Brock University

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: Enzyme Activity (Literacy Focused) Date: 3/19/2019

Subject: Science Course Code: SBI3C Duration: 150 minutes

Overall Expectations Math English Science Technology Health & PhysEd Canadian&World Studies The Arts FSL Other

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills
(initiating and planning, performing and recording, analysing and interpreting, and communicating);

B2. Investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate
laboratory equipment and techniques;

B3. Demonstrate an understanding of the basic processes of cellular biology.

Specific Expectations

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic
presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations,
debates, simulations, models);

B2.1 use appropriate terminology related to cellular biology, including, but not limited to: macro- molecule, passive
transport, active transport, catalyst, and fluid mosaic model [C];

B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or
pH on the breakdown of starch by salivary enzymes) [PR, AI];

B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts
to regulate chemical processes in the cells of the digestive system).

Lesson Learning Goals and Success Criteria

Knowledge & Understanding, Thinking, Communication, Application
Describe in student-friendly language the curriculum expectations where applicable.
Learning Goals: Describe in student-friendly language the Success Criteria: Describe in student-friendly language what
lesson learning goals. successful attainment of the learning goals looks like.

I can communicate my understandings of enzyme activity -I know I was successful when I communicated my
orally and in written format, using appropriate language understandings of enzyme activity orally during class
(COMM); discussion;

I can investigate the effects of various qualitative factors
on the action of enzymes (T/I);
I can explain the importance of various cellular processes
in human systems (K/U);
I can use appropriate terminology related to cellular
biology (APP).
-I know I was successful when I communicated my
understandings of enzyme activity in written format using
BoomWriter;
-I know I was successful when I communicated my
understandings of enzyme activity using appropriate
language;
-I know I was successful when I investigated the effects of
various qualitative factors on the action of enzymes;

-I know I was successful when I explained the importance

of various cellular processes in human systems;

-I know I was successful when I used appropriate

terminology related to cellular biology.

Learning Skills and Work Habits and Global Competencies

Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Describe in student-friendly language the learning skills and work habits where applicable. Growing Success, p 10 & 11

☒ Responsibility ☐ Organization ☒ Independent Work ☐ Collaboration ☐ Initiative ☐ Self-regulation

Responsibility
The student:
• fulfils responsibilities and commitments within the learning environment by actively exploring and engaging with
class activities;
• completes and submits class work and assignments according to agreed-upon timelines as the BoomWriter activity
requires collaboration and students’ to complete prior activities within a reasonable time frame;
• takes responsibility for and manages own behaviour as students will be working with technology and are expected
to use it appropriately.

Independent Work
The student:
• independently monitors and assesses their progress in order to complete necessary online activities and develop a
metacognition regarding their understanding of enzyme activity;
• uses class time appropriately to complete tasks as students have a limited amount of time to spend in the computer
lab;
• follows instructions with minimal supervision and converses with peers before asking for feedback.
Global Competencies (21st Century Skills)
☐ Critical Thinking and Problem Solving, ☒ Innovation, ☐ Creativity and Entrepreneurship, ☒ Self-Directed Learning,
☐ Collaboration, ☒ Communication ☐ Citizenship
Self-Directed Learning
The student:
-Actively listens and follows instructions in order to complete tasks appropriately;
-Uses class time to complete tasks and works effectively whether they are working independently or with a partner;
-Takes initiative in their learning.

Communication
The student:
-Communicates their learning in written format using BoomWriter;
-Edits and revises the written work of their peers;
-Communicates their ideas/opinions/understandings/questions orally during peer and group discussions;
-Communicates concerns and/or questions using an exit card.

ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS Which OCSGE(s) will be addressed? A Discerning Believer, An Effective
Communicator, A Reflective, Creative and Holistic Thinker, A Self-Directed, Responsible Lifelong Learner, A Collaborative Contributor, A
Caring Family Member, A Responsible Citizen

An Effective Communicator
CGE2b - reads, understands and uses written materials effectively when participating with the Frayer Model,
examining the enzyme activity module, and revising the work of others in order to develop content understanding and
literacy skills;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others when writing their own
response using BoomWriter as well as when they are editing the work of others.

Students will communicate with one another orally (during class discussions and partner work) and in written format
(when revising the work of others through BoomWriter) and should respond and interact in light of Gospel values in
order to ensure a safe and caring Catholic learning community.

Self-Directed, Responsible Lifelong Learner

CGE4c - takes initiative and demonstrates Christian leadership by engaging appropriately in lesson activities and
encouraging others to get involved and do their best;
CGE4e - sets appropriate goals and priorities in school by completing individual online activities.

Students will develop their God-given potential by interacting with the online learning materials (Quizlet, enzyme
activity module, and BoomWriter) effectively and appropriately in order to generate a deep understanding of Enzyme
action as well as demonstrate their literacy skills.

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)

1. Observation  Assessment For Anecdotal Record

I will be observing students throughout the Learning An anecdotal record will be used to record
lesson; however, more specifically, while the Talking to students the behavior and participation of the
about their day as they students. Behaviour includes working
students are participating in online activities such
as Quizlet, the enzyme activity module, and enter the classroom is a effectively and responsibly either
BoomWriter. way to build positive independently or with a partner.
relationships as well as Participation includes using the computers
2. Conversation gather diagnostic appropriately by completing the Quizlet,
I will engage in conversation with the students as information regarding module, and BoomWriter activities as well
the enter the classroom. I will talk about new key their mood and as partaking in class discussions.
terms and vocabulary with students. I will have preparedness for
one-on-one discussions with students as they are learning. Furthermore, Rubric
working on the computer. Finally, I will engage participating in the An online rubric will be used to grade
in conversation with the entire class in order to Quizlet activity will students BoomWriter submissions. Their
review and consolidate their learning. provide me with use of appropriate terminology, and
Conversation is a tool I will use throughout the diagnostic information accuracy of their descriptions regarding
lesson in order to check in on student learning regarding what students enzyme activity, including the effects of
and understanding. already know and qualitative factors on enzyme action and
remember from the cellular processes in human systems will
3. Product previous lesson and be used as criteria for grading. Students
Answers provided on Quizlet, and to the test at their ability to continue will receive a mark out of 16.
the end of the enzyme module will serve as a learning.
product of student learning and will give them
feedback based on their understanding of material Assessment As
but will not be handed in or assessed Learning
summatively. The BoomWriter submissions will Formative assessment
be handed in and will serve as products of student will largely take place
learning. during the action
portion of the lesson as
I engage in discussion
with students, observe
their progress online,
and examine their
products of learning.
By doing this, I will
generate an
understanding of what
students know and
determine how I can
help them progress
their understandings.

Assessment Of
Learning
 Summative assessment
includes the reflection
summary papers
students handed in on
BoomWriter describing
their understanding of
enzyme activity using
appropriate language
and terminology.
Students should have
also described the
effects of qualitative
factors on enzyme
activity and the
importance of various
cellular processes in
human systems. This
assignment will be
assessed using
BoomWriter’s built in
grading system. A
rubric will be used to
assess their
submissions.

Prior Learning
Prior to this lesson, students will be able to…

Prior to this lesson, students will be:

-Technologically literate and able to navigate online sources with little assistance;
-Familiar with BoomWriter and Quizlet;
-Familiar with the Frayer Model and how it is used
-Familiar with what an enzyme is (students should have some general prior knowledge of enzymes and enzyme
activity but are not expected to have concrete understandings).

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
-Quizlet
-Frayer Models
-Enzyme activity module
-BoomWriter
Ways of Learning (Process)
-Students are able to learn collaboratively during the class discussion. If students feel more comfortable learning
collaboratively, they may also work with a partner during the enzyme activity module.
-Students are able to learn independently when working with Quizlet and completing BoomWriter. They may also
work individually during the enzyme activity module.
-Visual learners will likely be most engaged when exploring Quizlet, learning new terms using the Frayer Model, and
participating in the enzyme activity module.
-Auditory learners will likely be most engaged when participating in the class discussion and some aspects of
Quizlet.
-Kinesthetic/tactile learners will likely be most engaged when experimenting and exploring online components such
as playing Quizlet games and exploring the enzyme activity module.
Ways of Demonstrating Learning (Product)
Students will demonstrate their learning through the following methods:
-The answers they provide during group as well as one-on-one discussion
-The answers they provide on the final enzyme activity test
-Their BoomWriter submission
-Exit card response
Accommodations: Modifications:
-I will accommodate any students based on their varying levels of ability. -I will modify the curriculum based on the
An ELL student will be accommodated by allowing them to use a individual requirements of each student as
translation dictionary and/or Google Translate. The ELL student may also outlined in their IEP.
work with a partner during individual activities. During class discussions
the student may use speech to text software. Furthermore, the student
may have extra time to complete the BoomWriter submission and may
work on it in the resource or student success room and may be required to
only review/edit one other student’s submission. If necessary, the student
may present their understandings orally instead of textually, and will not
have to review or edit another student’s work on BoomWriter.
Materials/Preparation/Safety Consideration(s) for Teaching
What do I need to prepare before I begin the lesson?

-This lesson will take place in the computer lab so that all students have the opportunity to participate regardless of
the technology they may or may not own. Therefore, I will need to book the computer lab in advance. Students are
welcome to bring in their laptops if they wish.
-Learning goals and success criteria printed on chart paper
-SMART Board with LCD projector and speakers
-Homeroom computer with the appropriate cables to connect to the SMART Board
-Internet connection
-USB with PowerPoint saved on it
-Frayer model PowerPoint
-Access to Quizlet
-Access to the Enzyme Action module
-Access to BoomWriter
-Class set of Frayer model handouts for students to fill in
-Printed out key terms to add to the word wall
-Paper for exit cards

Instructional Sequence
MINDS ON Time: 25 minutes Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
 What are you collecting?
 Connection to prior learning and/or experiences
(Observations/Conversations/Products)
 Setting the context for learning  How are you collecting student data?
(Assessment tool)

Greeting and Welcoming the Students (5 minutes) Conversation

As the students enter the classroom, I will engage with them by talking to I will engage in conversation with students
them and asking them questions about their day. This will allow me to as they enter the classroom in order to
build positive relationships with the students and help to develop a build positive relationships and gather
diagnostic information.
positive learning environment. Talking to the students will also allow me
to determine their mood and sense of readiness for the lesson to come.
Observation
Prayer, Schedule, Learning Goals and Success Criteria (5 minutes) I will observe students as we pray as well
Once students are settled, I will start the class with a bible passage and a as when I am reviewing the schedule,
Glory Be prayer. This will give students an opportunity to learn about learning goals, and success criteria in
and reflect on their faith as well as to gather their thoughts and take a order to ensure students are engaged and
moment to breathe before beginning with the lesson content. I will then behaving appropriately.
review the schedule for the day so that students have a clear
understanding of what they will be completing for the period. I will then
share the lesson learning goals and success criteria so that students know
what is expected of them and what they need to do in order to be
successful. This way, students are included in the learning process and
have clear ideas regarding what will be taking place.
Conversation
Quizlet (15 minutes) I will engage in conversation with the
students by talking to them and asking
https://quizlet.com/314328455/parts-of-the-cell-flash-cards/ them questions about what they learned
from the previous lesson. This
In the last lesson, students examined plant and animal cells and were conversation should jog their memory and
introduced to a lot of new terminology. In order to advance student encourage students to ask questions about
literacy as well as refresh their understandings of what we discussed content that they forgot or are confused
previously, students will complete a Quizlet that will test and remind about. This conversation should prepare
students of their learning. This tool can be continually reviewed so that them for the Quizlet activity.
students always have a reference to these terms and definitions. Students
have a choice of completing this activity individually or with a partner. Observation
Working with a partner will accommodate those students who do not have I will observe students as they engage with
access to technology and/or may require peer support such as ELL Quizlet in order to ensure they are on task
students. Quizlet allows students to participate in following activities: and using technology appropriately.
 Examine flashcards with terms and definitions
 Type in answers to questions Anecdotal Record
 Type what they hear which will help students with spelling I will make anecdotal notes in order to
 Test their understandings with multiple choice and true and false record the participation and behaviour of
 Match terms and definitions students during the Quizlet activity. I will
 Gravity game make note of any off task behaviour.
Each of these activities tests students’ understandings relating to literacy
and content knowledge.

ACTION Time: 60 minutes Assessment Opportunities

 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)

Introduction to Enzyme Activity Module and New Terms (30 minutes) Conversation
I will engage in conversation with students
https://1910.stem.org.uk/offharness/frameset.htm as we begin learning new material. I will
discuss with students some of the
I will extend student learning and understanding by providing students important key terms they should
with the link to the enzyme activity module linked above. Together we know/understand for this upcoming lesson
will listen to the introduction on the large screen and I will show where and will ask them questions in order to
students can access the keywords. I will ask students to open the encourage critical thinking.
keywords page and I will review the new terminology with the students
using the Frayer Model. As described by Adult Literacy: Engaging Observation
Research and Teaching (ALERT), the Frayer Model will help students I will observe students as they work on
build meaning through associations and connections to the term. The new their Frayer Models with my guidance and
and more challenging terms we will be focusing on using the Frayer will ensure they are engaged and working
Model include the following: productively.
 Enzyme
 Active Site Anecdotal Record
 Substrate I will make anecdotal notes to record
 Catalyst student behaviour and participation.
 Denature Students should not be on their computers
as we are working on the key terms.
I will provide students with a handout containing the blank Frayer Model
boxes that they can fill in as we review each of the terms.
Please refer to the following link for the Frayer Models I have created for
each of the aforementioned terms.

https://docs.google.com/presentation/d/1ofEwWVafx5ZYJ4_5qJpYZCHT
uvu6CFhsheuS8G-93Es/edit?usp=sharing

These terms will be added to our word wall which is hung up in the
classroom. This will allow students to reference these words throughout
the unit.

Enzyme Activity Module (30 minutes)

Students will be given the freedom to complete the module assignment
either independently or with a partner so that they may support one Conversation
another throughout this learning experience. During this time, I will be I will engage in conversation with students
circling the classroom in order to monitor their progress, scaffold on a one-on-one basis; specifically,
understanding and ensure students are using their devices appropriately. assisting those that require support and
Since students will be completing the module activities on their own, or have questions.
with a peer, they will likely have questions. I will ensure I am available to Observation
the students by using the interior-loop strategy and will make note of what I will observe students as they complete
students are asking me. If many students are challenged by the same the enzyme activity module in order to
concept, I will review it with the class so that every student is on track monitor the answers they provide to the
with their learning. Students will be encouraged to reference their questions and keep track of their progress.
textbook and notes in order to help support their development throughout Furthermore, observation is an important
this activity. tool in order to ensure students are using
their technology appropriately.
Anecdotal Record
I will keep anecdotal notes in order to
record student’s participation and
behaviour during the enzyme activity
module and will make note of any
unproductive behaviour.

CONSOLIDATION AND CONNECTION Time: 65 minutes Assessment Opportunities

 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
BoomWriter (40 minutes) Observation
Once students have completed the module and have taken the test at the I will observe students as they work on
end, they will use BoomWriter to summarize their learning. Individually, BoomWriter in order to ensure they are on
students will write up to a page explaining what they learned in the track with their learning and are will be
module. Students will be asked to include new vocabulary words in their available if they need any assistance.
description and must write in full sentences and paragraph structure. Product
Students will then read and revise the work of five of their peers before The written summarization of their
voting on which submission they think best summarizes the learning understands will serve as a product of their
completed throughout the duration of this lesson. BoomWriter is an learning and will be graded using a rubric.
effective tool to use in order to improve literacy skills as it gives students Anecdotal Record
an opportunity to summarize their own learning by practicing written I will make notes of student behaviour and
skills and vocabulary, reading comprehension when editing the work of participation during the BoomWriter
their peers, and an overall understanding of the concepts learned activity. Unless spoken to regarding
throughout the module. The written submissions are anonymous so that accommodations, students should not be
students do not know whose paper they are reading and do not need to talking or working with a partner during
feel anxious about submitting their own. this activity and should be using
BoomWriter only.
Class Discussion: BoomWriter (20 minutes) Conversation
Once students have voted on the best submission regarding the I will engage in conversation with students
summarization of learning, I will use the write-up in order to review the once they have finished their individual
concepts with the class and ensure they are on the right track with their writing, revising, and voting component of
learning. I will read the submission to the class as well as project it on the BoomWriter. I will discuss with students
board so that students can read and listen to the material. I will expand why voted for the winning submission and
and describe on concepts the students may have struggled with or asked question which aspects made it an
me questions about and fix any inaccurate statements that were written. accurate summary of their learning.
Finally, I will answer any questions the students may have and engage in Furthermore, I will converse with them
a discussion with them about their experience. This way, students are left about any topics or concepts that they
with a clear understanding of the material. struggled with and would like me to
review.
Exit Card (5 minutes) Product
Students completed some of this learning independently. As a result, I The exit card will serve as a product of
will provide students with an exit card in case they felt uncomfortable their learning and will provide me with
asking questions in front of the class or are still struggling with a concept information regarding whether or not they
that was explained and require additional assistance. are on track with their learning.

REFLECTION
Questions to determine the success of your lesson:
 Were my students successful in meeting the learning goals and success criteria? How do I know?
 Did my instructional decisions meet the needs of all students? If not, what are my next steps?
 What worked well? Why?
 What will I do differently in the future…
o …when teaching this lesson?
o …for the subsequent lesson?
 What are the next steps for my professional learning?
Frayer Models Used to Support Student Literacy Development