Kelsey Piper

Assignment #3
12/4/14
Lesson #1
Learning about Carbohydrates
Anticipatory Set
To start off this lesson, I will bring in a pop and a candy bar. As a class we will look at the
sugar content on the nutrition label. We will then measure and weigh the amount of grams of
sugar on the nutrition label into a beaker. This will serve as an engaging introduction activity to
start of the lesson.
Objective and Purpose
The objective of this lesson is for students to understand macromolecules, specifically
carbohydrates. Students will be able to read and interpret nutrition labels. They will also be able
to distinguish between simple and complex carbohydrates. This is important for students to learn
because carbohydrates are our immediate source for energy. Many of the foods we eat contain
both simple and complex carbohydrates. After this lesson, students will be able to differentiate
between foods that have simple sugars or complex carbohydrates.
Instructional Input
Before we conduct this lab where students test different items for simple or complex
carbohydrates, we need to figure out the science behind this experiment. I will conduct a lecture
over the difference between simple or complex carbohydrates. Students will learn that glucose,
fructose, and galactose are monosaccharaides. They will also learn that disaccharides are a
combination of monosaccharaides. Pictures and animations will be used to show the structures of
these molecules. When conducting the experiment, students will be able to identify these
compounds as simple carbohydrates. Next, I will lecture over complex carbohydrates. Students
will learn that a major complex carbohydrate is starch. We will cover how starch cant be
digested in the body and how its structure differs from that of simple carbohydrates. This
concludes the instructional section of the lesson.
Modeling
Students will be given a variety of different foods. They will then use iodine as an
indicator to tell whether the food contains simple or complex carbohydrates. If iodine is put on
the food item and there is not color change, simple carbohydrates are present in the food. If
iodine is added to the food item and it turns a dark, blue-black, that means that complex
carbohydrates are present.
Check for Understanding
Once students have finished testing the food items, the will record their observations in a
data table. They will write down which type of carbohydrate is present in each food. After each
group has finished testing their food items, we will come together as a group and create a class
data table. I will use the sample individual response method to check for students understanding
about why which food contains simple carbohydrates and which ones contained complex
carbohydrates.

Guided Practice
For guided practice, I will give students an example of a food that we did not test and
come to a class decision on which type of carbohydrate it would be. Then, as a group we will fill
out a graphic organizer that helps categorize carbohydrates.
Independent practice
Students will be given a review worksheet that will cover simple and complex
carbohydrates. They will be asked to list the different type of monosaccharaides, disaccharides,
and polysaccharides. They will also have essay questions to check for their understanding of the
concept.
Analysis of Classroom Demands
Cognitive
In my experience, learning about macromolecules is one of the most difficult sections for
students. One way to help improve students cognition throughout this section is by using visual
instructional methods. During my practicum, we used baby blocks that would link together to
demonstrate how disaccharides are formed. For example, if we wanted to create the disaccharide
sucrose, we would use a purple glucose block and attach it to a blue fructose block. This gave
students a visual of how disaccharides are formed.
Social
During this activity, student will be in groups of three or less. Allowing students to be in
groups in this experiment is very important because it creates a science discourse community
within the classroom. Students are able to talk about the whats and whys of their experiment.
Ideas and reasons are discussed and challenged by other peers. This allows students to
collaborate and learn from each other.
Physical
One physical demand that must be met during this lab experience is food. Whenever food
is being used during a lab, the teacher should make sure that no student has an allergy. This
requires that a teacher must be organized and prepared for future lessons. The day before this lab
the teacher should give post a list of foods that will be used in the lab, and if anyone has an
allergy they should talk to the teacher.
Include Strategy for Perry
Learning Strengths and Needs
Even though it says that Perrys grades have been slipping due to his depression, I believe
that one of Perrys strengths is his academic ability. Before the accident, Perry was smart
academically. I you get him to open up socially, it will improve his grades in the classroom.
However, Perry struggles with peer interaction since the accident. He will most likely struggle
working in a group. He might also struggle with the physical aspect of this lab, such as
controlling his hand to drop iodine onto a piece of food.

Areas of Likely Success

I think that Perry will likely excel at the cognitive classroom demands of this lesson.
During the warm-up part, when I am putting together blocks, I could have Perry answer a
question of how to form a specific disaccharide using the blocks. This will allow me to gage
Perrys understanding of the material.
Potential Problems
The potential classroom demands that might not be met are the social and physical
aspects of this lesson. Since the accident, Perry has become depressed and seems to have
completely withdrawn from his peers. He might also struggle with some of the physical aspects
of this lab. He has difficulties writing and may have difficulty placing the iodine on the food
item. However, he should be able to collect items and bring them to his lab station.
Brainstorming Differentiating Instruction
As for the content of this lesson, I dont think there needs to be any adaptations. Perry is a
smart student that I believe can handle this lab. However, Perry will struggle with the writing
aspect of this assignment. A possible accommodation would be to allow Perry to give his
answers orally. He should also be given extra time to complete his assignments if he does decide
to write. Also, allow Perry to choose his partner for the activity. Even though Perry struggles
with social aspects, many students are willing to work with him in class. Another
accommodation is making sure that the classroom is set up to allow Perry to move throughout
the classroom. Dont set food on a table that cannot be reached by Perry. For the iodine portion
of the lab, provide a larger pipet for Perry. Also, pouring the iodine into a larger beaker or a petri
dish might allow him better access to put the iodine on the food.
Differentiate Instruction
For the lab activity section, I would give Perry a larger pipet and put the iodine in a larger
container. Since Perry struggles with fine motor skills, that will take some pressure of accurately
placing the pipet in the iodine bottle. Placing the food on a table that Perry is able to reach is
another accommodation I would provide. I believe that this accommodation will allow Perry to
complete this activity just like any other student. If Perry sees that he is doing the same thing as
his peers, it might boost his confidence. During the lab portion, when students are required to
write down their answers, give Perry a marker board. Using a bigger writing utensil might be
easier than using a pencil. This could also be another confidence booster. The goal is to make
sure that Perry can do the same things as every other student doing the lab. Finally, for the
worksheet, allow Perry extra time to complete his worksheet if he needs it. Instead of having
Perry write out essay questions, he could answer those questions orally. Another option is to
modify the worksheet by having Perry fill in a graphic organizer of the information. This would
cut down on the amount of writing Perry would be required to do.
Evaluation of Progress
The evaluation process for Perry would be the same as another other student. I would
look at his observations during the experiment. Also, I could judge how well Perry understands
the material by his essays that he presents orally. Another important step would be evaluating
how well the accommodations worked. Ask Perry if using a bigger pipet was helpful, or if using
a marker board was easier than writing. Talk to Perry about who he is willing to work with

during activities. Evaluation of accommodations is important to see if improvements were made

in the cognitive, social, and physical aspects of this activity.
Include Strategy for Tracy
Learning Strengths and Needs
Tracy is a student that is hard of hearing. Some of Tracys strengths are that her spoken
language is easily understood. She also has hearing aids, which help her hear in settings where
she is interactive with a small group of students. If she is having a one-on-one conversation, she
can read lips. However, Tracy needs help improving her vocabulary in content area subjects.
Tracy struggles distinguishing language sounds or targeting specific speakers in a large group.
Also, Tracy needs some help with the social aspect of school. She has some close friends, but has
been made fun of because of her hearing aids.
Areas of Likely Success
Tracy will be successful with the physical classroom demands of this lesson. Each
student is given a worksheet. From the worksheet she can read what materials are needed to
conduct this experiment, Also, she will be able to use iodine to test for simple or complex
starches. She can physically see the changes in the food when iodine reacts with starch.
Potential Problems
Tracy will most likely struggle with the cognitive and social demands of this experiment.
Tracy can easily write down the color of the iodine when it hits the food. However, if she could
not hear the instructional session before we started the lab, she will not understand why iodine
changes the color of the food. Not being able to hear in large groups is a problem with the social
classroom demand. She will probably struggle with the large group lecture before the
experiment. However, moving into smaller groups during the lab could be beneficial for Tracy.
Brainstorming Differentiating Instruction
One instructional method that will help Tracy is modeling the differences between
glucose and starch. In the beginning of the instructional set, I use baby toys to model difference
between monosaccharaides, disaccharides, and polysaccharides. I will need to make sure that I
write on the board the color that corresponds to each monosaccharide. Including lots of visuals
along with the terms can be very beneficial to someone who cannot completely hear. Another
possibility is to provide Tracy with guided notes to help her during lectures. To help Tracy study
for her independent practice review worksheet, provide Tracy with a list of terms, along with a
visual, and the definition.
Differentiate instruction
To help improve Tracys subject area vocabulary, I plan on providing her with visuals
throughout my group lectures. Also, I would provide Tracy with guided notes throughout this
process so that she would be able to follow along with the lecture even if she struggles hearing
the teacher. This would be beneficial for Tracy because she doesnt have to rely just on her
hearing. She is able to put a visual with a vocabulary term. This will make concepts more
concrete instead of abstract. Also, I would try to sit Tracy in the quietest area of the classroom

and fairly close to the front of the class. This would improve her ability to hear my lectures and
instructions.
Evaluation of Progress
My first step would be to have an evaluation with Tracy. I would ask if the
accommodations are helping her learn her vocabulary words. To evaluate Tracys learning, I
would see how well she was doing on her worksheets. I would also look at her observations and
reasoning during her lab experiment. Finally, I would look at her overall score on a test and see if
she is scoring higher on the vocabulary section.
Lesson #2
Cookie Cell Lab
Anticipatory Set
Students will be asked to compare and contrast the two pictures on projected on the
board. One picture is that of an animal cell, and the other is that of a plant cell. However,
students do not know this information. As a class, we will make a list of the similarities and
differences on the board.
Objective and Purpose
The objective of this activity is for students to be able to explain the difference between a
plant and animal cell. They will create a model of a cell to help them understand the structures
and functions of cell organelles. The purpose of this activity is for students to be able to visualize
a cell. Learning about cells is important because cells are the basic unit of life.
Instructional Input
As a class we will go over cell organelles and their functions. This will be a lecture type
of instruction. We will also learn about the differences between plant and animal cells.
Modeling
Students will be given a cookie and a variety of candy. Half the class will model plant
cells, where the other half will model animal cells. Students will receive a list of organelles that
must be on their cookie. Before students can eat their cookie, they must get it approved by the
teacher.
Check for Understanding
Students will have to fill out a worksheet in which they write a specific candy they will
use for an organelle. They must also write down the function of each organelle in their candy
cell. As a class we will come back together and discuss what candy students used and the
function of each organelle. This will help me gage how well students understand the model and
organelles.
Guided Practice
As we are talking as a class about the students candy cells, I will be drawing the
organelles in a cell on the board. I will also be listing the correct functions of each organelle.
This will allow student to compare their candy cell model to a picture of a cell.

Independent practice
Students will be required to draw and label their own model of a cell on a piece paper.
Students will also be required to fill out a Venn diagram of the similarities and differences
between plant and animal cells.
Analysis of Classroom Demands
Cognitive
This is another section that students struggle to learn. So, for this activity we are
differentiating instruction by creating a cell model. Since cell organelles are not visible to the
human eye, we create a visual model to represent an abstract concept. Another demand during
this section is comparing and contrasting animal and plant cells. We use visual pictures and a
Venn diagrams to help illustrate the comparison between these two cells.
Social
For this experiment, students will be making their own cell cookie, but will be at tables
with other students. This allows equal participation during the lab, and allows students to discuss
ideas among their classmates. There are also rules that need to be addressed during this activity.
Students are not allowed to eat their cookie or any of the candy until the teacher approves it.
Another rule is that students must not inappropriately use the candy, such as throwing candy at
another student. This will result in the student not taking part in the activity and not being able to
eat their cookie.
Physical
Similar to the first lesson, the teacher must be organized and prepared for future lessons.
When a teacher wants to use food during an activity, they need to make sure that not student has
an allergy. Also, for this activity a teacher must be organized with their materials. When I have
done this activity in previous classes, I know which students will be making plant cookies and
which ones will be making animal cookies. I also create a candy bag for each group table. This
means that a variety of candy is placed in a bag for each group. Students can pull the candy from
this bag instead of having to get up multiple times during the lab. This will cut down on wasted
time.
Include Strategy for Perry
Learning Strengths and Needs
Similar to the first lesson, Perry is very academically smart even though his current
grades do not agree with that. I think that this would be a strength area for Perry. The accident
caused Perry to lose some of his fine motor ability in his right hand. He will need when it comes
to writing assignments. Also, Perry is having a difficult time dealing with his accident. Before
the accident, he was involved in sports. Now, he struggles with depression and has a difficult
time with being withdrawn from the class.
Areas of Likely Success

I believe that Perry will have academic success in this lesson. Prior to his accident, Perry
was academically strong. I think that with a little help, Perry could get his grades back to normal.
I dont think the content knowledge will be too difficult for him.
Potential Problems
Possible problem areas for Perry are the physical and social aspects of this lab. This lab
requires students to create a cell model on a cookie. With Perrys lack of fine motor skills, he
could have problems putting together this model. He will also have difficulty working with
others during this lab. He has struggled socially in the classroom ever since the accident.
Brainstorming Differentiating Instruction
During the anticipatory set, Perry will not be required to make a written list of the
similarities and difference between a plant and animal cell. However, I will ask him to give one
of his examples when discussing the plant and animal cells. Allow Perry to pick his partner for
this lab. A couple of things could be done for creating of the cookie cell. Perrys partner could
help him put together his model by telling him/her what candy he wants to represent his
organelles. The other accommodation I like better is giving Perry a bigger cookie. A bigger
cookie will allow him more room to place his organelles. For the worksheet aspect of this
activity, Perry can tell you want candy he used for his organelles, and the functions of each
organelle. Instead of drawing his own cell, provide Perry with a fairly large sheet of paper (about
poster size). Provide pictures and words of each organelle. Have him lay the pictures of the
organelles in the correct area of the cell. Then, have him place the correct name of the organelle
over the picture.
Differentiate instruction
I would allow Perry to choose his own partner for this lab. If Perry has one friend that is
will to work with him, it might improve his social skills in the classroom. I would also provide
Perry with a larger cookie. He will have more room to place his organelles, and doesnt have to
worry how accurately he places candy on the cookie. The last accommodation that would help
with his physical disability to write would be to allow Perry to place pictures inside the cell. He
would still be doing the same thing as other students, but would have to be drawing or writing.
Evaluation of Progress
Just like every other students evaluation, I would judge how well Perry explains the
function of his candy organelles. Also, instead of having Perry draw a cell, he would have to
place organelle pictures and words on a poster that represented a circle. Perry would be doing the
same thing as every other student, just not drawing the cell. Also, I would do something similar
for Perrys test. I would give him a list of words and large cut out pieces of paper with the
organelles function on it. He would then have to rearrange the strips of paper to match up with
the correct organelle. If he could complete this task, then I would know he understood the
concept.
Include Strategy for Tracy
Learning Strengths and Needs

Similar to the first lesson, Tracy is a student that is hard of hearing. Some of Tracys
strengths are that her spoken language is easily understood. She also has hearing aids, which help
her hear in settings where she is interactive with a small group of students. If she is having a oneon-one conversation, she can read lips. However, Tracy needs help improving her vocabulary in
content area subjects. Tracy struggles distinguishing language sounds or targeting specific
speakers in a large group. Also, Tracy needs some help with the social aspect of school. She has
some close friends, but has been made fun of because of her hearing aids.
Areas of Likely Success
Tracy will likely be successful with the social part of this activity. This activity requires
students to be in small groups at the desks, but they are building their own cookie cell model.
She will also be able to physically put together this model.
Potential Problems
Some potential problem areas are going to be the cognitive classroom demands for this
activity. Before we start this activity, I will lecture over the cell structures and their functions. If
Tracy cannot hear my lecture, she may struggle correctly putting together her cookie cell.
Brainstorming Differentiating Instruction
To help improve Tracys hearing ability, I would sit her near the front of the classroom
and away from any noisy items. Also, I would provide plenty of visuals throughout my lecture.
Another accommodation is providing Tracy with the notes before I lecture that way she can
follow along.
Differentiate instruction
I would definitely sit Tracy in the front of my classroom. This would allow her to be
closer to the teacher. This would hopefully help her hear and understand lectures and instruction
better. Throughout this lecture I would provide as many visuals of the cell and its organelles as
possible. This would allow Tracy to visualize the organelles, which would help when creating
her cell cookie. My last accommodation would be to provide Tracy with notes before a lecture.
This would allow her to follow along during a lecture. If she struggles with hearing, she can
simply look down at her notes to read and see what we are talking about.
Evaluation of Progress
I would first sit down with Tracy and ask her if she thinks the accommodations are
working. If not, we could brainstorm different accommodations that would hopefully improve
her vocabulary. I could evaluate if the visualize I used during my lecture were helping her by
observing the candies she used to construct her cell organelles. I would then check the
vocabulary section of worksheets and tests to see if she if she was improving.