UMUC – MAT Program

Field Experience #3

Annotated Lesson Plan

EDTP 645
 Table of Contents

Lesson 1 ............................................................................................................................. 3
Lesson 2 ............................................................................................................................. 7
Lesson 3 ........................................................................................................................... 11
Lesson 4 ........................................................................................................................... 16
Reflection ......................................................................................................................... 21
Summary .......................................................................................................................... 22
 Name: Charlene Bruton Grade: 10th grade

Unit: You Are What You Eat Time Allotted: 90 minutes

Lesson 1
Lesson Topic: Elements in the Body

Context for Learning:

This is the second unit in the Living Systems course. This lesson is an introductory lesson on the

topic of the periodic table. The students will have prior knowledge of some of the elements that

make up the periodic table. The purpose of this lesson is for students to be able to answer

questions regarding the chemical properties of elements, valence electrons, and the octet rule.

The class is equipped with a projector and each student will have a personal laptop device. The

room arrangement supports learning because by having students seated in groups of four, the

teacher can easily integrate use of all three types of cooperative learning.

Curriculum and SPA Standards Addressed:

Next Generation Science Standards Performance Expectations: HS-PS1-1. 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 use the periodic table to determine chemical properties of atoms in living things

(carbon, hydrogen, and oxygen)

Materials:

BrainPOP

Valence Electrons Article

Bonding and Molecules video

Nutrients of Food video

Proactive Behavior Management:

1. Notify students of behavioral expectations before reviewing the lesson.

2. Arrange desks in groups of four.

3. Create student base groups and list on board.

4. Continually monitor progress.

Provisions for Student Learning:

The teacher will time students as they work through each part of the lesson. Students will work

in groups and the teacher will monitor each group and will ask questions to ensure students are

consistently involved. Students will connect learning to the real world.

Procedures

1. First, the teacher will review the lesson's objective.

2. Teacher will check for prior knowledge on the topic of the periodic table.

3. Students will complete the warm-up activity.

4. Teacher will instruct students to complete a think-pair-share using their responses to the opening

question.

5. Teacher will ask students to share ideas.

6. The teacher will review the basics of the periodic table (important vocabulary, subgroups).

7. Students will watch Periodic table of elements BrainPOP video two times.

8. Teacher will instruct students to take notes during the second viewing of the BrainPOP.

9. After taking notes, the class will complete the BrainPOP quiz as a group.

10. Students will read the Valence Electrons article and complete a summary paragraph.

11. Next, students will watch the bonding and molecules video to learn about the types of bonds that

occur between atoms. Then, match the vocabulary terms with their correct description.
12. Finally, students will watch the Nutrients of food video to see how molecules in food are

important for your body. Then match the following descriptions to their correct macronutrients

and micronutrients.

13. Students will complete an exit ticket to demonstrate understanding of the topic.

Introductory / Developmental Activities

Warm-Up/Opening:

Students answer the question “What elements on the periodic table can be found in the greatest

amounts in your body and the food that you eat?” Students selected the top 4 most abundant

elements. 10 minutes

Motivator/Bridge:

Students will be instructed to conduct a think-share-pair. In pairs, they will discuss their

responses to the opening question. The teacher will review the basics of the periodic table with

the class. Students will share answers to the warm-up question. Students will watch the Periodic

Table of Elements BrainPOP. 15 minutes

Guided Practice and Independent Tasks

Guided Practice:

Students will take notes on the BrainPOP video. Class will answer the quiz directly after viewing

the video. 15 minutes

Independent Tasks:

First, students will answer the following questions on paper or a word document while watching

BrainPOP video:

1. What is the smallest unit of an element?

2. What makes up the nucleus of an atom?

3. What is the atomic number?

4. Is a “period” on the periodic table horizontal or vertical?

5. What is the connection between a period and the number of valence electrons each atom has?

6. Is a “group” on the periodic table horizontal or vertical?

7. What category on the periodic table do carbon, nitrogen, oxygen belong to?

8. Describe some chemical properties of carbon, hydrogen, oxygen, and nitrogen.

Next, students will read an article to complete the summary paragraph on valence electrons and

answer related questions.

Finally, students will watch the Nutrients of food video to see how molecules in food are

important for your body. Then match the following descriptions to their correct macronutrients

and micronutrients. 40 minutes

Summary / Closure:

Exit ticket. Students will answer 5 quiz questions to determine if the objectives of the assignment

were met. Which of the following elements is/are in the 13th group of the periodic table? Select

all that apply. Which of the following elements is NOT a common element in the human body?

Select all that apply. How many valence electrons does Chlorine (Cl) need to be stable? And

more. 10 minutes

Adaptations: Additional time has been built in throughout the lesson to accommodate students

that require additional time. Printed copies of all online work will be available to students upon

their request. A digital timer will be used throughout the lesson so students can pace themselves

and keep track of time.

Assessment: 5 question quiz on elements in the human body. BrainPOP quiz.

Generalization/Extension Activity: To extend learning, students will play the periodic table of

elements BrainPOP game.

Review/Reinforcement (Homework): Students should review notes and questions in preparation

for the next class.

 Name: Charlene Bruton Grade: 10th grade

Unit: You Are What You Eat Time Allotted: 90 minutes

Lesson 2
Lesson Topic: Carbon

Context for Learning:

This is the second unit in the Living Systems course. This lesson is an introductory lesson on the

topic of carbon. The students will have prior knowledge of some of the elements that make up

the periodic table. The purpose of this lesson is for students to be able to answer questions

regarding the chemical properties of carbon. This lesson explores the significance of carbon to

life. The class is equipped with a projector and each student will have a personal laptop device.

The room arrangement supports learning because by having students seated in groups of four, the

teacher can easily conduct small group instruction.

Curriculum and SPA Standards Addressed:

Next Generation Science Standards Performance Expectations: 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.

Constructing Explanations and Designing Solutions

• Construct and revise an explanation based on valid and reliable evidence obtained from a variety

of sources (including students’ own investigations, models, theories, simulations, peer review)

and the assumption that theories and laws that describe the natural world operate today as they

did in the past and will continue to do so in the future. (HS-LS1-6), (HS-LS2-3)
 Objectives:

• Students will justify carbon’s importance as the building block for life.

Materials:

Carbon Element of life video

Carbon PowerPoint

Organic Compounds Article

Ingredients for life: Carbon video clip

What are you made of? Calculator

Proactive Behavior Management:

1. Notify students of behavioral expectations before reviewing the lesson.

2. Arrange desks in groups of four.

3. Create student base groups and list on board.

4. Continually monitor progress.

Provisions for Student Learning:

The teacher will time students as they work through each part of the lesson. Students will work

in groups and the teacher will monitor each group and will ask questions to ensure students are

consistently involved. Students will connect learning to the real world.

Procedures

1. First, students would visit the “what are you made of?” Calculator. Enter a weight of 125 pounds

(be sure to change kilograms to pounds), then click Find Out. Observe the results. Record one
 thing that you notice and one thing that you wonder (or one question that you have) based on this

information in the comment box below.

2. Discuss responses as a class.

3. Complete carbon in living things discussion.

4. Review secondary discussion.

5. Review Carbon PowerPoint.

6. Watch Carbon: the element of life video and take notes.

7. Summarize organic compounds link.

8. Watch ingredients for life: carbon video clip, read background reading and answer questions.

9. Teacher wraps-up lesson, students complete exit ticket.

Introductory / Developmental Activities

Warm-Up/Opening:

Students will complete what are you made of? Activity. Teacher and students will discuss

responses in a class. 5 minutes

Motivator/Bridge: Students will answer the following question: Using what you know about

carbon, why do you think that living organisms are largely composed of carbon? Teacher will

select students to share their responses. 15 minutes

Guided Practice and Independent Tasks

Guided Practice:

Teacher will review carbon PowerPoint. Students will use the PowerPoint or pdf file below

titled, "Carbon" to take notes on why carbon is such a great element for life. They will be

instructed to take notes on their own paper or word document while viewing the presentation.
Next, they will watch the video titled, "Carbon: The element of life" and take notes on their

paper or word document. 30 minutes

Independent Tasks:

Students will go to the link titled, "Organic Compounds" to see how carbon builds the 4 main

macromolecules that are essential to your body. While reading the webpage, they must take notes

on paper or word document by labeling each section heading (there are 6) and summarizing the

information in the paragraph below the heading. Be sure to define all new vocabulary.

Next, students will watch the Ingredients for Life: Carbon video clip. After watching the video,

click on support materials under the video and read the background reading. Using both

resources, answer the discussion questions. 30 minutes

Summary / Closure:

Justify why carbon is considered the building block for life. In your response, be sure to use

scientific vocabulary. 10 minutes

Adaptations:

Additional time has been built in throughout the lesson to accommodate students that require

additional time. Printed copies of all online work will be available to students upon their request.

A digital timer will be used throughout the lesson so students can pace themselves and keep track

of time.

Assessment:

Summary question: Justify why carbon is considered the building block for life. In your

response, be sure to use scientific vocabulary.

Options for completing the assessment:

1. record a video of yourself

2. create a PowerPoint

3. write a paragraph (at least 6 sentences)

Generalization/Extension Activity:

To extend learning, students will research and identify 5 uses of carbon.

Review/Reinforcement (Homework):

Students should complete any activities that they were unable to finish in class. If they finish

everything, students should review all notes from today’s lesson in preparation for the next

lesson.

Name: Charlene Bruton Grade: 10th grade

Unit: You Are What You Eat Time Allotted: 90 minutes (about 1

and a half hours)

Lesson 3
Lesson Topic: Glucose

Context for Learning:

This is the second unit in the Living Systems course. This lesson is a developing lesson on the

topic of glucose. The students will have prior knowledge of processes that produce and

breakdown glucose. They will have knowledge of the structure of glucose. The purpose of this

lesson is to introduce macromolecules by focusing on glucose. The class is equipped with a

projector and each student will have a personal laptop device. The room arrangement supports
learning because by having students seated in groups of four, they can work closely with their

peers.

Curriculum and SPA Standards Addressed:

Next Generation Science Standards Performance Expectations: 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.

LS1.C: Organization for Matter and Energy Flow in Organisms

• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their

hydrocarbon backbones are used to make amino acids and other carbon-based molecules

that can be assembled into larger molecules (such as proteins or DNA), used for example

to form new cells.

Objectives:

• Students will explain how glucose can be broken down into its component atoms to

provide building blocks for other large carbon-based molecules.

Materials:

Discovery Education: The Chemistry of life

Monomers and Polymers video

Table sugar animation

Nearpod

Proactive Behavior Management:

 1. Notify students of behavioral expectations before reviewing the lesson.

2. Arrange desks in groups of four.

3. Create student base groups and list on board.

4. Continually monitor progress.

Provisions for Student Learning:

The teacher will time students as they work through each part of the lesson. Students will work

in groups and the teacher will monitor each group and will ask questions to ensure students are

consistently involved. Students will connect learning to the real world.

Procedures

1. First, students will observe the two charts provided. In the comment box, they will record

ONE thing that they notice and ONE question that they have.

2. Next, they will respond to the glucose discussion

3. Teacher will review both discussions with class

4. Next students will read the chemistry of life article and answer related questions

5. Class will watch monomers and polymers video

6. Students read glucose summary and highlight important terms.

7. Watch table sugar animation and fill in the blanks to summary paragraph.

8. Using Nearpod students will answer a series of multiple choice, matching, and fill-in the

blank questions.

9. Once students are finished the teacher will lead a discussion where students discuss what

they learned

10. Students will complete 3-question exit ticket.

Introductory / Developmental Activities

Warm-Up/Opening:

Analysis of data. Complete discussion questions: observe the two charts provided. In the

comment box, they will record ONE thing that they notice and ONE question that they have. 5

minutes

Motivator/Bridge:

Complete glucose discussion. Students will answer the following: Why is glucose so important

to living things? They should be sure to use scientific vocabulary in their response. 5 minutes

Guided Practice and Independent Tasks

Guided Practice:

Teacher will first review the first two discussion posts with class. Students will read the

chemistry of life article and the teacher will review important vocabulary terms from the article.

Watch monomers and polymers video and define both terms. Watch table sugar animation and

complete summary paragraph as a class. 30 minutes

Independent Tasks:

Answer questions from Chemistry of Life article. Read glucose summary and highlight

important terms. Students will answer a series of multiple choice, matching, and fill-in the blank

questions related to the lesson using Nearpod. 25 minutes

Summary / Closure:

3 questions exit ticket. The teacher will open the floor for questions and conduct a final review of

the topic. 15 minutes

Adaptations:
Additional time has been built in throughout the lesson to accommodate students that require

additional time. Printed copies of all online work will be available to students upon their request.

A digital timer will be used throughout the lesson so students can pace themselves and keep track

of time.

Assessment:

Kahoot game reviewing questions covered in class. Oral questions asked by the teacher during

the discussion. Exit ticket questions.

Generalization/Extension Activity:

To extend learning, students will use molecular modeling kits to build and breakdown glucose.

For an extra challenge, they can model the processes of photosynthesis and cellular respiration.

Review/Reinforcement (Homework):

To review students should reread the “chemistry of life” discovery education and review notes

from class in preparation for the next lesson.

Unit: You Are What You Eat Grade: 10th grade

Lesson Topic: Macromolecules Time Allotted: 90 minutes

(about 1 and a half hours)

Lesson 4
Context for Learning:

This is the second unit in the Living Systems course. This lesson is an introductory lesson on the

topic of macromolecules. The students will have prior knowledge of some of the elements that

make up the periodic table. They will also have knowledge of glucose which serves as the

building block of these macromolecules. The purpose of this lesson is for students to look at the

calories, carbohydrates, lipids, and proteins in food. The class is equipped with a projector and

each student will have a personal laptop device. The room arrangement supports learning

because by having students seated in groups of four, the teacher can easily conduct small group

instruction and students can work with one another.

Curriculum and SPA Standards Addressed:

Next Generation Science Standards Performance Expectations: 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.

LS1.C: Organization for Matter and Energy Flow in Organisms

• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their

hydrocarbon backbones are used to make amino acids and other carbon-based molecules

that can be assembled into larger molecules (such as proteins or DNA), used for example

to form new cells.

Objectives:

• Students will construct an explanation for the role of carbon-based molecules in living

organisms.

Materials:

Amoeba Sisters “Macromolecules” video

Macromolecules PowerPoint

Macromolecules graphic organizer

“What Can You Do with One Calorie?” Article

Calorie King Website

Microsoft Excel

Proactive Behavior Management:

1. Notify students of behavioral expectations before reviewing the lesson.

2. Arrange desks in groups of four.

3. Create student base groups and list on board.

4. Continually monitor progress.

Provisions for Student Learning:

The teacher will time students as they work through each part of the lesson. Students will work

in groups and the teacher will monitor each group and will ask questions to ensure students are

consistently involved. Students will connect learning to the real world.

Procedures:
 1. First, students will respond to the opening discussion.

2. Students will watch an Amoeba Sisters video.

3. The teacher will review a macromolecules PowerPoint presentation.

4. The students will download a word document- graphic organizer to complete.

5. Next, students will read the “What can you do with one calorie?” article.

6. Finally, students will use the calorie king website to explore their favorite snacks.

7. The teacher will review how to make a graph in excel.

8. Students will complete exit ticket questions

Introductory / Developmental Activities

Warm-Up/Opening:

Students will answer the opening discussion: How often do you read food labels? What

information can we get by looking at a food label? 5 minutes

Motivator/Bridge:

Students will attempt to complete the riddles on their own paper or word document. For each

statement, write “C” if it best applies to carbohydrates, “L” if it best applies to lipids, and “P” if

it best applies best to proteins. 5 minutes

Guided Practice and Independent Tasks

Guided Practice:

Students will watch the amoeba sisters' video and take notes on the four categories of

macromolecules. After watching the video, they will be able to revisit the riddles and determine

if their answers were correct. The teacher will review the correct answers with the class and
answer any questions. Next, the teacher will go over the macromolecules PowerPoint and review

important vocabulary. 20 minutes

Independent Tasks:

Students will fill out the graphic organizer while the teacher is reviewing the PowerPoint. Next,

students will read the “What can you do with one calorie?” article. While reading, students are to

highlight the definition of a calorie, how units of energy are measured, and the connection

between macromolecules (proteins, lipids/fats, and carbohydrates) and calories. Students will

then visit the calorie king website and research 3 of their favorite snacks. They will identify the

nutrients found in each snack and graph their findings. 45 minutes

Summary / Closure:

Students will complete a matching activity matching macromolecules to their food sources. 15

minutes

Adaptations:

A video of the PowerPoint, without audio, is available for students. Additional time has been

built in throughout the lesson to accommodate students that require additional time. Printed

copies of all online work will be available to students upon their request. A digital timer will be

used throughout the lesson so students can pace themselves and keep track of time.

Assessment:

2-question exit ticket, discussion questions asked throughout the lesson, introductory riddle.

Generalization/Extension Activity:
To extend learning, students will be instructed to explain the role of carbohydrates, lipids, and

proteins (carbon-based molecules) in living organisms.

Review/Reinforcement (Homework):

Students are to create a menu to include an appetizer, entrée, and side dish. They should include

images and a brief description. Students should indicate the monomers present and label the type

of macromolecule.
Reflection

Based on my self-assessment using the CPAST rubric, I was able to identify my strengths and

areas of need. One of my strengths was my focus for learning. My plans aligned to appropriate

Maryland Content Standards. The lesson's objective was clear and measurable. In my opinion,

the learning tasks were consistently aligned with each other for all four lessons.

Developmentally, the lesson was appropriate for a 10th grade science class.

Another strength that I identified was selecting a variety of materials and resources that made

content relevant to learners. I also encouraged individualization of learning by incorporating

independent tasks in each lesson. This also gave me time to check in with individual student

groups to determine if they needed assistance with any parts of the assignment. This reflects the

strengths of my instructional delivery as I was able to articulate accurate explanations throughout

the lesson to enhance student’s ability to work independently. Additionally, I promoted a

learning environment that actively involves learners to create and manage a safe and respectful

class using routines and transitions.

While I had strengths in my teaching there were also several opportunities for improvement.

My analysis of teaching did not indicate connections to educational research and/or theory. I also

provided minimal feedback that enables learners to recognize strengths or areas for

improvement. Another area that I could improve in is the delivery of assessments. Although my

planned assessments aligned with the Maryland Content Standards, I could have provided more

opportunities for some learners to illustrate competence as a whole class.

Summary
Technology tools are so pertinent to lessons as they allow students to be digitally literate. In

researching technology tools, I was able to learn about tools that I can use to engage students

such as Jamboard, Nearpod, Discovery Education Board Builders and more. After listening to

the Google Teacher Podcast with Matt Miller and Kasey Bell, they mentioned the importance of

learning the other resources that google has to offer outside of being simply a search engine. I

have used Jamboard in the past and did not know how to navigate the source. I planned to use it

in one of my lessons, but I realized I was not prepared and had not mastered this technology tool.

In my lesson planning, I decided that I must have proficiency in the selected technology tool so

that I am able to assist students if they have issues or concerns.

I incorporated a variety of technology into my lessons, for example, BrainPOP, Nearpod,

PowerPoint and more. For lesson planning, I first selected the topic and the standards that align.

Next, I determined which activities I could use to satisfy the 5 e’s (engage, explore, explain,

elaborate, evaluate). I used resources from previous years' lessons and modified them to fit the

needs of my current classes.

I believe that I am fully prepared to plan and deliver lessons for my internship. Since I have

had 3 years of experience teaching, planning, and delivering lessons will not be a problem for

me. I think I would need help with ensuring my lessons are differentiated to meet the needs of

diverse learners such as students with learning disabilities, English-learners, and gifted and

talented individuals. Because I taught the same subject last year, there are some modifications

that I want to make to certain lessons to enhance the learning experience. Keeping that in mind,

my plan is to create a Unit plan for Units 3, 4, and 5 and plan each week's lesson a week in

advance.