions(e.g.,the
proteinhemoglobincarriesoxygeninsomeorganisms,digestiveenzymes,andhormones)
(HSCE)

Identifying
Using
Using

PartIII:ExampleActivitySequence
A.StorylinefortheActivitySequenceinContext
Studentshaveallhadexperiencewithgelatin(jello)andmanydonothaveanyideathat
theenzymebromelainhastodowiththefreshpineapplejuicenotbeingabletosetwhenadded
togelatin.Thereismoreexplanationinthedocumentexplainingthisactivitysequence
specifically.
Stage

RoleinStoryline

Lessonsbefore
Weeks6&7&partof8;AlloftheGLTupuntilthispointtheenzymesdonotcomeinuntil
yoursequence
afterwehavetalkedaboutbonding,monomers,andpolymers
Lesson1

Informationaboutpineapplejuicewarninglabelonmostjellocontainers;studentspredictions
ofwhatwillhappenwithfresh,frozen,concentrated,andcannedpineapplejuiceinjello;
conductday1experiment

Lesson2

Studentslookatresults;studentsconductfurtherexperimentationonwhetherpHor

temperaturehasanyeffect
Lesson3

Studentslookatresults;studentsresearchintowhythishappened,whattheenzymewasthat
affectedthegelatinnotsettinginthefreshpineapplejuice

Lessonsafter
Therestofweek8DNA,Dehydrationsynthesis,Hydrolysis
yoursequence

B.ActivitySequenceDetails
FocusObjective
Objective
NGSSPractice
B2.2fExplaintheroleofenzymesandotherproteinsinbiochemical
Using
functions(e.g.,theproteinhemoglobincarriesoxygeninsomeorganisms,
digestiveenzymes,andhormones)

2.PEOEInquirySequence
StagesinYourPEOESequence
Stage
Predict
Explain
Observe
Explain

TeachingActivities
Studentswillpredictwhateffectfresh,frozen,concentrated,orcanned
pineapplejuicewillhaveongelatinsetting.
Studentswillexplainwhytheythinkthisway;theywillusepreviouslygained
knowledgeormakelogicaldeductionsbasedonwhattheyknowtojustify
theirpredictions.
Studentswillobservewhatactuallyhappens.
Studentswillexplainwhytheirpredictiondiffered(ifitdid)fromwhatactually
happenedandwhy;theywilluselaptopsortheirphones(theinternet)to
discoverwhatcausedthegelatinnottosetwhenfreshpineapplejuicewas
added.

C.LessonPlans
IfeelthatthislessonsequenceisbestexplainedbywhatIsubmittedelectronicallyearlier
thissemester;IwillattachittotheemailthatIsubmitthisdocumentwithaswell.Sincethese
lessonswerenotactuallytaught,IdonothavemuchtoaddtothissectionotherthanwhatIhave
alreadysubmitted.
Lesson1Materials
Presentationmaterials(OverheadtransparenciesorPowerPointpresentations,etc):
Copiedmaterials(Handouts,worksheets,tests,labdirections,etc.):
Pagesintextbook:Book:______________________Pages:_______
Laboratorymaterials:Fortheteacherortheclassasawhole:

Foreachlaboratorystation:
Othermaterials:
Lesson1Activities
Lesson1Introduction(minutes)
Lesson1MainTeachingActivities(minutes)
Lesson1Conclusion(minutes)
Lesson2Materials
Lesson2Introduction(minutes)
Lesson2MainTeachingActivities(minutes)
Lesson2Conclusion(minutes)
Lesson3Materials
Lesson3Introduction(minutes)
Lesson3MainTeachingActivities(minutes)
Lesson3Conclusion(minutes)

PartIV:AssessmentofFocusStudents
A.FocusObjective
Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedon
thepatternsofelectronsintheoutermostenergylevelofatoms.(NGSSHSPS11)

B.DevelopingAssessmentTasks
Whyisitimportanttolearnaboutbiochemistryinbiology?Afocusquestion
developedbymymentorteacherasajournalquestionfortheday

Describewhereanucleusislocatedwithinanatomandwhatparticlesarefoundthere.
Aquizquestiondevelopedbyme
Listthe6mostcommonelementsinlivingthings.Aquizquestiondevelopeddirectly
fromtheMichiganHSCEthatwasanobjectivefortheunit.
(WealsowillbeassessingtheFoodLabreportforeachofthesethreestudentsfor
understanding;thefoodlabwillnotbecompleteduntilMondayandTuesdaybutIhavenot
includedtheseintheresultsbecausetheyarenotcompletedyetandtheycouldbecutdepending
ontime.)

PartV:AftertheUnitReport
A.DescriptionofChangesinYourPlans
WehadtomodifythisentireunitdaybydaybecauseIplannedactivitiesandprojects
thatweretoocomplicatedortimeconsumingformystudentstobeabletogetthroughinaday
orthatweretoodifficultforthemtounderstandinthetimegivenorinthewaythattheywere
taught.IlearnedalotaboutmyselfandmyteachingstyleinthisunitthatIwillreflectonlaterin
thisreport,butoneofthemajorchangesthatoccurredwerethedaytodaychangesofworksheet
partsbeingomittedfromgradingorbeingcompletedatall.Weeliminatedsomedailylesson
plansandextendedothersinordertogivethekidsachancetofullygrasptheconcepts.Instead
ofplowingthroughtheconceptsjusttobeabletosaythatIhadtaughtthem,Ifocusedonreally
tryingtoexplainthingsindifferentways(forexample,addingametacognitivelogtoavideoon
BillNyesexplanationoftheatomwhentheconceptofatomswasnotseemingtomakesense).
Themostmajorchangethatoccurredduetotimewasbasicallythatwedidnoteventeachthe
cycleonthepineapplejuiceandgelatin.Wehadtomodifythatlessonintoahalfdayactivity
aboutsaltinecrackersandamylaseandthechangesthatoccurintastebecauseoftheenzymein
yoursaliva.

B.StoryofWhatHappened
ThestudentsdidaPEOEsequencewithsaltinecrackersandtheamylaseenzyme(turning
thetasteofstarchytosweet)andfilledoutaworksheetthatinvolvedthepredict,explain,
observe,explainsequenceinthatway.Itwasanadaptationthatmymentorteacher,Mari,andI
cameupwithinplaceofthepineappleandgelatinPEOEsequenceintheinterestoftime.Many
ofthelessonsinthisunithadtobemodifiedbecausethestudentslevelofunderstandingwas
notwhereweneededittobeinorderforthemtomoveforwardinconcepts.
IwasabsentthedaytheydidthisPEOEsequence,unfortunately,soIknowonlywhatI
wastoldfromMari,sinceJenwasalsoabsentthatdayforanEQUILTmeeting.HopefullyIwill
beabletoplan,enact,andactuallyteachanactivitysequenceintheGLT2.

B.MakingSenseofFocusStudentsResponses
1.Descriptionsoffocusstudents
Pseudonym
Tristan

Academic
Standing
Good;solidA
student

Adriana

Passing;solidC
student

Mauricio

Barelyhangingin
thereinscience;SE

PersonalDescription
Footballathlete,veryindependentlymotivated,helps
outwithgroupmemberswhentheylackalevelof
understanding
Understandswithsomecoaching,workswellin
groups,doesnotseemintrinsicallymotivatedby
biology
Comestoclasslateeachday,doesnothavean
intrinsicmotivationforlearningbiology,iseasily
confusedandveryeasilygivesup

2.ExcellentResponseorRubric
1)Whyisitimportanttolearnaboutbiochemistryinbiology?Afocusquestion
developedbymymentorteacherasajournalquestionfortheday
2)Describewhereanucleusislocatedwithinanatomandwhatparticlesarefound
there.Aquizquestiondevelopedbyme
3)Listthe6mostcommonelementsinlivingthings.Aquizquestiondeveloped
directlyfromtheMichiganHSCEthatwasanobjectivefortheunit
1) Itisimportanttolearnaboutbiochemistryinbiologybecauseitaffectseveryaspect
ofourlives!Biochemistryisthechemistryoflife.Itexplainshowourbodiesfunction
andhowourdietfuelsusandgivesusenergy.Itaffectshowwefeelonanygiven
day(thebalanceofnutrientsinourdiet)anditexplainsthebiologicalandchemical
processesthatgooninourcellsandinourbodies.
2) Thenucleusinanatomislocatedinthecenterandcontainstheprotonsandneutrons.
3) Thesixmostcommonelementsinlivingthingsarecarbon,oxygen,hydrogen,
nitrogen,sulfur,andphosphorus.
3.FindingandExplainingPatternsinStudentResponses
Tristanwasabletoarticulateessentiallytheexcellentresponsesdetailedabove.Heis
takingBiologyforthesecondtimearound(thefirsttimeforthefirstsemester)andisableto
articulatehisthoughtsandideasinamuchmoredetailedandsuccinctwaythanthatofhis
classmates.Hiswrittenworkisalwaysincompletesentencesandincludesamuchmore
comprehensiveanalysisandlevelofdetailthanisrequired.Heismotivatedtodowellinschool
becausehewantstogotocollegeinordertoplayprofessionalfootballoneday.Hisdreamisto

playasastartingquarterbackincollegeandprofessionally.HeisearninganAintheclassright
nowbecauseofhishighlevelofunderstandingoftheconceptsandtheworkandcareheputs
intotheassignmentsthatheturnsin.
Adrianawasunsureofwhybiochemistryisimportantinbiology;herexactwordswere
wearelearningaboutthisbecausetheteachersaysitisimportant.Sheseemsmostlymotivated
tobeinschoolbecauseshehastobe.Shewasabletoarticulatethecontentsofthenucleusofthe
atomalongwiththecorrectlocation,butIbelievethatthisisonlybecauseitwasrecall
information.Shewasunabletolistallsixoftheelementsthataremostcommoninlivingthings,
excludingsulfurandphosphorusandincludingcalciumandpotassium,whicharecommon
misconceptionsIbelieve.SheisSEandoftentakesherbiologyworkwithhertoherstudyskills
class,whichhelpshertohavemoreguidedtimetoworkonherassignmentsandIbelieve
providesherwithasolidbenefitofanotherteacherswayofexplainingthings.However,without
knowingthisstudyskillsteacherorherbackground,ifany,inbiology,Ihavenowayof
knowingwhetherthisisactuallyhelpfulorifitispotentiallydetrimental.
Mauriciowasunabletoarticulateevenarudimentaryreasonwhybiochemistryis
importantinbiology.HisexactwordswereImnotsure,MissF.Canyouexplainittome
again?anduponfurtherexplanation,hewasabletoparrotbacktomewhatIsaidtohim,but
theredidnotseemtobeanyreal,deepunderstandingthere.HeisverylowfunctioningSE,is
alwayslatetoclass,doesnotturninwork,andisverydisorganized.IamworkingwithanSE
teachertogethimadditionalhelp.HedidnotevenanswerthetwotestquestionsIprovidedas
thetwootherassessments.Ibelievethisisbecauseheisafraidoflookingstupidmorethanheis
afraidofgettingananswerwrong.EventhoughIhaveexplainedthatleavingquestionsblank
ensureszeropointswhenguessingcouldearnpartialcredit,thisdoesnotseemtohaveleftan
impressiononhimandperhapsIneedtoreexaminemymethodofdelivery.Heoftengetshelp
fromTristanonhiswork;infact,theyarecurrentlytablepartners.Tristanseemsmorethan
willingtohelpMauricio,butIamunsureofhowtohelpMauriciomore.Thisissomethingthat
JenandIareworkingondifferentiatedinstructioninthenextGLTtohelpmymorehardto
reachSEstudentpopulation.

C.ImprovementsPartsIIV
IdonotthinkthatImadethislessonsequence,theunitingeneral,applicableenoughto
theirlives.Atoms,theperiodictable,andbondingarenotthingsthatareobviouslyrelatedto
theirdailylivesandmyexplanationsofwhytheyshouldcareaboutitorwhyitisimportantwere
ineffective.Theirperformancethroughthisunitwaspredictable,becausethestudentswhoI
knewwoulddowelldidwellbecausetheyaregoodstudentsandthestudentswhostruggled
struggledbecausetheycouldnotseetheconnectiontotheirlives.Theywereunabletomakethe
smallerpiecesfitintothebigpictureandthiswasafailureofmineasateacher.Iwillworkmore
closelywithmymentorteacherandmyfieldinstructortobeabletomakedistinct,vital
connectionsbetweenwhattheyarelearningandwhatisgoingonintheirlivesinthenextunits
andintheclassasawhole.Ifeelthatthisconnectionpiecethatismissingisthepartthatthey
needtobeabletotaketheirknowledgeandtheirunderstandingtothenextlevel.Mynewidea,if
Ihadtoteachthisunitagain,wouldbetostartoutwithsomethingthatisclosetoatomsinterms
ofsize(maybecells?)andtoshowhowbondingisimportanttotheirlivesusingMORE
examplesofmoleculesorcompoundsthattheyuseeveryday,likewater(H2O)ortablesalt

(NaCl).IthoughtIhaddoneenoughofthis,butitwasclearfromtheirassessmentresultsthatI
hadnotdoneitenough.
Ineededtomakemyplannedactivitysequenceamorecentralactivity.Iadaptedmy
pineapplejelloactivitysequence,whichwasoriginallyonlyadaylongeditedfromthreedays,
intoasaltinecrackerandamylaseenzymeactivity,whichwasnottaughtbyme.Iwassickfor
twodayssoIwasnoteventheinstructorforthatday;Mariwas.Ihavenoideahoweffective
thiswasandifthestudentsevenlearnedaboutenzymesbecausetheyhavenottakentheirfinal
summativeassessmentyet.Ifeelsomehowthattheactivitywasnotemphasizedenoughandwas
notatruePEOEactivityandthiswasmyfaultfornotspeakingupmore.
Finally,thelastchangeIwouldmakewouldbetotryandmaketheactivitiesmore
interactiveinsteadofmostlylecturesandworksheets.Thekidsenjoyedthemoleculebuilding
activitySOmuchthatitwouldhavebeennicetohavemorehandsonactivitiestohavetheir
knowledgebuiltintotheirreallivesinaconcreteway.Iwouldhavebuiltinmoreactivitieslike
thistocementtheirunderstandingandtohelpthemconnecttothematerialinawaythatwas
moremeaningfulthanjustwordsonapage.

D.ImprovementsinYourUnderstandingofScienceTeaching
Itrulylearnedthroughteachingthisunittheimportanceoftheconnectiontothestudents
livesandhowvitalthatistotheirunderstanding.Also,IthinkItriedtobiteofftoomuchformy
studentsindividualskilllevels.Asaclass,theyarenotashighfunctioningassomeoftheother
biologyclasses.A stronger understanding of my students background knowledge and skill level
in reading, acquired over a longer time working with them, will be incredibly beneficial to me.
Being able to quickly and intuitively make adaptations to lessons I may think are at grade level
but truly are too difficult or abstract for my students to understand will be crucial to me
becoming an effective science teacher. I feel that the ability to be flexible in the teaching of
complicated concepts will help me in the future, as well as being able to plan ahead knowing my
students skill sets or interests better. I will be able to plan activities that they will be interested in
and plan ahead several weeks to help tie important observations into the lesson.

Attachments
PEOEBiochemistryFulton
Week6Plans(indropboxfolder)
Week7Plans(indropboxfolder)
Week8Plans(indropboxfolder)

GradingRubric
Summary Comments
Comments on specific sections. The parts emphasized for this report are in bold. Criteria for
grading are the bulleted lists in each section.
I: Abstract
IIA: Big ideas
IIB: Practices
IIC: Performance
expectations
IIIA: Storyline
IIIB: Steps in activity
sequence
IIIC: Lesson materials and
activities
IV: Assessment tasks
VA: Story of what
happened
VB: Analysis of focus
student responses
VC: Improvements for
next time
VD: Improvements in
your understanding
Final Grade =