CT Observation 2

Quiz, Pre-Test and Notes

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: 11th – 12th Grade
Classroom description: When you enter the room the first thing you will notice is that the room is structured
more longitudinally in its design. There are two doors for entrance into the class with one positioned at the
front, and one at the back. It is made from cement blocks and has two windows on the far wall facing a small
alleyway. The room itself is divided arbitrary into two sections. One half is set up with wooden tables with
black tops for lab set up. There are four short stools per set up, and two tables push together longways. In
total there are six pairs of tables with four tables per group. Underneath each table cluster is a power strip that
plugs into an outlet on the floor. Along the walls on this side of the classroom are cabinets for storage,
microscopes, skeletal models, diagrams of the human body, and a taxidermized hawk. There is also an
emergency shower positioned close to the door, with a first aid cabinet, fire blanket, and sinks placed in
varied locations. The other half of the room is set up for lecture activities and is comprised of student desks
organized in clusters. Each desk is made of wood and a plastic material that has chairs that are detached from
the desk. Each desk is clustered into groups of four or five and is evenly spaced out in the room. There is a
white board at the “front” of the room with a smart board and a smart TV. On this half of the room there are
more cabinets for storage and student made posters of varied body systems, coloring pages, inspirational
posters as well as other student created projects. On the wall with the windows there is another small
whiteboard for the class agenda, as well as the teacher’s desk and computer. In the middle of the room there is
an instructors table with some drawers for storage and a projector device that connects to the smart board and
smart TV.
Adult support: For this room the only teacher supports are Mr. Edwards and me. Though there are a few
students with an IEP and 504, they do not require paraprofessionals. As usual there are other teachers in the
department available for help as well as administration, resource officers, and various teachers’ assistants. As
this is the science hall there are also other teachers around for support if necessary.
Class time: 48 minutes
Number of students: 17

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.)

These students are either juniors or seniors and have already taken physics and chemistry as prerequisites to
the course. Each student is required to take three years of science for graduation, and this is their last required
semester for the subject. Those students who have not passed first semester biology will continue to take this
class but will need to retake first semester during summer school. Most of these students are from the suburbs
with some students from the inner city and are brought to school via taxi.
In this class there are 17 students in total and four of them have a listed IEP intervention. Two students, C.K
and M.S, both have alternative testing available as well as modified test. Both students have a speech
impediment and may choose to do more written assignments or videos with subtitles. For these students there
is a testing center in the library where there are staff available to read the test to them or allow for more time.
The modified tests consist of removing an incorrect multiple-choice question or shortening/removing short
answer questions from the exam.
Student J.W is hearing impaired and wears a hearing aid. What is listed in her IEP is to talk clearly and sit her
toward the front of the classroom. If there are any videos for instruction, the use of subtitles is also utilized.
Seating close to the source of instruction may also be necessary but normally not an issue with this student.
Student A.H has an IEP that indicated he is on the autistic spectrum and has social anxiety listed as a
behavioral trigger. Preferred seating near the instructor is required and the ability to leave the room for
decompression may be necessary. This student is also diabetic and will need to leave for the nurse at times
during the instruction. This student wears a blood sugar monitoring device that is connected to his phone and
will need to always have access to it. This device sends notifications to his phone as well as his guardians on
any change in his condition.

3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and
skills addressed by this lesson.

9-12.LS3.B.4 Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population.[Clarification Statement: Emphasis is on the use of mathematics (Punnett
Squares) to describe the probability of traits as it relates to genetic and environmental factors in the
expression of traits.]

9-12.LS4.C.1Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic
and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change,
acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency
over time, leading to adaptation of populations.]

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?

 Official Objective: Students will be introduced to the new unit concept of evolution and show 100%
participation in their guided notes.

 Student Objective: Students will take notes to start the unit on Natural Selection and Evoltion.

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

Before: To start off the new portion of the unit we will be finishing up with sex-linked traits and begin
natural selection and evolution. After our quiz on sex-linked traits, I will give the students a short pre-test on
natural selection and evolution. This is done online and should be completed right after they finish their quiz.
This acts as my before assessment as it will give me an idea on what the students already know and what they
are comfortable with, as well as what they find challenging. This quiz is not for points and the students are
instructed to do their best.

During: While we are doing through the notes there will be portions where the students need to participate in
active learning as it requires critical thinking skills. During this time I will also be asking them questions
about what we are covering to get an idea about what they understand or don’t understand.

After: When we are finished with notes and before the bell rings, I will again collectively ask them what
their wonderings are about the unit coming up and how they feel about the information we have learned
today.

6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson,
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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?

At the beginning of class I will be standing outside the hallway welcoming students as they come in. This
allows me to be available for students if they need to talk to me about matters before class while
simultaneously giving me a chance to greet everyone personally before we begin. Once the bell rings I will
walk into class and ask how their day is going, and go over the agenda for today.
The first thing we will be doing is doing a quick review over sex-linked traits. On the smart board I will have
a presentation with practice questions for the students to answer before they take the quiz. On the students’
desks I have placed white boards with expo markers for them to participate as we go along. As we work
through the problems together, I will ask the students what steps to take next, how to line up the traits into the
punnett squares, and bring students to the board to complete some of the answers. Once we have gone
through all the practice problems, I will ask the students one more time if they have any questions before we
move on to the quiz. If there aren’t any more questions, I will instruct them to wipe off their boards, put their
things away except for their computers and a pencil and spread out around the room. While they are doing so,
I will pass out a piece of paper for the students to use to draw out their punnett squares. This paper will be
recycled once they are finished with the quiz. When everyone has sat down, I will tell the students that when
they are finished with the quiz they are to take the pre-test for the next portion of the unit. This will work the
same as the other pre-tests they have taken, and it will not be for points. They just need to do their best and it
is okay if they don’t know the answer to the questions.
Once everyone is ready to take the quiz, I will give them the password and they can begin. As they are taking
the test I will be walking around the room answering questions and making sure that they are continuously
working. Once they are done with the quiz and the pre-test they may use their phones. When everyone is
finished, they can go back to their desks and throw their scrap paper in the recycling.
From here we will start our notes on natural selection and evolution. The only thing the students need is a
writing utensil and I will pass out their guided notes for the new section. From there we will use the
remaining time to go through and introduce this new concept and outline the unit moving forward.
For the last 5 minutes of class, we will talk about the new information together and I will ask them how they
feel about the upcoming unit. Here we can answer questions about the notes and certain topics we covered as
well as things we will be looking at in the future.
Once the bell rings they are free to leave.

Review for quiz: 10 minutes

Quiz: 15-20 minutes
Guided notes section: 15-20 minutes
Discussion: Last 3-5 minutes

7. Resources and Materials: List of materials used in planning and during the implementation of the
lesson

1. Smart TV
2. Google slides for practice questions: Practice: Sex Linked Traits - Google Slides
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 3. Google slides: Mrs. Warren Notes-Evolution by Natural Selection + Evidence.pptx - Google Slides
4. Guided notes with extra copies for students who lost theirs:
https://docs.google.com/document/d/16vYm1cdzL-5r17SMHY_Ewb-et6Pg_xyq/edit?
usp=sharing&ouid=115379646125499869300&rtpof=true&sd=true
5. Quiz review google slides:
6. Student laptops
7. White boards
8. Expo markers
9. Scrap paper
10. Pre-test

8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to
enhance instruction, student learning, and assessment.

This lesson relies heavily on their computers to complete their quiz. All their quizzes and practice tests are on
Schoology and use lockdown browser to prevent students from using other recourses during this time.
We will also be using the smart board for instruction during notes as well as the practice problems before the
quiz.
Guided notes are also given to the students to help them keep track of what is important information being
discussed and helps with student’s organization.
These notes are also available on Schoology for students to utilize the read-aloud software if they have
trouble reading or writing their notes.
The testing center is also available for any students who need a different environment for taking the quiz and
modifications are available if necessary.

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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): Using this format of learning gives relevance and value to the
content by giving students a solid reference point for future contend absorption. Having
students actively participate in the notes minimizes distractions from the students and
increases critical thinking in their feedback.

 Representation (what): During this time we will be clarifying new vocabulary terms
and rely of some background knowledge from previous units. We will be highlighting
patterns of evolution and looking at the relationships that natural selection has with
evolution.

 Action and Expression (How): Using notes aloows for my to use multiple media for
communicating new concepts to the students, while allowing them to practice and
perform during portions of the notes through active learning.

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?

During the quiz portion during the lesson the students are to be quiet until everyone is finished
with the quiz. Once they are finished with the quiz and pre-test they are allowed to take out
their phones. This system was established at the beginning of the year and has been maintained
throughout. Though there may be some reminders needed to be given during the lesson, I
expect the students to follow accordingly.

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;
 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.
 Ear buds cannot be played while in lecture.
 Students are not allowed in the lab at any time. Failure to follow this rule will require
detention and a write-up.
 Once students are completed with their work and if time allows, students may use their
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 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

As this lesson is split into two parts I don’t expect to have any extra time at the end
of the lesson for early finishers. We will just continue with notes until there is about 5
minutes left of class before we do our discussion. As we are starting the second
portion on natural selection and evolution and there will not be work for students to
complete at this time. If time does permit however, any work that the students still
need to turn in can be done at the end of class, as well as asking any questions about
what they are missing or are still having trouble understanding.

12. Lesson Evaluation and Reflection

1. To what extent did the learners meet the lesson objectives?
2. In what ways did you provide feedback to learners?
3. Which activities or strategies did you find the most effective in the lesson?
4. What adjustments will you make in future lessons?
5. How will you build on today's learning in your next lesson?

1. Each student who was present to the day completed the quiz on sex-linked traits and
the pre-test for natural selection and evolution. Notes were also completed until we got
to the inference and observations portion, to which we will work on next class.
2. Feedback was given to the learners by offering praise for students who answered my
questions during the practice problems on sex-linked traits as well as corrections to
students when their answers were incorrect. Participation was also considered and
appreciated from my class.
3. I found that offering the students a chance to practice problems before the quiz helped
the studetns remember topics and strategies that made them more successful. The white
boards also gave the students another option in delivering the information, without
being singled out by me and making them eel uncomfortable. I know that my students
in the past have said that they enjoy using the whiteboards and I wanted to give them a
chance to use them during this lesson.
4. In the future, I want to focus more time on the practice portion of sex-linked traits and
go though basic information over a longer period. This was talked about in our PLC
meetings as well and felt department wide. In the future, we will be delivering this
lesson segment in a differentiated way for better content absorption from the students.
5. This lesson is the first lesson in our subunit on Natural selections and evolution. The
notes we will be taking will give the students reference information to use during
future activities and give them a written account in their own words, while highlighting
important concepts.

Additional Information

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Any area or lesson component that may not have been covered by this format that you think
is vital to include in this lesson

The materials and worksheets for this lesson are listed as links in section 7. As these are very
long to put into this document, only the links will be provided as stated above. The quizzes are
also located on Schoology and therefore available for students to utilize and I am unable to give
the direct link in the description here. However, the pre-test questions I will be using for my sub-
unit are listed below.

1. At what level does evolution happen?

2. Why do homologous structures suggest common ancestry amongst that group of
organisms?
3. The fact that a beaver and a tiger have many similarities in their DNA sequences suggests
that…
4. A population said to have evolved when…
5. It is believed that dolphins evolved from land animals such as rhinos where as sharks
evolved from fish in the sea. Bothe animals have similar body structures as a result of
living in water. This describes…
6. Your friend remarks,” The giraffe stretched it neck while reading for higher leaves, its
offspring inherited longer necks,”. Which statement best responds to your friend is
correct?
7. According to Darwin, evolution occurs…
8. For natural selection to occur, these factors must be present…
9. The process of natural selection results in populations of organisms that…
10. Am organisms’ “fitness” is a measure of…