Half Hollow Hills School District ‘Non Tenured 10/1 11/16/2016 : 4045 Danielle Talleur HS East (061) SCL Initial 10/11/2016 Naiman sec one rating ac ach ertarion a hey apy. tng: tac, (0) Developing tec, gly ons, Wl et Ceca Domain 1: Planning and Preparation + Ms. Talleur displays an extensive knowledge of cellular transport and how it relates to other topics in the broader curriculum. + The lesson plan scaffolds skills and concepts to build student understanding and includes the use of close reading passages. Ms. Talleur selected appropriate strategies to engage all students in the content. Ms. Talleur’s plans included the use of instructional groups for students to use each other as resources. Instructional outcomes represent the big ideas for the unit but are tailored for the lesson. Ms. Talleur’s plan references previous lessons to sequence the outcomes ‘+ Ms, Talleur described the instructional outcomes in terms of what students will learn in addition to what students will do. + Ms. Talleur draws from multiple resources and collaborates with colleagues to deepen her content knowledge and pedagogy. + Ms. Talleur appropriately incorporated a variety of resources including technology to support the lesson. + The lesson design has a clear structure from beginning to end and supports the instructional outcomes + Ms, Talleur identified a collection of materials and resources that align with the intended learning. The activities present students with opportunities for high-level thinking The activities offer opportunities for students to work with one another. The assessments planned were aligned with the instructional goals of the lesson The assessments planned allow students to demonstrate their understanding through written and oral response. + Ms. Talleur planned to use an exit assessment to assess individual student learning at the close of the lesson and to use the information obtained to plan for future lessons 1a: Demonstrating knowledge of Content and Pedagogy GucEcDer 1b: Demonstrating Knowledge of Students, cHeECDCI 1c: Setting Instructional Outcomes GHCECDCI 1d: Demonstrating Knowledge of Resources GHCECDCI ‘Le: Designing Coherent Instruction GHCECoCI Af: Designing Student Assessments CHeECOCI Domain 2: The Classroom Environment + Classroom interactions among Ms. Talleur and her students were highly respectful. + Ms, Talleur greeted students as they walked into the classroom + Ms, Talleur’s tone with her students reflects warmth and caring. + Ms. Talleur used “we” statements to make students feel part of the group. + Students listened attentively to both Ms. Talleur and their peers during classroom discussions. + Students worked well together in groups using polite language during interactions with each other. + The school vision and academic integrity statements were displayed on the wall contributing to an atmosphere of respect, a culture for learning and demonstrating the teacher's commitment to supporting school expectations. + Ms, Talleur shared the learning goals for the lesson along with their importance and Half Hollow Hills School District Page | of 3purpose. Both Ms. Talleur and her students’ voices and body language conveyed enthusiasm for the content. ‘The classroom culture allowed students to take risks and ask questions. Students themselves assumed responsibility for the culture of learning displayed throughout the lesson by providing each other with assistance and refining their own work. Classroom routines and expectations were well understood by students, Transitions occurred smoothly, with virtually no loss of instructional time, Student groups required little or no prompts from Ms. Talleur throughout the lesson activities and when transitioning back to whole class instruction. Ms. Talleur maximized instructional time by using the portion of the lesson where students were engaged in group activity to help individual and groups of students that required additional assistance. Student behavior was entirely appropriate. Ms, Talleur walked around spending time in each area of the classroom. Ms, Talleur made effective use of the physical resources including technology in her classroom. Resources, materials and supplies were easily accessible to students. The seating arrangement was appropriate for the learning activity. 2a: Creating an Environment of Respect and Rapport GHCECOCI 2b: Establishing a Culture for Learning GHCECOCI 2c: Managing Classroom Procedures GHeEcDeI 2d: Managing Student Behavior GHCECD CI 2e: Organizing Physical Space cHeECDCI Domain 3: Instruction Ms, Talleur’s communication with students was clear and concise throughout the lesson Ms, Talleur explained the content using auditory, visual and kinesthetic approaches allowing students to listen, observe and do in the lesson. + Ms. Talleur focused on vocabulary. Ms. Talleur pointed out what not to do in addition to what is correct when giving directions. Students contributed to the lesson by explaining concepts to their classmates. Throughout the lesson, Ms, Talleur used a variety of questions and prompts to tap into students” prior knowledge to make connections to their learning. Ms, Talleur gave adequate wait time for students to respond and between the student and teacher response. Ms. Talleur aimed for discussion among students, rather than strictly between teacher and students. Students themselves formulated many questions. Ms. Talleur invited other students to answer questions posed by their peers and build on each other's responses. The learning tasks and activities were aligned with the instructional goals. Ms. Talleur used suitable materials to enhance the representation of the content and to support the lesson The lesson had momentum keeping students engaged from one part of the lesson to another The pace of the lesson enabled students to reflect on their learning Assessment was regularly used throughout the lesson. The activities and questions posed revealed students’ understanding of the lesson goals Exit questions were given to assess individual learning at the close of the lesson. Ms. Talleur accommodated students’ questions and interests which was evident during the lesson and after when one student shared an experiment she conducted at home using skittles to demonstrate osmosis. 3a: Communicating with Students Gucecoer Half Hollow Hills School District Page 2.0f 33: Using Questioning and Discussion Techniques GHCECDCI 3c: Engaging Students in Learning GHCECOCI 3d: Using Assessment for Instruction CHeECDCL 3e: Demonstrating Flexibility and Responsiveness CHeECDCI Domain 4: Professional Responsibilities 4a: Reflecting on Teaching THCECDCIONO 4b: Maintaining Accurate Records CHCECDCIaNO 4c: Communicating with Families cHeECOCIENO 44d: Participating in a Professional Community CHCECDCIENO 4e: Growing and Developing Professionally CHeECDCIaNO 4f: Showing Professionalism cCHCECDCIaNO Comments ‘Observer Comments Teacher Comments This document requires Electronic Signatures. 11/23/2016 1:22:54 PM Bate 11/23/2016 1:39:35 PM Date Half Hollow Hills School District Page 3 of 3Half Hollow Hills School District Building Formal Pre Observation “coca ne observer one hse SEI | seer aont es DNNNE) DRCION Non Tenured 10/11/2016 11/16/2016 Naimat Trotter 11/6/2016 Lesson Plan Content ‘rey describe the students in this dass, inluding those with special needs? How have you used this information to plan Tor this lesson? (Component 1b) ‘There are 28 students in this Honors Living Environment class. There are 16 males and 12 females. There is one male student in this class who is in 10th grade, the remainder of the students are in 9th grade. The students in this class are very self-motivated, cheerful, and excited to learn. There are a handful of students who are regular participants in class. I have recognized these students for their positive attitudes and Participation in order to encourage them to continue this practice. I hope that it also encourages other students in the class to do the same. I like to send home positive reinforcements often in all of my classes in order to stay connected with my students and their families, One student in this class has an individualized education plan. I have worked very closely with the student, her parents, and her resource room teacher from the beginning of the school in order to maximize her learning and overall success in the class. We have discussed the student's modifications in detail together. These modifications include time and a half and flexible setting on all assessments. By working together, we have found that this student benefits when she completes her assessments in the testing room during her lunch period. That way she can utilize her extended time without missing any instruction and she does not feel pressured to rush through her assessment because other students are handing in theirs. With this in mind, this student may not complete the activity within the allotted time. As a result, all students will be allowed to take the work home, check it over, and perfect it. ‘There is another student in this class who Is declassified but still receives modifications. Her modifications include: flexible setting and double time on all assessments and language and directions simplified. The directions for each activity in this lesson are clear and concise. As previously stated, all students will have an option to finish the activity at home if they chose. I have frequently noticed and discussed with the mother of this student, that 1 often notice the student staring off into space. I have moved the student to the front row and tap on her desk to signal her to refocus. I will utilize this technique if needed throughout the lesson. Why are these goals sultable for this group of students? (Component 1c) By the time this lesson is completed, I expect that students will have a general background on cellular transport. We Just began the unit, so it is relatively new to them, however, students will be working collaboratively and will be able to draw on each other's knowledge from previous lessons. Students will be appropriately challenged throughout the lesson In order to prepare students for their future levels of high school and beyond, students need to have tools and methods to analyze text. This activity offers them an opportunity to read for evidence and cite specific text in order to answer questions while also recalling information presented in past lessons. Lastly, on the first day of school I asked students to complete a “Science Autobiography” in which they wrote about themselves, their experiences in science, areas they excel in, obstacles they experience, and their goals, I noticed that many students wrote about making connections between what we learn about in class to everyday life, Fortunately, biology is the study of life so many connections to the real world can be made, This lesson centers on why osmosis is important to ever day life, so this lesson is appropriate for this group of students because they enjoy real world connections. How does this lesson support district priorities and state standards? During our science department meetings, there has been great attention placed on the Next Generation Science Standards (NGSS). This lesson was developed with the following NGSS Science and Engineering standards in mind: Disciplinary Core Ideas: LS1.A: Structure and Function: Systems of specialized cells within organisms help them perform the essential functions of life Science & Engineering Practices: Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 9-12 builds on K-8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. This lesson supports the following NYS Living Environment Core Curriculum Standards: Half Hollow Hills Schoo! District Page | of 3Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Key Idea 4: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 4: Living things are both similar to and different from each other and from nonliving things. Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major Understanding 1.2d: If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis. Major Understanding 1.2g: Each cell is covered by a membrane that performs a number of important functions for the ceil. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active transport are important inthe movement of materials in and out of cells. Finally, this lesson also incorporates the following NYS Common Core Standards: RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics WHST.9-12: Draw evidence from informational texts to support analysis, reflection, and research. How do these goals relate to broader curriculum goals inthe discipline as a whole or in other disciplines? (Component 1c) It is important for students to develop a strong foundational knowledge of passive transport and active transport now because these are topics that will be encountered again when we study body systems. Students will be required to understand the various methods of transport of gases, ions and other materials, in and out of arteries, veins, and capillaries. In addition, one of the things that sets the honors level apart from the regent’s level class is that many students in honors elect to take the SATIT subject test in biology at the end of the year. Therefore, although this activity may meet some of the standards listed above, it is a good lesson for them if they end up taking the SATII which many students do. ‘What dificulties do students typically experience in this area, and how do you plan to anticipate these difficulties? (Component 1a) This will be the first time students in this class have had to analyze a text that is a bit longer in length. As a result, I anticipate that the students may struggle at first when they try to answer the questions. Prior to beginning the activity, all directions will be explained. Next, I will ask students to take out their highlighters: and we will read through the first paragraph together, using the highlighter to highlight key information. I will ask students if they have any questions before they begin, and if there are none, students will continue the reading in their pairs. I will be walking around the room, assessing their progress and answering any questions they have as they work through this lesson. [also anticipate that students will struggle with question #3 in Part Two of the reading because we have not studied the circulatory system yet and I do not expect them to know the function of red blood cells. In addition, some students may ask what distilled water Is. Before students begin the activity, I will review the function of red blood cells & discuss distilled water with them so they be successful with all of the questions. ‘What instructional materials or other resources, if any, will You use? (Attach sample materials you will be using in the lesson.) (Component 1d) + “Osmosis is Serious Business” article by Troy R. Nash and questions taken from National Center for Case ‘Study Teaching in Science + Teacher generated "Gummy Bear Osmosis: Predict, Observe, Explain” worksheet + Teacher generated exit ticket + Ideas taken from department meetings & conversations with colleagues + Osmosis Application Scenarios (I might not use this depending upon student progress with the reading) 1f applicable, describe how the planning of tis lesson reflects recommendations made during prior informalformal observations and professional conversations A “Teacher Comments “Teacher comments pertaining to observation Seiting. List any lems you might want to call to the attention ofthe Administrator. It Is anticipated that Wednesday, November 16" is going to be a B day. On B days, I teach in another room the period before this class. Sometimes students in the previous class need to talk to me after class, so I do Half Hollow Hills School District Page 2 of 3my best to get to this class as soon as I possibly can. I will project the do now, daily agenda, and objectives as the students walk in once I am able to log onto the computer. Although it is not ideal, students in this class are familiar with our routine and usually wait patiently until they are able to see the directions for the do now on the board. There are 3 students in this class who have art the period before this class which is on the opposite side of the school. These students do their best to get to class in a timely fashion, however, sometimes they arrive after the bell. Because we have had previous conversations about this, I will not talk to these students if they arrive after the bell, nor will I mark them tardy unless their latenéss is excessive. Observational Focus (optional): wa Half Hollow Hills Schoo! District Page 3 of 3Half Hollow Hills School District Building Formal Lesson Plan Tenure [Date Opened Observation Date Observer, Date Closed Initial Non Tenured 10/11/2016 11/16/2016 Nakmah Trotter 11/6/2016 Desired Results ‘What are the goals for the lesson? The goal of this lesson is for students to be able use what they know about cellular transport to draw real world connections and analyze and cite evidence in a text. This lesson incorporates two case studies which show why osmosis is important in real life scenarios. Following the analysis of the case studies, students will have an opportunity to draw their own real world connections later in the lesson ‘what do you want students to know, understand and be able to do? Students will know that + Osmosis is the process by which water moves from an area of high concentration to an area of low concentration. + Diffusion is the process by which materials move from an area of high concentration to an area of low concentration. + Hypertonic solutions are those in which there is a high solute concentration. + Hypotonic solutions are those in which there is a low solute concentration. Students will understand that... + Molecules must move across membranes and within a cell in order for the cell to maintain homeostasis. + When cells are placed into a hypertonic solution, they will shrivel due to water loss. + When cells are placed into a hypotonic solution, they will swell due to an influx of water Students will be able to... + Recall information they have concerning methods of cellular transport and build off that schema: + Analyze and interpret a scientific text about osmosis and why it’s important to understand in real life scenarios + Answer questions while citing specific textual evidence from the article concerning cellular transport. + Communicate and collaborate effectively with thelr peers. How does this lesson fit with a larger unit? This lesson will be taking place at the end of the unit on cells and transport. Prior to this lesson, students will be familiar with the structure and function of the cell membrane, the primary organelle within the cell that regulates passage of materials into and out of the cell, The previous day, students will complete their quarterly exam which will include questions about the function of cellular organelles. Therefore, because this lesson takes place near the end of the unit on celis and transport, it will be necessary for students to recall information from previous lessons, build ideas, and make connections to real world scenarios presented to them in the case studies. Learning Plan How do you plan to engage students in the content? The day before this lesson, students have a double period. During one of these periods students will complete their quarter one exam. During the other period, I hope to be able to set up a gummy bear diffusion demonstration. Students will be given a “Predict, Observe, Explain” worksheet in which they will predict what will happen to. a gummy bear if placed in water and salt water. At the beginning of this lesson, students make observations and come up with an explanation for what occurred. As students complete this information, T will walk around and assess thelr progress. After enough time has been allotted for students to complete the worksheet, we will have a whole group discussion in which we try to come up with an explanation for our observations. In order to get students excited about biology, this year I have decided to try to make connections between our unit of study and music. For example, when we studied cells, we celebrated cells by listening to “Celebrate” by Kool and the Gang as students entered the classroom and students were asked to make the connection between the song and our unit, For this lesson, we will be looking at the effects of osmosis & Half Hollow Hills School District Page | of 3diffusion on gummy bears, so I will play the “Gummy Bear Song” as students enter the classroom What will you do? Engage: As students enter the classroom, I will work on getting the do now, objectives, and daily agenda projected onto the smartboard and I will play the gummy bear song in the background. Once students get settled, I will begin with some basic announcements because I am sure they will have questions about the quarterly exam, which they completed yesterday. After, I will reveal the results of the gummy bear demonstration which was set up the previous day. I will instruct students to complete the observe and explain section of the "Gummy Bear Osmosis: Predict, Observe, Explain” worksheet. Explore: Following the gummy bear osmosis demonstration, I will pose a question about the importance of ‘osmosis to everyday life. This will be used to introduce the case studies found in the article “Osmosis is Serious Business.” I will model the reading strategy I would like students to use as they read the article and explain the directions for the activity. As students are reading with their partners, 1 will walk around to ensure they are on task, encourage them, and answer any questions. Explain: Working collaboratively with their partners, students will answer the questions that follow each case study. As they work together, I will continue to walk’ around to ensure they are on task and answer any questions they have. Elaborate: Based on how much time is left in the period following analysis of the case studies, I could start @ whole class discussion in which other real world applications to cellular transport are discussed, or I could distribute a worksheet with osmosis scenarios. Evaluate: At the end of the period, I will project the do now, daily agenda, and objectives onto the smartboard again and distribute an exit ticket. The exit ticket will require students to assess their progress in ‘meeting the learning objectives. I will provide students with an example of what is meant by “demonstrate your progress in meeting the objectives.” At the end of the period, I will move over to the door to say goodbye to students and collect the exit tickets. ‘what will the students do? Explore: Following the gummy bear osmosis demonstration, students will be asked “Why Is this important in real life?” I anticipate a lot of students not being able to answer this question, so I will use this as an opportunity to introduce the case studies found in the article "Osmosis is Serious Business.” Because this is the first time students have read through a case study, we will read through the first paragraph together, highlighting key information. After, I will explain the directions for the remainder of the case study and students will move their desks and work with their partners to read the remainder of the case studies. Explain: Working collaboratively with their partners, students will answer the questions that follow each case study. Students will be expected to answer the questions in complete sentences and cite information from the text to formulate their responses. The questions will require students to use information presented in prior lessons to explain the phenomenon presented. Elaborate: Following the analysis of the case studies, students will move their desks back to their original locations. If there is not a fot of time left in the period, a whole group discussion will take place in which students brainstorm cellular transport and real world examples. For example, the effect of eating salty popcorn on the cells in the mouth. If there is enough time left in the period, a worksheet will be distributed in which students analyze 2 additional osmosis application scenarios and formulate a paragraph response. Evaluate: During the last 5 minutes of class students will reflect on their own learning by completing an exit ticket. The objectives of the lesson, displayed at the beginning of the lesson will be revisited, and students will assess their ability in meeting the objectives. Students have completed similar exit tickets in the past but this one is a little different because it also requires students to demonstrate their progress in meeting the objectives. I will provide an example to students before they begin the exit ticket. When the bell rings, students will be instructed to hand in their ticket on the way out. ‘Assigned Evidence How do you plan to assess student achievernent of the goals? What procedures will you use? (Use Upload Files on the Track Assignment View to include any tests or performance tasks, with rubrics or scoring guides. After Upload, use the edit button to put Lesson Plan in the File Description field.) How do you plan to use the results of the assessment? Students’ progress in meeting the learning objectives will be frequently assessed throughout the entirety of this lesson. The purpose of the do now is to informally assess the students’ recollection of information presented to them in prior lessons. If students are hesitant to share their explanation of the observed phenomenon during the do now, I will instruct students to go back to their notes and review important information, If students have had a sufficient amount of time to answer all questions pertaining to the case study, I will Half Hollow Hills School District Page 2 of 3collect them and evaluate the quality of their responses. If there seems to be a common error among the majority of students, I will utilize the next instructional day to scaffold main ideas. If there is a student who is clearly struggling as evidenced by their responses to the questions, I will talk to the student in private, communicate my concerns, and encourage them to attend extra help when they are available. The exit ticket is the last piece of evidence that will allow me to determine if students have met the learning objectives of the lesson. If a student indicates that they need additional practice, they will be provided with that opportunity in class the following day. If a student indicates that they are extremely confused, I will have a discussion with them and their parent/quardians about attending extra help sessions. Half Hollow Hills School District Page 3 of 3Half Hollow Hills School District Building Formal Post Observation ‘reset atin ___ Bate Opened Observation Date ot 4014 Danielle TalleurHS East (061)SCl_Intial_-Non Tenured 10/11/2016 11/16/2016 ‘Lesson Plan Content 1. Did the students learn what you Intended for them to learn? What evidence do you have to support tis? Students in this class were successful in meeting all of the learning objectives based upon evidence gathered during and following the lesson. The previous instructional day, we set-up a gummy bear osmosis demonstration. During the do now for the observed lesson, students were given an opportunity to analyze the results from that demonstration. Students independently and quietly wrote down their observations, which definitely surprised them, and constructed explanations for their observations. When enough time had passed, students shared their responses in a whole group discussion. Students correctly identified that the gummy bear in water increased in size because it was in a hypotonic solution. As a result, the water moved to an area of high solute concentration (into the gummy bear) and the gummy bear increased it size. While students were completing the do now, one of my students, Hunter, asked "What would happen if we left the gummy bear in the water for two days?” This allowed for a discussion about dynamic equilibrium and allowed me to assess their understanding of a major misconception. A common misconception students have in the cellular transport unit relates to equilibrium. Unfortunately, some students believe that once equilibrium is reached the particles are no longer moving. In reality, the particles continue to move because they have energy, but, there is no net movement of particles across a membrane. I posed Hunter's question to the class and allowed them to turn and talk to their partners to give them more confidence in their Fesponses. Sarah correctly identified that the gummy bear would remain the same size because dynamic equilibrium had been reach. Other students were able to build off her response and state that there Is no net flow of particles in dynamic equilibrium. Unfortunately, the students were so very excited about the case study and really got into the case “Too Little, Too Late” that I forgot to collect the student answer packets. It was my intention to collect the packets and analyze the student responses that same day. On Thursday, students will hand in the case studies and I will further analyze their responses to the questions. The final piece of evidence I gathered during the observed lesson was an exit ticket. The exit ticket instructed students to engage in reflection of their own learning and demonstrate their progress in meeting the learning objectives. Many students chose to draw pictures, mostly of a cell in a solution, They identified a solute concentration inside and outside the cell and labeled which area was hypertonic and which area was hypotonic. Other students chose to write definitions of diffusion and osmosis. One student wrote that "In a hypotonic solution, a plant cell will become turgid. Water moves into the cell because it has a high solute concentration but it will not burst because of the cell wall.” When asked how students felt they are doing for each portion of today's lesson, the majority of students said "I get it, but I could use more practice.” As a result, the do now of the next lesson will be practice questions about osmosis and diffusion 2. To what extent were your goals and objectives appropriate for your students? 1 believe that each goal and objective were highly appropriate for my students. Students have already completed a reading assignment in their textbook on cellular transport and we have already completed the majority of notes in class on the cellular transport unit. Therefore, students had an appropriate level of background knowledge about cellular transport to successfully analyze a case study. There was one question in the packet which asked students about the function of red biood cells. When a student asked me about it, I decided to pause the class to clarify because we hadn't yet discussed the function of red blood cells in class. Another student was able to identify that the function of red blood cells is to carry oxygen. Students in this class love to complete lab activities and demonstrations. They were all very excited to see the results of the gummy bear demonstration. Two students who had music lessons asked to see the results before they left. It was clear that they were genuinely surprised at the results, Students formulated questions about putting the gummy bear that was in water, into salt water to see if it would shrink. As a result of the question, I put the gummy bear into salt water after school, and students will have an opportunity to analyze the results the next day. This students’ interest and question unexpectedly led to another demonstration. Students also enjoyed analyzing the case studies. I allowed students to choose which case study they wanted to analyze based on which sparked their interest. All but one group chose the second case study because it was like an episode of Grey's Anatomy, a T.V. show some watch at home or because they are interested in the field of medicine. Students really loved to be able to make a connection between our content and the outside world During the lesson, I assessed each student's progress frequently. Students received feedback from their peers Half Hollow Hills School District Page | of 3and myself throughout the lesson. I noticed that the two students who normally receive extended time on assessments, weren't in need of any extra time to complete the case study. The directions to the case study were clear, read aloud, and reading strategies were modeled before students began to benefit everyone in the class. The student who sometimes stares off into space was engaged and focused on each task during the lesson and I did not need to direct her to refocus. 3, Please comment on different aspects of your instructional delivery. To what extent were they effective? What would you do differently {0 Improve the lesson? Include comments specific to Activities, Grouping of Students, and Materials and Resources, Activities: The demonstration was extremely helpful to students because it provided them with a clear visual. In class we discussed that cells expand when placed in a hypotonic solution. With this demonstration, students were able to see just how much things can expand when placed in a hypotonic solution. The’ activity was fun and students developed many questions which led to future experiments/demonstrations. The case studies were entirely appropriate for students. I would have liked an opportunity for students to read through both of the case studies because I think both stories were valuable. One was about a hypertonic environment and the other was about a hypotonic environment. In the future, I would like to reserve a double period for this activity and provide students with maybe four cases and let them chose two out of the four cases to analyze, 1 felt as though I carefully walked around and monitored student progress, checking for their understanding with some questions and answering some of theirs. This was a very student driven lesson with minimal focus ‘on the teacher. Grouping of students: Students were asked to work collaboratively in pairs to analyze the case studies. The seating chart in the class is based on student achievement, accommodations, and special requests. When creating the seating chart, I also try to keep students who work well together seated next to one another. 1 frequently have students work with their partner pairs to complete activities. Because students knew who their partner pairs were, they were quickly able to transition and begin the task, minimizing the loss of instructional time. I chose to have students work at their desks rather than at the lab tables because sometimes when all of the students are back there, it can lead to off task behavior. Overall, students displayed positive collaborative and communicative skills as they work together to analyze the case study. Materials and resources: Prior to students entering the classroom, I had removed the gummy bears from. their respective solutions and taken a picture using the ladibug projector. I knew it would be difficult for all 28 students to see the gummy bears all at once, so I figured this would allow them an opportunity to write down some observations while they waited for the gummy bears to be passed around. The case studies were adapted from the National Center for Case Study Teaching in Science at the University of Buffalo, T have utilized case studies from this resource before in my forensics class. Students enjoyed reading about a real world example of osmosis and the seriousness of understanding celiular transport. 4, Please comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? Students follow a daily routine when they enter the classroom. Each day, the do now, daily agenda, and objectives are displayed on the screen before the bell rings. You may have noticed that students came up to the desk to see if they were supposed to pick up a worksheet because there is usually one waiting for them. Today, there was no worksheet so I had to remind students to read the do now and follow the directions. After the reminder, students got out the predict, abserve, explain worksheet from the previous day and waited eagerly for'the results of the demonstration. Little instructional time was lost and we were able to get to work right as the bell rang. In addition to having procedures for entering the classroom, students know the procedure for working with partners. They know who their partners are and where to move their desks. Because students know the routine, little instructional time Is lost during the transition. Lucky for us, room 735 is the biggest science classroom in High School East because the classroom environment can become a little crowded with a full class. When students are seated at their desks, there is plenty of room for me to walk up and down the rows. I can assess their progress on independent tasks and read their responses from over their shoulder discovering who needs some extra instruction. I chose to have students work at their seats because I thought it would be more appropriate for students to work in pairs as ‘opposed to larger groups. I noticed that in the pairs, some students took turns reading aloud, while other pairs chose to read independently and work together for the questions. 5, Did you alter your plan? If so, how, and why? 1 did need to slightly alter my original plan for this lesson. I quickly realized that students would not have sufficient time to read through both case studies in one class period. As a result, I decided to read through the first paragraph of each case study aloud as a whole class. Then, I allowed students to choose which case study interested them the most. I felt as though this was an appropriate decision because students did not feel rushed and had more of an input in the lesson because they were allowed to make a choice between the cases, Additionally, instead of distributing a worksheet about osmosis scenarios, we instead engaged in a class discussion in which the case studies were summarized. The class discussion allowed students to learn about the other case study they had not chosen to analyze. The worksheet on osmosis scenarios will serve as the Half Hollow Hills School District Page 2 of 3do now the following day. ‘Teacher Comments “Teacher comments: Unfortunately, I forgot to collect the student packets for the case studies during the class period. The packets will be collectéd the following day and the answers will be further analyzed to determine student's progress in meeting the objectives. Half Hollow Hills School District Page 3 of 3