Data Sheet Activity - LipidsAll Content is Copyright Protected

Data Sheet: Activity - Lipids
All Content is Copyright Protected and May NOT Be Posted or
Shared Outside Of The Classroom
Name
Course
Date
Activity Data Code ICV
Procedure I - Thin-Layer Chromatography
Using the lipids key for lanes 1-3 found under the Activity
Form tab, list the lipids present in lanes 4 and 5 of the
chromatography plate in the table below. List the lipids using
the abbreviations found under the Activity Form tab (TG for
triglycerides, etc.).
Tip: It is helpful to use a ruler when attempting to match up
lipids on the chromatography plate.
4
TableTop Science – All Rights Reserved
1
Table I-1. TLC Plate Bands for Fish and Nut Samples
Lane 1
Standards
Lane 2
Standards
Lane 3
Standards

Lane 4
Fish
Lane 5
Nut
CE
TG
DHA
EPA
ALA
LA
OA

PA
FC
PS
Observations and Questions
[1] Closely examine the bands for the fish and nut samples.
Describe the overall appearance (number, intensity, and
distribution) of the bands for each test sample, the fish and nut
samples.
[2] How many bands do the fish and nut samples have in
common?

[3] Compare the standard bands with the bands on the TLC plate
that the two test samples have in common. Identify (name) the
lipids that the fish and nut samples have in common. Be specific
and refer to your results in Table I-1 above.
[4] For each of the fatty acids that the fish and nut samples have
in common, discuss which sample (fish or nut) contains the
greater amount of those fats. Hint: Refer back to your Procedure
I screenshot and note that the darkness of a band is an
indication of the amount.
[5] Which lipids are distinct, i.e., not in common, for the fish
and nut samples? In other words, how is the lipid compositio n
different between the fish and nut samples? Be specific and
refer to your results in Table I-1 above.
[6] Omega-3 fatty acids are associated with reductions in the
risks of cardiovascular disease, reduced inflammation, and a
healthy balance of LDL and HDL cholesterol. Based on your
results, can all three omega-3 fatty acids be obtained from fish?
Or from nuts? Discuss information from your Table I-1 results
and your TLC plate to explain how you arrived at your answer.

Procedure II - Unsaturation Testing
In the table below indicate the number of drops needed for each
sample to change color.
2
3
Table II-1. Unsaturation Test for Presence of Double Bonds
Drops
Needed for
Sample
A
Drops
Needed for
Sample
B
Drops
Needed for
Sample
C
Drops
Needed for
Sample
D
Drops
Needed for
Sample
E

Observations and Questions
[7] Based on information you learned from the Background
material, what does the test of unsaturation reveal about the
structural biology of lipids?
[8] Think about your experience dispensing the drops in this
experiment. What is the nutritional significance of the ability of
the lipid samples to retain the color of the solution in the
dropper? For example, how does the colorization process
observed here help you to understand which lipids should be
more abundant in your diet and which should be less abundant?
[9] List the fatty acid samples (A-E) from lowest to highest
saturation. Label the lowest and highest. Discuss how
knowledge of, and experience with, the lipid saturation test can
be used to make decisions about the saturation ranks. BE
CAREFUL: This question is asking about ‘saturation.’
LOWEST SATURATION—
:
:
:
HIGHEST SATURATION—

[10] Based on your Procedure II results (Table II-1), identify
which fatty acid sample (A-E) corresponds to each fatty acid
(and its corresponding number of double bonds) given in Table
II-2 below.
Table II-2. Test Sample-to-Fatty Acid Family Member
Correspondence
Fatty Acid
Number of Double Bonds
Fatty Acid Sample
Omega-# Fatty Acid Identification
DHA
6
EPA
5
ALA
3
LA
2
OA
1

[11] The fatty acid acronyms listed in Table II-2 all belong to
the omega fatty acid family. Conduct research or an internet
search to determine the corresponding omega-# identification
for each of the five fatty acids in the table. Add the
corresponding names to the rightmost column of Table II-2.
[12] Choose one of the omega fatty acid family members you
listed in Table II-2 to address questions (a) and (b) below. Cite
all sources used to answer the question.
(a) What are the known health benefits associated with
including this member of the omega fatty acid family as a
regular part of your dietary intake?
(b) Is the omega fatty acid member that you selected regarded
as an essential fatty acid? Explain your reasoning.
4
3
Grand Canyon University
ELM-580-0501/500 Methods and Strategies of Teaching English
Language Arts

MODIFIED CLINICAL FIELD EXPERIENCE
Updated 5/4/2021
This presentation uses a free template provided by FPPT.com
www.free-power-point-templates.com
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Grand Canyon University Modified Practicum
Campus Teacher: Elementary
Course: ELM-580-0501 Methods and Strategies of Teaching
English Language Arts
1
Welcome
GCU's Mission and Vision
Vision
Grand Canyon University is a premier Christian University,
educating people to lead and serve.
Mission
Grand Canyon University prepares learners to become global
citizens, critical thinkers, effective communicators and
responsible leaders by providing an academically challenging,
values-based curriculum from the context of our Christian
heritage.
We are still here to support you through PRAYER, in reaching
your educational goals.
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Outline
Alternative Mentor
Course Description
Required Forms
Topic 2: Reading
a. Topic 2: Alternative Methods
V. Topic 3: Writing
b. Topic 3: Alternative Students (Randy/Morris/Billy Bob)
Topic 4: Listening and Speaking
VII. Topic 5: Differentiation for All Students
VIII. Topic 6: Integrating Technology to Enhance English
Language Arts
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ALTERNATIVE MENTOR
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ALTERNATIVE MENTOR
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ELM-580 – 0501
Methods and Strategies of Teaching English Language Arts

ALTERNATIVE MENTOR
The purpose of this powerpoint is to provide GCU students, who
do not have a “Mentor” another option for completing their
practicum hours.
If you require me to be your “Mentor” please request me to be
your mentor in the course “Private Forum” ASAP.
On the other hand, if you had your own mentor at the beginning
of the course, and now you need me to be your mentor, please
reach out to me in the private forum.
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ELM-580 – 0501
ALTERNATIVE MENTOR
Jeanne M. Hines PhD.,LSSP
[email protected]
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COURSE DESCRIPTION
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ELM-580 – 0501
Course Description
Teacher candidates examine a variety of instructional strategie s
to encourage learners to develop deep understanding of reading,
writing, and oral language and their connections, and to build
skills to apply knowledge in meaningful ways. Teacher

candidates build foundational knowledge on how to use the
concepts from reading, language, and child development to
teach reading, writing, speaking, viewing, listening, and
thinking skills, and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
Practicum/Field experience Hours: 12
Fingerprint clearance required. Prerequisite: ELM-530 or ELM-
570.
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ELM-580 – 0501
Require Practicum/Field Experience Hours
The course requires…
Practicum/Field experience Hours: 12
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Modified Clinical Field Experience REQUIRED FORMS
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REQUIRED FORMS
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GCU Modified Clinical Field Experience
What are the Forms?

GCU Students, you have two different types of forms.
Clinical Field Experience
Clinical Field Experience Verification Form
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Instructions and Submissions
Topic 2 is the beginning of your “Clinical Field Experience
Forms” to
be submitted in the GCU course portal. Topic 6 is the location
of the
Clinical Field Experience Verification Form” which is the last

form
to be submitted.
The assignments will be submitted based on the course syllabus
starting
With Topic 2.
Topic’s submission:
Topic 2: Reading
Topic 3: Writing
Topic 5: Differentiation for all Students
Topic 6: Integrating Technology to Enhance English Language
Arts
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Submission
Clinical Field Experience Form
Submit the “Clinical Field Experience Form” for that Topic
Week, with your assignments as an attachment. This will
Start in Topic 2.
The form is how you will track what you have done in the
course
and the time it took to do the work
The clinical forms (4) are:
Clinical Field Experience Form – A: Literacy Assessment and
Framework
Clinical Field Experience Form – B: ELA Pre-Assessment
Clinical Field Experience Form – C: Literacy Pre-Assessment
and Lesson Plan, and
Clinical Field Experience Form – D: Assessment and
Reflection.
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Clinical Field Experience Forms
Four Clinical Field Experience Forms are…
Topic 2: Reading
FORM: Clinical Field Experience A: Literacy Assessment and
Framework
2. Topic 3: Writing
FORM: Clinical Field Experience B: Student Needs and
Instructional Planning
3. Topic 4: Listening and Speaking
FORM: Clinical Field Experience C: Literacy Pre-Assessment
and Lesson Plan
4. Topic 5: Differentiation for all Students
FORM: Clinical Field Experience D: Assessment and Reflection

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Clinical Field Experience Verification Form
The “Clinical Field Experience Verification Form”
summarizes
the number of hours completed (12hours).
When filling out the Clinical Field Experience Verification
Form it will ask you how many hours requires (12 hours for this
course) and
then how many hours you have completed ( 12 hours).
If you submitted all of the required assignments, you
will have completed 12 hours.
Please follow the instructions provided in the course
syllabus.

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Topic 2: Reading
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Topic 2: Reading
Topic 2: Reading
Objectives:
Create instructional opportunities that are adapted to diverse
students and foster active
engagement through supportive learning environments. [ACEI

3.2, 3.4; InTASC 4 (f), 7(b), 8(b), 8(l)]
Describe strategies related to language development and reading
acquisition that are designed for
diverse populations. [ACEI 2.13.1; InTASC 1(g), 2(e), 8(a),
8(h), 8(k)]
Examine strategies readers use to construct meaning from print
and to monitor their
comprehension. [ACEI 2.1; InTASC 4(e), 5(h), 8(a)]
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Topic 2: Reading
Submit the following form….
Clinical Field Experiences A: Literacy
Assessment and Framework
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Topic 2: Reading
Alternative Assignments
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Clinical Field Experiences A:
Literacy Assessment and Framework
Part 1: Observation and Collaboration:
View the YouTube videos and the article for Topic 2 Reading .
After viewing the videos describe the lesson cycle and answer
the questions below. (250 – 300 words). Take notes during your
viewing of the YouTube video and with your mentor teacher
discuss the following:

Answer the following questions to the best of your abilities,
during and after viewing the YouTube video.
Take notes during your viewing of the YouTube video and with
your mentor teacher discuss the following:
Which literacy assessments have proved to be successful in
identifying student needs? How were these assessments chosen?
What data collection methods are used to track and monitor
student progress?
How does assessment data drive curriculum and the literacy
framework?
What steps are taken to develop a literacy framework that meets
the needs of all students?
What does a comprehensive literacy framework include?
What technology tools are used to focus on continuous and
effective data?
How is data information shared with students and students’
families?
What does a typical literacy block of instruction include?
How are the cognitive, emotional, social, and developmental
needs of students factored into instruction choices?
What steps are taken to monitor and adjust curriculum based on
student needs
What technology tools are utilized in the classroom to reinforce
and develop literacy curricular concepts outlined in the literacy
framework?
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YouTube: Mrs. G's First Grade Morning Meeting- Hit the Floor
The Morning Meeting has four components: Greeting, Share.
Morning Message, and an Activity. Today, we did our Hit The
Floor greeting and several students shared with us. During the
morning message, students shared "why they feel lucky" and our
activity encourages
https://www.youtube.com/watch?v=oV5k6Ft8eMI
Time to Complete YouTube Video: 16:12
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YouTube: Literacy Lesson First Grade
First grade ESL/ELL inclusion classroom. Literacy Lesson:
question of the day, review of story vocabulary, picture
walk/recording predictions (4:37), actively listening to the story
while recording key concepts (10:59), group reading fluency
games(13:45), lesson closure (19:44).
https://www.youtube.com/watch?v=NkxJSwa_b3A

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YouTube: Instructional Strategies -- The Ten Plus Two
Teaching Method
Are you looking for a strategy that allows you to do some
lecture but also builds in time for student interaction? Well, in
this video I'll explain the Ten Plus Two strategy.
https://www.youtube.com/watch?v=Y2udPWz_3vg
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PowerPoint: The Learning Cycle: Model & Steps
26

The learning cycle is a sequential process for both learning and
instruction. It places focus on a series of steps that encourage a
more thorough understanding and a deeper application of
content. It also pushes students toward inquiry and discovery in
their learning. The learning cycle gives teachers a process for
instruction, while giving students a formula for learning.
https://study.com/academy/lesson/the-learning-cycle-model-
steps.html
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Article: What Does Blended Learning Really Look Like in
2021?
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Review the following articles, “What Does Blended Learning
Really Look Like in 2021?”. Next write a short summary of the
article. (250 – 300 wordcount).
https://clarityconsultants.com/blog/what-does-blended-learning-
really-look-like-in-
2021/#:~:text=Ultimately%2C%20blended%20learning%20is%2
0evolving%20in%202021.%20The,return%20to%20in-
person%20instruction%20is%20a%20beneficial%20one.
Time to Complete Article: 30 mins.

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Clinical Field Experiences A:
Literacy Assessment and Framework
Part 1I: Observation: Use the YouTube videos provides earlier
and the article to meet this assignment requirements.
In 250-500 words, summarize and reflect upon your
observations of 1st Grade English Language Arts class. Please
answer the following questions.
Describe the teacher’s doing the lesson cycle
Describe her instructional strategies
Describe the student’s classroom behaviors
Describe how you will use what you have learned viewing the
1st grade class observation.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.

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Clinical Field Experience B: Student Needs
and Instructional Planning
With the help of your mentor teacher, identify 3-5 students
above, at, or below standard achievement in the classroom
environment that would benefit from additional learning
support. The students you will be using throughout the course
are listed below.
Students to be evaluated:
Randy ~ 1st grade (above grade level)
Gifted & Talented
Billy Bob ~ 1st grade (below grade level)
Specific Learning Disability in Reading and Written Expression
Morris ~ 1st grade (below grade level)
Autism
If you have children, you can give the assessment over the
phone, then use that data collected. Consider family and friends
so we can keep the social distancing.
Pick the Book of your Choice

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Topic 3: Writing
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Topic 3: Writing
Objectives:
Identify techniques to generate thought-provoking questions by

activating
students’ prior knowledge and developing skills. [ACEI 3.1;
InTASC 4(d), 5(d), 5(f),
6(e), 7(d), 8(f), 8(i)]
Examine a variety of instructional strategies to support and
expand students’ communication
through reading and writing. [ACEI 2.1, 3.1; InTASC 5(e), 5(n),
8(h), 8(m), 8(q)]
Implement teaching strategies that encourage elementary
students to use the
writing process. [ACEI 2.1, 3.1; InTASC 8(h), 8(m), 8(q)]
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Topic 3: Writing
Submit the following form….
Clinical Field Experience B: Student
Needs and Instructional Planning

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Topic 3: Writing
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Part 1: Pre-Assessment and Implementation
Allocate at least 3 hours to complete this field experience.
Use the “Clinical Field Experience B- ELA Pre-Assessment”

template to complete this assignment.
Part 1: Pre-Assessment and Implementation Pick the Book of
your Choice
During your previous observation in your field experience
classroom, you identified 3-5 students, above, at, or below
standard achievement who would benefit from additional
learning support. You also identified the standards and unit that
your mentor class is currently learning.
With this information, develop a pre-assessment in the English
Language Arts content area using the “ELA Pre-Assessment”
template. The pre-assessment must align with the standards and
unit that your mentor teacher shared with you during Clinical
Field Experience A. This pre-assessment can be oral, written, or
completed through technology. The pre-assessment should
identify how well selected students know the concept, and
provide data that would allow you to determine learning gaps
and needs in order to develop an appropriate lesson to support
learning needs.
Administer the pre-assessment that you created to the selected
group of students and use the data to prepare for the lesson plan
in Clinical Field Experience C. Create some data that you will
be able to use in Clinical Field Experience C.
Use the Common Core Standards for English Language Arts to
develop your pre-assessment.
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Part 2: Reflection
In 250-500 words, summarize and reflect on how your created
the pre-assessment and the steps you took to identify students
for the pre-assessment. What are some learning gaps for the
three children: Randy, Billy Bob, and Morris.
How did the pre-assessment provide data to determine the
learning gaps and needs of students?
What challenges did you face when developing and delivering
the pre-assessment?
Explain how you will use your findings in your future
professional practice.
Submit the “ELA Pre-Assessment” and reflection as one
deliverable.
expected.
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Handout: Common Core Standards – First Grade Assessment
Common Core Standards – First Grade Assessment“Educational
standards are the learning goals for what students should know
and be able to do at each grade level. Education standards, like
Common Core are not a curriculum. Local communities and
educators choose their own curriculum, which is a detailed plan
for day to day teaching. In other words, the Common Core is
what students need to know and be able to do, and curriculum is
how students will learn it. The Common Core State Standards
are educational standards for English language arts
(ELA)/literacy and mathematics in grades K-12. Please click
here to read the ELA Common Core State Standards and click
here to read the mathematics standards” (Common Core
Standards n.d., p.1).
https://www.corecommonstandards.com/core-standards/first-
grade-common-core-assessment-workbook-sample.pdf
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Website: Lesson Plans
First grade is a very exciting year filled with curiosity and new
learning opportunities. Below you will find various lesson plans
to help guide your instruction. The lessons cover multiple
subject areas and objectives. Our first-grade lesson plan section
will continuously grow as more teachers from
https://www.teacher.org/lesson-plans/1st-grade/
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Website: How to Create an Effective Lesson Plan
https://www.russell.k12.ky.us/userfiles/indexblue/how%20to%2
0create%20effective%20lesson%20plan.pdf
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Website: Common Core Standards
The following provides answers to some of the frequently asked
questions about the Common Core State Standards, from how
they were developed to what they mean for states and local
communities.
http://www.corestandards.org/about-the-standards/frequently-
asked-questions/
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YouTube: Creating Pre-Assessments
https://www.youtube.com/watch?v=kQkgnbXD8YU

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YouTube: Formative Assessment in the Classroom
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
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YouTube: Formative vs. Summative vs. Diagnostic Assessment
https://www.youtube.com/watch?v=JI-YgK-l4Sg
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Topic 3: Writing
Alternative Students
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Students to be evaluated:
Gifted & Talented
Specific Learning Disability in Reading and Written Expression

Autism
If you have children, you can give the assessment over the
phone, then use that data collected. Consider family and friends
so we can keep the social distancing.
Pick the Book of your Choice
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Topic 3: Writing
Student: RANDY
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Gifted & Talented
“Gifted and talented student” means a child or youth who
performs at or shows the potential for performing at a
remarkably high level of accomplishment when compared to
others of the same age, experience, or environment and who:(1)
exhibits high performance capability in an intellectual, creative,
or artistic area;(2) possesses an unusual capacity for leadership;
or (3) excels in a specific academic field.(Texas Education
Code 29.121) (State definitions of Giftedness n.d p, 1.)
View the following videos to answer the clinical form.
YouTube:
Teaching Gifted Students
https://www.youtube.com/watch?v=Ur64bToMpv4
How to Identify Gifted Learners in Diverse Classrooms
https://www.youtube.com/watch?v=ZWMVREl3YNk
STATE DEFINITONS OF GIFTEDNESS retrieved from
https://www.nagc.org/sites/default/files/Advocacy/State%20defi
nitions%20(8-1-13).pdf

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Topic 3: Writing
Student: BILLY BOB
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Specific Learning Disability in Reading
A specific learning disability is a disorder in one or more of the
neural processes involved in using or comprehending language.
In other words, the brain connections dealing with spoken and
written language do not work the way they're supposed to.

These missed or disrupted connections can create difficulties
with speaking, listening, reading, writing, spelling, reasoning or
mathematical computations. (What is a Specific Learning
Disability n.d. p,1 )
YouTube:
Learning disability - definition, diagnosis, treatment, pathology
https://www.youtube.com/watch?v=RKCNqHEzLwQ
Learning Disability Identification: Linking Assessment to
Intervention
https://www.youtube.com/watch?v=hSGjLBN_Ajk
What Is a Specific Learning Disability?
https://study.com/academy/lesson/specific-learning-disability-
definition-types.html
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Topic 3: Writing
Student: MORRIS
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Autism
Autism, also called autism spectrum disorder (ASD), is a
complicated condition that includes problems with
communication and behavior. It can involve a wide range of
symptoms and skills. ASD can be a minor problem or a
disability that needs full-time care in a special facility (What is
Autism n.d., p.1)
YouTube:
Autism Program @ Fruitville Elementary School
https://www.youtube.com/watch?v=pzh7M60ujyE
Teaching Children with Autism
https://www.youtube.com/watch?v=cnWQWa7U29s
What Is Autism?
https://www.webmd.com/brain/autism/understanding-autism-
basics
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Topic 4:
Listening and Speaking
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Topic 4: Submission Checklist
Objectives:
Determine a variety of teaching strategies that encourage
elementary students to apply a personal
opinion toward the interpretation of texts. [ACEI 2.1, 3.3;
InTASC 4(a), 7(a), 8(e)]

Use a variety of teaching strategies that encourage elementary
students to apply listening,
speaking, and writing skills. [ACEI 3.1; InTASC 5(e), 5(n),
8(h), 8(m), 8(q)]
Implement effective verbal, nonverbal, and media
communication techniques to foster elementary
students’ active inquiry, collaboration, and supportive
interaction. [ACEI elements 3.5; InTASC 5(e),
8(h)]
Identify appropriate accommodations and the proper preparation
related to assessment and testing
conditions for students with diverse needs. [ACEI 3.1, 4.0;
InTASC 6(p)
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Required Form:

Clinical Field Experience C: Literacy Pre-Assessment and
Lesson Plan
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Topic 4:
Listening and Speaking
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Clinical Field Experience C:
Literacy Pre-Assessment and Lesson
Allocate at least 4 hours in the field to complete this field
experience.
Part 1: Mini-Lesson Plan -
Use the data received from the “Clinical Field Experience B”
pre-assessment to complete the “ELA Mini-Lesson Plan”
template. Use the book pick you picked in Topic 2 for the mini -
lesson. This mini-lesson plan will be administered to the
selected group of students to support instruction to meet the
selected standards.
Your mini-lesson should include.
Grade level, ELA standards, learning objectives, description
of the unit the field experience class is currently learning
Book that can be used to create ELA activities appropriate
for the identified students.
Instructional strategies that encourage students to apply
listening, speaking, and writing skills OR apply personal
opinions toward the interpretation of texts.
A 100-150 word description of the ELA learning activity that
is directly related to the data received from the pre-assessment
Formative Assessment (to be created and administered in
Clinical Field Experience D)

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Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with
your the process for it’s development, how you would help
Randy, Billy Bob, and Morris with their strengths and
weakness. Provided permission, teach the mini-lesson plan to
the small group of selected students. During your lesson, ensure
you are answering questions from your students, asking
questions that support critical thinking and problem solving,
and observing the understanding from each student. (This might
require formative assessments before, during, and after the
lesson to determine understanding.) Make sure to answer all of
the questions on the form.
mentor teacher for feedback.
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Part 3: Reflection
In 250-500 words, summarize and reflect upon the strengths
and weakness of your lesson plan, as well as lesson delivery.
Identify successes of your lesson plan delivery as well as areas
of potential growth. What accommodations, if any would you
implement during testing to meet the needs of diverse students?
Be sure to explain how you will use your findings in your future
professional practice. Submit the “ELA Mini-Lesson Plan” and
reflection as one deliverable.
expected.
assistance.

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YouTube: Station Rotation: Differentiating Instruction to Reach
All Students
https://www.youtube.com/watch?v=Kg38A1ggYiE
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YouTube:1st Grade Phonics Assessment
1st Grade Phonics Assessment

https://www.youtube.com/watch?v=xs4LUDPZ32A
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YouTube:
How to Quickly Assess for Small Group Reading Instruction
(1st Grade and Older)
https://www.youtube.com/watch?v=7eb6kkid99o
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YouTube: How I Lesson Plan Introduction and Reading

https://www.youtube.com/watch?v=3KzfyNQwI2A
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Topic 5:
Differentiation for all Students
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Objectives:
Plan instruction on literacy skills, incorporating English
language arts concepts on reading,
language and child development, with the application of
developing skills to different situations,
materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a]
Use formative and summative assessment strategies to
strengthen instruction. [ACEI 4.0; InTASC
6(a), 6(b), 6(e), 6(h), 7(d)]
Incorporate digital tools and resources that are learner -centered,
provide equitable access, and
develop cultural understanding and global awareness. [ACEI
3.1; InTASC 4(g), 5(l), 7(k); ISTE-T 4b,
4d]
63
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63
Required Form: Clinical Field Experience D: Assessment and
Reflection
64
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64
Topic 5:
Differentiation for all Students

65
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65
Clinical Field Experience D:
Assessment and Reflection
Allocate at least 2 hours in the field to support this field
experience.
For this field experience, you will assess students, provide them
with feedback, and reflect on the summative assessment
administration; Randy, Billy Bob, and Morris.
Part 1: Assessment
In the previous field experience, you designed and implemented
a lesson that provided additional learning support to a selected
group of students. In the final part of the assessment process,
you will conduct a summative assessment for the same group of
students; Randy, Billy Bob, and Morris.
Your summative assessment should be designed to determine
mastery of identified standards. Prior to completing the
assessment, review the pre-assessment to ensure appropriate

concepts are measured in the final assessment. Once your
summative assessment is complete, ask your mentor teacher to
review it for approval. You may provide multiple assessment
methods (oral, written, technology driven, etc.), and
differentiate assessment based on the needs of the students.
54 different examples of formative assessment
http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formati
ve_assessment_ppt.pdf
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66
Part 2: Provide Feedback
Individually conference and review each student’s assessment
results with him or her. During each conference, ask the
following questions to engage the student; Randy, Billy Bob,

and Morris. Speculate on the student’s responses.
How do you feel about the lesson?
What was most difficult?
What was easy?
During this time, begin with a positive strength of each student.
Provide effective, descriptive feedback by identifying
instructional goals for the student to continue working on. End
on a positive note that shows compassion, justice, and concern.
Speak with your mentor teacher and, provided permission, use
any remaining time to seek out opportunities to observe and/or
assist your mentor teacher or another teacher and work with a
small group of students on instruction in the classroom. Your
mentor teacher must approve any hours spent observing another
classroom environment.
67
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67

Part 3: Reflection
Submit a 250-500 word reflection of your experience creating
and administering a summative assessment, and providing
effective student feedback. Why is it important to provide
feedback to students? How will this help them? Did the data you
collected in the pre-assessment help you prepare an applicable
summative assessment?
Submit a description or copy of your assessment, along with
your reflection as one deliverable.
expected.
assistance.
68

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68
YouTube: Break down comprehension strategies by subskills
https://www.youtube.com/watch?v=jcHvwSAdumE
69
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69
YouTube: Formative assessment in the classroom
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
70
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70

YouTube:
What is SUMMATIVE ASSESSMENT? What does
SUMMATIVE ASSESSMENT mean?
https://www.youtube.com/watch?v=xgwSZVM0jGU
71
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71
Topic 6
Integrating Technology to Enhance
72
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72

Clinical Field Experience Verification Form*
Read the course syllabus
Candidates must complete all programmatic requirements,
including practicum/field experiences hours defined in their
coursework. Additional information about practicum/field
experiences can be found on the Student Success Center.
To earn credit for this assignment, all required course hours
must be completed and submitted by the assignment due date.
Access the Clinical Field Experience Verification Form in the
My Documents section in the Student Portal.
Complete all required fields on the Clinical Field Experience
Verification Form.
Submit by clicking “click to sign.” An email will be sent to the
classroom teacher/mentor to complete and verify the
practicum/field experiences.
Communicate with the classroom teacher/mentor to request he
or she verify the practicum/field experience. Once verified by
the classroom teacher/mentor, an email will be sent to the
candidate’s primary email address on file with the final
completed document.
Save a .pdf copy of the completed Clinical Field Experience
Verification Form to your computer.
Submit the Clinical Field Experience Verification Form to
LoudCloud.
*The data entered into this document is subject to a verification
audit. Candidates who engage in fabricating, falsifying, forging,
altering, or inventing information related to practicum/field
experiences, internships, clinical practice, and/or any associated
documentation may be subject to sanctions for violating GCU
academic integrity policies, which may include expulsion from
GCU.

73
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73
Topic 6: Integrating Technology to Enhance English Language
Arts
Required Form: Clinical Field Experience Verification Form*
74

SLIDE: 74
74
75
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75
Clinical Field – B
Experience Form
a
AA Discipline
Clinical Field Planning Template
_______Topic 2: Reading
____X___Topic 3: Writing
______Topic 4: Listening & Speaking

_______Topic 5: Differentiation for all Students
Weekly Newsletter
Name:
Student ID#:
Course:ELM-580-0501/500 Methods and Strategies of Teaching
Starting May 27, 2021
Ending July 7, 2021
Modified Practicum: Due to COVID-19 Pandemic Virus
Course Instructor/Mentor: Jeanne M. Hines PhD
[email protected]
Course Title:
ELM-580- 0501/500Methods and Strategies of Teaching English
Language Arts
Total Required Hours:
12 Hours
Required Setting:
Modified – Due to the COVID19 Pandemic Virus

ACTIVITIES COMPLETED
TIME
Website Lesson Plans https://www.teacher.org/lesson-plans/1st-
grade (30 minutes)
Common Core Standards (30 minutes)
Youtube: Creating Pre-Assessments (2:01 minutes)
Youtube: Formative Assessment in the Classroom (6:40
minutes)
YouTube: Formative vs. Summative vs. Diagnostic Assessment
(2:55 minutes)
YouTube: How to Identify Gifted Learners in Diverse
Classrooms (1:01:14) (Randy)
YouTube: Learning Disability Identification: Linking
Assessment to Intervention (1:32:55) Billy Bob
YouTube: Autism Program at Fruitville Elementary School
(13:30 minutes) (Morris)
ELA Mini-Lesson Plan
Part 1: Mini-Lesson Plan
Grade Level:
ELA Standards:
Learning Objectives:
Description of the unit the class is currently learning:

Book that can be used to create ELA learning activity:
Instructional Strategies:
ELA Learning Activity Description:
Assessment (to be created and administered in Clinical Field
Experience D):
Part 2: Reflection
© 2018 Grand Canyon University. All Rights Reserved.
6/18/2021 Lipids
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TableTop Science • Copyright 2016 ‐ 2021 • All Rights
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Learning Objectives
Apply appropriate experimental protocols to quantify fat (lipid)

content in foods
Differentiate among different types of lipids using appropriate
technology
Discuss how lipids can be characterized based on electric
charge (polarity) of the fatty acid backbone
Explain how thin-layer chromatography works
Discuss how chemical reagents can be used to distinguish the
degree of unsaturation in lipids
Monounsaturated Fatty Acids and Polyunsaturated Fatty Acids
MUFA and PUFA sound like names of characters that might
appear in a version of Disney's Lion King. In the lipid story of
nutrition, MUFAs and PUFAs are the 'good guys.' MUFA is an
abbreviated way to say monounsaturated fatty acid while
PUFA refers to a polyunsaturated fatty acid, the heroes in the
tale of the 20-35% daily requirement of fat in the human
diet. Fatty acids come in many shapes and sizes, and these
differences are important to our health and can be studied
using a simple experimental design.
Meet your Lipid Heroes
It is commonly accepted that salmon is a healthy fish to eat and
dietary intake recommendations include 3-7 servings per
week of salmon or other wild-caught fatty fish from cold
northern oceans around the world 1 These fish are sources of
Background Procedure Activity Activity Form
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It is commonly accepted that salmon is a healthy fish to eat and
dietary intake recommendations include 3-7 servings per
week of salmon or other wild-caught fatty fish from cold,
northern oceans around the world.1 These fish are sources of
PUFAs, one of our fatty acid diet heroes that have anti -
inflammatory properties and even protect DNA from attack by
mutagenic agents.2 In the early 20th century, researchers
discovered that fat, particularly from these cold-water fish, was
75% of the native Alaskan Inuit diet. Additional research
revealed that the Inuits did not show any signs of heart disease,
joint disorders, or skin afflictions, which were ailments that
plagued citizens of the lower 48 states in the United States of
America.3 In the lower 48 states, more than 79 million U.S.
citizens have three or more risk factors for cardiovascular
disease and Type 2 diabetes, whereas none of the Inuits showed
signs of cardiovascular disease.4 To address this
public health epidemic, the United States Department of
Agriculture's 2015-2020 Dietary Guidelines for Americans and
the National Academies Institute of Medicine set detailed
dietary reference intake recommendations for fat consumption.
Total fat intake each day should be no more than 20-35% of
daily calorie levels for adults; this range is referred to as the
Acceptable Macronutrient Distribution Range (AMDR). In
addition to the range of fat consumption, the guidelines state
that the amount of daily saturated fat should be less than 10% of

fat consumed each day, while the essential fatty acids
omega-3 and omega-6 should be in the range of 1.1-1.6 grams
per day and 11-17 grams per day, respectively.
Omega-3 and omega-6 fatty acids are PUFAs and can be found
in cold-water fish as well as in walnuts, pecans, soybean
oil, and flaxseed oil.5 The other hero in the nutrition lipid story,
MUFAs, can be found in olive oil, sunflower oil, canola oil,
peanuts, walnuts, avocados, whole grains, and green leafy
vegetables. Unlike a Disney movie, the lipid good guys in the
nutrition story tend to mingle inextricably with many of the
other lipid players. Scientific evidence demonstrates that olive
6
6/18/2021 Lipids
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oil, and flaxseed oil.5 The other hero in the nutrition lipid story,
MUFAs, can be found in olive oil, sunflower oil, canola oil,

peanuts, walnuts, avocados, whole grains, and green leafy
vegetables. Unlike a Disney movie, the lipid good guys in the
nutrition story tend to mingle inextricably with many of the
other lipid players. Scientific evidence demonstrates that olive
oil is one of the healthiest choices-if not the healthiest choice-
for cooking oil and salads.6 However, even a superhero
like olive oil is a diverse collection of lipids rather than a
single, 'good guy' mono-lipid. Olive oil is made up of several
different fatty acids. The distribution of these lipids in olive oil
is roughly 72% MUFAs, 10% PUFAs, and about 14%
saturated fat.7 Let's take a look at the distribution of lipid types
in a few other foods. See Table 1 below.8 As you can see,
irrespective of whether the source is animal or plant, MUFAs,
PUFAs, and saturated fats have been found to be present.
In this laboratory, you will explore how researchers learn about
the composition of lipids.
Table 1. Lipid Types as a Percentage of Total Fat in Selected
Foods
Food % Saturated Fat % MUFAs % PUFAs % Cholesterol
Olive oil 14 72 10 0
Shrimp 29 29 29 13
Venison 45 29 21 4

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Reserved
Venison 45 29 21 4
Hamburger (¼ lb) 47 49 3 0.5
Mango 30 50 20 0
Avocado 16 71 13 0
Oatmeal (in H2O) 21 38 41 0
Soybeans 15 24 61 0
Lipids and Technology: How Do We Know the Composition and
Health Effects of Fats?
The composition of olive oil, other lipids, and all food sources
are studied using tools that have been engineered to
separate and extract the building blocks of these foods. Because
the building blocks of foods are essentially organic
chemicals, food technology makes use of chemical properties of
macronutrients such as reactivity and electronegativity
9,10 to study how the organic chemical components of food
relate to health outcomes For example an experiment can

6/18/2021 Lipids
Reserved
chemicals, food technology makes use of chemical properties of
macronutrients such as reactivity and electronegativity
9,10 to study how the organic chemical components of food
relate to health outcomes. For example, an experiment can
be conducted over several years (these type studies are referred
to as longitudinal studies) to study the health benefits
or harm of eating meals cooked using cold-pressed extra virgin
olive oil versus meals cooked using chemically extracted
olive oil. In fact, several studies have been conducted involving
olive oil and have shown repeatedly that using extra
virgin olive oil, which retains all the natural lipids and
phytochemicals (antioxidants) of natural olive oil, is associated
with
better health outcomes than chemically extracted olive oils. As
a regular part of diets and in cooking, cold-pressed olive
oil reduces the percentage of heart attacks, leads to a decrease
in the number of genetic mutations in DNA, improves

endothelial function (which directly improves cardiovascular
circulation), lowers levels of glucose and lipids in the blood,
and confers several additional other health benefits.11 Equipped
with the outcomes from longitudinal studies, nutrition
science researchers can use technology to isolate and
characterize the composition of cold-pressed olive oil and
chemically extracted olive oil, determine how the two oils differ
in composition, and draw inferences (correlations) about
how the differing composition of the oils contributed to the
health outcomes data obtained in the longitudinal study.
Chromatography Technique
Nutrition science relies heavily on biotechnology to gain
insights about the composition, function, and health impacts of
lipids. Research studies use similar technology to study
nutrition in human participants as well as animal subjects.
Techniques in lipid analysis often include separation of lipids
into constituent parts and chemical extraction.12 A subset of
lipids are separable based on chemical polarity such as the
presence of alcohols, e.g., glycerol in triglycerides.
6/18/2021 Lipids

Reserved
Separation of constituent parts is straightforward for polar
molecules such as salts and alcohols and can be slightly more
complex for lipids. Consider digestion: During lipid digestion in
the gastrointestinal tract, fatty foods are emulsified and
shuttled into the blood supply by a distinct mechanism that is
separate from processing stream for water-soluble foods
like carbohydrates and proteins. Fats are oily and do not mix
well with water. This 'oily' characteristic makes fats nearly
immiscible in water (unable to be mixed with water), but there
are techniques to increase immiscibility. For example, the
digestive system uses emulsification which is a way to break up
fats into tiny fat globules that can then float about in
water, suspended and flowing in the aqueous environment.
Researchers prepare fats for analysis by exposing them to
specialized reagents such as emulsifiers (e.g. lecithin) and
solvents (e.g. an acid-alcohol mixture) that first break up the
different fats in each test food, e.g. a researcher might want
to know about the constituent lipids in a piece of hamburger and
in a comparable amount of avocado, and, to begin the
analysis, each of these foods would be exposed to a solvent first
to aid in separating all the different fatty acids and lipid
subtypes in each test lipid.13
After chemical separation, the constituents of each fat can be
introduced to a number of other popular lipid analysis
techniques including thin-layer chromatography (TLC), high-
performance liquid chromatography, capillary
electrophoresis, mass spectrometry, nuclear magnetic resonance,
and more. In this laboratory, you will have the
opportunity to use TLC to conduct your lipid analysis.

A chromatograph can be as simple as a sheet of paper or a paper
towel. The main idea is that the chromatograph serves
as a surface along which fluid and components of the samples
can flow The chromatograph is referred to as the
6/18/2021 Lipids
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Reserved
as a surface along which fluid and components of the samples
can flow. The chromatograph is referred to as the
stationary surface while the flowing liquid is the moving
phase.14 Lipids that tend to be more polar (more hydrophilic)
will
be more closely associated with the polar stationary
chromatographic plate (stationary phase), while less polar (more
hydrophobic) lipid constituents move along with the nonpolar
solution (moving phase).
To conduct the lipid analysis, a small sample of each lipid is

placed at the bottom edge of a chromatographic plate as
shown in Figure 1 below. Each constituent in the lipid sample
retains its own properties such as size and polarity
(whether polar (hydrophilic) or nonpolar (hydrophobic)). The
sheet is then placed in a container that has a small amount
of the moving phase solution (which can be a solvent that will
aid in separating the constituent lipids). As shown in Figure
1 below for three separate samples, each of the original samples
contains two separate components, red and blue, that
have separated over time and in space.
4
3
2
1
6/18/2021 Lipids
Reserved

Figure 1. Sequence of Thin-Layer Chromatography.
The content on a TLC plate also provides clues about the
relative abundance of different constituents in the test
samples. The intensity and thickness of bands on a TLC plate
are representative of the relative amounts of a constituent
in the sample (see Figure 2 below). In research studies,
separated bands are often subjected to additional techniques
such as mass spectrometry to further characterize the content in
each band. Essentially, the bands are exposed to
additional chemicals and solvents to precisely extract each of
them from the TLC plate. New techniques that use
spectroscopy and digital imaging processing are capable of
quantitative analysis (intensity, size, and content) of the
constituent bands on a TLC plate without extraction.15
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Reserved

Figure 2. Intensity differences of bands on a TLC plate indicate
the relative amounts of a constituent in a sample.
Saturation, Carbon Bonds, and Chemical Reactivity
In addition to chromatography, another popular lipid research
tool is one that uses chemical elements called halogens to
serve as colorimetric indicators of the number of double bonds
(degree of unsaturation) in lipids. Interestingly, halogens,
such as iodine and bromine, can also be used to visualize the
bands of separated lipids on thin-layer chromatographic
plates due to the color characteristics of halogens.16 Halogens
are a highly reactive chemical species due to their
tendency to strongly attract electrons to completely fill their
outermost (valence) electron shell. Halogen reactivity has
been used in lipid analysis research to distinguish between
saturated and unsaturated fatty acids. Double bonds in
unsaturated fatty acids chemically bind to iodine.17
Iodine reacts with double bonds in unsaturated oils and fats.
The colorimetric test for iodine and binding to bonds in
unsaturated fats and oils works, say, similar to absorption.
Iodine reacts with the double bonds and can be regarded as
absorbed into the lipid chemical structure. For example, when a
color halogen solution is added to a solution containing
unsaturated lipids, the color will appear initially but will fade
due to binding between the halogen and the double bonds in
the unsaturated lipid. The halogen becomes part of the lipid.
After adding the color halogen solution to the unsaturated
lipid many times the color ceases to fade an indication that the
iodine has bound with all available double bonds in the

6/18/2021 Lipids
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p g p p g g
lipid many times, the color ceases to fade, an indication that the
iodine has bound with all available double bonds in the
lipid solution. If halogens are added to a solution containing
saturated lipids, the lipid solution remains the color of the
halogen solution, i.e., no fading occurs. The iodine test is said
to be a test of unsaturation.
To quantify the unsaturation test, one approach is to count the
number of drops of halogen solution, e.g., iodine or
bromine, needed to retain the color intensity of the solution;
this serves as an objective measurement that all the double
bonds in the test lipid (oil or fat) have reacted with the iodine.
Orientation to the Lipids Lab Activities
Procedure I Overview
In this procedure you will analyze lipid composition of samples

using thin-layer chromatography (TLC). TLC allows for the
separation of lipid components based on differences in lipid
component polarity. Less polar lipid components will travel
farther as the nonpolar solvent moves up the chromatography
plate. Known lipid standards (in lanes 1-3 of the
chromatography plate) will be compared to fish and nut
samples. Comparisons between the standards and samples
allows for identification of lipid components found in the
samples. Please see the Activity Form for details.
Procedure II Overview

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