Sarah+Ziesenis

Lesson #1 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.
 * Academic Teacher Pre-Teaching Report

Date of review: Title of lesson reviewed: Joints Academic Area: Science

1. What academic concepts and district academic standards are addressed in this unit? Anatomy Science standard 3, 6-8, 2 - LIfe Science

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Anatomy, upper level science

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? Vocab focused on was scientific names of joints and joint structures

4. How well are the academic concepts integrated into the occupational content of this lesson? Well, lesson focuses on human body systems and their functions and interactions

5. What method was used to assess the student’s academic awareness? arrange signs under joints listed on board

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Worksheet

7. What material will be used for remedial and advanced students? Remedial - individual help Advanced - students could find examples of joints in everyday life

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Have students come up with their own real world examples of joints to show complete comprehension

**Academic Teacher Pre-Teaching Report Lesson #2 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Title of lesson reviewed: Muscles of the Upper Body Academic Area: Science

1. What academic concepts and district academic standards are addressed in this unit? Anatomy Science standard 3, 6-8, 2 - LIfe Science

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Upper level biology, anatomy

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? Common - Scientific names of the muscles Different - Names of exercises for each muscle / related back to each muscle

4. How well are the academic concepts integrated into the occupational content of this lesson? Have to know muscle names and locations to understand exercises that target the area

5. What method was used to assess the student’s academic awareness? Students were given a white t-shirt to draw the muscles in the correct places

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Overheads were shown students had to copy names and info on each muscle into notes

7. What material will be used for remedial and advanced students? remedial - peer assistance Advanced - become assistor

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? Keep working with roots of vocab words, making connections with everyday words

**Academic Teacher Pre-Teaching Report Lesson #3 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: 10/26 Title of lesson reviewed: Good Fats / Bad Fats Academic Area: Science

1. What academic concepts and district academic standards are addressed in this unit? Scientific method Science Standard 1 2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science High school science, biology, nutrition

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? hypothesis, data, conclusion lipids 4. How well are the academic concepts integrated into the occupational content of this lesson? lesson combines data gathering with fats, different types of lipids

5. What method was used to assess the student’s academic awareness? direct questioning, put signs in order

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Made worksheet that included scientific method, including data chart to gather information

7. What material will be used for remedial and advanced students? re-teach vocab, manipulatives advanced students help others, can extend explanations with teacher

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? No

**Academic Teacher Pre-Teaching Report Lesson #4 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: Nov 3, 2009 Title of lesson reviewed: Nutrients: Protein - How Much? Academic Area: Science, biology

1. What academic concepts and district academic standards are addressed in this unit? Understanding the role of proteins in diet Finding correct amount of protein in grams (metric system)

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Biology Nutrition

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? common - grams, proteins, amino acids, synthesize, calories, hypothesis different - vegan, lacto-ovo vegetarians 4. How well are the academic concepts integrated into the occupational content of this lesson? well embedded, lesson is scientific to begin with, brought in scientific method

5. What method was used to assess the student’s academic awareness? Direct questioning

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Worksheet including data table

7. What material will be used for remedial and advanced students? Peer support allows advanced students to help remedial students

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson? looks good

**Academic Teacher Pre-Teaching Report Lesson #5 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: March 2 Title of lesson reviewed: How Can You Do That? Academic Area: Science, anatomy and physiology

1. What academic concepts and district academic standards are addressed in this unit? Biology, function of tissues

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science Upper level science (anatomy and physiology)

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? muscle fiber, myofibril, sarcomeres, myosin

4. How well are the academic concepts integrated into the occupational content of this lesson? great, hard to tell where CTE ends and science begins

5. What method was used to assess the student’s academic awareness? pretest based on overhead picture

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Discussion, worksheet to show structure Talking and showing the science helps students understand 7. What material will be used for remedial and advanced students? Students work in groups, advanced can help remedial

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

The definition of work in a physics sense is force times distance. Bette asks "Who is doing more work?" Might be good to say "Now in your science class, your teacher says you are not working if you are not moving."

**Academic Teacher Pre-Teaching Report Lesson #6 ** Complete this **within one week** following each pre-teaching review of an academic-enhanced CTE/Arts lesson with your CTE/Arts partner.

Date of review: March 3 Title of lesson reviewed: Why can they swim faster? Academic Area: Science, anatomy and physiology

1. What academic concepts and district academic standards are addressed in this unit? Structure and function of tissues in the body

2. What level of academics was used in this lesson? i.e. Algebra I, Upper Division Writing, Earth Science upper level science - anatomy and physiology

3. What common vocabulary did you find between the academic area and the CTE/Arts program? What vocabulary was different? How did you decide to bridge the different vocabulary? glucose, fatty acid, oxidative, glycolytic

4. How well are the academic concepts integrated into the occupational content of this lesson? Great

5. What method was used to assess the student’s academic awareness? White boards, questioning

6. Describe what was developed for the “traditional academic examples”. Why did you decide to use the material you selected? Demonstration of why exercises were chosen to develop which muscle fibers, allow students to get a chance to showcase their knowledge

7. What material will be used for remedial and advanced students? Students work in groups so they can help each other

8. Are all 7 elements of the Math-in-CTE enhancement model clearly addressed in the lesson? Yes __No__ If no, what elements are weak or missing? Yes

9. Do you have any suggestions for improving the teaching of the academic concepts in this lesson?

Be a bit more specific in lesson plan about which muscle is which (put in answers!) The teaching part goes well.