Annotated Reverse

Lesson Plan
EDTP 645 9040
Dr. Thomas Scheira
This report provides three annotated reverse lesson plans
that explained what I observed in three classes at
Northwestern High School in Hyattsville, Maryland for
my Field Experience 3.

Tajma Cameron
11/13/2017
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Name: Tajma Cameron Course: AP Biology

Unit: Chemistry of Life Grade(s): 9 &10 & 11

Lesson Topic: Osmosis/Diffusion Time Allotted: 87 minutes

Context for Learning: This lesson serves as the introduction to the topics of Osmosis and
Diffusion. It is being taught approximately four weeks into the semester and will constitute the
third day of lesson in the unit. The purpose of this lesson is to give students and understanding of
how cells maintain homeostasis through osmosis and why this is important. Students will also
come to understand the concepts of osmosis and diffusion as it relates to plant and animal cells.
Students should be familiar with the concepts of concentration, solute, and solvent. They should
also have a basic understanding of the structure of cells and biological molecules. A lab activity
will be performed during the last 52 minutes of the class on osmosis and diffusion.

A smart board is located in the front of the classroom and the laboratory equipment is located in
shelves that are on the left of the students desks. The desks are facing the front of the classroom
and the laboratory desks are located at the back of the classroom. The room is arranged in a
manner that allows the teacher to walk around freely and observe students while they are focused
on the front of the class where the smart board is located.

Curriculum and SPA Standards Addressed:

National Science Teachers Association: Next Generation Science

HS-LS1-2: From Molecules to Organisms

Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multicellular organisms.

HS-LS1-3: From Molecules to Organisms

Plan and conduct an investigation to provide evidence that feedback mechanisms

maintain homeostasis.

Objectives:

The student will understand the functional role of the cell membrane in cell survival.
The student will understand the mechanisms involved with biological molecules and
water being transported within a living organism
The student will understand how cells maintain homeostasis through osmosis.
The student will be able to use their knowledge of diffusion and osmosis to explain how
substances move across a membrane.
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Materials:

SMART Board
Funnels
Plastic tube
Dialysis kit
Beakers
Rulers
Napkins
Cups
Scales
Timer/Cell phone alarm
Osmosis/Diffusion Laboratory Worksheet
Textbook: Campbell Biology AP Edition
Notebooks
Proactive Behavioral Management:

The teacher has set forth classroom routines and expectations that were established at the
beginning of the school year. Students came into the class greeted their teacher, took their seats,
placed their backpacks under the desks, and looked to the board for the objectives and SAT word
of the day. Students knew to immediately start the warm up and Introduction questions in their
notebooks. The seating arrangements were established from Week 1 and the work groups were
based on the seating arrangements that were already established. This ensured that students
didnt need to form new groups for the lab activity and made the transition smooth when the lab
began.

Provisions for Student Learning:

Students are grouped by seating arrangements with 28 students on seven tables with four
students per table. There is a constant check for understanding through a lecture style instruction
where students are not called on directly to answer questions. When one student answers a
question and there is need for more elaboration another student responds by adding to what their
classmate just stated. There are many class time activities that use collaboration between
students. Since the classroom is set up with a built in lab there are numerous lab experiments that
use both independent and group practice. There is also use of modeling which keeps the students
engaged. There are also manipulatives for kinesthetic learners.

Warm Up/Opening (5minutes):

Students are presented with the daily objectives, the warm/up introduction questions, the lab
activity and information on their lab and homework that is to be written in their notebooks. The
SAT word of the day is also written on the board along with the synonym and antonym.
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Warm Up Question
1. In your notebook, draw the structural diagram of water clearly label the:

o Hydrogen atom
o Oxygen atom
o Hydrogen bond
Introduction Question

1. How does diffusion of H20 occur?

At the remainder of two minutes the warm up and introduction question is answered in class.
This served as a review of prior knowledge and a link to the previous lesson on atoms.

Motivator/Bridge (10 minutes):

After the Warm Up/Introduction questions, the teacher introduced a brief video (Transport in
Cells) on osmosis and diffusion which was a build up to the lab experiment. Students were to fill
out the worksheet during the video and were also given the opportunity to finish it for homework
if they could not do so by the end of the motivator/bridge.

Guided practice (52 minutes):

The teacher began the lab experiment by going over the dialysis tubing stating that it is water
permeable but not solute permeable. Then he stated that water will move through the membrane
but sugar would not. This was the basis of the osmosis/diffusion lab. Students were told to go to
their lab stations and then he gave the protocol.

Protocol:

Hydrate dialysis tubing

Open tubing and seal one end
Fill with the solution
Seal the bag
Set aside on a towel
Weigh the bags
Place in blue liquid

The teacher walked around each table to check for understanding by asking questions. Students
were told that everyone will be collecting data for the whole class. Each student was given a
particular task in the lab experiment. One student prepared the dialysis tubing, one student was
the time record keeper, one student weighed the bag, and one student recorded the data.
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Independent tasks (10 minutes):

Although the lab experiment was a group activity each student was tasked with recording the
data in their notebooks and the worksheets. Students were to calculate the standard deviation of
the results which would be graphed for homework. Students were instructed to get a clean sheet
of paper to write down their data in the chart. An example is done on the board in front of class.

Key: i = initial f = final = change

1i 1f 1 2i 2f 2 3i 3f 3

Solution A

Solution B

Solution C

Solution D

Solution E

Average: Standard Deviation

AVG= (1 +2 +3 )

STD DEV= (1 - AVG) 2

(2 - AVG) 2 Average

(3 - AVG) 2

Standard Deviation=

The teacher went around to each student and watched what they wrote on their sheet to make
sure it was correct.

Summary/Closure (10 minutes):

The teacher spent the remainder of the class going over the results of the lab experiment. The
data was recorded in the notebooks and also on the board. One student from each group was
tasked with putting in their groups information on the board. Every student was told to record
the data in their notebooks because it would be used to create graphs of the information. This
was the homework assignment due the next day. As students were writing in their notebooks the
teacher began talking about their findings. He discussed the terms isotonic, hypotonic, and
hypertonic. After giving the definitions of each term he asked students, Based on your data was
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your solution isotonic, hypotonic, or hypertonic? For the students with issues with their data the
teacher asked them why they thought that occurred. He then told students the reasons why they
would receive statistical errors and gave them a chance to assess their data again before the end
of class.

Adaptations:

This was an advanced placement course where students were placed based on standardized test
scores and course grades. Students were encouraged to explore concepts in depth and there was
an encouragement of independent investigation that could take place outside of the class.
Students were also asked higher order questions during the experiment.

Assessment:

There were both formative and summative assessments for the days lesson. When the students
did the Warm up/Introduction questions this allowed the teacher to test prior knowledge.
Students did not receive a grade for these questions but they are required to be written down in
their notebooks. These are formative assessments. During the lab experiment on osmosis and
diffusion the teacher used a summative assessment of the group work as he walked around to
every table during the activity. He checked the progress of the experiment and their individual
productivity.

Students were required to turn in their lab worksheets at the end of the class period to
demonstrate their understanding of osmosis and diffusion. For those who were not finished the
teacher allowed them to take it home to be done as homework in conjunction with graphing the
data results. These lab worksheets were graded on the basis of accuracy, understanding of the
content, and neatness.

Generalization/Extension activity:

For the students who finished all of their calculations and inputting of data before the end of the
class period they were allowed to begin their homework assignment of graphing the data. They
were all provided with graph paper at the beginning of the class. They were also allowed to
finish filling out their lab worksheets if they had not previously completed it.

Review/Reinforcement (Homework):

Students will complete the graphing of the data on the graph paper provided of all of the class
result from the lab experiment. The graph is to have a clearly written title, axis labels, and
legend. Students are also to explain the results of the graph discussing why they arrived at their
conclusions. For those who didnt finish the lab worksheet they are to finish this as additional
homework.
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Name: Tajma Cameron Course: ESL Biology

Unit: Scientific Method Grade: 9

Lesson Topic: Measurement Lab Time Allotted: 82 minutes

Context for Learning: This lesson was introduced earlier in the week and this lab activity
served as a practice using the metric system. Students need to make accurate measurements in
order to conduct scientific investigation so this lesson served as a way for student to become
familiar with metric system units. Students were to convert between large and small metric units
by taking measurements of everyday objects as well as their classmates height.

Curriculum and SPA Standards Addressed:

HS-LS1-3: From Molecules to Organisms

Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number
of trials, cost, risk, time), and refine the design accordingly.

Objectives:

Students will be able to convert between units in the metric system.

Students will be able to explain what the metric system is.
Students will be able to identify the proper metric unit of measurement for volume,
weight, distance, and time.
Students will be able to apply their knowledge to produce reliable measurements in lab
experiments.

Materials:

Measuring with Metric Worksheet

Metric Lab Activity Worksheet
Meter Stick
Notebooks
Journal
Pen
Graduated cylinder
Glass bottle
Plastic cup
Test tube
Triple balance beam
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Wooden block

Proactive Behavioral Management:

There are 23 students in the class and all are ESL. This is an ESL Biology course and students
speak in mostly in Spanish. Upon entering the room the teacher told all students to remove their
hats and hoods from their head per school policy. Whenever students were speaking off task the
teacher would give them a stern glance followed by a verbal warning. The seating arrangements
were established from Week 1 and the work groups were based on the seating arrangements that
were already established. To keep the class running smoothly the lab groups consisted of the
same students from each table which was already established.

Provisions for Student Learning:

Students are grouped by seating arrangement with 23 students on six tables with approximately
four students per table. The teacher indicated that this was her first ESL Biology course and
although it was a completely new situation for her she is certified in Special Education.
Therefore, she used many of the provisions for student learning that she utilizes with her special
education students. The teacher spoke slowly and gave longer pauses for students to answer her
questions. She also would integrate some Spanish words into their conversations and used
pictures or images as visual aids. There was also the use of graphic organizers. Since the
classroom is set up with a built in lab there are numerous lab activities that use both independent
and group practice. The lab stations and numbered which also made transitioning from the
classroom activities to the lab activities.

Warm Up/Opening (5minutes):

1. In your notebook write down three things you know about the metric system.
2. In your notebook write down three things you dont understand about the metric system.

Motivator/Bridge (10 minutes):

After the Warm Up questions the teacher gave out the Metrics Lab Activity worksheet. She told
everyone to put their names on the top of the sheet. She went through the worksheet reading the
directions slowly and with emphasis in front of the class modeling the laboratory activity using a
key chain she had around her neck. Students were to try some of the questions from their metric
worksheet that allowed them to practice converting metric units before the lab activity.

Guided practice (45 minutes)

The lab stations were all numbered and contained different everyday objects. Students were told
that after their group was finished with the measurements from one station they were to proceed
to their right to the next station when it was empty. There were four stations with objects and the
last station was empty so that students could simply measure their classmates height with the
metric ruler.
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Students were to work individually on each station until they arrived at the station to measure
their classmates height. Students were tasked with taking turns using the meter stick to measure
the width of their pen, the length of their textbook, the width of the lab sink, and the length of
their lab worksheet. Students were told to record the information on their worksheet. The next
station was on volume. Students would go this station and provide the measured volume of liquid
found in the graduated cylinder, test tube, plastic cup and glass bottle.

The next station consisted of objects that would be weighed to determine mass. Students were
tasked with measuring a wooden block and an empty plastic container. The final station was
empty so that students could measure the height of their fellow group members.

Independent tasks (10 minutes)

The lab activity was mostly an individual exercise and students were responsible with writing
down all of the measurements on to their lab worksheet. After they finished each station and had
their information written down students were tasked with making conversions. This was done at
their regular desks and they were provided with a simple conversion table for length. The teacher
provided an example of one of the conversions on the board in front of the class.

Summary/Closure (10 minutes):

The teacher spent the remainder of the class period going over the students data that was
recorded on their lab worksheet. She asked students for some of their answers and gave extra
time for them to answer. She provided them with useful tips about measurements that would
assist them inside and outside of the classroom. For instance, when speaking about volume she
told them that the smaller the vessel the more accurate the measurement would be. The teacher
told students that they should always use decimals and never fractions to express metric
measurements. She wrote an example on the board, write 3.25 cm not 3 cm.

Adaptations:

The entire class consists of ESL students and with that in mind the teacher made some
adaptations to ensure that every student would be engaged and understands the content. There is
the use of simple language to introduce the concepts of the lesson and a longer wait time after
asking questions. There was also a vocabulary list of words relating to the lesson. There was also
the use of modeling and graphic organizers.

Assessment:

Formative assessments were used during this lesson. Students would use their graphic organizers
to help with their note taking. The teacher would also go to every group which had no more than
four students and have small group discussions about the lab activity. The journal served as a
way for the teacher to assess the students growth as the class progressed.
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Generalization/Extension activity:

For students who finished their work early they were allowed to work on their conversions from
the Measuring with Metric Worksheet.

Review/Reinforcement (Homework):

Students will complete the lab worksheet on metric measurement conversion for homework. The
results must also be recorded in their journals.
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Name: Tajma Cameron Course: General Biology

Unit: Chemistry of Life Grade(s): 9 & 10

Lesson Topic:Atoms, Elements, & Compounds Time Allotted: 82 minutes

Context for Learning: This is part of a three week lesson and this is day three of the lesson.
Students need to understand that elements are the primary constituents of all matter. The purpose
of this lesson is to give students an understanding of the essential function of elements and the
implication of the ways atoms interact with our daily lives.

Curriculum and SPA Standards Addressed:

National Science Teachers Association: Next Generation Science

HS-LS1-6: From Molecules to Organisms

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen
from sugar molecules may combine with other elements to form amino acids and/or other large
carbon-based molecules
HS-PS1-1: Structure and Properties of Matter
Use the periodic table as a model to predict the relative properties of elements based on the
patterns of electrons in the outermost energy level of atoms.

Objectives:

Students will be able to define atom, element, and compounds in their own words.
Students will be able to demonstrate an understanding of the structure of atoms through
illustration
Students will understand the significance of the periodic table as a graphic representation
of all known elements
Students will understand that the periodic table contains information about the properties
of each element.

Materials:

SMART Board
Notebooks
Textbooks
Blank unruled paper
Ruler
Scissors
Colored pencils
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Atoms, Elements, & Compounds foldable worksheet

Proactive Behavioral Management:

Students arrive before the second bell sounds and sit down at their assigned seats. Students take
their book bags and place it under their seats. They remove their hoods and hats and place it
under their seat. The teachers says all eyes on me before she starts the lesson. Upon entering
the classroom students knew the classroom routine and followed them. Although the seating
arrangements were set from the first week of school, the teacher switched the seats of two
classmates who were talking while she was speaking. Students are also dismissed by the teacher
and the not the bell. Before being dismissed every textbook must be returned to the front of the
room and the classroom must be in the same condition it was in when students first entered.

Provisions for Student Learning:

Students have assigned seats which minimizes any confusion when entering the classroom.
There is a constant check for comprehension where students raise their hands when something is
confusing or unfamiliar to them. There are extra textbooks available in the front of the classroom
for those who forget their textbooks at home. Guided practice and modeling were utilized in this
class. The teacher also relies on the SMART Board during the lesson and use multimedia
technology.

Warm Up/Opening (5minutes):

In your notebooks write in your own words what you remember about atoms, elements, and
compounds. After about 3 minutes the teacher asked students to share some of their answers.

Motivator/Bridge (10 minutes):

After the Warm Up/Opening the teachers had one student handout the Atoms, Elements, &
Compounds foldable worksheet. This worksheet had all of the instructions for the days activity.
The teacher handed out one blank sheet for students to create their foldable and indicated that
they would only get one sheet so they were to take care of it. The teacher went step by step with
the directions and asked students if they understood. After going through the directions she told
students to come up to the front of the class and obtain a scissor for the assignment. She then told
students that this was an independent assignment and they should focus on their own paper.

Guided Practice (45 minutes):

The teacher started the activity by placing the instructions on the SMART Board. She said all
eyes on me and showed students how to hold their paper before making the initial folds. She
then started with step one of the foldable instruction and students followed.

First, you need three sections on the top of the paper and two sections on the bottom. The
sections will then be cut so that there are five flaps.

On the top of the paper students are to cut the three lines so that there are three flaps. On the
bottom of the paper students are to cut the two lines so that there are two flaps.
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After the flaps have been created students are to write out atoms, elements, and compounds on
the top and ionic and covalent bonds on the bottom.

After students made their flaps they were told to write any information about the concepts that
they thought was important. They were given permission to use their textbooks to obtain the
definition or information. The teacher then indicated that after they wrote their information they
should leave room for an illustration that would be found on each flap.

Independent tasks (10 minutes)

Students were to write down pertinent information on their foldables and create illustrations of
an atom, element, and a compound as well as an ionic and covalent bond. Students were
provided with colored pencils and were told to make sure that their foldables were neat and
presentable since they would be graded on them and also use them for their studying of the
content.

Summary/Closure (10 minutes):

The teacher reminded students to bring in their signed syllabi with parents and students
signature. The teacher spent the remainder the time going over the foldables. She went around
looking at the students foldables and gave them feedback. The teacher then showed students the
finished product that she created prior to the class to give students inspiration.

Adaptations:

The foldables worksheet was supplied by the district however, the teacher made changes to the
directions because they were confusing. Students were also provided with flash cards that were
created on index cards that had a summary of the atomic structure and development of the atomic
theory.

Assessment:

There was an ongoing assessment through guided discussions. There was also a summative
assessment with the atom, element, and compound foldable that had a rubric.

Generalization/Extension activity:

For students who finished their work early they were allowed to begin working on ideas for their
interdisciplinary project.

Review/Reinforcement (Homework):

Many of the students didnt finish their foldables assignment and was given the opportunity to
finish their assignment for homework. This was due the next day to be graded.