Signature Assignment

SED 322
Julie Koshy
December 3, 2015

Table of Contents
Resume ..1
Vision Statement ...2
Philosophy of Education .......3
Professional Growth Plan......4
Communication Letters 5
Student Performance Letter .....5
Introduction Letter to Guardians .....6
Introduction Letter to Principal ...7
Syllabus ....8
Appendices ..11
Appendix A: Unit Plan ........11
Appendix B: Engineering Lesson Plan ...17
Appendix C: Chemical Reactions Lesson Plan .......22

Julie Koshy

13096 N. 145th Way, Scottsdale, AZ 85259

Phone: 480-388-7467

E-Mail: jekoshy@asu.edu

Summary
Hard worker seeking a position within a 9-12 setting that allows me utilize my knowledge and skills to enhance student
learning in the area of Biology.

Education
Bachelors of Arts, Secondary Education (Biological Sciences),
Minor in Family and Human Development

expected May 2016

Arizona State University, Tempe, Arizona

GPA 4.0; Deans List 6 semesters

Teaching Experience
Lab Assistant, Arizona State University, Tempe, AZ

Jan. 2014 May 2014; Jan. 2015 - present

Share teaching responsibilities with the Teaching Assistant by guiding students through MIC 206 labs

Teach some lessons and assist TA with grading and supervising students during labs

Intern, Fountain Hills Middle School, Fountain Hills, AZ

n

Taught lessons to class and small groups of students

Aided with grading and supervising students during class and labs

Intern, The New School for the Arts and Academics, Tempe, AZ
n

Created informal assessments and taught lessons

Assisted with managing students and grading during class and labs

Sep. 2015 present

Jan. 2015 Apr. 2015

Volunteer Work
Childcare Volunteer, Scottsdale Bible Church, Scottsdale, AZ
n

Guide kindergarteners and 1st graders through activities and lessons

Create and implement engaging and appropriate activities

August 2009 - present

Skills and Interests

Demonstrated organizational and critical thinking skills. Interested in sponsoring students organizations such as an honor
society, science club, or Asian club.

References
Available upon request.

v Teach real life examples of content

v Find real data and graphs for
students

v Learn real life skills such as

collaboration, research, and critical
thinking

v Scaffold necessary life skills

v Participate in hands-on activities

v Provide multiple modes of

v Analyze graphs to draw conclusions

learning
v Provide hands-on experiences
v Use technology to enhance student
learning
v Ask students to influence content
v Ask students about classroom
procedures

v Learn how to use the Internet in a

beneficial manner
v Protect everyones right to learn
v Influence the content covered in
class
v Have a say in classroom procedures

Philosophy of Education
I believe that teaching is difficult to do well because it attempts to teach all students
despite their differences in personality, experiences, interests, and learning preferences. I also
think that effective teaching uses a combination of hands-on experience and explicit instruction
because students need the opportunity to experience things but also learn about what they
experience. After reading educational books and articles, I believe that students benefit from
various types of instruction, group settings, and different types of assessments. Based on my
experiences, I think it is extremely important for students to learn skills they will use throughout
their life.
Another important aspect of being an effective teacher is being professional. Recently I
learned that truly being professional includes the ability to suspend judgment. The ability to do
so enables teachers to treat everyone equally.
My perspective of classroom practices has evolved to be more understanding of students
lives outside of school. They have also become more focused on teaching students necessary life
skills rather than emphasizing class content.

Professional Growth Plan

Goals for First Year of Teaching:
The main goal for my first year of teaching is to be able to learn how to effectively
manage student behavior. I have heard from many teachers and instructors that this is one of the
most difficult things for first-year teacher to learn but that it is also the most important. Another
goal is to develop an accurate and effective sense of pacing for my class. Being able to
accurately predict how long students need to complete certain tasks will help me plan enough to
keep students engaged but not overwhelmed.
Long-Term Goals:
My long-term goals are comprised of both personal educational goals and teaching goals.
My personal education goal is to obtain a Masters degree in either biology or education. A
Masters degree would make me better equipped to teach my students. Another benefit of getting
a Masters degree is that it allows me to teach at a community college or university. My teaching
goals include becoming more involved in the schools extra curricular activities. I was thinking
about sponsoring a honor society or an Asian club. Sponsoring these student organizations would
allow me to build better relationships with students, support these student groups, and become
more involved in the school community. Another long-term teaching goal is to incorporate lifeskills in the curriculum throughout the year. This helps prepare students to be able to work and
function in society once they leave school.
Professional Organizations:
One professional organization I hope to become a member of is the National Science
Teacher Association. Joining this organization can provide me access to many professional
development conferences or workshops, journal access, and many other services. The National
Biology Teacher Association is another professional organization that I would like to join.
Members of this organization enjoy the opportunity of national resources and programs specified
for biology teachers. Both of these organizations are national which typically means that there
are more members and more resources. The main intent in becoming a member of professional
organizations is to become a better teacher and gives students access to a variety of content
presented in a variety of modes.

5
October 6, 2015


Dear (Guardian),

I am Ms. Koshy, (students name) Biology teacher. This letter is to inform you that
(students name) is at risk for not passing Biology; he/she currently has a D. I am
concerned about (students name) progress and would like to help him/her achieve a
passing grade. He/she has not been turning in homework assignments. Specifically, the
following homework assignments: _______________, _________________, _______________, and
______________. I will accept these assignments until December 15th, the day before finals, for a
10 percent deduction being late.

I would be willing to meet with you and (students name) to discuss what steps can be
taken to prevent him/her not passing. I hope we can work together towards (students
name) success. You can email me at jkoshy@_usd.org so that we may set up a meeting.

Please let me know if you have any other questions or concerns.

Thank you,

Julie Koshy

August 9, 2015


Dear Parent or Guardian,

My name is Julie Koshy. I have received a Bachelors of Art in Education, Biological Sciences
and a minor in Family and Human Development from Arizona State University. I wanted to
write this letter in order to introduce myself and share how much I look forward to
teaching your student this year. Personally I think that Biology is one of the most
fascinating subjects and hope to cultivate a similar interest in each one of my students.

One of the main focuses in my class is developing students critical thinking, interpersonal,
and other life skills. The other content-related goals of this class are detailed in the syllabus
for this class, which is attached to this email. Please read and sign the syllabus and have
your student do the same as well. Once it is signed please have your student return it to me.

If you have any questions, concerns, or would like to discuss anything we can schedule a
meeting. I can be most easily reached at jkoshy@_usd.org.

I look forward to this year and would welcome any questions or concerns.

Thank you,

Julie Koshy

7


February 11, 2016

To whom it may concern:

My name is Julie Koshy and I am teacher candidate in the Mary Lou Fulton Teachers
College at Arizona State University. I am majoring in Secondary Education of Biological
Sciences and minoring in Family and Human Development. I have made the Deans List for
the past three tears with a 4.0 GPA.

I have been an internship positions at Kyrene Middle School, The New School for the Arts
and Academics, and Fountain Hills Middle School. I am currently student teaching at
Arcadia High School. I have also worked as an Assistant TA for a microbiology lab at ASU
for about a year and a half; the position required teaching lessons, ensuring student safety,
and grading responsibilities.

If I were to work at your school, I would work toward teaching students life skills such as
critical thinking, effective collaboration, and technology skills while teaching content. I
would also aim to foster a good classroom environment that enables students to feel
excited and ready to learn.

I am confident that I am qualified for a position and would welcome the opportunity to
further discuss the possibility of working at this school.

Thank you,

Julie Koshy

Ms. Koshy
jkoshy@_usd.edu
555-555-5551
Office Hours: Monday & Wednesday 2:30-3:30
Contact Information: Email is the best way to contact me; I rarely have the opportunity to talk
on the phone. Feel free to email me about questions you have on assignments or something
taught in class. However be aware, I will not check my email after 8:00 pm on weekdays. If you
are not able to come to my office hours, I am more than willing to set up another time to meet
with you.
Course Description: General biology encompasses studying life on Earth: what facilitates life,
diversity of life, and how life impacts other life. Students will explore various parts of biology
including structure and processes of plants, animals, and humans. They will use labs,
simulations, lecture notes, videos, the textbook, and additional readings in order to develop their
understanding of general biology. The course includes the following topics:

Experimental Design
Writing Lab Reports
Data Analysis
Environmental and Human Impacts
Human Population Characteristics
Eukaryotic and Prokaryotic Cells
Genetics
Organism Interactions
Evolution
Ecology
Human Anatomy and Physiology
Vertebrate Zoology
Botany
Human Health Concerns: HIV/AIDS, Obesity, Heart Disease, Vaccinations

School Information: The schools library is open from 7:45 am until 4 pm. There is tutoring
available at different times for different subjects. A list of tutors is available in the front office.
Materials
A folder for classwork
Pen and pencils
Lined paper (students preference of college or wide ruled)
Any additional materials will be upon teacher request

9
Grade scale:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 59% or below
*89.9 will be rounded to an A but 89.8 is a B
Grade breakdown:
Class Activities: 30%
Tests/Quizzes: 25%
Projects: 25%
Homework: 20%
Class Expectations for Students and the Teacher
Be respectful of everyone in the classroom, including you.
Be on time
Participate in class
Be responsible for your learning
Follow all safety instructions
See the schools Code of Conduct for tardy, absence, and discipline policies.
Parent/Guardian Contact Information
If your parents/guardians have any questions or concerns the best way to reach me is by email. I
am often unable to answer my classroom phone, so please email me if possible. I am also more
than willing to schedule an in-person meeting if they would like.
Late Work
Late work is accepted anytime prior to the due date for grades at each quarter. Any late work will
have 10% automatically deducted from the possible point total. Late work will be submitted to
the late work basket. The late work sheet must be filled out and attached to the late assignment
to be graded.
Discipline
Students will be given a warning to stop the unacceptable behavior. If students persist they will
be moved within the classroom. If they are still unable to stop then they will be told to go outside
the classroom and take a minute to reassess their behavior. They may rejoin the class once they
feel they are ready to do so. If students are still not able to manage their own behavior then the
teacher will discuss the behavior and steps both the teacher and students can take to prevent the
behavior from occurring again. Parents/guardians and administration will be notified if the
behavior becomes a recurring disruption.

10

Technology
In compliance with district and school policy students may not use personal technology during
class time unless allowed by the teacher. When explicitly told, students may use personal
technology to look things up on the Internet and respond to questions using Socrative. Students
will be working in pairs or groups for these types of activities so that not every student needs a
smartphone.
Absences
Excused absences: You have as many days as you missed to make up anything you missed. You
are responsible for asking me for what you missed. If you miss school because of a schoolsponsored activity you still need to submit the assignment on the original due date.
Unexcused absences: Coursework submitted from an unexcused absence will not be graded.
Projects or larger assignment may be made up at the teachers discretion. Unresolved absences
(ones not called in) are considered unexcused.
All of the policies listed above are in compliance with district and school policy. The teacher has
the ability to change anything in the syllabus without prior notice.
Return the bottom portion of this syllabus for your first 10 points.

I have read this syllabus and agree to abide by the expectations and policies of Ms. Koshys
General Biology class.
Student Name (printed): __________________________________________________________
Student Signature: _____________________________________________________________
Parent/Guardian Signature:
________________________________________________________________
Date: ____________________________________________
I have read this syllabus and do not agree to abide by the expectations and policies of Ms.
Koshys General Biology class.
Student Name (printed): __________________________________________________________
Student Signature: ______________________________________________________________
Parent/Guardian Signature: ______________________________________________________
Date: ____________________________________________

11

Appendix A: Cells Unit Plan

Introduction:
The intention of this unit is for students to become familiar with structure and function of
prokaryotic and eukaryotic cells. This will be accomplished using lectures, activities,
worksheets, and interactive virtual cells.
Standards:
Science: Strand 4: Life Science, Concept 1: The Cell, PO 2. Compare the form and function of
prokaryotic and eukaryotic cells and their cellular components.
This standard requires all of the following elements:
Know the form and function of prokaryotic cells.
Know the form and function of eukaryotic cells, both plants and animals.
Compare and contrast the form and function of plant and animal cells.
Compare and contrast the form and function of prokaryotic and eukaryotic cells.
Technology: 1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology. B. Create original
works as a means of personal or group expression.
C. Use models and simulations to explore complex systems and issues.

Lesson 1
Standards:
Science: Strand 4, Concept 1, PO 2. Compare the form and function of prokaryotic and
eukaryotic cells and their cellular components.
Technology: 1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology, C. Use models
and simulations to explore complex systems and issues.
Goal 1:
The first goal is for students to become acquainted with prokaryotic cells, including the
structures and their functions as well as a few general facts.
Objective 1: SWBAT identify and describe the organelles of prokaryotes.
Criteria 1:
Students will view and listen to the lecture presented by the teacher about prokaryotes.
Students will relate each organelle to a macro world example in pairs and then discuss ideas
as a class, facilitated by the teacher.
Students will explore an interactive prokaryotic cell model, introduced by the teacher.
Students will assemble a model of a prokaryotic cell, using yarn supplied by the teacher, in
groups of about 4 students.
Outcome 1:
Students will complete a worksheet, provided by the teacher, which requires: describing the
function of the listed organelles and coloring a picture of a prokaryotic cell according to the
instructions. (Informal assessment)

12

Model Link: http://www.cellsalive.com/cells/bactcell.htm

Name ___________________ Date ________ Period _______

Prokaryotic Cell Coloring

Directions: Give the function for each cell structure and then color and
label the prokaryotic cell.
Capsule (red) Cell wall (yellow) Cell membrane (orange) Nucleiod (pink) Cytoplasm (leave white) Plasmid (brown) Ribosome (blue) Pilli (gray) Flagella (purple) -

13

Lesson 2
Standards:
Science: Strand 4, Concept 1, PO 2. Compare the form and function of prokaryotic and
eukaryotic cells and their cellular components.
Technology: 1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology, C. Use models
and simulations to explore complex systems and issues.
Goal 2:
Next, students will become acquainted with the eukaryotic cells, both animal and plant,
including the structures, organelles, and general facts.
Objective 2: SWBAT identify and describe the structures and organelles of plant and animal
cells.
Criteria 2:
Students will view and listen to the eukaryote lecture, which the teacher will present.
Students will relate each organelle to a macro world example in pairs, then ideas will be
discussed as a class. The teacher will facilitate the discussion.
Students will explore interactive models of animal and plant cells; the teacher will introduce
models.
Students will compare and contrast the plant and animal cells in groups of about 4 students,
using post-it models created by the teacher.
Outcomes 2:
Students will complete a worksheet, provided by the teacher, which requires: describing the
function of the listed organelles and coloring a picture of a plant cell according to the
instructions. (Informal assessment)
Students will complete a worksheet, provided by the teacher, which requires: describing the
function of the listed organelles and coloring a picture of an animal cell according to the
instructions. (Informal assessment)
Animal Cell Model Link: http://www.cellsalive.com/cells/cell_model.htm
Plant Cell Model Link: http://www.cellsalive.com/cells/cell_model.htm

14

Name ___________________ Date ________ Period _______

Animal Cell Coloring

Directions: Give the function for each cell structure and then color and label
the animal cell.

Animal Cell

Cell Membrane (black stripes) Nucleoplasm (yellow) Mitochondria (red) Lysosome (pink) Cytoplasm (leave white) Microtubules (brown) Ribosome (blue) Nucleolus (gray) Golgi Apparatus (purple) Smooth Endoplasmic - Reticulum (green) Rough Endoplasmic Reticulum (orange) Nuclear Membrane (black) -

Name ___________________ Date ________ Period _______

PLANT CELL

Plant Cell Coloring

Directions: Define each of the parts of the plant cell and then label and
color the cell parts on the drawing of the plant cell.
Cell Membrane (black) Cell Wall (light green) Cytoplasm (yellow) Chloroplasts (dark Green) Golgi Apparatus (light blue) Mitochondria (red) Microtubules (brown) Nucleoplasm (gray) Nuclear Membrane (black) Nucleolus (tan) Ribosomes (orange) Rough Endoplasmic Reticulum (dark blue) Smooth Endoplasmic Reticulum (violet) Vacuole (pink) -

Compare and Contrast the animal cell to the plant cell.

15

Lesson 3
Standards:
Science: Strand 4, Concept 1, PO 2. Compare the form and function of prokaryotic and
eukaryotic cells and their cellular components.
Technology: 1. Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology, B. Create
original works as a means of personal or group expression
Goal 3: The goal of this lesson is to have students identify the differences and similarities
between prokaryotic and eukaryotic animal cells.
Objective 3: SWBAT compare and contrast the structures and their function in prokaryotic and
eukaryotic (animal) cells.
Criteria 3:
Students will create a rough draft, hand-drawn organizational chart (ex. Venn diagram or a 3
column t-chart) depicting the differences and similarities between prokaryotes and eukaryotic
cells in pairs.
Students will view and listen to the teacher present a lecture on the differences and
similarities between prokaryotic and eukaryotic cells.
Students will revise their graphic organizer based on the lecture in the same pairs as before.
Outcomes:
Students will revise their organizational chart to include aspects described in lecture. The
final organizational chart will be created digitally and printed and then submitted to the
teacher. (Formal assessment)
Students will create and submit, to the teacher, labeled 3 dimensional models of prokaryotic,
animal, and plant cells, which include the function of each organelle, in groups of 6 students.
(Formal assessment)
Example of final organizational chart:

Examples of 3D models:

16

17

Appendix B: Engineering Lesson Plan

Lesson Topic: Engineering a Drink Stand Teacher: Julie Koshy
Grade: 7th grade Date: Nov. 9, 2015
Standards
a. Content standards
Strand 1: Concept 2:
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology,
materials, organisms) in all science inquiry.
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
Strand 1: Concept 3:
PO 3. Analyze results of data collection in order to accept or reject the hypothesis.
PO 5. Formulate a conclusion based on data analysis.
Strand 1: Concept 4: PO 5. Communicate the results and conclusion of the investigation.
Strand 3: Concept 2:
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
PO 3. Design and construct a solution to an identified need or problem using simple classroom
materials.
b. ELL Standards
Listening and Speaking:
Standard 1:
B-5: sequencing events from information presented in read-alouds, presentations, and
conversations.
B-6: following multi-step instructions/ directions, procedures and processes which contain
specific academic content vocabulary.
Standard 2:
B-4: participating in social conversations with familiar and unfamiliar people; sharing personal
information, experiences, opinions, abilities, and needs, using complete sentences.
B-6: making predictions about academic content using complete sentences.
B-8: providing an appropriate response to given formal and informal situations.
Reading:
Standard 4: B-22: following a set of written multi-step instructions to perform routine procedures and
answer questions.
Writing:
Standard 2: B-4: writing sentences using appropriate punctuation (e.g., ending punctuation; period:
abbreviations; colons: time; commas: items in a series, introductory words, friendly letters;
apostrophes: contractions).
Standard 4: B-5: writing simple and compound sentences that flow together and sound natural.
Language Strand:
Standard 1: B-7: using comparative and superlative (e.g., -er, and est, more/most/less/least)
adjectives with support.

18

Visuals/Materials/Resources:
Teacher Provided:
Index cards (50 per group)
Masking tape (1 meter)
Blank Paper (1 per student)
Sticky Notes (3 per student; preferably 3 different colors)
Handout of Instructions and Reflection Questions with Sentence Starters (1-2 per group)
Whiteboard and markers
PowerPoint of Warm-Up Questions
Student Provided:
Writing Utensil
Science Notebooks
Key Vocabulary:
Engineer
Problem
Process
Observation
Conclusion
Content and Language Objectives:
a. Content objectives:
SWBAT demonstrate safe laboratory behavior and appropriate procedures by following the given
procedures and laboratory safety rules.
SWBAT conduct an investigation to test a hypothesis by designing, building, and testing a drink stand.
SWBAT analyze the differences and similarities between drink stands by recording their observations.
SWBAT analyze characteristics of good stands by listing the characteristic and why it made the design
good.
SWBAT evaluate if their hypothesis, the group selected stand design, was supported or rejected by the
data, the results of all the stands.
SWBAT summarize their conclusions by sharing them with the class.
SWBAT hypothesize the best way to design a drink stand by drawing and/or describing a stand design.
SWBAT assess effectiveness of stand designs by selecting the groups best design and creating it.
SWBAT create the selected design by using index cards and masking tape to build the proposed design.
b. Language objectives:
Listening and Speaking:
SWBAT listen for the multi-step lab procedure shown by completing the procedure in the correct order.
SWBAT discuss what they know and want to know about engineering by sharing with their partner.
SWBAT discuss their predictions of a good stand design by sharing their drawing with their group
members.
SWBAT speak and listen to group members by participating in the group designing and building
process.
Reading:
SWBAT read the procedure on the handout shown by completing the procedure in the correct order.
SWBAT read the questions on the handout shown by writing the answers in their science notebooks.
Writing:
SWBAT write correctly punctuated sentences shown by answering the questions in their science

19
notebooks.
SWBAT write simple declarative sentences that flow and sound natural shown by answering reflection
questions in the science notebooks.
Language Strand:
SWBAT describe which drink stand was the best shown by the use of the word best/more/most and
stating the characteristics that made it the best.
Assessment
Individual:
The students will independently answer the reflection questions in their notebook using complete
sentences. Students will also individually write what the learned on a sticky note and place it on a KWL
chart.
Group:
Each group will verbally explain to the teacher which stand design was chosen and why.
Students will create the stand selected by the group.
Students will answer analysis questions about all the stands in their science notebooks after talking
about each question as a group.
Written:
The students will write answers to all the questions asked to the group in their science notebooks.
Students will individually write the answers to the reflection questions using complete sentences.
Students will write what they learned on a sticky note and put it onto a KWL chart set up by the
teacher.
Lesson Sequence
Introduction:
Pass out 2 sticky notes (preferably two different colors) per student prior to students entering the
classroom.

Have students individually work on a warm-up when they enter the classroom. This begins an
assessment of their background knowledge:
On the BLUE sticky note answer the question: What do you know about an engineer or engineering?
(Think about what they know, do, make)

On the PURPLE sticky note answer the question: What do you want to know about engineering?
Coloring the color helps provide comprehensible input.

After most students have completed this have them share with partners then ask for volunteers to
share with the class. Discuss student answers guiding them to this definition of an engineer: someone
who uses his/her knowledge of science, math, and creativity to design technologies to solve a problem.
Give a general definition of the term problem. Be sure to give an appropriate amount of wait time
after asking the question and having students share with each other. Also during teacher led discussion
give ample wait time between the end of one students answer and calling on another student.
Have students put their sticky notes on a KWL chart on the board.

Main Lesson:
I do: Introduction to new content
Transition to the problem by stating I need someone who can design something to help me with a

20

problem I have. Then begin to introduce the problem of needing a stand for my water cup at arm level.
Tell and show the students:
I have a problem. I want to be able to have my drink at arm level because _____ (it is too heavy for
me to pick up and put down all the time/Im lazy/any other reasonable idea).
I want you to help me solve this problem.
Showing the students gives them comprehensible input.

We do: Guided Practice
Ask students:
What do you need to know to help me with this problem? Think about past experiments we have done.
What did you need to do them? The second question helps them connect this process to past learning
and experiences. Students should come up with the following answers.
Available materials (50 index cards and 1 meter of masking tape)
Amount of time (at least 20 minutes)
Height requirement of stand (2 feet)
Definition of successful drink stand/How will stand be tested? (hold cup of water and ice for 10
sec)
Where can it be made? (at lab tables; needs to be moveable)
Allow students time to think-pair-share about what they need to know to make a stand.
The teacher writes all questions on board. Then the teacher verbally answers the questions and writes
the answers on the board.

Ask students:
How can you use the index cards to build a drink stand? Give students enough time to think of ideas.
Share your ideas with the person sitting next to you. The teacher passes out 3 index cards to each pair
of students. Then have students discuss as a class. These manipulable materials will help students
figure it out by doing rather than just thinking.
What effect does folding have?
What effect does rolling have?
What other ways can you use the index cards? What effect does that have?
While discussing as a class the teacher can model student ideas. Modeling the students ideas provides
comprehensible input.

You do: Independent Practice:
Tell students:
Individually draw and/or write a description of a drink stand design that you think will meet the
requirements. This allows students who can better communicate their design in a drawing or words
or a combination work to their strengths.

We do: Guided Practice
Teacher assigns students into groups. Then tells students:
Talk about each of the designs your group members made and as a group pick which would be the
best.
Write in your notebooks the design you pick and why you think it will work best. Pass out questions
and sentence starter handout. The teacher walks around verbally asking each group which design they

21
picked and why.

Teacher then passes out 50 index cards and 1 meter of masking tape to each group. Groups begin
making their selected design when the teacher says, go. The teacher gives warnings about the amount
of time left. (10, 5, and 1 min.)

Once time is up, instruct students to create and fill in a T-chart in their science notebooks with their
group members: (written on board and on handout)
T-chart example on board with an example in each column (Models the chart and helps provide
comprehensible input.)
Allow time for students to share with a partner and then with the class.

Each group answers questions about their design and write it in their science notebooks. One student
from each group will share the groups answers with the class.
How would you explain your design to the class?
What part do you think will work well?
What do you predict will happen when you test your design?
Students can be given sentence starters to help them write complete sentences.

Teacher begins testing each stand as students create an observation chart in their science notebooks.
Students may quietly discuss with other students observations of each stand. Students can refer to the
example observation chart on the handout.

You do: Independent Practice
After each stand is tested and observations are recorded, students will independently write answers to
reflection questions in their science notebook:
Which stand in the class worked best? Why do you think that stand worked better than the
others?
How can you improve your design?
Why will that change improve your stand?
Did you use a process to design your stand? Why or why not?
Did you change your stand design?
Does the process of creating something have a definitive beginning and end or is it a cycle?
Why?
Did you engineer something today? Why or why not? (Think about the warm-up discussion)
The handout can include these questions and sentence starters. The teacher can read the questions
aloud in an effort to make content comprehensible.

Closing:
Write you name on the BACK of the GREEN sticky note. Write what you learned on the front of the
sticky note. Once you finish place your sticky note in the learned column of the KWL chart.
Putting students names will be on the back of the sticky note minimizes fear of peer judgments but still
allows the teacher to know who wrote what.

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Appendix C: Chemical Reactions Lesson Plan

Teacher Candidates:
Topic:
Grade Level:
Janeen Lantry & Julie Koshy
Chemical Reactions
8th Grade
Title of Lesson:
What happens during a reaction between baking soda and vinegar?
Standard:
Concept 4: Chemical Reactions: Investigate relationships between reactants and products in
chemical reactions.
PO 2. Identify the indicators of chemical change, including formation of a precipitate,
evolution of a gas, color change, absorption or release of heat energy.
PO 10. Explain the energy transfers within chemical reactions using the law of conservation
of energy.
Learner Outcomes: Students will be able to:
describe that the absorption of heat energy is an indicator of a chemical reaction.
describe that gas production, seen as bubbles, is an indicator of a chemical reaction.
explain that varying the amount of reactants affects the rate of the chemical reaction.
Evidence of Mastery:
Students will write a sentence in their science notebooks underneath their data chart about
why the activity demonstrated a chemical reaction.
During class discussion after the activity, students will write 3-5 examples of significant
chemical reactions in different fields of science (ex: biology, earth science).
Students will write a statement about the effect of varying the amount of products on the
chemical reaction.
Process Skills:
Measuring skills
Observation skills
Communication of data
Lesson Summary and Justification:
Summary: Students will combine vinegar and baking soda in order to observe two indicators, gas
production and heat energy release, of a chemical reaction. Students will be given goggles to
ensure safety.
Justification: This lesson is being taught to demonstrate two indicators of chemical reactions. The
hands-on and visual nature of the activity shows a reaction in real time that allows students to
observe gas production and energy release that occur during a chemical reaction.
Background Knowledge:
Basic lab safety knowledge
How to read a thermometer
Quantitative vs. Qualitative
Chemical vs. Physical Changes
That energy is neither created nor destroyed in a chemical reaction
Alternate Conceptions:
Students may believe that the reaction creates heat, which would not follow the law of the
conservation of energy.
Students may believe that all color changes indicate that a chemical reaction has occurred.

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Key vocabulary:
1. Endothermic Reaction: the absorption of
heat
2. Gas Production: gas is produced, usually
in the form of bubbles

Materials (per group):

1. 2.5 grams of baking soda (premeasured)
2. 10 mL of vinegar (pre-measured)
3. 1 thermometer
4. 1 clear plastic cup
5. A pair of goggles for every student

Engage:
Teacher Will: Say, Take out your notebooks and write What happens during a reaction between
baking soda and vinegar? as the title of this activity. Also include todays date, November
10th.Ask students, When do you think youve seen a chemical reaction occur? What did you
observe? What are ways for us to tell that a chemical reaction has taken place? Be sure to allow
at least 7 seconds of wait time between asking the questions and calling on students.
Explore:
Teacher Will:
Students Will:
Pass out procedure sheet.
1. Follow along on the procedure sheet
Verbally explain the activity, emphasizing
as the teacher explains the activity.
safety.
2. Answer the teachers questions about
First you will break up into 6 groups
the procedure.
and assign one person to collect the
3. Copy the example data table into their
materials from the front of the
science notebooks.
classroom. These materials will
4. Assemble into assigned groups.
include your cups, baking soda,
5. Groups assign one person to retrieve
vinegar, thermometers, and safety
materials.
goggles.
6. Every student will put on goggles.
Put on your safety goggles.
7. Pour the pre-measured 25 mL of
Pour the pre-measured 25 mL of
vinegar into clear cup.
vinegar into clear cup.
8. Measure and record the starting
Measure and record the starting
temperature of the vinegar on the data
temperature of the vinegar on the
table.
data table.
9. While the thermometer is in the cup,
While the thermometer is in the cup,
add pre-measured 5 grams of baking
add pre-measured 5 grams of
soda into clear cup.
baking soda into clear cup.
10. Record any qualitative observations in
Record any qualitative observations
the data table.
in the data table.
11. Observe any change in temperature by
Observe any change in temperature
looking at the thermometer.
by looking at the thermometer.
12. Record the lowest temperature
Record the lowest temperature
reached in the data table. [Expected
temperature drop is 7 degrees C]
reached in the data table.
Ask students for a step-by-step review of
the procedures.
Display PowerPoint slide with example data
table for students to copy.
Assign students into groups of 4 students

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Pass out materials to one student from

each group.
Circulate around the classroom and make
sure students are on-task, their questions
are answered, and any troubleshooting
issues are resolved.
Co-Teaching Strategy/Differentiation:
The other teacher will demonstrate the steps while the procedure is being explained verbally.
The teacher not asking students questions will circulate around the room ensuring students are
on-task and answering any minor questions.
Students who have difficulty viewing the chemical reaction can be given a magnifying glass and be
given a link to a video of the reaction to view at home (with parental consent).
Explain:
Teacher Will:
1. Tell students Write a sentence in your
science notebooks about what indicators of
a chemical reaction you observed during
the activity.
a. Say, Take one minute to compare
and contrast your qualitative and
quantitative observations with
another group.
b. Ask students, Share one thing with
the class that you discovered when
you talked to another group?
i. Follow-up with, Do the other
groups agree or disagree?
2. Ask students, What indicators of a
chemical reaction did you see?
a. Follow-up with, Why do you think
that is an indicator?
b. Tell students, Using your own
words, write a definition of gas
production and endothermic reaction
in your notebooks.
i. Ask, Who is willing to share
their definitions with the
class?
ii. Guide students to definitions
listed above.
3. State, Referring back to the learner
outcomes, you should be able to
a. describe that the release of heat
energy is an indicator of a chemical
reaction.
b. describe that gas production, seen

Students Will:
1. Write a sentence in their science
notebooks underneath their data chart
about what indicators of a chemical
reaction they observed during the
activity.
a. Compare and contrast their
qualitative and quantitative
observations with another
group.
b. Share new discoveries with the
class that were discussed while
comparing and contrasting with
other groups.
i. Fellow students follow up
with initial response on
whether they agree or
disagree.
2. Share potential indicators of chemical
reactions observed during the activity.
a. Respond with why their
response was an example of an
indicator.
b. Define gas production and
endothermic reaction in their
own words in their science
notebook.
i. Share individualized
definitions of gas
production and
endothermic reaction with
the class.
ii. Students write down

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as bubbles, is an indicator of a
chemical reaction.
4. Ask students, Brainstorm some significant
chemical reactions in other fields of
science? Tell students, You will need to
list 3 to 5 of the examples brainstormed by
your classmates.
a. Ask, What are some examples you
thought of?

teacher definition of gas

production and
endothermic reaction.
3. Students review learner outcomes with
teachers.
4. Students will brainstorm and write 3-5
examples of significant chemical
reactions that occur in fields of science.
a. Students will share one of their
responses with the class.

Co-Teaching Strategy/Differentiation:
Teachers can alternate asking students questions. As one teacher asks the students questions the
other can circulate and ensure that students are paying attention.
Students who have mastered this concept can brainstorm alternate indicators of a chemical
reaction and share with a partner or small group, depending on the number of students who have
mastered the concept.
Elaborate:
Teacher Will:
Students Will:
Now we are going to manipulate the
1. Each group decides the amounts of
variables of the experiment.
baking soda and/or vinegar they will
Two groups will change the amount
change. Two groups will change only
of baking soda added to the vinegar
baking soda, two will change only
in two different amounts for three
vinegar, and the last two will change
trials per amount.
both baking soda and vinegar
Two groups will change the amount
proportionately.
of vinegar used in the experiment in
2. Every student will put on goggles.
tow different amounts for three trials
3. Pour the pre-measured ___ mL of
per amount.
vinegar into clear cup.
The last two groups will increase
4. Measure and record the starting
and/or decrease the amounts of
temperature of the vinegar on the data
baking soda and vinegar
table.
proportionately for two different
5. While the thermometer is in the cup,
amounts for three different trials per
add pre-measured ___ grams of
amount.
baking soda into clear cup.
Verbally explain the activity, emphasizing
6. Record any qualitative observations in
safety.
the data table.
Put on your safety goggles.
7. Observe any change in temperature by
Pour the pre-measured ___ mL of
looking at the thermometer.
vinegar into clear cup.
8. Record the lowest temperature
Measure and record the starting
reached in the data table. [expected
temperature of the vinegar on the
temperature drop is 7 degrees C]
data table.
9. Repeat the last 3 steps two more times
While the thermometer is in the cup,
for each amount of baking soda and/or
add pre-measured ___ grams of
vinegar.
baking soda into clear cup.
10. Report group data on class data chart
Record any qualitative observations

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on the board.
in the data table.
Observe any change in temperature
by looking at the thermometer.
Record the lowest temperature
reached in the data table.
Draw class data chart (or have pre-drawn)
Circulate around the classroom and make
sure students are on-task, their questions
are answered, and any troubleshooting
issues are resolved.
Have each group put data into class data
table on the board as they finish.
Co-Teaching Strategy/Differentiation:
One teacher walks around the room as the other gives a general description of the new procedure.
After procedure is explained both teachers will circulate throughout the room to ensure students
are on-task.
Evaluate:
Teacher Will:
Students Will:
Tell students, Write a few sentences describing
Below their data chart, students will write a
how varying the amounts of the reactants
couple sentences in their science notebooks
impacted the chemical reaction. Hint: Think about about how varying amounts of the reactants
the rate of the reaction.
impacted the chemical reaction.
References Used:
http://www.inquiryinaction.org/classroomactivities/activity.php?id=24