Name: Dillon Dahl

Title: Making homemade dye

Summary: Students will be able to develop strategies and gain information about how people
used to make dyes for clothing, paint, and etc. Then they will complete a Lab and keep good
documentation in their lab note books.
Learners: Biology 7-12 Lab,
Standards:
Students will learn about the interrelationships of people, places, the environment, the
ecosystems, and its natural gifts.
List the 21st century skill(s) you chose (example: 2c: develop cultural understanding and global
awareness by engaging with learners of other cultures).
Critical thinking, problems solving, and decision making.d. Use multiple processes and diverse
perspectives to explore alternative solutions.
Research and Information Fluency
d. Process data and report results
Communication and collaboration
d. Contribute to project teams to produce original
works or solve problems
Materials Used by the Teacher:
Materials Used by the Students:
Notes
Marigolds
Online research print outs
Onion skins or carrot roots

Hollyhock petals

Roses

Blueberries

Spinach

Crock pots

Paper and brushes

Eggs (yolk)

Lab Notebooks

Technologies Used by the Teacher:

Technologies Used by the Students:
Computer
Lab material such as burners, scalpels,
probes, and much more.
YouTube video or clip on natural dye
Online Research sites
Timeline of activities (Instructional Procedures):
******** A lot of this will be hands on for the students and It will be more of a student-center

learning. I will be there more for support and observing.

Once it gets to the part about creating dyes. I will explain to them that for lab we are
going to learn. I will go through and explain the steps really well. I will also have
handouts for the lab.
I will walk around in the lab help if need by the students or answering questions.
I will check for understanding by asking if they have any other questions about what will
be going on in Lab.
For guided practice I will handout the steps for lab. I will also be walking around helping
them with questions about stuff. I will be guiding them not telling them what to do.
Depending on the class size we will have groups of 3-4 students.
I will help them get their lab set up and answer questions they have about the lab.
I will be walking around seeing and documenting about how they are doing.
Closing of the lab, we as a group will have to put away the lab materials make sure they
are clean. I will also go through a recap of what we did today and if there is more to do.
I will also go over what we have covered this week.
Ask them Highs and Lows of the day and of lab.
Assessment Plan:
For the assessment part I will observe how the students are working. Are they working good in
groups work, is one student doing all the work, how did their project turn out, did they follow
the instructions well? Those are all things I will be making notes about. But most of the grading
will be done from the lab notebook. They students will have the keep a well-organized lab
notebook over the course of the semester with the labs completed. With labs I see it very hard
to grade labs, because a student can do all the right work and document it, and the lab could still
go wrongs. So depending on how well they document, answer the lab questions, and the effort
put will determine their grade.

Each Lab:
Attendance- 5
Participation- 10
Lab Results- 10
Notebook section- 20
Clean up- 5
Lab worth- 50 pts

Teacher(s): Dillon Dahl

Subject: Biology
Grade Level: 9-12

Common Core/State Standard(s):

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed
traits in a population. (SEP: 4; DCI: LS3.B; CCC: Scale/Prop.)
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1)
new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations
caused by environmental factors. (SEP: 7; DCI: LS3.B; CCC: Cause/Effect)
List the 21st century skill(s) you chose (example: 2c: develop cultural understanding and global awareness by
engaging with learners of other cultures).
Critical thinking, problems solving, and decision making.d. Use multiple processes and diverse
perspectives to explore alternative solutions.
Research and Information Fluency
d. Process data and report results
Communication and collaboration
d. Contribute to project teams to produce original
works or solve problems

Learning Objective(s): Students will be able to develop strategies and gain information about the Mendelian
Genetics, Be able to define homozygous, heterozygous, genotype, phenotype, and compare Mendels two laws
of heredity.

Planning

Describe how this lesson is developmentally appropriate:

This lesson is developmentally appropriate because some students might be learning about
how genetic traits are passed down in generations.

Pre-Assessment
At the beginning of the lesson I will have a little exercise for the students to do. On a piece of
paper right down 5 characteristics or traits that was passed down from your parents to you.
Examples may include eye color, hair color, skin tone, height, and etc. Then they will have to
come up with a characteristic that is influenced by environment. Examples here could be
muscles, sun burn, and etc.
Assessment
How will the students demonstrate that they have attained the goals of the lesson?
Students will demonstrate the goals of the lesson by accurately by being able to answer
questions about Mendelian Genetics and how traits are passed.
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted responses,
checklist)

 The students will get an assignment that is due at the end of the week. The assignment
would be to create a genetic family tree and then show the ratios for each generation.
Key Vocabulary:
Technology needed:
Heredity
I will project a PowerPoint for the
information
Genetics
Other
required
materials:
Monohybrid Cross
Punnett square diagrams
P generation
White board or smart board
F1 generation
F2 generation
Genotype
Phenotype
Homozygous
Heterozygous
Dominant
Recessive
Accommodations:
What accommodations/modifications will you include for specific students during each phase of
the lesson? (remediation and enrichment levels)

Lesson Opening:
How will you
The lesson will begin with me asking the students what they think about when they hear about
Gregor Mendel.
I will open a power point about The Origins of Genetics. The first slide will be objectives for
today.
I will ask students questions or pair discussions
What does genetic mean to you?
How does it genetics affect you as a person?
I will walk through breaking down a few of the key vocabulary for the chapter with them. So
they can get a better grasp of the content.

I Do

Lesson Implementation

I will make myself available before and after if any students want to stop by and what
extra help and if any have questions.
I know that some kids learn better by seeing or by doing. I will have group discussions to
get all the kids involved.

Instructional Input:
How will you model/explain/demonstrate all knowledge and skills required of the objective?
I will explain to the students through a PowerPoint.
I will check for understanding by asking questions to the class about the lecture.
I will break down some of the key terms into morphemes so they will understand their
meaning better.
I will involve the students during lecture by asking them questions.

You Do

We Do

Guided Practice
For guided practice I will walk them through a few Punnett square problems and fork line
methods.
After walking through a few problems I will call on a few kids to do some problems on the board.
Then I might have a few group questions for the students to do. They will be with groups of two
or three to work together.
Independent Practice
Students will then do their independent practice will some problems I will assign.
Here students will use critical thinking, problem solving, and decision making.
I will have them do Section 1 review questions 1-6. Such as Differentiate between alleles and
genes, Apply the terms homozygous, heterozygous, dominant or recessive to PP and Pp, Do a
Punnett square cross between rabbit genotypes Bb x bb (B- black coat and dominate, b is brown),
Determine whether to rabbits in the question about are homozygous or heterozygous, and if a
pea plant is heterozygous what allele be described.
Lesson Closing
How will you
I will close the lesson by having a summary slide with blank spaces for the students to get into
groups and work together. Then I will go over it after they are done. I will go over it and ask the
students if they have any questions.
I will also let the students know what we will be covering next time.
Then I will hand out a little quiz with some information that we covered today.

Assessment that will be given will be a little quiz. This will just see how well they understood the
lecture. It will give me an idea what to review for next time, if I wasnt really clear on the topic, or
if the students were struggling with the topic.

Quiz 1 (2pts each) Key

Name: ________________

Assessment

What did Mendel use for his experiments?

- Pea plants were used for his experiments

Define Heredity.
- It is the passing on of physical or mental characteristics genetically from one generation to the
next.

How are the genotypes of a dominate allele written?

-Dominant are written with a capital letter of the recessive gene. Ex. Recessive gene white the dominant
will be written W

What is the genotype of a purple flowered pea plant?

-PP or Pp

What is a dihybrid cross?

- It is done between two different individuals with different alleles for two gene loci of interest.

Analyze

After you have administered your assessments (formal or informal) for this lesson, analyze the results.
I will be able to analyze results by looking at how much they can recall or look up the
answers to the missing spaces on the slide.

I will also be able to analyze how they did when they did group work for Punnett square.
The quiz will also show me how well they understood or followed the lecture today.

Name: Dillon Dahl

Title: Human Anatomy and Physiology- the Human Heart
Summary: Students will watch videos on Khan academy about the heart and then work
with Anatomy 4D mobile app.
Learners: My students will be in high school so grades 9-12
Standards: HS-LS1-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms. (SEP: 2; DCI: LS1.A; CCC: Systems)

List the state/common core standard(s) you chose.

Online Learning Resources:
https://www.khanacademy.org/science/health-and-medicine/circulatorysystem/circulatory-system-introduction/v/meet-the-heart
Then Download Anatomy 4D app on phones and then explore the hand out I will give
out.
Materials Used by the Teacher:
Materials Used by the Students:
Url for the students
Handout.
Give out the handout of the heart
Technologies Used by the Teacher:
Technologies Used by the Students:
Identify the technologies used by
Computer
the teacher during the lesson.
Smart phone for the app
Microsoft word
Email.
Timeline of activities (Instructional Procedures):
I will let them know what we are doing in class today. I will provide them with the URL
and we will head to the computer room and complete the activity.
For this lesson the students will need to access Khan Academy and watch some videos
on the heart. There are 10 videos along with a quiz on the circulatory. Then they will
screen shot the quiz and put it on a word docx.
After they complete the quiz, they will need to download Anatomy 4D app and explore
the heart. Students can play around with the app for a while, then they will also need to
screenshot pics of the heart on the phone. And put them on a word docx. Then they will
have to print them out and put the pictures in their lab notebook. Or they can stretch
the heart from the app in lab note book. They will have to label and document about the
pictures as well. Either one will work. This is how they will get credit for the day. It also
allows students how are gone to get the work done too.
Assessment Plan:
I will used the Khan Academy for their participation for the day. It also allows kids who
might be gone from school to make up the participation. The Lab notebook will be grade
at each quarter. It will be grade on the quality and quantity put into it. So the more detail
they get into the better grade they will get. If they are missing any of the labs they will

be docked. Things will also need to be labeled correctly. Its hard to write up a rubric for
the lab notebook because it just depends on the information that the students have in
the lab notebook and how well they document it. It is also very similar to participation
points if you just do the labs and document it you get the credit. The lab notebook will
be worth 10 points per lab.

Teacher(s):Dillon Dahl

Subject: Biology
Grade Level: 9-12

Common Core/State Standard(s): Evaluate the evidence for the role of group behavior on individual and
species chances to survive and reproduce. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)

Planning

Learning Objective(s): Students will be able to develop understanding about key characteristics that all
mammals share.
Describe how this lesson is developmentally appropriate:
This lesson is teaching about the Mammalian Body. We will be looking at the key characteristics
of the mammal, mammalian teeth, body temperature, and parental care. Humans are a part of
the mammal group so we are also learning about ourselves while learning about the animals.
Pre-Assessment
First I will open up with the objective for todays lecture. Which is for the student to be able to
identify key characteristics that all mammals share.
Then I will ask the students if any of them have pets and figure out how many of them are
mammals. Then I will ask them why they think people prefer mammals over fish, amphibians,
reptiles, or birds.
Assessment
How will the students demonstrate that they have attained the goals of the lesson?
Students will demonstrate the goals of the lesson by accurately by being able to answer
questions.
I will also just ask them if they are understanding the content or what wasnt too clear.
Post-Assessment
How will you evaluate the students work/performance? ( e.g., rubric, weighted responses,
checklist)
The students will do the Section Review at the end of the section 1. They will do
questions 1-7 and then they will turn in a sheet with the questions on them.
Key Vocabulary:
Technology needed:
Hair
Computer(lab top or desktop)
Teeth
Collaborate
Other required materials:
Metabolic rate
Notebooks
Mammary gland
Lab notebooks
Writing utensils
Accommodations:
What accommodations/modifications will you include for specific students during each phase of
the lesson? (remediation and enrichment levels)
With being in this class I will already know how some students learn the best. So I will try
use as many techniques to be able to reach as many kids as I can.
During the lecture I will make sure the volume of my voice is loud and clear.
I will make sure they can see the PowerPoint in collaborate.
I will use discussion to keep the students focused on the lecture by using the chat area.
I will make it personal for the students by asking them about their pets.

You Do

We Do

Lesson Implementation

I Do

Lesson Opening:
How will you
Since it was online, I will make sure everyone is online and that they can hear me loud and
clear.
The lesson will start with the bell ringer by asking them if they have any pets of their own. What
kind of pets do they have and why?
Instructional Input:
How will you model/explain/demonstrate all knowledge and skills required of the objective?
I will use PowerPoint to lecture about the Mammalian Body.
First I will talk about some adaptions such as hair, teeth, body temperature and parental
care. I will go into very depth about each of the topics.
I will ask questions frequently to the students to see their understanding and to keep
them involved and keep the attention on the content.

Guided Practice
For guided practice I will have the students get into groups of 3-4 depending on the class size.
I will write the words hair, endotherms, mammillary glands, specialized teeth, and placental
nourishment on the board. The students in the groups will have to get me a definition in their own
words, an adaptive value of each characteristic, and which of the five words do they think is the
most important.
Then we will go over the answers they came up with in class to rehear all the information again.
This will also help with getting students to present in front of their peers.
Independent Practice
If there are a few minutes left in class they can start working on the section 1 review at the end of
the chapter. Or they will have to take it home and bring it back the next day to class completed.

Analyze

Lesson Closing
How will you
Closing up I will also go through a recap of what we did today. I will go over what we will cover
tomorrow.
I will also ask them Highs and Lows for the Content. This way I can keep improving on how I
teach to the students.
After you have administered your assessments (formal or informal) for this lesson, analyze the results.
I will be able to analyze by looking back on how they answered the group questions. How
involved they were in the group activity? Did they contribute to the group discussion?
I will be able to also look at the section 1 review homework.
I will think a

Reflection

After you have presented reflection on what you did right and what didnt go as planned.
I definitely could have used more interaction for the students. Having a few discussion questions I
dont feel was enough. The more involvement the more I feel they would have taken back from it.
So I couldve choice students to talk about certain things. I could have asked certain student
questions about a certain characteristics and had them explain what makes it important.