Cellular Process Unit Plans - Victoria Warren

Webster University Unit Plan
Use this template as a guide in planning your unit. Your unit should be a minimum of 5 lessons (but
can be more if the situation warrants.)
1. Unit • Theme of the overall unit: Cellular Processes

Title, This unit covers the inner working of the cell on how it houses DNA, descriptive activities
Descrip regarding the structure and replication of DNA, protein synthesis and mutations, along
tion with processes of homeostasis and cell division.
and • Description of the overall flow of the unit
Rationa The unit begins with an introduction to the characteristics of life and how
le macromolecules play a major role within those descriptions. Examples of these transitions
into DNA conversations about structure and replication. Understanding these leads into
proteins and how they are made and used within the cell. Homeostasis follows as a
balance of all these processes inside the cell for it to function appropriately. In closing of
the unit, cell division is explained as an approach to the normal functions of a healthy
cell.
• Why this theme is appropriate for the learners at this point?
This is an Honors Biology course, set to prepare students for college level courses. What
is explained in this course is the beginnings of what they will be learning in college and
can help to prepare them in the future. It is a relatable topic that encompasses every
living thing on Earth and gives a basic knowledge on real world exploits.
• Why students are learning this information?
Understanding this base line of information gives students an advantage in classes in
their future education careers. Restating that this is an introductory college course also
aids the students, while giving them lessons on the life structure seen on Earth.
2. Grade level: 9th-10th grade.

Descrip Classroom description: This class is a biology lab and classroom combination with the lecture/instruction sectioned
in the front of the room with the lab set up in the back. The lab set up has tools that are associated with the course that
tion of
include microscopes, sinks, and various chemicals, organic specimens, and other biological samples that we will be
Setting working with. The students are seated at tables (two to a table) with individual chairs for each student. The front of
the room associated with lecture activities has a smart board as the main tool to utilize for lectures, as well as a white
board. On the whiteboard is a calendar of the week’s activities and agendas so that the students feel more prepared for
the week. Each seat that a student occupies is labeled with a number that directly correlates to a phone cubby, and
laptop computer from the computer cart. Students are seated alphabetically to maintain classroom behavior.
In addition, this lesson will be taught in the morning during second hour. (8:15 am to 9:03)
Number of students: 28
Adult support: The main teacher, Mrs. Soltysiak, and I are the supervisors for the class. For additional support in
terms of either discipline or safety concerns, the administration team, security officer, and counselors are available if
necessary. She also has a TA student during her 5th and 6th hour to help with classroom set up.
Class time: 48 minutes
Outside of the Classroom Learning:
Students have access to the library toutoring afterschool that can help them with biology work along with other
subjects. All of the information for the course is also on our Canvas page, as well as my google classroom. This
would include videos and websites that can aid students learning if they wish/need more explanations.
3. This is an honors biology class, which consists of students who have surpassed certain expectations in the subject of
Descrip biology and have passed physical science as an eighth-grade elective. This class is also a pre-step course for college
preparation and a passing grade is required to move onto other AP courses. This results in a more in-depth look at the
tion of
content and therefore a more complex workload. This has influenced my lesson in terms of giving more integrated
Learner learning modes and more time for differentiation than a one stylized lesson. For the same reasons, this class required
s different scaffolding needs to excel the learning. Taking this into account, this lesson connects what was completed in
the previous unit and allows the students to draw on previous knowledge for better understanding and comprehension.
In addition, there are two students in the class that have an IEP. One IEP (M.H) consists of giving accommodation to
the student for anxiety and disorganization, while the other student needs accommodation for dyslexia (M.T). For
student M.H. accommodations would include allowing for a quite testing/activity space as well as allocating for more
time spent on worksheets. Keeping track of organization should also be a priority. A more literal language from the
instructors is also noted to remove any possible obstacles that the student may feel arise. For student M.T., this would
include worksheets being more formatted, options for open and interactive assignments, as well as reading the
material outload.
These students will be given opportunities to complete the activity in a quite environment so that they can better
concentrate on it, and/or have more of a one-on-one experience at their request.
Classroom culture is maintained by the teacher and me as a safe environment and is then mutually reciprocated from
the students. Overall, the school culture consists of a diverse group of students culturally and economically. This set
of diversity requires a narrative that is level and focused on equity to ensure students success.
4. Any national, state, and/or local standards addressed in the unit (those listed should be assessed
Nationa in the unit)
l, State, • 9-12.LS1.A.1Construct a model of how the structure of DNA determines the structure of proteins
or Local which carry out the essential functions of life through systems of specialized cells. [Clarification
Standar Statement: Genes are the regions in DNA that code for proteins. Basic transcription and translation
ds explain the roles of DNA and RNA in coding the instructions for making polypeptides.]
• 9-12.LS1.B.1Develop and use models to communicate the role of mitosis, cellular division, and
differentiation in producing and maintaining complex organisms. [Clarification Statement: Major
events of the cell cycle include cell growth, DNA replication, preparation for division, separation
of chromosomes, and separation of cell contents.
• 9-12.LS1.A.3 Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. [Clarification Statement: Examples of investigations could include heart
rate response to exercise, stomata response to moisture and temperature, and root development in
response to water levels.]
• 9-12.LS1.B.1Develop and use models to communicate the role of mitosis, cellular division, and
differentiation in producing and maintaining complex organisms. [Clarification Statement: Major
events of the cell cycle include cell growth, DNA replication, preparation for division, separation
of chromosomes, and separation of cell contents.
5. Unit What should learners know and be able to do at the end of the unit?
Plan • Learning goals may also address specific behavioral or social goals.
Learnin • Goals should be written using observable and measurable language.
g Goals
By the end of the unit, students should be able to recognize the differences between
RNA and DNA, identify structures of each strand and replicate in multiple forms (2D and 3D).
Students should be able to reciprocate what the central dogma is and how it influences life, as
well as the functions of proteins in the body. Students should also be able to identify a solution
based on percentages given if it is a hypertonic, hypotonic, or isotonic solution, and describe
each orientation within a living cell. Phases of mitosis should also be notified and understood,
and students should be able to identify each phase by physical description or image given.
This determination will be looked at by the class average scores in comparison to the EOC exams
as well as the end of unit exams. Test questions that are llinked to certain standards and
learning objectives are tagged and then organized into how many students in the class got the
answer right or wrong.
2
End of unit goals include students measuring at or above previous unit levels at 70%
This is achieved by taking the average score of each question in regard to their unit, and
comparing them as stated above.
6. Include assessment questions and procedures.

Preasse • How learner data will be collected.
ssment • Assessment questions and procedures should address unit goals outlined in section 5.
of Prior • How data will be shared with the learners as appropriate.
Knowle • Keep your assessment data for use in comparison to post-assessment data.
dge and
Backgr Learner data was collected with a pre-assessment in the form of a Google Form and
ound compared to last years EOC data for any deviation. This test is 20 multiple choice questions that
Inform are designed to test student background knowledge of each lesson within the unit. These
ation questions were pulled from the end of unit test in a random assortment to represent all lessons
learned though the unit and used as a benchmark for quantifying. These questions were aligned
with the Missouri state standards and can be drawn back to those standers for reference.
Understanding where students struggle the most in terms of content has helped me to drive the
unit where it would benefit the students the most. While formative assessments were taken
during each lesson, a unit test set to Missouri standards was given at the end of the unit. For
this data set, the same Google form was taken to see growth of knowledge from the pre-
assessment.
Once the preassessment was completed, I allowed the students to see their answers right away,
so that they had an idea on what was going to be appropriate for them to study in the next
coming months. Using the same test for data, I was able to see where the students grew, and
where they still found obstacles in their learning.
My procedures for the pre-assessment were based on their prior knowledge from their 8th and 9th
grade science and biology course. In taking this data, I allowed students one row at a time to go
back to the Chromebook cart to grab their Chromebook and log into their accounts. From there I
gave them access to the google form and instructed them to do their best but do not worry if
you do not know the answers. This was just to see what they knew, and what they didn’t know.
Google Form Link: Cellular Processes Pre-Data - Google Forms

EOC Heat Form Link: 22-23 EOC Results by Standard - Francis Howell | Tableau Public
The result of my findings is listed below, 28 students’ total:
Lesson 1: EOC results: 52.9% accuracy district wide averages

Preassessment Results, Class Average: 34.7%
*Questions: 1,4,12,16
Missouri State Standard: : 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure
of proteins which carry out the essential functions of life through systems of specialized cells. [Clarification
Statement: Genes are the regions in DNA that code for proteins. Basic transcription and translation explain the roles
of DNA and RNA in coding the instructions for making polypeptides.]

Preassessment Results, Class Average: 36%
Missouri State Standard: 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure
3

*Questions: 6,11,17
Missouri State Standard: Construct a model of how the structure of DNA determines the structure of proteins
which carry out the essential functions of life through systems of specialized cells. [Clarification Statement: Genes
are the regions in DNA that code for proteins. Basic transcription and translation explain the roles of DNA and RNA
in coding the instructions for making polypeptides.]

*Questions: 2,8,14,15,18,19,20
Missouri State Standard: 9-12.LS1.A.3 Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate
response to exercise, stomata response to moisture and temperature, and root development in response to water
levels.]

Preassessment Results, Class Average: 47%
*Questions: 9,10
Missouri State Standard: 9-12.LS1.B.1Develop and use models to communicate the role of mitosis, cellular
division, and differentiation in producing and maintaining complex organisms. [Clarification Statement: Major
eventsof the cell cycle include cell growth, DNA replication, preparation for division, separation of chromosomes,
and separation of cell contents.
As an additional form of assessment I will be taking the types of multiple intelligences by Mark
Vital and take a questionnaire of the students preferred way of learning for consideration in my
lesson plans.
Multiple Intelligences Link: Multiple Intelligence Survey (google.com)

I will then take their results from this quiz to use in future applications.
Types of Intelligences
Spacial Naturalist Musical

Body Kinestetics Locical/Mathmatical Exsistinal
Interpersonal linquistic
4
Cited Work:
Google. (n.d.). Multiple intelligence survey. Google.

https://docs.google.com/forms/d/e/1FAIpQLSc_X11Z0SrgD9CfIf9UciRtbnwtTv16L8mC0J
YjU6wyLkNUNw/viewform?hl=en_US&formkey=dGE2V1lUb05rV0lpdzVBanRrcWs1N0
E6MQ
7. Day Lesson One- 2D DNA Paper Model

by Day
General Students will construct a 2D model of DNA and answer questions regarding that structure.
Plan of Together we will go over instructions together and they can work either on their own, or with a
Instruc shoulder partner. This activity includes cutting out different nitrogenous bases, phosphate group
tion and a deoxyribose sugar and glue them to a separate-colored piece of paper. The set of
questions will be on page two, and both pages will be recorded in their binders for the upcoming
binder check.
Lesson Two- 3D DNA Bead Model

This lesson looks at what we have learned previously in the two-dimensional model of DNA, and
transforms it into a three dimensional model. They will be making keychains made out of beads,
wire and a metal hoop with correct corresponding nucleotides, and base pairs. This will help the
students to visualize what it is meant to create a double helix out of the structure of DNA.
Lesson Three-Kahoot Study Game

At the beginning of class the students completed a bellringer to get them thinking about protein
synthesis, then we played two Kahoot games. In this lesson we used this as study material for
the test coming up the following class period. All the students were to get their phones or a
Chromebook to log in and play. Those who won first place got bonus points to use for their test,
second and third place winners won a piece of candy. Everyone was required to play unless they
had other Biology work to do and received participation points.
Lesson Four- Orbeeze lab

This lesson we will look into the processes of osmosis with the use of Orbeeze. This is a familiar
tool for students and can be found in many different referenced materials in real world scenarios.
An example of this would be in diapers. The students will follow along with a lab to test different
solutions, whether they would they hypersonic or hypotonic solutions as they look into the
processes of osmosis.
Lesson Five- Mitosis Posters

Students will take a check list and create a poster showing all of the phases of mitosis while
listing a short explanation of what each phase does. This emphasizes what the chromosomes are
doing within each phase and allows for multiple avenues of delivery of knowledge from the
students.
8. Daily Please insert five fully developed lesson plans at the end of this document. Please
Plans use the Webster University lesson plan template when developing your lessons.
Lessons should be written in a detailed and specific manner.
5
9. Please insert a comprehensive list of resources and materials used in each lesson
Resourc within the appropriate lesson plan document. All resources should be formally cited.
es and
Materia
ls
10. Unit Include assessment questions and procedures.
Assess • How learner data will be collected
ment of • How data will be shared with learners
Learnin • Assessment questions and procedures should be aligned to the preassessment in section 6
g Goals and address the unit goals outlined in section 5.
• Keep your assessment data for use in comparison to post-assessment data.
Learner data will be collected though the google form and compared to the EOC of last year and
the pre assessment to mark improvement or areas of challenge. This data is then put together
into a graph for better interpretations.
Data will be shared with learners by allowing them to see their scores immediately after the
assessment is taken. If they wish to see their previous scores, they may come up to the front to
ask. This will keep their scores to themselves if they so wish.
Google Form Link: Cellular Processes Pre-Data - Google Forms

This form considers what questions and procedures were accounted for in section 5, as well as use
the same questions assessed in section 6. Again, all of these questions were given to the students
in a random order from the end of unit test and averaged within the class.
The result of my findings is listed below, 28 students’ total:

Missouri State Standard: : 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure

Missouri State Standard: 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure

*Questions: 6,11,17
Missouri State Standard: Construct a model of how the structure of DNA determines the structure of proteins
which carry out the essential functions of life through systems of specialized cells. [Clarification Statement: Genes
are the regions in DNA that code for proteins. Basic transcription and translation explain the roles of DNA and RNA
in coding the instructions for making polypeptides.]

*Questions: 2,8,14,15,18,19,20
6
Missouri State Standard: 9-12.LS1.A.3 Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate
response to exercise, stomata response to moisture and temperature, and root development in response to water
levels.]

*Questions: 9,10
Missouri State Standard: 9-12.LS1.B.1Develop and use models to communicate the role of mitosis, cellular
division, and differentiation in producing and maintaining complex organisms. [Clarification Statement: Major
events of the cell cycle include cell growth, DNA replication, preparation for division, separation of chromosomes,
and separation of cell contents.
Percent Averages of Pre and Post Assessment

with EOC Distric Averages
100
90
80
70
60
50
40
30
20
10
0
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
EOC District Avg. Pre-Assesment Post Assessment
11. This reflection should be completed after your unit has been developed prior to its
Reflecti implementation.
on on • How are your lessons organized so that they build toward the goal(s) of the unit?
Plannin • How is the content of each lesson divided and organized into chunks or steps that are
g manageable for students and the amount of time allotted for lesson implementation?
• What content within the lessons might pose potential difficulty or confusion for students?
How are you proactively planning for these potential trouble spots?
• How does this unit consider the diversity of the learners (i.e., range of age and ability,
including reading ability, experiential background knowledge, socioeconomic, cultural,
racial, gender, language, and ability diversity, IEP considerations, etc.)?
• Having planned this unit, what challenges do you anticipate that you are monitoring closely
as you move into unit implementation?
7
When initially creating this unit, I was looking into what the students were challenged
with in the previous year to try and find connections, patterns, or different teaching strategies in
order to bring up those scores. I looked at what standards were in the lower ratings and
connected them into a unit focusing on cellular processes. Beginning with DNA structure as a
base point to show how and why a cell does what it needs to do to promote life. As the basic
unit of life itself, it was the center point for understanding these processes. Referencing back to
the intelligence quizzes taken from the students along with the pre-assessment, it seemed
reasonable to create models in multiple forms, including 2D and 3D perspectives. Using this
knowledge, taking that structure of DNA and using it to begin protein synthesis made looking at
genes, mutations, and protein manufacturing seemed possibly easier for the students to
comprehend. After the cell has started some of its most necessary functions, we needed to
investigate how the cell maintains itself excluding external environments. The Orbeeze lab and
working with osmosis properties gave the students a logical and real-world example of the
process. To finish the unit, mitosis was introduced as a cell’s way of creating more of itself and
branching from single celled, to a multicellular organism. Looking artistically, we created a poster
of the process to combine logic strategies and organization to showcase a form of student
engagement.
The content in each lesson was divided by the introduction of the topic, note taking,
and then the activity preceding. This way the students know what to expect, and they would be
able to bring together previous knowledge from each lesson, toward the new topics we were
investigating.
Content within lesson three, Protein Synthesis, was the most challenging for the
students during the previous years EOC. This was also reflected in my preassessment. This
indicated that there was need for more review time for the topic and the introduction of
gamification was useful in this subject. This portion was the troubleshoot point to make the
study material more engaging and enthusiastic for the students.
The diversity of my learners was taken more in depth by my IEP students, M.T. and
M.H. Thes accommodations were made case-to-case and customized when necessary. These
customizations were also allowed to each student if applicable and made readily available on the
Canvas page or Google Classroom. For the students, this class is an honors biology class that
teaches at/near a college level in biology. Background knowledge comes from these students
being at a higher range individually than students at standard level for their age range. This was
considered when creating lessons, as well as the construction for the unit.
Challenges that I see in facing implementation include monitoring classroom
behavior, as well as keeping record of anomalies within the room. This includes non-content
abnormalities such as bathroom breaks, interruptions, emails home, and accommodations not
included in IEP’s etc. A strategy that I am using to monitor this is a personal clipboard and notes
used for keeping track of students in this manner. What I also feel will be a challenge is working
with the students on a case-to-case level with the time constraints of the school day. I feel that
differentiation and parent involvement will be advisory to me during this time and I will be
implementing it when needed.
8
This reflection should be completed after your unit has been implemented. You will
Reflecti write this reflection bringing together your individual lesson plan reflections.
on on • What do the learners know now and what are they able to do?
Implem • How well do they know, and can they do it?
entatio • What would you do next to further the development of the learning?
n • How would you adjust this unit were you to teach it again?
**Note: The assignment should be written in a clear, concise, professional manner with attention
given to proper grammar, spelling, and punctuation.
At the end of this unit, the students can identify structures of DNA and how to manifest it in
multiple facets of understanding. They can draw connections to how the structure of DNA
influences what proteins are made and how they are created within the cell. Maintaining and
internal environment is also noted by student achievements as well as how cells are duplicated
and in which phases, they grow and multiply.
These findings are allocated in my assessments found in previous sections, as well as
though the Missouri state standards within each lesson. Evidence of knowledge can be found in
those google forms to show their growth in understanding overall.
To further develop the learning, I would want to draw more real-world examples and
make the “theoretical” learning into something they can hold in their hands. I believe that some
of the conflicts that students have coincide with the areas of learning at which they can not see
with their own eyes. Therefore, further learning would involve more specified tools and
techniques that would bring more interest to the content.
If I were able to teach this unit again, I would include more kinesthetic learning
opportunities for students to work towards as some seemed to work better in this fashion. With
the implementation of the unit, I have looked at each lesson in its entirety and found areas of
focus to make more productive for students in the future, as well as areas of success in its
purpose. As its followings of the EOC for previous students district wide I have considered that
the most difficult areas of study were still focused on protein synthesis and DNA structure. Most
of which was the identifications of what a nucleotide is and how to break it down into its most
basic forms. This area specifically would also need more time allocated to learning with possible
strategic avenues for better implementation.
9
Lesson 1: DNA Structure 2D Model
DNA Structure
1. Description of the Setting: What characteristics of the classroom or setting are important to the lesson? (e.g., grade
level, physical set-up of classroom, number of students, adult supports, etc.)
Grade level: 9th-10th grade.
Classroom description: This class is a biology lab and classroom combination with the lecture/instruction sectioned in the front of
the room with the lab set up in the back. The lab set up has tools that are associated with the course that include microscopes, sinks,
and various chemicals, organic specimens, and other biological samples that we will be working with. The students are seated at tables
(two to a table) with individual chairs for each student. The front of the room associated with lecture activities has a smart board as the
main tool to utilize for lectures, as well as a white board. On the whiteboard is a calendar of the week’s activities and agendas so that
the students feel more prepared for the week. Each seat that a student occupies is labeled with a number that directly correlates to a
phone cubby, and laptop computer from the computer cart. Students are seated alphabetically to maintain classroom behavior.
In addition this lesson will be taught in the morning during second hour. (8:15 am to 9:03)
Adult support: The main teacher, Mrs. Soltisiak, and I are the supervisors for the class. For additional support in terms of either
discipline or safety concerns, the administration team, security officer, and counselors are available if necessary. She also has a TA
student during her 5th and 6th hour to help with classroom set up.
2. Description of the Learners: What do you know about the learners that have influenced your decisions in planning
this lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential background knowledge of the learners,
cultural diversity of the learners, etc.)
This is an honors biology class, which consists of students who have surpassed certain expectations in the subject of biology and have
passed physical science as an eighth-grade elective. This class is also a pre-step course for college preparation and a passing grade is
required to move onto other AP courses. This results in a more in-depth look at the content and therefore a more complex workload.
This has influenced my lesson in terms of giving more integrated learning modes and more time for differentiation than a one stylized
lesson. For the same reasons, this class required different scaffolding needs to excel the learning. Taking this into account, this lesson
connects what was completed in the previous unit and allows the students to draw on previous knowledge for better understanding and
comprehension.
In addition, there are two students in the class that have an IEP. One IEP (M.H) consists of giving accommodation to the student for
anxiety and disorganization, while the other student needs accommodations for dyslexia (M.T). For student M.H. accommodations
would include allowing for a quite testing/activity space as well as allocating for more time spent on worksheets. Keeping track of
organization should also be a priority. A more literal language from the instructors is also noted to remove any possible obstacles that
the student may feel arise. For student M.T., this would include worksheets being more formatted, options for open and interactive
assignments, as well as reading the material outload.
These students will be given opportunities to complete the activity in a quite environment so that they can better concentrate on it,
and/or have more of a one-on-one experience at their request.
Classroom culture is maintained by the teacher and me as a safe environment and is then mutually reciprocated from the students.
Overall, the school culture consists of a diverse group of students culturally and economically. This set of diversity requires a narrative
that is level and focused on equity to ensure students success.
3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and skills addressed
by this lesson.
Missouri State Lesson: 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure of proteins which carry out the
essential functions of life through systems of specialized cells. [Clarification Statement: Genes are the regions in DNA that code for proteins. Basic
transcription and translation explain the roles of DNA and RNA in coding the instructions for making polypeptides.]
Fransis Howell North Standards: Construct a model of how the structure of DNA determines the structure of proteins which carry
out the essential function of life though the systems of specialized cells.
Quality Indicators: Agenda is placed on the board and scaffolding is available for the students.
Skills addressed in this lesson: When the notes and activity are completed, students should be able to understand the structure of
DNA and identify the parts that make up the sugar, phosphate, and order of nitrogenous bases.
10
4. Lesson Objective(s)
(Lesson objectives should contain observable and measurable target behavior, conditions under which the target
behavior should be performed and criteria for mastery.)
How does this lesson fit into the larger instructional sequence?
Objective:
Students will construct a model of the DNA structure, by using knowledge obtained by personal notes and
instruction while being able to identify aspects of the structure with 100% completion.
.
This lesson fits into the overall unit as it contains transition method from macromolecules to DNA with the use
of nucleic acids as a lead into a new discussion. This can give students a sense of continuance and connect
recent past learning into the new topic.
5. Assessment: Assessment(s) before, during, and after the lesson
Before assessment: Bell ringer to remind students, what was done last class as well as introduce a new topic.
During assessment: While the students are working on their activity and worksheet, I will be walking around the room answering
questions and guiding students to the right answers. This will give me an idea on where students are in terms of content confidence,
and I can intervene if necessary. If at one point I feel that there is a common need from the students, I will draw the student’s attention
to myself, and we can talk about the question as a short whole class discussion. This way students will not feel singled out or
neglected. I will then do a quick check with either a thumbs up, down, or to the side on how they feel about the explanation. I will also
be checking for accuracy for the students so that they know when they have the right answer.
After assessment: What is covered today will be on the unit test in the next coming weeks. Overall, this is part of the summative
assessment, but a completion check will also be done to ensure the students have the right answers and the work is finished. If the
students are insufficient with the activity, either a new approach is needed, or more time allocated for the subject will be necessary.
6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson, engage learners in
the lesson content, and bring the lesson to a close.
How will you engage the learners, review prior skills/content, and set a purpose for learning?
In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to students’ wonderings,
experiences, or questions?
In what ways will you demonstrate the processes you want the learners to follow as they participate in the lesson?
How will you structure the lesson so that students can gradually assume responsibility for learning?
How will you provide feedback to students throughout the lesson and guide them to reflect on what they learned and their
own success in the learning process?
How will you plan for the allocation of time to the different lesson activities?
As students enter the room and take their seats, they will begin by taking out their binders and complete the bell ringer
posted on the smart board. This start of the course is unprompted by the teacher and students should automatically do this as they enter
the room. If necessary though I will give reminders that they should be completing their bellringer in the correct spot in their binder
for better organization. Bellringers are intended to act as an engaging and opening transition into the class by invoking expectations
set up at the beginning of the year. They are also meant to engage students in the content as well as recap what we did in the prior
class. After approximately 5 min we will go over the bell ringer as a class.
During this, I will be invoking questions from the students by talking about the aspects of the topic lesson. My intention is to bring in
real world examples and how the structure of DNA connects with the previous unit we completed. An example of this is how DNA is
a macromolecule and that it has smaller parts that make up its structure. This in turn is what makes us who we are genetically.
After a brief discussion on the bellringer, we will then do a quick recap on notes and ask students if there was anything they found
difficult to understand from the previous class discussion. I will take a formative assessment by asking students to show me a thumbs
up for “I understand”, thumbs to the side as “I kind of get it” and a thumbs down for “I need another explanation”. If students have
more questions about the content of the notes, I will show them a video on DNA structure. Depending on the time and number of
questions we can either watch it with or without the video notes. If this were to happen then time allocation will shift and students will
need to finish the worksheet at home.
11
I will then ask the students to put everything away and begin the transition to the activity. I will grab the worksheets for them and give
them the directions to complete it, while I am holding onto the worksheets. This is important to note as it will keep their attention on
me while I give them the information that they need. I will also have an example of what the finished project should look like on the
board for them to reference if needed. The directions will include the following:
“Everyone will complete this cut out of a two-dimensional section of DNA. I want you to complete this first because you
will need to cut them out and glue them to the back of the paper, or if you would rather, glue it onto a piece of construction paper,
which I have at the front of the room. Remember there is a 5’ and 3’ end, and the parts of the DNA need to be complementary, as well
as running in the right direction. If you are confused by this, please let me know. DO NOT GLUE DOWN YOUR PEICIES UNTIL
AFTER I HAVE CHECKED THEM.
Once you are finished cutting the pieces and have glued them down, begin the second sheet by filling out the questions. If you need
help and I can’t get to you fast enough, you may consult with your shoulder partner. You must stay in your desks, and you cannot
shout across the room. I have scissors that I will also bring around to you as well as glue sticks. Please share with your shoulder
partner if you need to”.
I will pass out the worksheets as well as the scissors and glue to the students. As they begin to work, I will walk around the room and
answer questions, keep students on task, and collect supplies when they are finished with them.
Students are allowed to use their notes, and other online resources if necessary for them to complete the activity.
When they are done, they need to raise their hands so that I can come over to check their work for accuracy. Once it has gotten my
approval, they will make sure their name and the date are on the worksheet and place it in their binder behind the previous days notes
and worksheets. If the students are finished, they can use the remaining time to organize their binder in preparation for the binder
check at the end of the unit.
If students do not finish the lesson in the allotted time, they will need to complete it as homework and show me the next class. If they
wish to come in during Knight Time (academic lab) they may do so on request.
If there is an issue with some of the technology, for example the internet is unavailable, then I can continue the lesson by writing the
bell ringer on the board and continuing from there. If students are absent, all my course work is on the canvas page, or my Google
Classroom page under assignments (link in materials). They can also complete this digitally if they need to. Any other accommodation
can be communicated to me by the students if they require an avenue of learning that doesn’t require a printer.
For those students who are absent, or have more questions about the content, I will have uploaded a version of the lesson on Panopto
so that they can hear the lecture over again, or a certain piece of it if they need to. Panopto is an application that records lessons, tags
them with key words, and has a search bar option through the course contents. If there were students who read better in another
language, an option to change the closed caption language is available.
When the lesson is finished and there is approximately three minutes left for the class, I will make an announcement to clean up their
tables, put scissors and glue in the bin and get ready to leave. As the standard classroom rule students will remain in their seats util the
bell rings for dismissal.
Time allocation for this lesson will take approximately 48 minutes.

Bellringer: 5-7 minutes
Instructions: >2 minutes
Activity: 25-35 minutes
Clean up and binder work: Remaining time.
7. Resources and Materials: List of materials used in planning and during the implementation of the lesson
1. Worksheet with question page, and 2D DNA molecule cut out page.
2. Additional colored paper
3. Smart Board
4. Bellringer slide show
5. Printable worksheets for absent students (in google classroom)
6. Glue sticks
7. Scissors
8. Google Classroom Link: 5sgoti7
9. Video on DNA (if need is indicated in formative assessment):
https://www.youtube.com/watch?v=C1CRrtkWwu0
10. Video guided notes/online worksheet (in google classroom)
11. Panopto Link: https://umsystem.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=69019144-de1e-43ac-833b-
b07e0175e32b
12
12. Additional video for rigor instruction (DNA Structure and Replication: Crash Course Biology #10 -
YouTube)
Cited Work:
• YouTube. (2014). YouTube. Retrieved September 15, 2023, from

https://www.youtube.com/watch?v=C1CRrtkWwu0.
• [solved] DNA structure Quick lab (8.A1-42) instructions: 1. quickly cut out...: Course hero. [Solved]
DNA Structure Quick Lab (8.A1-42) Instructions: 1. Quickly cut out... | Course Hero. (n.d.).
https://www.coursehero.com/tutors-problems/Anatomy/27300696-Please-refer-to-the-attachment-to-
answer-this-question-This-question/
• Video notes and Panopto recording were made by me.
8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to enhance instruction,
student learning, and assessment.
All the worksheets are on Canvas and Google classroom for students to retrieve if they are absent or lose the worksheet.
Panopto is not required for students to download, all that is needed is the link to watch the video. This can be done on their phones or
Chromebook. Panopto can also be used as an assistive technology if applicable for students who may perform better with reading
aides, video notes, and a readily available recap of the lesson.
Instructions will be available on the smart board as well as the example of the cut out.
13
9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet the needs of all learners,
learning differences, cultural and language differences, etc.
How are you embedding Universal Design for Learning principles within the lesson?
What specific accommodations are you providing for individual learners and how are these being provided?
How are you modifying the outcome, process, or product for individual learners?
Universal Design for Learning Principles:
• Engagement (why): DNA is the genetic code that contains information on who and what we are. Understanding this code
can help us discover medical advances, mutations, evolutionary events, and instructions for life. All of what we see is
because of a genetic code and the basic structure of DNA. This is why we are learning about DNA in biology and why it
connects the previous unit to the current point in this lesson.
• Representation (what): DNA is in every living thing and is present in our everyday lives. Understanding this adds to our
basic knowledge on how life works on Earth.
• Action and Expression (How): Previous lecture notes can be used to help with this worksheet. Students are also
instructed to use online sources if necessary as well as their shoulder partner. The action is to complete the cut out as well
as complete the worksheet correctly.
For my students with and IEP, they may choose to do this activity in the testing center where it is less distracting and can have
someone work with them more on a one-on-one basis. If M.T communicates with me that this worksheet is difficult to do, or shows
abnormally incomplete work, accommodation can be made to ensure that the standards are still met for content assessments. For
this student, I also use a font that is more readable for those with dyslexia during all my instruction to make transitions smoother.
The worksheet itself can also be modified by adding a coloring direction to help students make connections, along with making the
chain longer for better retention.
10. Classroom Management: Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep learners on task and actively engaged
How will you review classroom rules and procedures?
What specific procedures will be in place to ensure smooth transitions between lesson activities?
How will you provide reinforcement or acknowledgment to the whole group or individual learners for appropriate
behavior?
How are you using individualized behavior supports for individual learners?
At this point in the semester, students will already be familiar with the beginning protocols of the class by getting out their binders
and completing the bell ringer. Once the late bell has rung and I begin class, we will start this process as noted before.
After our bellringer I will conduct a smooth transition process by holding the papers until I am done explaining the directions.
Reviewing of classroom rules will be class wide before the assignment can begin. Things that will be mentioned will be;
• Keeping the floors clean.
• Throw your scraps in the recycle bin.
• Don’t use the glue/tape unnecessarily.
• Collaborate with shoulder partner only.
• Stay in our seats.
• Raise hand for help/answer check.
Going over the rules will provide the reinforcements for appropriate behavior.
For direction and behavioral expectation, I will ask questions to the class. One example will be, “Will we use glue inappropriately?
(Wait for class to answer) No, we will only glue the cut outs to our piece of paper.” Among other questions for student
involvement.
This system will also keep the students’ hands and minds busy, which helps with unwanted behaviors.
As far as general classroom management there are expectations that were discussed at the beginning of the class that are as follows;
• To use the bathroom, you must ask permission to go.
• Cellphones are to be either face down on your desk, or in your bag put away.
• Food and drink are not allowed in the lab but can be eaten at your tables.
14
• Ear buds cannot be played while in lecture.
• Students are not allowed in the lab at any time. Failure to follow this rule will receive a detention and a write up.
• Once students are completed with their work and if time allows, students may use their phones as a reward.
11. Supplementary Activities: Activities for early finishers or if the lesson is completed early that extend learners'
understanding of and thinking about the lesson objectives by applying their new knowledge in a different way
Students who finish early can then go through their binder to make sure that they are organized and caught up. Students
are also allowed to look ahead in canvas to look at and prepare for work the next day.
I also have a video with notes to follow along that regenerate what was learned in this lesson.
If students are finished and they have more questions about DNA and the structure, I have a video that goes more into
the processes of DNA structure, (DNA Structure and Replication: Crash Course Biology #10 - YouTube. I can
also ask them to look into mutations and how slight changes in the DNA structure can have a major effect on
the life of organisms, both human and other.
12. Lesson Evaluation and Reflection

To what extent did the learners meet the lesson objectives?
In what ways did you provide feedback to learners?
Which activities or strategies did you find the most effective in the lesson?
What adjustments will you make in future lessons?
How will you build on today's learning in your next lesson?
All the students completed the portion of the lesson where they needed to cut and glue down their structure of
DNA in the time aloud. Students during the lesson asked questions about the structure and if they were
correct. Each student worked to gain understanding of the answer without focus on getting it correct the first
time. This way they could learn the process without feeling stressed.
I provided feedback to the students by answering their questions with leading guidelines so that they
themselves could achieve the answer. Most students were able to follow this type of questions to discover the
answer in a “eureka moment.” For others, I used the class to answer questions, this way it was more students
focused rather than just giving the answer myself.
Within the activity I found that displaying a labeled nucleotide on the board, while also incorporating the
parts of a nucleotide in the bellringer helped the students to connect the knowledge to the activity and
questions. I also found that using analogies, examples, and demonstrations worked with understanding a
concept that is not easily seen.
For the future I want to better my transitions from notes to activity. I should have been clearer with my
instructions in telling them to wait to get supplies until I finished reading instructions. I was also told that my
voice needs to be clearer throughout instead of trailing off at the end.
My next lesson will involve the same basic knowledge needed for this lesson, with some additions in
classroom management. One of which is to make sure my instructions are clear and concise with more future
potential problems in mind, and the other is to keep my attention on the whole class, even while working with
one student. This will better my teaching practices for the future and relaying information to the students in a
productive manner.
15
Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to include in this
lesson
*Below is a copy of the worksheets they will complete in class.
16
DNA Structure Quick Lab
Instructions:
1. Quickly cut out each of the phosphate, deoxyribose sugar, and base pieces.
2. First, match up 2 bases to their complimentary pair, making sure the words are visible by you
(ie: not face down!).
3. Attach a sugar to each base (dot to dot). Make sure they touch…don’t yet glue!!
4. Attach a phosphate to each deoxyribose sugar (star to star).
HOWEVER, make sure that there is a phosphate on the TOP LEFT and BOTTOM RIGHT of
your DNA molecule. Make sure they touch… don’t yet glue!!
5. Arrange on the back of this sheet and glue down!
6. Number each deoxyribose sugar’s CARBONS (1’, 2’, 3’, etc.) (Use your notes if you are
having trouble)
---------------------------------------------------------------------------------------------------------------------
---------------------
Analysis Questions:
1. What are the three parts that make up the DNA nucleotide? Circle ONE nucleotide on the
back of this lab.
2. What are the 2 parts of a DNA nucleotide that were the same for each molecule?
3. Nitrogen bases are attached to which part of the nucleotide?
4. What are the 2 parts of the nucleotide that alternate to form the “sides of the ladder”?
5. What part of the nucleotide forms the “rungs of the ladder”?
7. What do hydrogen bonds connect in the double helix?
8. Our DNA strand only had 8 nucleotides. If we had a DNA strand of 20 nucleotides, and 6 of
them were adenine, how many thymine, guanine, and cytosine would we have? Categorize each
base as a Pyrimidine or a Purine! Notice a trend?!
Adenine– 6 Guanine - ______ Thymine - ______ Cytosine- _____
17
Lesson 2: 3D Beaded Model of DNA
1. Description of the Setting: What characteristics of the classroom or setting are important to the lesson?
(e.g., grade level, physical set-up of classroom, number of students, adult supports, etc.)

In addition this lesson will be taught in the morning during second hour. (8:15 am to 9:03)
Adult support: The main teacher, Mrs. Soltisiak, and I are the supervisors for the class. For additional support in terms of either
discipline or safety concerns, the administration team, security officer, and counselors are available if necessary. She also has a TA
student during her 5th and 6th hour to help with classroom set up.
2. Description of the Learners: What do you know about the learners that have influenced your decisions
in planning this lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential background
knowledge of the learners, cultural diversity of the learners, etc.)
comprehension.
anxiety and disorganization, while the other student needs accommodations for dyslexia (M.T). For student M.H. accommodations
3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and
skills addressed by this lesson.
9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure of proteins which carry
out the essential functions of life through systems of specialized cells. [Clarification Statement: Genes are the
regions in DNA that code for proteins. Basic transcription and translation explain the roles of DNA and RNA in
coding the instructions for making polypeptides.]
19
(Lesson objectives should contain observable and measurable target behavior, conditions under which the
target behavior should be performed and criteria for mastery.)
• How does this lesson fit into the larger instructional sequence?
Students will be able to create a three-dimensional DNA model using knowledge gained within the unit, and
made with a 100% completion.
This lesson fits into the unit by giving students another look at the structure and function of DNA in a
different viewpoint. Reptation of this material is necessary as it is a complicated topic to comprehend and helps
the student’s ability to comprehend the content.
Before assessment: I will begin the class with a bellringer. This is something that the students do automatically when they come into
the classroom and is part of the classroom protocol. The bellringer will be displayed on the spart board and will read, “What does
DNA stand for?” This will give the students an idea of what it is we are building today as well as open the door to what we have been
studying for the past two weeks.
During: While the students are working on their keychains I will walk around and answer questions they have about the structure and
construction of the keychain. When students ask about specific questions or what parts of the structure are, I can ask the class as a
whole on what the answer is. This gives students the chance to answer it for the students and incorporates more into the activity
instead of just giving them the answers myself.
After the lesson: Thought what was learned in this activity will be on the test at the end of the unit, I will take an assessment on what
the students found the most difficult and easiest to understand. This will take place after things have been cleaned up and put away,
and students are sitting in their seats. I will ask for a thumbs up, down, or to the side on how they felt the activity helped them
understand the structure of DNA.
6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson, engage
learners in the lesson content, and bring the lesson to a close.
• How will you engage the learners, review prior skills/content, and set a purpose for learning?
• In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to
students' wonderings, experiences, or questions?
• In what ways will you demonstrate the processes you want the learners to follow as they participate in
the lesson?
• How will you structure the lesson so that students can gradually assume responsibility for learning?
• How will you provide feedback to students throughout the lesson and guide them to reflect on what they
learned and their own success in the learning process?
• How will you plan for the allocation of time to the different lesson activities?
*Over the previous week I will have a general announcement to the students to bring in their own beads and 25 gage wire for the
activity. I have beads for students who are unable to get beads themselves and I will ask the students if they want to donate their beads
and wire for other students wither this year, or next year’s students. All materials that either belong to me or have been donated will
be kept together for students to retrieve.
As the students walk into the classroom they will sit down in their seats and take out their binder to
begin their bellringer. These are designed to engage students into the content area and give them something to
work on as soon as they enter the room. This protocol was set up at the beginning of the year and students
should do this automatically without prompt from myself. However, if necessary, I will remind the students if
20
they seem off task to get their binders out to start the bellringer. As students work on the bellringer, I will walk
around the room to make sure students are on task and answer any questions that they have. I will announce that
they have about 30 seconds left to complete it. After that time, we will talk about the questions while drawing
attention to the importance of why we are learning about this topic. We will discuss this as a class so that
everyone in the room is involved in the discussion. I can also keep tabs on who is paying attention, and who
may need extra direction from myself.
Once the bellringer is complete, I will ask the students to put everything away and under their tables as they will
need space to complete this activity. Once that is completed, I will give an introduction on what it is we will be
doing today. I want to explain to the students that this is going to be a messy day and so keeping things as neat
as possible will be important in making the activity go as smoothly as possible. My directions will be
communicated as follows;
“Today we will be making a three-dimensional beaded key chain. I want to go over the
directions with you first before I pass out the written directions just so that I have everyone’s attention. Please,
don’t worry if you do not finish because we will be working on this next time if necessary. Do not move until I
am done with the directions, buy you will go to the back table and collect the following materials, a stack of
plastic containers for your beads, a piece of precut wire, six beads for each nucleotide (they must be different
colors), 20 beads for your phosphates, and 22 beads for your sugars. Make sure that each group of beads is a
different color. You may choose the color beads you would like to work with. If you brought your own supplies,
you may use those. After you have collected your materials, make sure that you sit back in your seats. I will pass
back a paper copy of the instructions as well for you to look at. Those plastic containers that you are being
given are for you to separate your bead colors. It will be easier to look at and organize if you have them set up
this way. I will be walking around the room to help you get started. When you are finished, I expect all of your
extra beads to be put back into their correct containers, wire to be put away, and all messes to be cleaned up
before the bell. This activity can get very messy if we allow it, but we will be as clean and as careful as we can
be. I will let you know when we have about six minutes left of class so that there is plenty of time for us to clean
up.
Side note! If you are still having trouble with the instructions, I will post a link to a video on google classroom
that can walk you though the activity. (DNA keychain tutorial 2016 - YouTube)
At this point I will allow the students to begin collecting their materials. As they do this, I will pass back the
instructions for them to use for the activity.
Once the students are sitting down and have all their beads organized, they will follow the directions on the
sheet to complete the 3D DNA model. I will be walking around the room helping students get started with the
first loop. If there is a significant number of students who are struggling, I will do an example with the class so
that they have something to follow along to. Otherwise, I will continue to help students complete the project. At
about 10 minutes until the bell rings, I will pass back Ziplock baggies for students who do not think that they
will finish. This way they can save their work for next class to finish the project. In the back of the room, I have
a shelf available for students to put their work onto so that they can finish it for the next class. At the 6-minute
mark I will tell students that it is time to clean up. All baggies should be placed in the back of the room, all
beads should either be thrown away, organized back with their original set, and any donated materials should be
placed on the shelf. I will ask them to leave their worksheets on the table for the next class to use. I will also ask
the students to pick up any trash, beads, or wire from off the ground. I will conclude the lesson by asking the
students how they felt about the lesson and DNA as a whole. After a short open session for answers, I will ask
for a thumbs up, down, or to the side on the understanding of DNA structure. After these short assessments and
when the bell rings, the students are free to leave.
• If students finish early, they can work on their study guides and makes sure that their binders are
organized for the upcoming binder checks.
21
1. Multiple colors and shapes of beads
2. 25 gage wire in any color
3. Small plastic containers for bead organization. Each one marked with either an A,T,C,G,S,or P.
4. Wire cutters
5. Metal key chain rings
6. Ziplock baggies
7. Sharpie markers
8. Instruction papers
9. Smart board for agenda and bellringer
10. Google classroom: https://classroom.google.com/c/NTI0MjIzMjM2NzMx?cjc=5sgoti7
11. Video of instructions (DNA keychain tutorial 2016 - YouTube)
Cited work:
Additional Website: DNA: The double helix. LabXchange. (n.d.).

https://www.labxchange.org/library/items/lb:LabXchange:5c1562b9:lx_simulation:1
Video Instructions: YouTube. (2016, December 8). DNA Keychain Tutorial 2016. YouTube.
https://www.youtube.com/watch?v=b4s7e6HgnU4&ab_channel=SarahE.Edwards
Instructions Sheet: DNA keychains teacher information - science spot. (n.d.).

https://sciencespot.net/Media/Genetics_DNAKeychainGuide.pdf
8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to enhance
instruction, student learning, and assessment.
Though this activity does not use technology in the sense of computers or electronic devises, we
will be using handheld manipulatives and tools to help up work with the wires and beads. Working creatively in
this way helps students actively use another form of blooms intelligences.
We will be utilizing the smartboard for the introductory bellringer as well as the agenda for the students to keep
track of. If necessary I will also use this to place a copy of the paper instructions on the board.
On google classroom I also have a website listed for students to make a “three-dimensional” model
of DNA if they are absent, or unable to work with the physical manipulative.
What is also included in google classroom are the notes on the structure of DNA to help the students draw
connections to the structure.
22
• How are you embedding Universal Design for Learning principles within the lesson?
• What specific accommodations are you providing for individual learners and how are these being provided?
• How are you modifying the outcome, process, or product for individual learners?
Engagement:
Students begin with a bell ringer that is designed to be engaging and opens content connections for students to draw from. This also encourag
students to “warm up” the topic so that taking in new information can be better achievable.
Representations:
This activity is a different representation to what we have already been working on to give the students a better idea on the structure of DNA
Along with this three-dimensional model I have also provided alternative ways to give me the evidence that the students understand the concept. I have
provided a digital submission option, while also providing different ways of understanding the instructions and examples in terms of a written example
and audio/visual representation.
Action and expression:
Adding to my statement above, the lesson being emphasized in the activity has been explained thought the students’ written notes, video
worksheets, a two-dimensional model, and finishing it off with a three-dimensional model. Repetition is beneficial for students’ development and
contend comprehension as well.
Modifications of the outcome and process can be achieved for the individual student by either their physical ability, or time restraints. This giv
each student a chance to see the DNA molecular structure in three dimensions regardless of obstacles. This can also pertain to the activity listed, or wo
on digital examples as a replacement. The activity itself can also be lengthened or shortened depending on the time restraints of the class.
10. Classroom Management: Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep learners on task and actively engaged
• How will you review classroom rules and procedures?
• What specific procedures will be in place to ensure smooth transitions between lesson activities?
• How will you provide reinforcement or acknowledgment to the whole group or individual learners for appropriate
behavior?
• How are you using individualized behavior supports for individual learners?
At this point in the semester, students will already be familiar with the beginning protocols of the class by getting out their binders and completing the
bell ringer. Once the late bell has rung and I begin class, we will start this process as noted before.
After our bellringer I will conduct a smooth transition process by holding the papers until I am done explaining the directions.
• Keeping the floors clean.
• Throw your scraps in the recycle bin or trash can
• Don’t use the beads and wire unnecessarily
• Collaborate with shoulder partner and ask for help when you need too
• Stay in our seats.
• Raise hand for help
For direction and behavioral expectation, I will ask questions to the class. One example will be, “Will we use the wire inappropriately? (Wait for class
answer) No, we will only use the wire for our keychains.” Among other questions for student involvement.
• Students are not allowed in the lab at any time. Failure to follow this rule will require a detention and a write up.
As stated in the technology portion of the lesson plan, I have additional material for those who have trouble with usin
manipulatives or they are absent.
I also have a video for students to follow along with while they are making the key chains for a more one-on-one instruction.
If students are finished early, they can work on their study guides that they have been handed out, or organize their binders fo
the upcoming binder check.

• To what extent did the learners meet the lesson objectives?
• In what ways did you provide feedback to learners?
• Which activities or strategies did you find the most effective in the lesson?
• What adjustments will you make in future lessons?
• How will you build on today's learning in your next lesson?
Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson
24
DNA Key Chain Instructions:
Step 1: Gather your materials
● You need a total of 6 different colored beads
○ 6 beads of the same color (i.e. red) for Adenines
○ 6 beads of the same color (i.e. green) for Thymines
○ 6 beads of the same color (i.e. white) for Cytosines
○ 6 beads of the same color (i.e. black) for Guanines
○ 20 of the same color (i.e gold) for Phosphates
○ 22 of the same color (i.e blue) for Sugars
● 1 piece of 24 gauge beading wire that is about 2-2.5 feet long
Step 2: Stretch out the wire and put the beads on the wire in the order seen below
Step 3: The “Circle of Life”

● Put the ends of your wire together and push the beads to the end. The wire should be shaped like a U
● Now, take the wire in your right hand and thread it through the top 2 beads on the left; take the wire in
your left hand and thread it through the top 2 beads on your right. This is called “CRISSCROSS”
(You’ll do this multiple times.) pull the wire to form a circle of beads
LEFT
RIGHT
Step 4: Extend
your DNA chain
by adding a
nucleotide
to each side – phosphate, sugar, base, (in that order), repeat “circle of life”.
25
Observation Lesson 2, Unit Lesson 3:
Kahoot Study Game with Flash Card Back-Up Game
Adult support: My cooperating teacher will most likely not be in attendance for this class and therefore I will be the main support for
the room.
For additional support in terms of either discipline or safety concerns, the administration team, security officer, and counselors are
available if necessary. She also has a TA student during her 5th and 6th hour to help with classroom set up.
comprehension.
anxiety and disorganization, while the other student needs accommodation for dyslexia (M.T). For student M.H. accommodations
9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure of proteins which carry
out the essential functions of life through systems of specialized cells. [Clarification Statement: Genes are the
regions in DNA that code for proteins. Basic transcription and translation explain the roles of DNA and RNA in
coding the instructions for making polypeptides.]
26
Official Objective: Students will participate in the study session over protein synthesis and DNA transcription
and Translation with a 100% participation grade.
Student Objective: Students will play the Kahoot study game for participation points/extra credit.
By including this into the unit, it takes elements from the previous lesson and continues their complexity on the functions of life. What
is now prior knowledge in terms of DNA structure and replication, the construction of those concepts makes if more relatable to the
formation of proteins in transcription/translation. In intern gives students a path to follow with the academics of the class.
Before: A bellringer at the beginning of the class will be set up on the board to get students prepared for future
questions. This bellringer will also give students a lead on what it is we will be studying today and how it
relates to the test coming up. The discussion that follows will be the assessment before the lesson begins to give
me an idea on where the students are academically.
During: While playing the Kahoot game, I will record data on how the students answer the questions and take
note on what answers were the most difficult for students. This way I can give them either a last-minute rework
or a lesson, go into more in-depth on a topic, or push back the test if I feel the students are not ready.
After: When the lesson is complete, I will ask the students to give me a thumbs up, down, or to the side on how
they feel about the test. If there are more students who have either a thumbs down or to the side, I will press
further into what was the most difficult and then rework the topic/content.
the lesson?
As protocol for the entirety of the semester, students will walk into the room and answer the bellringer
question on the board. This gives students something to do as they walk into the room, while also opening the
door for an engaging conversation. This bellringer is to be written with the rest of their bellringers and dated for
reference later. What will also be placed on the board are instructions for the students to get their Chromebook
27
for the Kahoot game we will be using as a test prep tool. Once the bell has rung, I will announce to the students
that they will have about 30 seconds before we go over the question and to get their Chromebooks if they have
not done so already. The bell ringer for the day will read, “What are the four main steps of protein synthesis?”.
This question pertains to the topic overall in the unit and draws in more conversations on potential difficult
concepts that can be discussed further. After about 4 minutes of discussion, I will ask the students to put their
binders to the side, and to turn on their Chromebook. I want to make sure that the students use the Chromebooks
before they try to use their phones for the game because service in the room is not very strong for phones. This
also blocks certain websites to keep students on track. I will then log into Kahoot and the students can log in
when they are ready. While they are getting set up I will remind them of the rules of the game as well as what
the prizes will be. This includes that all those who make it onto the podium (1st, 2nd and 3rd place) will receive a
piece of candy, but the first-place winner will also receive a mulligan prize. These prizes are in the form of a
piece of paper in the shape of an S (for my cooperating teacher) with their name, date, and my signature on it.
These mulligans can be collected and used as bonus points on future tests. The students also need to use their
real name so that I know who wins the prizes. Once everyone is logged in, we will begin the game. As the
students’ progress, I will keep track of what questions students missed the most, and which ones they
understand. On the questions that the students get wrong, I will give a brief overview to remind them why the
answer is correct. Once the game is finished, I will place the winners on the podium and hand out the prizes.
If there is still time left after this game, I have another Kahoot set up and we can play to study more for the test,
or I can give the students the option of going over the study guide as a class. The decision for which direction to
go in also depends on the allotted time left in class.
At the end of class, the students can decide who wants to keep the flashcards to study from. The groups can ask
for their cards back or ask to keep the deck that they have. This can also be determined at the end of class with
student involvement.

Chromebook cleanup and study time if applicable: Remaining time.
*if there is a technical issue and we are unable to play the kahoot game, we will use this time to go over the study guide together as a
class by playing the flash card game (see additional/supplementary materials).
If there are not enough Chromebook for each student, I will allow students to work in pairs if they wish. If they do work in a pair, and
win the game, each partner will get the mulligan prize.
1. Smart board
2. Google Classroom Code: https://classroom.google.com/c/NTI0MjIzMjM2NzMx?cjc=5sgoti7 5sgoti7
3. Chromebooks for each student (in rolling cart)
4. Mulligan prizes (located on my desk)
5. Small candy prizes (in black bag next to my desk)
6. Kahoot login information (click links below)
7. Study guides (if needed, copies are on the rolling cart, students should have some already)
8. Flash cards (if internet isn’t working, on my desk)
9. Ziplock baggies to put cards in (or paper clips if necessary)
10. Kahoot link 1: Protein Synthesis Review - Details - Kahoot!
11. Kahoot link 2: Unit 3 Protein Synthesis & Mutations Review - Details - Kahoot!
12. Student reference website(s):
• From DNA to protein - 3D - YouTube
• Protein Synthesis (Updated) - YouTube
28
Cited work:
• *This Kahoot game was created by my cooperating teacher and myself for the purpose of this lesson and is original work.
• *I have also created the flash card game.
• * YouTube. (2018, March 19). Protein synthesis - science spot. YouTube.
https://sciencespot.net/Media/Genetics_DNAKeychainGuide.pdf
• *YouTube. (2015, January 7). From DNA to protein - 3D. YouTube.
https://www.youtube.com/watch?v=gG7uCskUOrA&ab_channel=yourgenome
This lesson utilizes technology in the form of Chromebook computers, Kahoot.com, and the smartboard for delivery. Using this
set up gives students the ability to customize the screen size, color, brightness, and other attributes needed for any accommodation
necessary.
For any students who find that the board is either too far away or is hard to read, I will give the opportunity to either move closer to
the front, or pair up with another person, (keeping in mind my students with an IEP or 504).
Kahoot also has a solo option for those students to play in the resource room, as well as play the game at home for an extra study
reference.
If the internet/technology is not working, then we will move on to the flash card game. Which would then include paper copies of the
study guide, and flashcards.
Students are also encouraged to use outside resources to find more information on the topic. These will be made available as links in
Canvas and Google Classroom
I have also included a teacher addition to the Kahoot games that have key points on each question to help explain the concept to the
students if they feel confused. Including students in by letting their peers answer the questions will also give another incentive and
avenue of retention that will carry for the tests.
29
• Engagement (why): This lesson is designed to help the students learn and practice before the test to help them draw connections to the conten
The overall lesson is to explain the concept of how proteins are used to make the different parts of a living organism. This is relevant to the
students because it gives the answer to why people look the way that they do, why our bodies work in different systems, and how mutations
change these systems in the body. It directly correlates to everyday experiences and happenings inside the body. The continues with what we
have learned so far in the unit, and lets students activate prior knowledge to help them continue the topic.
• Representation (what): This lesson brings together different topics to illustrate the bigger and more complex idea of protein synthesis and
transcription/translation. This is shown through the genetic differences we share, how mutations arise and are checked by different cell
processes.
• Action and Expression (How): Gamification provides students with a different projection method to understand the topic and has options
attached to it to make content more achievable and interchangeable for students. Delivering the lesson in this way activates students who learn
more kinesthetic, visual, and auditorily. However, this can be adapted to students who need more disciplinary learning styles in terms of
linguistically, logically, and theoretically. Group and solo portions are available for those students who are too overwhelmed by the lesson as
class activity.
Specific obstacles for individual students can include M.H and becoming overwhelmed with the class dynamic. If this student asks to go to the
resource room to complete the assignment, the student can play the game solo and send me the results as a screen shot through email. This can work fo
the second Kahoot game, and study guide completion upon her return.
For students M.T, partner work can also be used as a accommodation, as well as solo work time with the game. This again can be delivered thoug
a screenshot of the end results and emailed to me. This way there are no time restraints on the student or pressure from their peers to answer a question
without understanding the material.
behavior?
At this point in the semester, students will already be familiar with the beginning protocols of the class by getting out their binders and completing the
bell ringer. Once the late bell has rung and I begin class, we will start this process as noted before.
After our bellringer I will conduct a smooth transition process by allowing students to log in and choose their avatars before the game begins.
• Keeping the noise volume at a minimum.
• Treat laptops with respect.
• When you are finished with the laptops, make sure to plug them back in.
• You may use your binders to help with the questions.
• Stay in your seats.
For direction and behavioral expectation, I will ask questions to the class. One example will be, “Will we scream if we get the answer wrong?” No, we
will just learn from our mistakes and move onto the next question.” Among other questions for student involvement.
• Students are not allowed in the lab at any time. Failure to follow this rule will receive a detention and a write up.
As stated before, I have another Kahoot game if we do finish early with the first one. If this game is also completed, I will go over the study gui
with the students before the bell rings and ask them if they have any questions about the test, any worksheets, or study guide questions.
This game can also be played as a solo game if there are students who feel that the class is overwhelming, or they are absent for the day.
If there is an instance where the internet is not working or is a technical issue with either the Chromebook(s), or smart board, we will then use the
flash card trading game as a replacement lesson. This process consists of students working with their shoulder partner to make 10 flash cards (5 cards
each) from the study guide, and their questions need to be different from each other. One of their cards they will also need to make a title card with the
names on it, and a team name. After they have completed their study guide flash cards, they will trade them with another group. If there is a group that
has finished, but doesn’t have a group to trade with, I will have a set they can use. After this, they will then quiz each other on the new cards. Each
question must be answered correctly before they can move on. When they are done, they will trade cards with another group. This will continue until
about 6 minutes before the bell rings, and I call time. The group who has completed the most study flash cards win a Mulligan for bonus test points.
Once the game is complete and class is over, the links to the games will be posted on canvas for students to study from before the test.
Link to Kahoot Game 1: Protein Synthesis Review - Details - Kahoot!

Link to Kahoot Game 2: Unit 3 Protein Synthesis & Mutations Review - Details - Kahoot!

After the games were completed, a report was taken showing the average score for the class per game, as well as what was the most missed
question. This allowed me to evaluate the students as a formative assessment, and then see if it correlates to their test as a summative assessment. As fo
participation, every student competed in the Kahoot game except for one. This student needed to work on her binder check and joined us for only game
two.
I gave feedback to the students by going over the questions during the game. Questions that were missed the most I provoked answers from the
students by leading them to the right answers, and letting students take the lead. This gave the students control in their learning and allowed those that
were still struggling with certain answers to hear content from their peers. After their answers I then elaborate more on the subject to give the students
more complete answer. When answers in the game were completed with a high accuracy from the class, I praised them as well as noticed when the
answers were completed before the time ran out.
Giving the students a chance to answer and explain the question was very productive in collecting the student’s attention, as well as getting their
perspective on the content. This gave me a chance as well to see how they interpreted the information and adjust if necessary.
From my last lesson I feel that I have improved on what was suggested for me in terms of using students’ names, making sure that my voice was
projective thought the lesson and keeping the class organized. This lesson seemed to flow better for me in those terms but there is always room for
improvement. For future lessons I will make sure that I gain the class’s attention from the answers that were missed, and then give my explanation of
the answer. There were times when the students were talking over me during the lesson and I should have been better at keeping their noise level down
or completely silent when I was giving an explanation.
In my next lesson we will be going over mitosis, which is where the cells divide. This is an extension of the cell processes and is necessary for
organisms to grow and develop. Drawing references from protein synthesis that include DNA and RNA differences will be brought back from previous
lessons to transition into the new lesson.
31
*if we have technical difficulties

Flash Card Study Game
Instructions: With a partner, create 10 flash cards from the study guide, and 1 card with your names, and team
name. These questions can either be reworded, or directly from the study guide itself. Each partner should make
5 flash cards on their own and they must ask different questions. When you are finished, you will use the flash
cards you made against your partner. Once you and your partner answer all the questions correctly, you will
trade flashcards with another group. One person in your group will be the reader, and the other will answer the
questions. Once that person answers the questions correctly, you will write down on this paper the name of your
groups cards and then trade with another group and reverse roles. The first ones to either finish the entire class,
or has the most card groups completed, wins a Mulligan (Bonus test points).
Group Name:
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
6. _____________________________________________________________
7. _____________________________________________________________
8. _____________________________________________________________
9. _____________________________________________________________
10. _____________________________________________________________
11. _____________________________________________________________
12. _____________________________________________________________
13. _____________________________________________________________
14. _____________________________________________________________
15. _____________________________________________________________
16. _____________________________________________________________
17. _____________________________________________________________
18. _____________________________________________________________
19. _____________________________________________________________
20. _____________________________________________________________
32
CT Observation: Unit Lesson 4
Orbeez Lab Lesson:

Solution experiment with Hypotonic and Hypertonic Solutions
1. Description of the Setting: What characteristics of the classroom or setting are important to the lesson? (e.g., g
level, physical set-up of classroom, number of students, adult supports, etc.)
Classroom description: This class is a biology lab and classroom combination with the lecture/instruction sectioned in the front of the room wi
set up in the back. The lab set up has tools that are associated with the course that include microscopes, sinks, and various chemicals, organic sp
and other biological samples that we will be working with. The students are seated at tables (two to a table) with individual chairs for each stude
front of the room associated with lecture activities has a smart board as the main tool to utilize for lectures, as well as a white board. On the whit
a calendar of the week’s activities and agendas so that the students feel more prepared for the week. Each seat that a student occupies is labeled
number that directly correlates to a phone cubby, and laptop computer from the computer cart. Students are seated alphabetically to maintain cla
behavior.
Adult support: My cooperating teacher and myself will be the main support for this lesson. For additional support in terms of either discipline o
concerns, the administration team, security officer, and counselors are available if necessary. She also has a TA student during her 5th and 6th hou
with classroom set up.
Class time: 48 minutes for both days.
2. Description of the Learners: What do you know about the learners that have influenced your decisions in planni
lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential background knowledge of the learners, cultur
diversity of the learners, etc.)
This is an honors biology class, which consists of students who have surpassed certain expectations in the subject of biology and have passed ph
science as an eighth-grade elective. This class is also a pre-step course for college preparation and a passing grade is required to move onto othe
courses. This results in a more in-depth look at the content and therefore a more complex workload. This has influenced my lesson in terms of g
more integrated learning modes and more time for differentiation than a one stylized lesson. For the same reasons, this class required different sc
needs to excel the learning. Taking this into account, this lesson connects what was completed in the previous unit and allows the students to dra
previous knowledge for better understanding and comprehension.
In addition, there are two students in the class that have an IEP. One IEP (M.H) consists of giving accommodation to the student for anxiety and
disorganization, while the other student needs accommodation for dyslexia (M.T). For student M.H. accommodations would include allowing fo
testing/activity space as well as allocating for more time spent on worksheets. Keeping track of organization should also be a priority. A more lit
language from the instructors is also noted to remove any possible obstacles that the student may feel arise. For student M.T., this would include
worksheets being more formatted, options for open and interactive assignments, as well as reading the material outload.
These students will be given opportunities to complete the activity in a quite environment so that they can better concentrate on it, and/or have m
one-on-one experience at their request.
Classroom culture is maintained by the teacher and me as a safe environment and is then mutually reciprocated from the students. Overall, the sc
culture consists of a diverse group of students culturally and economically. This set of diversity requires a narrative that is level and focused on e
ensure students success.
3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and skills addres
this lesson.
9-12.LS1.A.3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarificati
Statement: Examples of investigations could include heart rate response to exercise, stomata response to moisture and temperature,
development in response to water levels.]
33
(Lesson objectives should contain observable and measurable target behavior, conditions under which the target behav
should be performed and criteria for mastery.)
• Official Objective: Students will follow the directions of the lab and make observations in a scientific matter in r
osmosis, and hypertonic vs. hypotonic solutions.
• Student Objective: Complete the Orbeeze lab part 1 on the first day, then the Orbeeze lab part 2 on the second da
This lesson fits into the larger sequence by expanding on the cell processes. In the last lesson we talked about protein syn
and how the body makes necessary proteins for life. Part of that process involves the release of proteins into and around
Understanding how cells react to environmental stimuli such as and access of salt and sugar, fits into how the cell proces
basic functions for life to thrive.
Before: At the beginning of the class, students walk in and take out their binders so that they can fill in the days bell rin
This bell ringer pertains to what we talked about last class period as to start class with prior knowledge and get their focu
the topic. As the students complete the bellringer, I will walk around to make sure everyone is participating, as well as se
who is struggling with the question(s). After about two minutes I will go over the question with the students. Depending
their answers I can get a sense of what was still retained or what needs more attention from the previous lesson. These
conversations will then lead up into what it is we will be covering for today.
During: While the students are in the lab I will be walking around making sure the students are reading the directions ca
and explaining any questions that they might have about the lab. Depending on the progress of the lab I will be asking th
students questions about their progress and keeping a clip board for later use data. These questions would include, “what
think solution one will do to the Orbeeze? What observations have you and your group come up with for your initial
observations? How do you think different solutions will change the Orbeeze, it at all?” Depending on their answers I can
how in depth they are going into their lab stations. This will help me to determine if more investigations would be benef
them, or if another form of teaching is required. This will then continue for the second day when they get their results. I
the same questions as written on my clip board, but for the results of the Orbeeze observations.
After: On the second day I will collect their finished work and grade on completion. While students are sitting down I w
what they thought of the lab and how they feel about osmosis in preparation for the test. I will ask for a thumbs up, down
the side, then I will make a quick note of the data. When the lass if finished I will then look at the work they turned in fo
one and decipher if there is a need to address any topics specifically. While points will be given to students who complet
assignment with their groups, I will be making notes on what it is that they observed, and informed. This will again let m
if their observations were correct and they followed the instructions of the experiment. This will then be copied for each
member and given back to be placed inside their binder for the upcoming binder checks.
6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson, engage learner
lesson content, and bring the lesson to a close.
• In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to students' wond
experiences, or questions?
• In what ways will you demonstrate the processes you want the learners to follow as they participate in the lesson
34
• How will you provide feedback to students throughout the lesson and guide them to reflect on what they learned
their own success in the learning process?
Day 1 of 2:
As the students walk into the room, they will follow the classroom procedure of taking out their binders and writing dow
bellringer questions and then take a couple of minutes to answer it. This system allows for the students to have somethin
as soon as they walk into the classroom and get settled down from walking in between classes. The questions will also b
orient their minds onto what our previous lesson was and prepare them for new information in today’s class. As the stud
working on their bellringer I will walk around the room and make sure that they are on task and answering the questions
approximately two minutes we will go over the questions as a class. The question will read,” What is the difference betw
hypertonic and hypotonic solutions?”. This references what we talked about in a previous class during lecture/note takin
help to apply it to the lab for the day. I will ask for volunteers to answer the question but if there is none, I will call on
individual students.
Once that is complete, I will instruct the students to put all their materials away and, on the floor, next to their desk and t
have out a writing utensil. Simultaneously I will pass back the lab we are working on today (listed in materials). Once ev
has put their things away and has a worksheet, we will go over the instructions together. My explanation of the lab will r
Today we will be doing a lab using Orbeeze. Has anyone ever played with or used Orbeeze in the past?
students a chance to answer). Great, we will be using these Orbeeze to help us understand more on a physical level wha
solutions do to a cell. This process happens in both plant and animal cells and has similar properties to how osmosis wo
am going to read the directions out loud so please follow along. (I will proceed to read the directions, see lab in the mat
Make sure that you fill out all of the questions on the back page of the assignment and complete your initial observation
will do part two of the lab tomorrow after your Orbeeze have had 24 hours in your unknown solutions. Now, before I let
into the lab, I want to talk about lab safety. You will be going into my lab station where I have many different tools inclu
microscopes, sample slides and other materials. Do not touch any of the materials that are not on your tables. Treat my
with care as they are also expensive and on the older side of technology. Be kind to them. Also do not touch my eye wash
stations. They are very sensitive and will go off if they are moved in either direction. Leave your backpack at your desk a
bring your pencil/pen with you. The solutions you will be working with are not toxic or dangerous in any way so we will
need safety goggles or lab coats. However, the dye in some of the solutions will stain your clothes, so if you want a lab c
can give you one to use. Otherwise just be careful.
Lastly, you will be completing this project in groups of three. All my lab stations are labeled 1-5 and at each table there
sets of materials. Three of you will be on one side, three of you will be on the other side. I will number you 1-3 and that w
the group and table number you are assigned to. Remember your number but stay in your seats. If you need help, please
free to ask me, I will be walking around the lab as you are working. When you are finished, please rinse out your beaker
wipe down your tables. Once I have checked your work, you may go back to your seat and work on the study guide.
( I will then number the students)
If you are in groups 1 and 2, you may make your way to the back of the lab.
If you are in groups 3 and 4 you may make you way back to the lab.
Group 5 you may go to the lab.
As the students are working, I will be walking around the room to make sure they are on task and each person in their gr
participating. I will be asking each group questions about what it is that they see for their initial observations, what their
predictions will be and other related questions as they arise. If a student asks me a question that I believe pertains to the
will gain the attention of the class and ask the question for a student response. This gets the class involved and gets a pee
answer that may relate more to the student.
As students are finishing up, I will remind them to make sure that their work stations are clean, and that their Orbeeze in
cups are pushed to the very back of the table to minimize the chance of accidents. I will then walk to each group as they
to make sure it is complete and collect their work for the next day. Once they are finished, they will return to their seats
take their study guides and continue to work on them until the bell rings.
35
Day 2 of 2:
The next class period we will again start with a bell ringer that reads, “In your own words, define osmosis”. This questio
relates to our first lab session day, as well as performing the same functions as listed above in the bell ringer for day 1. A
students have had time to answer the bellringer and we talk about what they put down, we will begin the lab instructions
instruct the student to put all their materials away except for a pen/pencil. I will proceed with an explanation that reads;
Before I pass back your lab worksheets to you and your group members, I want to go over safety again wh
are in the lab. Only use the materials that are at your lab stations, do not touch the eye wash stations as they are very re
and leave all your things at your desk except for your paper and something to write with. (I will then read the instruction
paper, see materials). I will call you up one group number at a time, and you can come get your papers, then proceed in
lab. Are there any questions before we get started? (wait for questions). Alright, group 1 and 2 come get your papers… g
3 and 4… and group 5.
Once the students are in the lab, I will again walk around asking questions, answering students’ questions, and making s
they are all on task. Today is about looking at the results of their orbeeze, weighing them, and then determining what typ
solutions they were sitting in within the 24 hours. After which they are to record their findings and answer the questions
back of the paper. As the students finish, I will then remind them to clean their workstation, and I will collect their work
Once they are finished, they will take out their study guides and continue to work on them in preparation for the test.
When all the students are finished, I will ask as a class how they felt about the lab. If they understood what it was that w
trying to understand, and if their observations were what they thought would happen, or if there was a surprising finding
experiment. (we will then converse as a class). Lastly before the bell rings I will ask for a thumbs up, down, and to the si
how they feel about osmosis in preparation for the test. I will then record that data and use it for determining if we need
at osmosis again, or if we are ready to move onto the next topic.
Once the bell rings that students are dismissed.
*if the class wants to take this experiment further, I have a lab report example and template available for students to con
experimenting with osmosis, see materials and supplementary activities. *

Cleanup and completing study guide if applicable: Remaining time.
1. Smart board
2. Google Classroom https://classroom.google.com/c/NTI0MjIzMjM2NzMx?cjc=5sgoti7
3. Google slides with bell ringers
4. Lab worksheets Osmosis & Orbeez CER - Google Docs
5. 10 Scales for gram measurements
6. Small plastic cups
7. Ten Orbeeze (one color) hydrated.
8. Ten Orbeeze (different color) hydrated.
9. Two granulated cylinders up to 50 ml
10. 5 bottles of colored water (green preferred) Labeled Unknow Solution 1
11. 5 bottles of Saltwater solution (either dyed orange, or in a bottle to hide the murky coloration.) Labeled Unknow
Solution 2.
12. Food coloring
13. 10 weight boats to measure Orbeeze.
14. Lab Report Template (optional, in google classroom)
36
15. Lab Coats if required.
16. Goggles if wanted.
17. Table salt
18. Funnell if needed to transport liquids into containers.
19. Osmosis YouTube video What Is Osmosis? | The Dr. Binocs Show | Best Learning Videos For Kids | Peekaboo K
YouTube (optional)
20. Lab safety Video General Lab Safety - YouTube
21. Osmosis notes Osmosis Notes PDF Free Download [Latest 2023 Version] (medicosrepublic.com)
22. Digital Osmosis Laboratory (Cell Homeostasis Virtual Lab - Activity (esc4.net))
*if students are absent or otherwise, see supplementary materials.
*Image of materials for each table listed at the bottom of lesson plan
Cited work:
• YouTube. (2019, January 25). What is osmosis? | the dr. binocs show | best learning videos for kids | peekaboo kid
YouTube. https://www.youtube.com/watch?v=v80w3htJNyQ
• YouTube. (2017, August 13). General Lab Safety. YouTube. https://www.youtube.com/watch?v=MEIXRLcC6RA
• Medicalstudyzone.com, Dr. (2023, July 1). All osmosis high yield notes 2023 PDF free download [all subjects]. M
Study Zone. https://medicalstudyzone.com/all-osmosis-high-yield-notes-pdf-free-download/
• Cell Homeostasis Virtual Lab. Cell Homeostasis Virtual Lab - Activity. (n.d.).
https://video.esc4.net/video/assets/Science/Biology/Gateway%20Resources/cell%20homeostasis%20virtual%20l
%20activity/index.html
8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to enhance instruct
student learning, and assessment.
All my materials will be available on the Canvas page as well as my Google Classroom. For my student M.T, there will
opportunity for him to work by mixing the liquids together, while someone else in the group records the data. This way h
be involved in the process or work, if he feels uncomfortable in writing down answers for the group. There will be a digi
format to this as well where the student can use words read aloud application or type their portion of the report.
For students who are absent, I will assign them the same worksheet with the same standards required but in an online pla
to still obtain information about osmosis.
The smart board slides presentation will be available to students by the end of the day on Canvas/Google Classroom as w
If students are struggling with the concept of what osmosis is, we will then track to another power point presentation, or
lesson on osmosis to continue to find a better learning avenue.
37
• Engagement (why): Within this unit, Cellular processes, we talk about the different functions of cells, how they are
duplicated, and how DNA creates proteins necessary for life. Describing how the cell maintains itself within the body
regardless of external environmental influences is important to classify within the lesson, as well as relate to everyday
life. Looking into homeostasis and osmosis gives us an insight into why we shiver, sweat, react to pain, and investigat
how our organs work. Osmosis investigates the overall health of the body which affects us in every way formattable.
This gives the students a reason as to why this information is important to know.
• Representation (what): Next we decipher the “what” of learning by examining a new concept that may be
intimidating for students. Breaking down the process within lecture, and then demonstrating it into lab offers a seamle
transition into what is shown on paper, to real world applications. We apply background knowledge from our lecture
notes into a physical concept the students can manipulate and experiment within their own control. This shows student
that the things we talk about in class are present in our everyday life and keep us in function.
• Action and Expression (How): By offering an in-person format as well as digital, this lesson looks into a varying
array of content delivery to the students that can include logical input, aspects of nature and experimental design.
Utilizing the tools available to us also gives the students a sense of accomplishment and purpose for the investigations
This then draws interest into the topic, and lessons to follow.
Outcomes are modified by allowing for digital labs to be used, groups can delegate work to those who feel either
comfortable or confident in specific areas, as well as builds leadership characteristics and opens pathways for
creativity. If allows this can also modify the process by either extensions, or rework for better understanding. Lecture
notes, worksheets and modes of delivery are utilized in this lesson for optional learning and expansion.
Some of these modifications can be used for students M.H and M.T if necessary. The option of using the digital lab ca
be done in a quiet space, or at home may be beneficial. This also stands for those who are absent from the lesson.
Products can also be manipulated by the creation of the salt solution for the students. Each group can have an array of
modified solutes and concentrations within the samples. This can expand learning if applicable.
behavior?
The bellringer at the beginning of class gets the students ready for the upcoming lecture/activity. This gives students somethin
to do immediately when class starts and helps minimize unwanted behavior. This is something that has been done the entirety
of the year and students should do this with minimal reminders of the process. Since we will be working in the lab there are
some rules and boundaries that are important to give the students to keep everyone safe, and the experiment to run smoothly.
Management of this will begin by listing my expectations for them in the lab that include;
• Only use the materials placed at your lab stations.
• Stay in your groups.
• Clean your station when you are done.
• Do not touch the eye wash stations.
• Be mindful of your surroundings.
• Leave your backpacks at your desk.
• Be aware the solutions may stain your clothes.
• If there is a spill or broken glass, do not touch the glass and notify me.
• Absolutely no horse play while in the lab.
• Once you are finished, walk back to your seat and work on your study guide.
As far as general classroom management there are expectations that were discussed at the beginning of the year that pertain to
all forms of lecture and activities, they are as follows;
• Students are not allowed in the lab at any time. Failure to follow this rule will require a detention and a write up.
If students finish early, they are instructed to complete their study guides which were given to them a few days prior. This
allows them to utilize their time wisely and effectively toward the unit test.
For those students who wish to explore their experiment further, I have a lab report template available for them to conduct the
own experiments using the same techniques. They may also investigate the lab simulation on Canvas and Google Classroom
For those that are struggling with the concept, I have additional notes and a video available for further instruction for better
comprehension. If most of the class is having trouble with the concept of osmosis after the lab, we will watch the video as a
class and revisit the topic.
If lab safety is also an obstacle for students, we will watch and take notes on the lab safety video listed in the materials.

39
40
Orbeez CER Lab Name:________________ Date:______
BACKGROUND BASICS:
Polymers are very large molecules, formed by repeated patterns of chemical units strung together.
You've encountered them many times in your life! Bone, carbohydrates, proteins, cotton, silk,
rubber, paper, and leather all come from naturally-occurring polymers! The polymers in Orbeez are unique
because of their super absorbency. This type of polymer is a lot like the kind used in disposable diapers! If
you’ve spent much time around a baby, you might have noticed how much bulkier diapers get when they’re
wet. That’s because the polymers inside the lining expand as they absorb liquid—just like your Orbeez! Today,
we will use Orbeez to simulate the process of osmosis, the diffusion of water molecules across the selectively
permeable membrane.
Materials:
● 4 Orbeez (2 per cup)

● Graduated cylinder
● 25 ml of unknown solution 1
● 25 ml of unknown solution 2
● Cups (2)
Procedure:
Day 1
1. Obtain 2 empty cups & add 2 of the same color Orbeez per cup (use 2 different color Orbeez, i.e. cup 1
has blue Orbeez & cup 2 has red Orbeez). (Note: these are very small!)
2. Label both cups with your group names and 1 cup label “unknown solution 1” and the other cup
“unknown solution 2”.
3. Weigh the Orbeez from each cup using the weigh boats at the scales (be sure to zero the scale before
getting the weight). Record the initial mass and your physical observations in the table below.
4. Return the Orbeez to their respective cups
5. Make a prediction as to whether or not the Orbeez will shrink, stay the same, or swell for both solutions.
6. Add 25 ml of unknown solution 1 to the cup of Orbeez labeled unknown solution 1.
7. Add 25 ml of unknown solution 2 to the cup of Orbeez labeled unknown solution 2.
8. Let both cups sit for 24 hours.
Day 2
9. Zero out the scale at the lab with the weigh boat on it.
10. Using a spoon, carefully take out the Orbeez from the cup with unknown solution 1 & gently pat them
dry with a paper towel. Transfer the Orbeez to the weigh boat on the scale that has been zeroed out and
record the Orbeez final mass in the table below.
11. Record your final physical observations for the Orbeez in unknown solution 1 in the data table.
12. Repeat steps 9-11 for the Orbeez in unknown solution 2.
13. Determine the difference in mass & record in the data table. if there was a loss of water put a “-” before
the number, if there is a gain put a “+” before the number).
Investigating Question:
Which direction does water move, into or out of the Orbeez, in both unknown solution 1 and an
unknown solution 2?
Claim: (answer to the question)
41
Evidence:
Orbeez in Unknown Solution 1 Orbeez in Unknown Solution 2
Prediction
(Orbeez will
stay the same,
swell, or
shrink?)
Initial Mass (g)

(Before)
Final Mass (g)

(After)
Difference in
Mass (Final -
Initial)
Physical Initial: Initial:

Observations
(i.e. color & Final: Final:
size)
Type of
Solution
(Hypertonic,
Hypotonic, or
Isotonic
Reasoning: WHY? Connect the evidence to the claim by explaining what happened in terms of OSMOSIS.
42
43
Unit Lesson 5:
Mitosis Poster Group Project
Classroom description: This class is a biology lab and classroom combination with the lecture/instruction
sectioned in the front of the room with the lab set up in the back. The lab set up has tools that are associated
with the course that include microscopes, sinks, and various chemicals, organic specimens, and other biological
samples that we will be working with. The students are seated at tables (two to a table) with individual chairs
for each student. The front of the room associated with lecture activities has a smart board as the main tool to
utilize for lectures, as well as a white board. On the whiteboard is a calendar of the week’s activities and
agendas so that the students feel more prepared for the week. Each seat that a student occupies is labeled with a
number that directly correlates to a phone cubby, and laptop computer from the computer cart. Students are
seated alphabetically to maintain classroom behavior.
Adult support: My cooperating teacher will most likely not be in attendance for this class and therefore I will
be the main support for the room. For additional support in terms of either discipline or safety concerns, the
administration team, security officer, and counselors are available if necessary. She also has a TA student
during her 5th and 6th hour to help with classroom set up.
This is an honors biology class, which consists of students who have surpassed certain expectations in the
subject of biology and have passed physical science as an eighth-grade elective. This class is also a pre-step
course for college preparation and a passing grade is required to move onto other AP courses. This results in a
more in-depth look at the content and therefore a more complex workload. This has influenced my lesson in
terms of giving more integrated learning modes and more time for differentiation than a one stylized lesson. For
the same reasons, this class required different scaffolding needs to excel the learning. Taking this into account,
this lesson connects what was completed in the previous unit and allows the students to draw on previous
knowledge for better understanding and comprehension.
In addition, there are two students in the class that have an IEP. One IEP (M.H) consists of giving
accommodation to the student for anxiety and disorganization, while the other student needs accommodation for
dyslexia (M.T). For student M.H. accommodation would include allowing for a quite testing/activity space as
well as allocating more time spent on worksheets. Keeping track of organization should also be a priority. A
more literal language from the instructors is also noted to remove any possible obstacles that the student may
feel arise. For student M.T., this would include worksheets being more formatted, options for open and
interactive assignments, as well as reading the material outload.
These students will be given opportunities to complete the activity in a quite environment so that they can better
concentrate on it, and/or have more of a one-on-one experience at their request.
Classroom culture is maintained by the teacher and me as a safe environment and is then mutually reciprocated
by the students. Overall, the school culture consists of a diverse group of students culturally and economically.
This set of diversity requires a narrative that is level and focused on equity to ensure students success.
44
9-12.LS1.B.1Develop and use models to communicate the role of mitosis, cellular division, and differentiation
in producing and maintaining complex organisms. [Clarification Statement: Major eventsof the cell cycle
include cell growth, DNA replication, preparation for division, separation of chromosomes, and separation of
cell contents
Official Objective: Students will show an understanding of the organization of cell replication and complete the
poster project within an 85% accuracy description.
Student Objective: Create a poster of the mitosis process.
As the final lesson in the unit, this formulates what all of the previous processes lead up to, and how more cells
are created. After a cell is then made, it performs its cell “duties” and repeats the cycles of other cell processes.
Before: For the entirety of the year, students will come into class and complete a bell ringer before the lesson
starts. This helps to get them focused for the days lesson, while also implementing and reminding them of prior
knowledge we have worked on in the previous class. Today s bell ringer will read, “What phase does the cell
spend most of its time in?” The answer is interphase. The next question will be ready, “What is the cell doing
during this phase?”. As the students fill out the bell ringer, I will be walking around the room taking note of
who is working, and if there are students who are struggling with the question. After the class has had some
time, I will take another formative assessment on how many students answered the question, and how many got
the answer correct.
During: As the students are working, I will be walking around the room and answering questions about the
poster projects. If there is a question that I believe will benefit the entire class to participate in, I will collect the
group’s attention, and ask the class for a peer review answer. This allows for student involvement and a
different perspective on the answer. I will also be asking the class at about the midpoint of the period if they
believe they will be finished today, or if they need another day for completion. Thumbs up for finishing today,
down if they need another day.
After: Each group is given a check list for what it is they need to have in their poster for full points. This poster
is worth 15 points in total and the same grade will be given to each group member. The same will apply to
digital copies as well as other formats the groups choose to project their poster.
45
the lesson?
As the students walk into the classroom, they will take out their binders and begin to work on their bellringer.
This will get their mind set focused on the class and activate prior knowledge into today’s lesson. This will also
give them something to accomplish as soon as they enter and invoke classroom standards that are in place for
the entirety of the year. Once the bell rings, I will remind any students who are still standing to sit in their seats
and begin the bell ringer. As the students are completing this I will be walking around the room and checking
for students who are working on the answers, and those who are struggling with the question. After about two
minutes I will then go over the bellringer and talk about the answer as a class. Today’s questions will read,
“What phase does the cell spend most of its time in?” The answer is interphase. The next question will be ready,
“What is the cell doing during this phase?” The answer for this is, doing what that cell is made to do. We will
go over each question, and I will ask the students to explain the answer, and I will fill in the gaps where needed.
Once the class is satisfied with our discussion we will then move on to our next activity. I will have prepared all
of the materials in the back of the room for students to grab after I am finished with the instructions. To start, I
will pass back the check list to all of the students so that they can follow along with me as we go over them
together. One the students have a check list, I will begin by reading the instructions.
“Today we will be working in groups of no more than three to create a mitosis poster. You can either
work by yourselves, or in a group of two or three, but no more. You may also choose to work on this digitally
with your Chromebook. I will have a place on canvas/google classroom where you may turn it in. If you are in a
group, each person is responsible for contributing something to the poster. This can either be drawing,
information gathering, or writing explanations. On your posters you must show the process of how a cell
divides into two daughter cells. You must draw and label the cell parts and you must write a short description of
what is happening in each phase. You may organize it however you like, and if you have another idea on how
you want to show mitosis, you may do so, if you follow along with the check list, I have given you. I am not
grading you on your artistic ability, if you label your drawing, and your written descriptions are accurate, you
will get full points. This assignment is worth 20 points total. Two points for each phase, and one point for each
description. There is also a section for you and your group members to rate everyone’s participation by giving
them 0-5 points. Zero meaning they did nothing to contribute to the poster, and 5 meaning they participated to
their fullest possible ability. If you score a zero on this section, you will get an additional project to make up for
your lack of contribution. Make sure that you put a title on your poster, as well as the date, and all the people
who are in your group. Remember, this must be your own work, so if you are using a digital format, you must
create your own pictures. Do not copy and paste something you find on the internet, or I will give you a zero for
the work. Are there any questions?
*if the students prior behavior is exceptional, I will allow for them to choose their own groups, otherwise I
will number them, and choose their groups for them.
I will give you approximately 30 seconds for you to sit next to the people in your group. Please do so quickly
and quietly.
Now that you are all in your groups, please send one person to the back of the room to gather your supplies.
Once you have your supplies you may begin on your work.”
46
Once the students have begun working, I will walk around the room, making notes of who is doing what on
their group posters, and who is working on their own. At approximately the halfway mark I will ask the students
if they need more time, or if they believe they will finish it today. After making a consensus, I will determine if
this lesson needs to be pushed to a second day, or to send one person home with the poster to finish.
When we have about five minutes left, I will collect everyone’s attention, and instruct them to begin putting all
their materials away, clean their stations, and place their finished posters on the table in the front of the room. I
will also remind them to put their names and the date on their poster. They also must turn in their checklists as
well. I will be walking around the room helping students put things away and making sure stations are clean. At
the end of the class, I will ask the students how they feel about mitosis and cellular division in preparation for
the test. Thumbs up, down, or to the side. This will help me to determine if we can move on from this topic, or
if we need to spend another day going over the content with a new point of view.
Once the bell has rung, I will dismiss the class.
Time allocation for this lesson will take approximately 48 minutes. (both days if required)
Cleanup and completing study guide if applicable: Remaining time.
1. Smart board
2. Google slides
3. Poster paper
4. Markers/crayons/colored pencils
5. Other materials are optional (string, macaroni noodles, pipe cleaners, beads, glitter, etc.)
6. Tape/glue
7. Previous notes (LINK)
8. YouTube video over Mitosis: mitosis 3d animation | Phases of mitosis | cell cycle and cell division |
mitosis and meiosis - YouTube
9. Chrome books
10. Checklist *on Google Classroom, and at the bottom of page*
11. Participation assessment of other group members
12. Scissors for optional work
13. Mitosis Game (Optional): BioMan Biology
*Cited Work
• YouTube. (2014, September 26). Mitosis 3D animation | phases of mitosis | cell cycle and cell division |
mitosis and meiosis. YouTube. https://www.youtube.com/watch?v=DwAFZb8juMQ
• Biology Games & Virtual Labs!. Bioman Biology: The Fun Place to Learn Biology! (n.d.).
https://www.biomanbio.com/
47
All of my materials will be listed on canvas for the students to access. Students will also be able to access their
notes in their binders as well as look onto the canvas page for our lecture notes for more clarification.
YouTube video links will also be made available for students on the document for access of information in
coordination with their notes.
My checklist is printed for students to have access to in hand to make sure all parts of the poster are included.
This ultimately will help with students learning and assessment in organizing their posters.
I also have a Mitosis game ready for those students who are interested in a different format of content delivery,
as well as those who want to explore further.
48
9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet the needs of all
learners, learning differences, cultural and language differences, etc.
• What specific accommodations are you providing for individual learners and how are these being
provided?
• Engagement (why): Structuring the lesson in this way gives students the power of choice in their
production of portraying Mitosis. Though the lesson is initially formatted towards a poster, the option
of letting the students create this poster with other materials, including a digital means give them
control and responsibility of their own learning. It fosters collaboration from group mates while also
holding others accountable. The use of the Checklist also instills self-accountability and organization
within the group.
• Representation (what): This project offers the students a way of customizing what it is they have
learned and promotes vocabulary within the explanations of the phases. Using the posters also puts
what they have learned in their notes for better processing and visualization of the content.
• Action and Expression (How): There are various means of obtaining information needed to
complete the posters in the forms of handwritten notes, google slides, as well as listed YouTube
videos and virtual labs. The checklist with points listed also allows the students to check their progress
as they move along with the posters.
Accommodation is provided for students who either want to work in small groups or as individuals. Within
the groups there is the opportunity for work to be divided equally among the members to give everyone a
chance to use their strengths. This is a helpful support for students M.T and M.H for different reasons relating
to the same obstacles. M.H can decide if they would rather join a group of work alone if the anxiety is to
much, and to be able to complete this at home, or in the recourse room. M.T could showcase drawing or look
up information rather than handwritten notes or use the computer to build his portion of the poster. All
accommodation is also available for students to use as well if the need arises.
10. Classroom Management: Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep learners on task and actively engaged
• How will you provide reinforcement or acknowledgment to the whole group or individual learners for
appropriate behavior?
Students at this point are aware of the expectations of the class and should only need a few reminders while in
the classroom. At the beginning of class, they know to complete the binder check, and then we will move
forward together as a class into the lesson. For today’s assignment I will invoke the same procedures that we
have been using thought the year and include some of the following reminders for the class as we begin the
poster projects.
• Keep the noise level down. I have the right to move you into new groups if things get out of hand.
• Treat my markers, crayons, pencils with respect.
49
• Everyone must participate in the project, if not, you will lose points.
• Stay in your seats until the bell rings.
• At the five-minute mark please clean up your tables and put all materials away where they belong.
For transitions I will allow one student from each group to go back to get supplies, as well as give allotted
time for groups to be chosen to avoid too much activity in a small room.
I will always acknowledge desirable behavior so others in the room can model as well.
The use of a scaling per grade on everyone’s performance will also help to eliminate anyone who is not doing
their part of the group.
As far as general classroom management there are expectations that were discussed at the beginning of the
year that pertain to all forms of lecture and activities, they are as follows;
• Students are not allowed in the lab at any time. Failure to follow this rule will require a detention and
a write up.
• Once students are completed with their work and if time allows, students may use their phones as a
reward.
11. Supplementary Activities: Activities for early finishers or if the lesson is completed early that extend
learners' understanding of and thinking about the lesson objectives by applying their new knowledge in a
different way
Students who finish early will have an opportunity to work on their study guide and organize their binders for
the upcoming binder check. This time is valuable for students toward the end of the unit to make sure that
they have correct answers on their worksheets and have everything needed collected to obtain a good grade.
Students who wish to explore more into mitosis can play the bioman game on their Chromebook. This again
includes gamification for students and allows for another avenue of content delivery.
The use of an open-ended delivery system also enables students to get as complicated, or as direct as they
wish in order to deliver their abilities for grading.

Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
50
Mitosis Posters
Name:___________________________ Date: __________________
Directions: Either in a small group (max 3 people) create a poster or other example of mitosis.
You must draw and label all of the phases (prophase, metaphase, anaphase, telophase, and
cytokinesis). You must also include a short explanation of what happens during each phase.
Inside the cell also needs to be a drawing of the DNA and chromosomes and what they look like
in each phase of cell division. You may do a poster or 3D model with what materials we have
available, or a digital model if everyone in your group participates.
DO YOUR OWN WORK. DO NOT COPY AND PAST SOMETHING YOU FIND ON THE
INTERNET.
Here is a checklist to make sure you have everything included in your posters.
The second page is a group rating scale. After you are finished with your poster, go back to your
seats and complete a rating from 0-5 of your group mates.
0 = your group member(s) did nothing to contribute
5= your group member(s) did everything in their abilities to help the group.
Do this for each member of your group.
Checklist
✓ Title, names, and date
✓ Prophase, Metaphase, Anaphase, Telophase and
Cytokinesis labeled clearly.
✓ Descriptions for each phase completed.
✓ Pictures drawn with accuracy to each phase.
✓ Chromosome shapes are correctly represented
and explained in each phase.
✓ Poster/project is clearly readable and defined.
Total Points: ______________/20
51
Group Rating
Name: _________________________ Rating 0-5:________________
Name: _________________________ Rating 0-5:________________
Self-Rating: ______________________ Rating 0-5:________________
Additional Comments:
52
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Webster University Unit Plan

1. Unit • Theme of the overall unit: Cellular Processes

2. Grade level: 9th-10th grade.

6. Include assessment questions and procedures.

Google Form Link: Cellular Processes Pre-Data - Google Forms

The result of my findings is listed below, 28 students’ total:

Lesson 1: EOC results: 52.9% accuracy district wide averages

Lesson 2: EOC results: 52.9% accuracy district wide averages

Lesson 3: EOC results: 40.7% accuracy district wide averages

Lesson 4: EOC results: 68.89% accuracy district wide averages

Lesson 5: EOC results: 60.3% accuracy district wide averages

Multiple Intelligences Link: Multiple Intelligence Survey (google.com)

Spacial Naturalist Musical

Google. (n.d.). Multiple intelligence survey. Google.

7. Day Lesson One- 2D DNA Paper Model

Lesson Two- 3D DNA Bead Model

Lesson Three-Kahoot Study Game

Lesson Four- Orbeeze lab

Lesson Five- Mitosis Posters

Google Form Link: Cellular Processes Pre-Data - Google Forms

The result of my findings is listed below, 28 students’ total:

Lesson 1: EOC results: 52.9% accuracy district wide averages

Lesson 2: EOC results: 52.9% accuracy district wide averages

Lesson 3: EOC results: 40.7% accuracy district wide averages

Lesson 4: EOC results: 68.89% accuracy district wide averages

Lesson 5: EOC results: 60.3% accuracy district wide averages

Percent Averages of Pre and Post Assessment

EOC District Avg. Pre-Assesment Post Assessment

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 48 minutes.

• YouTube. (2014). YouTube. Retrieved September 15, 2023, from

12. Lesson Evaluation and Reflection

*Below is a copy of the worksheets they will complete in class.

3. Nitrogen bases are attached to which part of the nucleotide?

5. What part of the nucleotide forms the “rungs of the ladder”?

7. What do hydrogen bonds connect in the double helix?

Grade level: 9th-10th grade.

5. Assessment: Assessment(s) before, during, and after the lesson

Additional Website: DNA: The double helix. LabXchange. (n.d.).

Instructions Sheet: DNA keychains teacher information - science spot. (n.d.).

Action and expression:

12. Lesson Evaluation and Reflection

Step 3: The “Circle of Life”

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 48 minutes.

Link to Kahoot Game 1: Protein Synthesis Review - Details - Kahoot!

12. Lesson Evaluation and Reflection

*if we have technical difficulties

Orbeez Lab Lesson:

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 48 minutes.

12. Lesson Evaluation and Reflection

● 4 Orbeez (2 per cup)

Orbeez in Unknown Solution 1 Orbeez in Unknown Solution 2

Initial Mass (g)

Final Mass (g)

Physical Initial: Initial:

Student Objective: Create a poster of the mitosis process.

5. Assessment: Assessment(s) before, during, and after the lesson

Name: _________ Rating 0-5:

Name: _________ Rating 0-5:

Self-Rating: ______ Rating 0-5: