Principles of Instruction in Science and Mathematics

Assessment Plan Commentary

Toochi Enworom
Page 1

Common Components of Lesson and Assessment Plan

Lesson and Assessment Plan Context
The following lessons will be taught to an Advanced Placement Biology
class consisting of 12 students. The class is a mixture of juniors and seniors
in high school. The students will be learning about cell structure, types,
organelles and function. The students will be assessed throughout the unit
using informal assessments, such as Do Nows and Exit Tickets. Instruction
Overview will be delivered through the use of PowerPoints, online web sources, a
hands-on activity and notes on the whiteboard. The students will continue
to construct a KWL chart to document academic growth. At the end of the
unit, they will receive a formal summative assessment to test their
knowledge and academic growth on cell types, structure and function. This
lesson will take place over a 90-minute class period.
Langston Hughes High School (LHHS) opened in 2009 in Fairburn, GA. It
is a Title I school that receives federal funding due to the high percentage of
students from low-income families. Over 90% of the school’s student
population is African American, less than 5% are Hispanic/Latino, and less
than 1% are Caucasian. Within this class, 11 of the 12 students are African
American and 1 is Latino. Over 70% of the teachers identify as African
Americans and this can help foster a relationship between teachers and
students (“Search for Public Schools [...]”, 2015). The school is striving to
decrease the number of out of school suspensions due to defiance; they
have recently seen a decrease in these numbers when compared to last
year’s data. In order to promote an equitable environment, the class
practices think-pair-share. This enables all students an opportunity to
Student
actively participate. In Lois Weiner’s article, she states that “When cultural
Background,
diversity and race are not put on the table by the school but are perceived by
Culture, and
students to be salient factors that influence their identity and school success,
Context
teachers who are culturally different from their students have a greater
challenge in creating a trusting classroom environment.” (Weiner, 2003, p.
308) The ages of the students range from 15-18 years. Some of the students
come from a single-parent household and others currently live with their
grandparents. Five of the students are involved in extra-curricular activities,
such as ROTC. The high school is considered an urban-fringe school. The
students are close to a larger city but the immediate community is the small
surrounding town.
Last year, the school had a graduation rate of 83% and this year they are
striving for 100%. Upon graduating, many of the students plan to pursue a
career in the sciences in college. Most of the students have taken Biology
and Chemistry classes to prepare them for the rigor of the course.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom
Page 2

The students have taken a Biology course in their past schools or during
their freshman year at LHHS. In biology, they received an introduction to
the organelles and their function within various cell types.
Some of the students have difficulty with critical thinking and analyzing
data. Research shows that “Reformers of urban schools are now raising
their expectations beyond an emphasis on basic skills to the teaching of
critical thinking, problem solving, and even creativity” in order to
overcome the pedagogy of poverty (Haberman, 2010, p. 83 & 84). They
have shared that they are accustomed to other teachers providing them with
the answers so I am working on developing this skill with them in order not
to reinforce the pedagogy of poverty. Five of the students have not taken an
AP class before this semester and the remainder have either taken one in the
past or are taking their first AP level course simultaneously.
This lesson was developed to teach students about cell types, organelles,
structure and function through guided instruction with scaffolding to elicit
and build upon prior knowledge. Scaffolding is beneficial to students
because it “provides a support; it functions as a tool; it extends the range of
the worker; it allows a worker to accomplish a task not otherwise possible;
and it is used to selectively aid the worker where needed” (Greenfield,
1984, p. 118). This lesson contains a lot of repetition for students which has
been found to be beneficial for retention of information in the working
memory. Pickering found that “The training of even simple rote rehearsal
strategies has been shown to improve WM (working memory) performance
in adults with low memory spans” (Pickering, p. 278). I expose the students
to the same vocabulary in different situations and this helps them to recall
their meaning without support via triggering. This lesson connects the
student’s knowledge to real life situations through the study of common
bacteria and their prevalence in their homes, schools, and foods. The
Rationale
students are currently aware of the role of the cell membrane. Once students
develop a deeper understanding of cell organelles and structure they will be
able to understand the vital role that it plays in cell transport, which will be
discussed later in the school year.
The school provides students an opportunity to rent a device to use in class
during the semester. This enables the students to incorporate technology to
supplement their lessons. The students will work on Quizizz and Kahoot to
complete questions. Assessment of the responses will provide the teacher
with data as a guide for instruction. The teacher will be able to offer the
students a tailored lesson for enrichment or remediation.
To further explore the importance of cell structure and function the students
will perform an ADI. This ADI will allow students to explore bacterial
growth and the effectiveness or ineffectiveness of household cleaners. This
type of inquiry activity follows the explore component of the 7E model of
learning because the teacher “provides the questions and procedures to
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom
Page 3

students but students will make observations and conclusions themselves”

(Hermann & Miranda, 2012, p. 67).
Lesson and Assessment Plan Learning Objectives
The students will be able to:
Purpose of the
1. Explain how the role of the internal membranes and organelles in
Lesson: Central
Eukaryotic cells
Focus
2. Differentiate between prokaryotic and eukaryotic cells
 LO 2.13 The student is able to explain how internal membranes and
organelles contribute to cell functions
 LO 2.14 The student is able to use representations and models to
Learning describe differences in prokaryotic and eukaryotic cells
Objective(s)  LO 4.5 Student is able to use representations and models to analyze
situations qualitatively to describe how interactions of subcellular
structures, which possess specialized functions, provide essential
functions.
 2. B. 3: Eukaryotic cells maintain internal membranes that partition
the cell into specialized regions
GSE - Georgia
- C. archaea and Bacteria generally lack internal membranes and
Standards of
organelles and have a cell wall
Excellence
 4. A. 2: the structure and function of subcellular components, and
their interactions provide essential cellular processes
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

The informal assessment will be done through Do Now activities at the start
of class and exit slips at the end of the class throughout the unit.
With the information from the assessments the students will have
opportunities for tailored remediation and enrichment.
Formal and
The students will also complete a quizizz and the data will also be used to
Informal
guide instruction as a formal formative assessment. At the end of the unit,
Assessment
students will be given a test composed of multiple choice, diagrams, and
free-response questions at the end of the unit. These will be the formal
summative assessment used to assess their knowledge of the content.

The beginning of the class will begin with a “Do Now” activity that consists
of 4 questions that will come test prior knowledge. Afterwards there will be
a time of connection, then direct instruction. Following direct instruction
there is a time of student centered activity with a check for understanding.
The class will end with a closing activity to answer any questions and
summarize the lesson. They will be supplied with the classroom materials
for the period at the start of class upon entrance or right before beginning an
activity. All instructions will be given before students transition to decrease
the time of transition and ensure that students remain focused and on task.
To maintain safety every student will be given a desk and only be allowed to
sit at the lab stations during designated times. They will be instructed to
Facilitation &
keep all personal belongings underneath their desks to prevent any accidents
Safety
from occurring. The students will not be released to lab stations without
appropriate attire, safety googles, and complete instruction. They will adhere
to the school’s standards and be reminded of the lab safety rules, such as,
report any spills or injuries, no wandering, what to do if there is a fire drill
etc. They will adhere to the school’s standards and be reminded of the lab
safety rules.
Student’s will be reminded of the classroom rules of raising their hands if
they need my attention, to use the restroom, ask a question, or throw
something into the trash bin. The desk arrangement will be in rows will
every student facing towards the front of the class in order to receive
instruction.
Students will demonstrate their knowledge of the differences between
eukaryotic and prokaryotic cells by answering questions during the time
allotted for review. They will also compare and contrast the two types of
Language
cells using prior knowledge. Students will analyze the role of cell organelles
Language
Academic

Function
and their influence in their daily lives to establish a cause and effect
relationship. Students will discuss their assigned organelles and their
research findings.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

Vocabulary words will be introduced at the beginning of the class period.

Students will demonstrate understanding of the vocabulary words
throughout the class period. The Quizizz will serve as a formal assessment
to assess their vocabulary. When asking questions, students will be
Vocabulary encouraged to identify the vocabulary words associated with their questions.

Vocabulary: prokaryote, eukaryote, mitochondria, Golgi apparatus, nucleus,

endoplasmic reticulum, cytoplasm, cell wall, cell membrane, vacuole,
chloroplast, lysosomes, flagella, nucleoid
Students will create tables to document the differences in the two cell types.
Syntax or Students will also engage in writing to display their understanding of the
Discourse concepts using proper syntax. Students will discuss their procedures with
one another during their time of research.

ASSESSMENT PLAN COMMENTARY PROMPTS

1) Monitoring Student Learning
a. The students received a formal formative assessment in the form of short answer
questions. They answered the following questions on assigned organelles:
1. What is the organelle’s function?
2. Where can it be found?
3. What can happen if the organelle is impaired? Include a disease and its description if
applicable.
By answering these questions, the students demonstrate their knowledge of the various
cell organelles. The students identify the organelles functions, roles, and relationship to
any diseases. After viewing the assessment, I could see which students are struggling to
understand the role of the organelles and develop opportunities for remediation.
Informal assessments were done through Do Now activities completed at the start of
class. The students were given a picture of a prokaryote and asked to label the parts.
Their recognition of the various parts displays an understanding of the cell parts as it
pertains to bacteria. After the Do Now activity we discussed different bacterium that they
encounter on a regular basis, both good and bad. With this information, the students
conducted an argument driven inquiry (ADI) to apply their knowledge of prokaryotes,
specifically bacterium, that exists throughout the classroom. They compared which
cleaners worked best to prevent bacterial growth. The ADI activity allows the students to
ask and develop questions, engage in argument from evidence, and analyze and interpret
data.
A formal summative assessment was completed as an online quizizz. They were given
several questions on the parts and functions of organelles in prokaryotes and eukaryotes.
The data from the quiz informed me of the students understanding of science concepts
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

within this unit. At the end of the unit the students will be given a test consisting of
multiple choice questions, free response questions, and labeling diagrams.
b. The assessments were given in an AP biology class of juniors and seniors. The students
have developed a foundation of critical thinking skills that were engaged during the short
answer assessment. With this assessment, I could see which students are struggling
readers and/or need extra support with their vocabulary. The short answer provides them
with an opportunity to display their knowledge and connect it to real-world phenomenon.
The feedback prompted students with questions to stimulate critical thinking by eliciting
prior knowledge. The Do Now activity provided a visual aid and model for the students
to better grasp the concept of what general prokaryotes look like without the use of a
microscope. The quizizz activity allows the students to incorporate their devices
appropriately to further academic learning and critical thinking skills.
2) Analyzing Student Learning
a. These assessments were guided by the following learning objectives:
- The student is able to explain how internal membranes and organelles contribute to
cell functions
This was assessed through the quizizz and three short answer questions.
- The student is able to use representations and models to describe differences in
prokaryotic and eukaryotic cells
This was assessed through the quizizz and the Do Now activity.
b. Below is the data from the quizizz assignment the students were given. Some students
were absent so the data is incomplete but it informs me of which concepts the majority
struggled the most with: remembering which organelles are in prokaryotes and
eukaryotes and the distinction between membrane bound and non-membrane bound
organelles. With this data, it is evident that the students need extra support with
vocabulary. Some students also commented that their screens froze or they clicked the
wrong thing accidently. As an instructor, this helps me to see that quizizz may not be the
most informative way to assess my students. A better method of assessment could be
using Kahoot or Edmodo so I can be available to assist without the pressure of faulty
technology in a limited period.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

# of students who missed x question

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

# of students who missed x question

c. The first student, A, is one of my emerging students. At the start of the semester he had a
lot of difficulty thinking critically and analyzing the information presented during
instruction. He sometimes has difficulty remaining on task and submitting finished
assignments. I’ve started to leave him detailed feedback on his assignments to help guide
his learning. Since then, he has begun to ask more in-depth questions that consider a
personal connection to the material and how it also affects those around him. For
example, we recently did a lesson on protein structure and how that connects with Sickle
Cell Anemia. He shared how he personally knows someone with the disease and was glad
to understand what is occurring on a protein level within their red blood cells.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

The second student, B, is one of my proficient students. He sometimes struggles to grasp an

understanding of the material but struggles most when there is overlapping information, as with
prokaryotes and eukaryotes. He gets confused on which organelles are found in only one cell
type or both. Using the correct vocabulary word when writing is also diffiult for him. Whenever I
call upon him to answer questions, it takes more prompting for him to incorporate the vocabulary
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

words into a well developed answer. With him, I use a lot of scaffolding to support him and
encourage him to integrate vocabulary correctly to accomplish more tasks (Greenfield, 1984).
Venn diagrams may be a helpful visual tool to help him understand the similarities and
differences of both cells.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

My third student, C, is an advanced student. He is one of the two students that are currently in
the school’s talented and gifted program in the class. He understands the material with little
difficulty. In his short response answers, he demonstrates the awareness of an affected
chloroplast. We are working on expanding his critical thinking, as enrichment, because
sometimes he also finds it difficult to use the correct vocabulary words in free response
questions. I offer him detailed feedback with prompting questions and praise since he does not
volunteer to speak during times of discussion. With the feedback he is challenged to dig deeper
because that increases the rigor. Rankin (2017) encourages instructors to:
Focus on growth mindset in your classroom. This can prevent GCs from resisting or
resenting having to do harder work. Growth mindset involves praising effort rather than
innate ability and encourages students to push themselves. Conversely, praising right
answers and things that come easy to GCs can promote complacency. (p. 35)
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

3) Feedback to Guide Further Learning

a. I provided the students with feedback by writing it directly on the collected work
samples. I chose this method of feedback because my audience is a small class in which I
have built rapport with each student. This method works best in smaller classes because it
is less time consuming for the teacher when compared to a larger classroom. In view of
Hattie and Timperley’s feedback strategies, I decided to write feedback regarding the
processing of the tasks (Hattie & Timperley, 2007). This will enable students to “generate
their own cognitive feedback (linking characteristics of the task and their process with
those results)” (Brookhart, 2008, p. 20)
b. The feedback I provided focuses on the two learning objectives by learning to explain
how internal membranes and organelles contribute to cell functions. Also, their use of
representations and models to describe differences in prokaryotic and eukaryotic cells is
evident in the feedback. The labeling diagram requires them to know the parts of the
prokaryotic cell as well as the function of each part; this directly applies both learning
objectives. The short answer questions allow the students to explain the organelles as
well as recognize differences between the prokaryotes and eukaryotes cells. Furthermore,
they can differentiate between animal and plant cells. In my feedback I praised the
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

students for use of proper vocabulary and application, but I also provided prompting
questions to direct their learning.
c. With the emerging student, praise and feedback has been beneficial with instruction.
When given feedback he will often ask more questions to gain a better understanding. He
will also ask many clarifying questions while completing assignments. He did not submit
a completed short answer assignment which prevents further insight on his level of
comprehension to be able to construct an explanation. In the future, I will offer more time
to ensure completion. With my proficient student, I will continue to scaffold and provide
prompting questions to encourage proper use of vocabulary. I will provide an opportunity
for him to review the vocabulary from the unit and incorporate it into daily assignments.
This will support his ability to analyze and interpret data for future assignments because
he will have the academic language necessary. With my advanced student, I will begin to
provide opportunities for him to strengthen his analytical skills to help him obtain,
evaluate, and communicate information. By engaging in ADI activities, he will be able to
grow in practicing these skills.
4) Evidence of Language Understanding and Use
a. Upon review of the data from my assessments it is evident that some of my students
struggle with language function, specifically cause and effect. For example, my proficient
student wrote how an impaired cell membrane plays a role in cystic fibrosis but he did
not expound and communicate a clear cause and effect relationship between the two. He
understood the impact but did not elaborate to further demonstrate understanding. There
was evidence of a foundational knowledge of the vocabulary with all the students. They
have all been exposed to the various organelles in previous science classes so the words
were not foreign to them. They did struggle to apply them correctly, as is evident in the
labeling of the diagram by the advanced student. Supporting their proper use of
vocabulary will enable them to engage in scholarly discourse and that will also positively
impact their syntax in writing assignments. One way I can support their understanding is
through an activity in which the students create analogies to aid their comprehension of
organelle functions.
5) Using Assessments to Inform Instruction
a. Upon analysis of both formative and summative assessments I see that my students
require extra support with vocabulary and connecting the information to real-world
phenomenon. I will incorporate the use of the Frayer Model to help students in these
areas. The Frayer Model requires students to write the definition as well as provide an
example, drawing, or diagram that corresponds with the word. In that area, I will have
students write an example that connects it to the real-world and/or their daily lives. This
visual aid will provide an opportunity to deepen understanding and develop literacy
skills (Bishop & McIntosh, 2009). I will also continue to use KWL charts as a graphic
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

organizer that displays a progression of student learning. At the start of the unit, I had
students complete the “What you know” section of the chart to elicit prior knowledge of
eukaryotes and prokaryotes. With this information, I engaged students and tailored the
lesson to support, correct and contribute to their understanding. After instruction, the
students completed the “What you learned” section and could correct misconceptions
which adds to the value of using a KWL chart. It enables the students to “process
connections between the content taught and prior knowledge of the term” (Hoskins &
Vannest, 2010, p. 18). With quizizz, the students also expressed feeling limited with
time since it directly impacts the points earned. As seen in my emerging student, time is
something that I can offer my students more of to finish assignments. This will support
my struggling readers and allow the class more time to ask clarifying questions.

b. These next steps support my students learning using the sociocultural theory. The theory
states that education is between an individual and culture (Panhwar, Ansari & Ansari,
2016). The culture for my students relies heavily on technology; therefore, as an
instructor, it is important for me to incorporate technology as I teach. After reviewing the
results from the summative assessment, it became evident that quizizz is not the best
platform for me to assess my students. Their feedback on devices malfunctioning and
difficulties with the website made it evident that my students may benefit from other
online assessments, such as, Edmodo or Kahoot. Using technology in addition to dialogic
teaching has been seen to “increase children’s capacity for dialogue and reflective
thought as well as developing subject knowledge” (Mercer, Hennessy & Warwick, 2017,
p. 4). With Edmodo specifically, I can work in a platform that allows the students to
answer free response or short answer questions and reply to one another inside and
outside of the classroom, further supporting use of correct syntax and vocabulary. During
class time I can reference online discussions and provide an opportunity for them to
continue the discussion. I can also incorporate more visual aids and case studies to further
support my struggling readers.
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

References
Bishop, M., & McIntosh, K. (2009). Differentiated Learning in Science. Educator's Voice, 2, 28-
35. Retrieved October 14, 2017.
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Cambridge, MA: Harvard University Press.
Haberman, M. (2010). The Pedagogy of Poverty versus Good Teaching. Phi Delta
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Hermann, R. S., & Miranda, R. (2012, April 1). An Integrated Instructional Approach to
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doi:http://static.nsta.org/files/ss1208_66.pdf
Hoskins, J., & Vannest, K. (2010). Twenty Ways to Teach Vocabulary. Texas Science
Teacher, 39(2), 15-21.
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inquiry. International Journal Of Educational Research, doi:10.1016/j.ijer.2017.08.007
Panhwar, A. H., Ansari, S., & Ansari, K. (2016). Sociocultural Theory and Its Role in the
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Pickering, S. J. (2006). Working memory and education. London: Academic Press, 2006.
Rankin, J. G. (2017). Engaging & challenging gifted students: tips for supporting extraordinary
minds in your classroom. Alexandria, VA: ASCD, [2017].
Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 117-138).
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Search for Public Schools - School Detail for Langston Hughes High School. (n.d.). Retrieved
October 19, 2017, from
https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&Zip=30291&Miles=5&ID=13
0228003913
Principles of Instruction in Science and Mathematics
Assessment Plan Commentary
Toochi Enworom

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into
Practice, 42(4), 305-312. doi:10.1353/tip.2003.0052