SED 406 -- Observation Assignment #2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate:	Subject: Anatomy & Physiology	Grade(s): Junior/Senior
Name of Lesson:  Biochemical pathways in the human body?
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional  The student will be able to describe how the body breaks down and puts together chemicals, and name these types of reactions. Comprehension, Application in the poster assignment.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which):  HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): Standard 6: Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self‐motivation.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This is somewhere in the middle, towards the end of the biochemistry unit. It is a little bit of review and application of things already learned. It meets the NGSS and is an important component in understanding human physiology.
Materials/Resources needed, including technology: Textbook, handout, rubric, PowerPoint, laptop, projector
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  The instructor has a microphone/speaker system that amplifies his voice for students that have hearing difficulties.
What content resources support this knowledge base? (list at least 2) PowerPoint lecture, websites, reference videos online compiled by the instructor
How confident are you in this topic as you start this lesson?  N/A

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) We weren’t present for this, but Mr. U usually has “Do Now” discussion questions on a PowerPoint slide at the front of the room.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? N/A
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	N/A	N/A	N/A
Presentation or Open-ended/ ***Occurred after the guided practice	The teacher lectured about the similarities and functions of carbohydrates, proteins, lipids and nucleic acids. He discussed the similarities between fat and sugars when it comes to gaining weight, discussing current research on the subject.	Students answered teacher questions and listened to a lecture about biochemical components in the human body.	What are the major organic compounds in the human body? What are the important inorganic elements or compounds?
Guided Practice or Convergent/ ***Occurred before the lecture	The teacher asked the question: what are the similarities/differences between lipids, carbohydrates, proteins and nucleic acids? He went around to the different groups and answered questions, asked questions, and encouraged student work on the assignment.	In groups, students discussed the similarities/differences between lipids, carbohydrates, proteins and nucleic acids. They also started planning their poster project and posing questions about biochemistry for their posters.	What are the similarities/differences between lipids, carbohydrates, proteins and nucleic acids?
Closing/	Drop and Think: the teacher asks two closing questions.	Drop and Think: the students will answer two closing questions.	How does the body break down and put together chemicals? What do we call these types of reactions?
HW/Application/	The teacher instructed students to make a poster reviewing the biochemical compounds and reactions that are important in the human body. The teacher told students to include three questions about biochemistry that their classmates will have to answer.	The student will make a poster reviewing biochemical compounds and reactions, and including three questions about biochemistry for their classmates to answer, The students will complete the assignment individually and present it next week.	What are three important/interesting questions about biochemistry?
Review and Reflection: How will you review for students who are still having trouble?
Extension: What will you offer to students who have mastered this? Students will have a chance to do their own independent research and delve deeper into the subject matter.
*Closing: How will you review the material, and draw conclusions? (may be listed above) Listed above.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?  Everything seemed to progress well.  Students were working steadily and the teacher was able to move between groups to address individual concerns.
	What area of weakness needs addressing? Not every student would be able to get the same amount of attention, and it might be difficult to determine which ones were having difficulties unless they spoke up.
	Which objectives were met? What is the evidence? The students were able to answer the questions posed in the closing. Many had a draft of the poster that they were going to complete for the following week and had posed a few questions about biochemistry.
	Which students did not meet objectives? Not sure
	Was time managed appropriately? Yes
	Did any teacher mannerisms or actions detract from the lesson? No
	*What were the strengths and weaknesses of classroom management? It’s possible that some students were slacking or having difficulties, but I didn’t notice any.
SO WHAT?	Was the lesson engaging? Yes.
	*What did I learn from my peer observation (address at least one aspect)   It doesn’t have to be a particularly elaborate or creative assignment to engage students. Mr. U is an excellent lecturer – funny, engaging, but with high expectations from his students.
NOW WHAT?	How will this experience influence your professional identity?  I will continue to reflect on my own interactions with students, and strive to be as accessible and engaging as Mr. U.
	How will it influence how you plan/teach/assess in the future? I will definitely try to infuse my lectures with enthusiasm and humor.