CoTeachingLessonPlan

GeneralEducationTeacher:JM
SpecialEducationTeacher:SarahCaswellWarnick
GradeLevel:10,190minuteblockperiod
SubjectArea:Biology
ContentAreaStandard:SWBATexplainanddemonstrateanunderstandingofenzymesubstratereactions.SWBATexplainhow
enzymesworkandwhytheyareessentialtolife.
MeasurableGoalforLesson:Studentswilldemonstrateanunderstandingofenzymesubstratereactionsbyansweringexitticket
questionswith80%accuracyandcompletingavirtuallabandlockandkeylabwith80%accuracy
EssentialQuestions:Howdoenzymeswork?Whyaretheyessentialtolife?Howareenzymesubstratereactionslikealockand
keymodel?
KeyVocabulary:catalyst,enzymes,substrate,macromolecule,activesite,activationenergy
PreAssessment:Warmuponmacromoleculesasreviewfrompreviouslesson
MaterialsNeeded:Vocabularyworksheet2versions:onefillintheblankandonewithjustvocabularywordsforstudentstocopy
andwritedefinitions,lockandkeylabinstructionsandguidedlabreportforstudentsrequiringassistance,virtuallabinstructions
andguidedworksheetaswellasnonadaptedworksheet,locks,keys,computers

Lesson

Co-teaching
Approach

Time

General Education
Teacher

Special Education
Teacher

10
minutes

Posts warmup on the board

and welcomes students to
class, reminding them to get
out their notebooks and start
the warmup

Walks around the room

ensuring that all students
are settling and engaging
with warmup. Assists any
students in need of
assistance

(can select more

than one)

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)

One Teach,
One Support
Parallel
Alternative
Station
Team

One Teach,
One Support 20
Parallel
minutes
Alternative
Station
Team

Alternative

25
Minutes

Provides small group

instruction to go over
definitions, and the enzyme
substrate process and a short
powerpoint presentation.
Works with of the class,
including those who are most
advanced. Students are
provided with a worksheet to
complete that includes
copying definitions, writing
them in their own words and
answering questions about
how enzymes work and what
the results of the process are.

Provides small group

instruction to go over
vocabulary, definitions and
the enzyme-substrate
process. Provides students
with a guided worksheet
that includes fill in the
blanks to ensure an
understanding of the
vocabulary and guided
questions regarding how
enzymes work. Students
are given a powerpoint
presentation that
demonstrates how enzymes
work.

Students remain in their

groups for an activity that
includes the lock and key
demonstration/activity.

Students work in groups on

a puzzle activity/online
virtual lab activity.
Students work through the

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
Print out of questions for
students to have at their
desk. Answer sheets with
leading statements for
students to complete
instead of having to write
on blank paper.
Warmup will be a review
of macromolecules from
previous lesson.
Students identified as
needing additional support
are in a homogeneous
group for the direct
instruction part of this
lesson. Students needing
additional support are
provided with more
guidance in their
worksheets and less blank
space to fill. They are also
provided with additional
pictures of enzymes,
substrates and products to
show the process visually.

Students requiring
additional support will
have more guided
worksheets to fill out and

Students are given 5 different

locks and 10 different keys.
They work in groups of 2-3
to figure out which keys
work in which locks.
Students complete a lab
summary in which they
explain why enzymes work
like a lock and key model.
They complete a worksheet
matching the correct key
with the correct lock.
Students leave with an
understanding of the
specificity of each enzyme.

Alternative

End:

25
minutes

One Teach,
10
One Support minutes
Parallel
Alternative
Station
Team

process of matching
enzymes up with their
correct substrate. Students
identify the end result of
each reaction including
what happens to each
substrate and what happens
to the enzymes at the end
of the process. Students
complete a guided
worksheet as they work
through the lab that
identifies the enzymes,
substrates, active sites,
activation energy and
products in each of 5
reactions.

Students swap to the lock

and key activity. They are
given 3 different locks and
6 keys. Students complete
a guided worksheet
identifying which key
works with each lock and
how this model shows the
specificity of enzymes.
Students will complete an
Teacher will project exit
exit ticket in which they label ticket questions on screen
each of the vocabulary words and distribute copies of
on a picture of the enzymequestions for students who
substrate reaction. Students
need them at their desk.
will label the enzyme,
Teach will circulate
substrate, active site and
ensuring students are all on
identify the activation energy task and answer questions.
on a graph. Teacher will
circulate throughout the
room to assist any students
requiring help and answer

their lab report will be a

fill in the blank format
with a word bank and
pictures to label. Students
who are more advanced in
their skills will write a lab
report in paragraph form
without additional
guidance. Students in the
supported group with test
less locks and keys and less
reactions in the virtual lab
as each one takes longer for
these students to complete.

Students swap to the virtual

lab activity and complete a
worksheet identifying the
activation energy, products,
catalysts, enzymes, active
sites for each of 5 reactions

Students requiring
additional support will be
given a fill in the blank exit
ticket with a word bank.
All students will label a
reaction diagram with the
correct vocabulary words
to demonstrate
understanding.
Students without additional

questions.

support will write a

comparison of lock and key
with enzyme-substrate
reaction.