Pre-Lab Lesson Plan

Date: Tuesday March 13, 2013 Lesson Topic: Intro to lab and lab techniques Units Essential Questions: How do species adapt, differentiate, and survive selective pressures? Students will know or be able to: Objectives Your objectives should be measureable, contain an observable verb, and be written in student-friendly language. 1. Basic outline of the lab 2. Why we are doing the lab 3. Materials we will use and how to operate them 4. Expectations and tips for the lab Instructional methods used Look at your Teaching Methods to Try list and choose methods that will best help you reach your objectives. Methods evaluation: After teaching, reflect on how well each method worked and what you would do to refine or build on each method. I didnt get many questions during the presentation Students did a pretty decent job explaining different lab techniques Student responses, questions, and comments during DTP and class discussion Mechanism of assessment for measuring each objective:

DTP Students teaching students Class discussion Demonstrator

Instructional materials Evidence of differentiation Based on your assessment of student learning, what are you going to do to accommodate the range of needs in your classroom?

PowerPoint Lab materials (micropipette, micropipette tips, test tubes, petri dish, spreader) Put the lecture slides on the course website for students to review Answer questions and offer clarification during DTP Have Biotechnology students demonstrate how to use materials and different lab techniques for their peers Pass around different lab materials so that students can handle them before the actual lab

Lesson Agenda What will you be doing? TIME: 0-5: Attendance, announcements, & Reminders 5-10: BioBulletin 10-20: Assign lab partners, go over rationale for the lab, tips for notetaking, and why we are using E. coli, T4, and UV 20-25: Introduce important materials (Petri dishes, micropipettes, micropipette tips, Eppendorf tubes, spreaders, Liquid LB, dH2O) 25-40: Explain laboratory techniques (aseptic technique, micropipetting, mixing a solution in an Eppendorf tube, spread plating), have Biotechnology students model the lab techniques, and pass around materials as appropriate 45-45: Other important information (naming, definition of a colony, explanation of microliter, visualizing a microliter), questions, comments, concerns Listening, responding, asking questions Presenting, listening, asking questions Listening, writing, asking questions Listening, writing, asking questions What will the students be doing?

Listening, watching, presenting, explaining, passing around materials, asking questions Listening, writing, asking questions

CITATIONS: none