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Performance Standard 3: Instructional Delivery The
teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual needs. The students in Biology take an active role in their learning. The instructional delivery method is hands-on as much as possible. When discussing pH, students were able to synthesize the relationship between acids, bases, density, pH, and neutralization reactions by creating a rainbow in a test tube. This lab built upon their existing knowledge of acids and bases by seeing color changes that resulted as a result of a neutralization reaction between hydrochloric acid and sodium bicarbonate (base), in the presence of a (pH) universal indicator. At certain depths the H+ ions varied, producing varying pH, which resulted in the rainbow effect when mixed with the universal indicator. If they did not follow the lab directions precisely, the reaction did not work and therefore, did not produce a rainbow. I give this handout to the students to explain cell size and growth. The increase in a cell’s volume is not
proportional to the increase in a cell’s surface area as it grows. The cell volume increases more than the surface
area, which is why a cell divides. The
handout shows the mathematical equations used to calculate a cell’s surface
area and volume, as well as the relationship between the two. A simple handout as this brings more
meaning to my explanation and allows the students to see what I am trying to
explain to them. It is also a way of incorporating
math into science without the student even realizing it |
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