Science Concept Lesson Plan (Online, 10 Min)

Fundamentals of University Teaching Microteaching Lesson Plan Template
Your preferred name: Fundamentals Student
Have you completed the Effective Lesson Plans (CTE202) workshop? Yes ☒ No ☐
How many microteaching sessions have you completed, if any? 1 ☐ 2 ☐ 3 ☐
Which microteaching topics have you taught, if any? 1 ☐ 2 ☐ 3 ☐

What is the general topic of this lesson?
☐ 1. Your favourite theory or theorist in your field of study
☒ 2. A basic concept or skill from a first-year course in your field of study
☐ 3. Your favourite teaching method OR a teaching tip
Are you trying a new tool/technique/approach in this session? Yes ☐ No ☐

If yes, describe below…
Click or tap here to enter text.
What would you like to receive feedback on in this microteaching session?
Personal presentation, Clarity of explanations
Topic of this lesson: Major Macromolecules

Remember to gear your session towards beginner learners, not experts or advanced learners
Time
Lesson components
(mins)
Bridge-in I will open with a slide that is a collage of images of

How will I open the lesson cells, animals, plants, etc. and ask the learners what
and get my learners these images have in common. I will then tell the
interested? learners that today’s lesson will focus on the building
blocks of life, and that all those living things are made
of macromolecules. 1
Well before the lesson begins, I will test my screen

share, audio and visuals (PowerPoint) to ensure the
lesson goes smoothly.
Intended learning By the end of this lesson, my learners should be able to…
outcome (max 1)  Differentiate between the four major
What do I want my learners macromolecules
to be able to know, do, or 0.5
feel by the end of the
lesson?
Pre-assessment First, I’ll ask my learners some questions:

How will I find out what my 1. “Have you heard of macromolecules?”
learners already know 2. “Can you name one of the four major
about the topic? macromolecules?” 1
I will say that the four macromolecules are:
carbohydrates, proteins, lipids and nucleic acids.
University of Waterloo Centre for Teaching Excellence | Microteaching Lesson Plan Template | Updated December 2021
Learners will be asked to answer by unmuting their
microphone.
Participatory learning Add more rows in this section as needed
What will I do? What will my learners What online and in-person
do? materials and tools will we Time
need? (mins)
I will tell learners to have Learners will: listen and I will screenshare
a pen and paper/word take notes; ask questions in PowerPoint slides to the
document handy for the chat if applicable learners, who will also have
notes and activities. access to the chat.
1.5
Lecture (1/2)
-what is a macromolecule
-carbohydrates
-lipids
I will ask learners to Learners will write down Learners need a pen and
discuss with their similarities/differences paper/ open word document
classmates and write between the two to write down their answers
down the macromolecules. When to the question. Learners
similarities/differences prompted, learners will need access to microphones
between carbohydrates share something they 1
and lipids (as prompted wrote down
on the slide). After ~30s, I
will ask the learners to
share their answers
verbally with the class.
Lecture (2/2) Learners will: listen and I will screenshare

-proteins take notes; ask questions in PowerPoint slides to the
-nucleic acids the chat if applicable learners, who will also have
access to the chat. 1
I will ask learners to Learners will write down Learners need a pen and
discuss with their similarities/differences paper/ open word document
classmates and write between the two to write down their answers
down the macromolecules. When to the question. Learners
similarities/differences prompted, learners will need access to microphones 1
between proteins and share something they
nucleic acids (as wrote down
prompted on the slide).
After ~30s, I will ask the
learners to share their
answers verbally with the
class.
Post-assessment I will ask a series of questions to the learners and ask

How will I ensure that my them to type their responses in the chat. Once I ask a
learners walk away with the question, the learners will all type their responses, then
key points? after 15 seconds I will ask them to all reveal their
answers all at once.
E.g. I will verbally ask, “What is the function of

carbohydrates?”. I will tell the learners to type in their 2
answers in the chat then after ~15 seconds, tell them all
to press enter. I will then read out the answers and
ensure the learners know the correct answer.
1. What is the function of a carbohydrate?
2. What is similar between carbohydrates and lipids?
3. What is the difference between a nucleic acid and a
protein?
Summary I will share a figure that displays the key macromolecules
How will I wrap up the and each of their functions and go over the key functions
of each macromolecule. 1
lesson?
Self-Assessment Checklist:
 Have you completed the Effective Lesson Plans workshop?
 Have you read the MTS Online Guidelines in full?
 Have you logged on to Zoom and tried practicing your lesson in a Zoom meeting?
Bridge-In:
 Have you designed something to hook your learners’ interest? A question, a thought-
provoking statement, a photo, etc.
Learning Outcomes:
 How will you communicate your learning outcome in an online environment?
Are your key learning outcomes:

 Stated from the perspective of the learner?
 Easily understood by potential learners?
 Started with a specific verb (but not ‘know’ or ‘understand’)?
 Possible for learners to attain (max 1 LO)?
 Possible to assess in some way?
 Concise?
 Do your learning outcomes fit with the context of the lesson?
 Are all learning outcomes essential?
 Are all learning outcomes attainable via a remote offering?
 Have you used the conditional "should" versus the definitive "will"?
Pre-Assessment:
 How will you assess what your learners already know about your topic?
 What tools in Zoom can you utilize to best accomplish your pre-assessment goals?
 How will learners respond to your pre-assessment?
Participatory Learning:
 Have you determined how you are going to share your content with your learners?
 Do your teaching activities support achievement of your identified key learning outcomes?
 If not, do you need to design an alternative activity to help your learners meet a key learning
outcome?
 How will you set the tone of your lesson, of your communication with your learners? What
kind of tone will you create?
 How will you connect with your learners?
Post-Assessment:
 How will you know how well your students have achieved the learning outcomes?
 What tools in Zoom can you utilize to best accomplish your post-assessment goals?
 How will learners respond to your post-assessment?
 Which key learning outcome(s) does your post-assessment demonstrate has been achieved?
Summary:
 Have you summarised what learners should take away from this lesson?
 How will you revisit key points to remind students what they now know?
 Have you emphasized why this is important to learn?

Science Concept Lesson Plan (Online, 10 Min)

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Science Concept Lesson Plan (Online, 10 Min)

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Fundamentals of University Teaching Microteaching Lesson Plan Template

Your preferred name: Fundamentals Student

How many microteaching sessions have you completed, if any? 1 ☐ 2 ☐ 3 ☐

Which microteaching topics have you taught, if any? 1 ☐ 2 ☐ 3 ☐

Are you trying a new tool/technique/approach in this session? Yes ☐ No ☐

Topic of this lesson: Major Macromolecules

Bridge-in I will open with a slide that is a collage of images of

Well before the lesson begins, I will test my screen

Pre-assessment First, I’ll ask my learners some questions:

Participatory learning Add more rows in this section as needed

Lecture (2/2) Learners will: listen and I will screenshare

Post-assessment I will ask a series of questions to the learners and ask

E.g. I will verbally ask, “What is the function of

Are your key learning outcomes:

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