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EDUC-L 517
Tuesday, July 6, 2017

Unit: Macromolecules
Course: 9th/10th Grade General Biology
Element Description
Duration 75 minute class
Anticipation Guide (5 minutes)
Lecture (30 minutes)
Transition (2.5 minutes)
Experiment (25 minutes)
Transition (2.5 minutes)
Video: What is a lipid? (5 minutes)
Closure (5 minutes)
Learner -Students will be able to differentiate between a triglyceride and a
Outcomes/ phospholipid.
Benchmarks/ -Students will be able to correctly identify a triglyceride (including a fatty acid
Objectives and glycerol portions), a phospholipid, and a steroid.
-Students will demonstrate understanding of the phospholipid bilayer.
-Students will perform and analyze an experiment displaying interactions of
-Students will connect classroom knowledge to current events.
Transition 5 minutes total are allotted for students to navigate to transition between
their desks and the lab area. Materials will already be set up when class
Standards B.1.1 Compare and contrast the shape and function of the essential
biological macromolecules (i.e. carbohydrates, lipids, proteins, and nucleic
acids), as well as, how chemical elements (i.e. carbon, hydrogen, oxygen,
nitrogen, phosphorus and sulfur) can combine to form these biomolecules.
B.1.2 Analyze how the shape of a molecule determines its role in the many
different types of cellular processes (e.g., metabolism, homeostasis, growth
and development, and heredity) and understand that the majority of these
processes involve proteins that act as enzymes.
Daily Projector, YouTube (,
Materials computer, white board, dry erase markers, eraser, pencils, notebooks
Needed To Print: Anticipation guides, Experiment, Homework, Article
Experiment: Paper plates, dish soap, milk (skim, 2%, whole), food coloring, Q-
Anticipatory Anticipation Guide The anticipation guide poses true/false questions to the
Set & Theory students, and is designed to peak their interest and introduce them to
todays lesson. Anticipation guides are especially versatile as they serve as an
anticipatory set, pre-assessment, and post-assessment of student learning.
Additionally, students have the opportunity to discuss their guides before the
Abby Prichard
EDUC-L 517
Tuesday, July 6, 2017
lesson begins. This encourages students to voice their opinions, and also to
look to their classmates for help, if needed. The anticipation guide also
serves a function as an interrogative device. Not only does it ask the
students about their current knowledges, but it prompts them to look for
answers, and to being thinking about todays topic. This guide serves to
focus their minds on lipids, and any relevant resources or history they have
with the topic.
Pre- Anticipation Guide This will serve as a formative assessment of the
Assessment students prior knowledge of lipids.
Teaching the As students enter, they will be given an anticipation guide. Instructions for
Lesson completing the first portion will be written on the board. The students will
discuss their guides with an elbow partner, and share their opinions/thoughts
about each question. The teacher will walk around until the allotted time has
ended to verify students are filling out and discussing their forms, and making
clarifications about the form, if necessary.

Next, the teacher will present a lecture introducing lipids. Lipid structure,
function, and importance will all be discussed. The teacher will pose
questions to the students throughout the lesson to maintain the focus and
attention of the students. Additionally, posing questions during the lecture
will serve as a formative assessment of student understanding.

After lipids have been introduced, the class will move into the experiment
section. The lab area will have already been staged by the teacher prior to
class beginning. The teacher will hand out the lab papers, introduce the lab,
and monitor student progress throughout the lab. Students will work in their
preassigned groups, established at the start of the year. Students will
collaborate to complete the experiment and subsequent questions.

Once the lab is done, the students will transition back to their desks. The
teacher will play a short video summarizing lipids and introducing a focus on
how lipids apply to health. This serves as a segue into closure for the lesson.
The teacher will model how to complete the anticipation guide for the
students. Students may finish their anticipation guides at the end of the
days lesson; however, they are not due until the start of the next class
period. This provides students that need more time to process the
information a chance to do so, and to reflect and answer more thoroughly on
their anticipation guide.
Guided The teacher will first present the information to the students, then the
Practice/ students will apply the information presented in todays lecture in the
Instructional experiment portion of the lab, in the mini article review, and the anticipation
Strategies guide. The teacher will model each of these portions of the class, after which
Abby Prichard
EDUC-L 517
Tuesday, July 6, 2017
the students will perform the tasks on their own. The teacher will be
available to help, as needed.

Post Anticipation guide The anticipation guide will also serve as the post
Assessment assessment for the class period. The students will turn it in at the start of the
next class period.
Closure At the end of the class period, the teacher will briefly model how the
students should finish their anticipation guides, then assign homework (a
worksheet, and any unfinished in-class work). The teacher will also remind
students that she is available during resource hour and homeroom to address
any questions or concerns.
Independent Students will complete a worksheet as homework. This worksheet serves to
Practice reinforce the central concepts and properties of lipids that were covered in
class. Additionally, the homework asks the students to apply the information
for several questions. A bonus is provided at the end of the homework
assignment for students that want to explore lipids in the real world.
Summarize, Todays lesson was difficult. The student had very little prior knowledge that
Evaluate & would have been covered in previous lessons had this been a real class. The
Reflect lack of prior knowledge made learning the new material very difficult
explanations took much longer than expected, explanations didnt seem to
help much, and the application of concepts was a particularly challenging.
The student said the anticipation guide was good, but intimidating. The
vocabulary used on the guide includes some new terminology that students
might not be familiar with if they have not yet had a physical science or
chemistry class.

The lecture was difficult as well as this lesson had to be taught over the
phone. Pictures were messaged back and forth to substitute for white board
writing. This was helpful, but more difficult lacking the personal interaction
between student and teacher. The student did say that the teacher was
helpful at clarifying confusing parts of the lessons, and providing additional
clarification of terms, when needed. Due to a high volume of questions and
the density of the material, the lecture took 10 minutes longer than
scheduled. Adjustment to the timing of the lecture would be needed for
future lessons.

The student loved the experiment and thought it was very cool to watch it
occur. This lab is particularly visual, so it is exciting to see how the soap and
milk elements interact. Application of the course material was a struggle,
though. The student had great difficulty understanding how micelles work,
where the polar and non-polar regions of the molecules are, and how the
Abby Prichard
EDUC-L 517
Tuesday, July 6, 2017
ingredients of milk would interact with the soap. The student was quite
frustrated with the analysis of the experiment as they are accustomed to
understanding most things put before them. In person instruction could have
helped with this; however, circumstances limited the discussion about the lab
to verbal explanations. Visuals would most likely have been more helpful.

Due to the extended lecture time, and the difficult apply concepts to the lab,
we did not complete the current event assignment. This may be better
served as homework, or a bonus assignment.

The student said the homework was challenging due to the application of the
new terminology. The student believed that if he had been in class regularly,
it would most likely have been easier, but given the circumstances of todays
lesson, it was difficult and assistance was required of the teacher.

Overall, I think the lesson had many strengths; however, it is apparent that
students must have a high level of prior knowledge to apply the concepts at
the level I was asking. Perhaps this lesson is better suited to an AP class, or
divided up across multiple lessons. Regardless, the resourced found for this
experiment are fantastic, and definitely something I would use in the future.