"Lesson plan annotation and reflection”
During the co-planning of our lesson on nitrogen and phosphorus cycles, my CM and I decided to focus on the major processes involving nitrogen and phosphorus, why people test and care so much about nutrient composition of the soil, and the environmental problems associated with too much or too little nitrogen and phosphorus in ecosystems. I personally also wanted to emphasize why students needed to know about the elements nitrogen and phosphorus. I wanted to review with the students that important organic biomolecules (like DNA, RNA, and proteins) require nitrogen and phosphorus, in addition to carbon, hydrogen, and oxygen (which we studied the previous week). We decided that we would use both lecture and lab activities to reinforce these concepts.
I felt very comfortable explaining how nitrogen and phosphorus play a role in the formulation of organic biomolecules; I studied these intricate topics intensely in college and graduate school. However, I had not focused on nutrient cycles or environmental impacts probably since my high school biology class in 9th grade. I spent a lot of time during my lesson planning reviewing these topics. I still feel that I need to learn the content better before teaching it again next year. Overall, however, I feel that Galeet and I both achieved the overall goals associated with the field of nutrient cycling in ecosystems: we spent equal amounts of time explaining the importance of the elements in nature and explaining the environmental impacts associated with having too much or too little of these elements. In all of our classes, we attempt to stimulate critical thinking skills in our students; we did this through the use of high level, analytical questions, both in our class discussions and on the exam. I am working on balancing the use of low level, recall questions with high level, analytical questions, so as to reach all level of learners.
I felt very comfortable explaining how nitrogen and phosphorus play a role in the formulation of organic biomolecules; I studied these intricate topics intensely in college and graduate school. However, I had not focused on nutrient cycles or environmental impacts probably since my high school biology class in 9th grade. I spent a lot of time during my lesson planning reviewing these topics. I still feel that I need to learn the content better before teaching it again next year. Overall, however, I feel that Galeet and I both achieved the overall goals associated with the field of nutrient cycling in ecosystems: we spent equal amounts of time explaining the importance of the elements in nature and explaining the environmental impacts associated with having too much or too little of these elements. In all of our classes, we attempt to stimulate critical thinking skills in our students; we did this through the use of high level, analytical questions, both in our class discussions and on the exam. I am working on balancing the use of low level, recall questions with high level, analytical questions, so as to reach all level of learners.
In teaching and reinforcing the important aspects of this chapter on biogeochemical cycles as a whole, we implemented a combination of lecture, video, technology (Inspire Presentation, Promethean board, carbon and oxygen sensors, Polleverywhere), group lab work (using carbon/oxygen sensors, soil testing kits), worksheets, small group tutoring, and a written quiz and a written exam. I believe that intentionally using this variety of teaching and assessment techniques helps to reinforce the overarching concepts AND reach the diverse learners of our classroom. I know that I have at least one student in my fourth period class who is a visual learner and has great artistic skills (see picture on left); I would like to work on employing art into my classroom activities, but to do something beyond just the use of coloring pages.