Week 4

Wayne County High School Daily Lesson Plan

Teachers:  Boutwell

Course:                Introduction to Biology

Date(s):  8/25-8/29

Framework Competency and Objective

COMPETENCIES AND OBJECTIVES:

¦2. Describe the biochemical basis of life and explain how energy flows within and between the living systems.

    ¦ a. Explain and compare with the use of examples the types of bond formation (e.g., covalent, ionic, hydrogen, etc.) between or among atoms. (DOK 2)

Subatomic particles and arrangement in atoms

 

Importance of ions in biological processes

 

     ¦b. Develop a logical argument defending water as an essential component of living systems (e.g., unique bonding and properties including polarity, high specific heat, surface tension, hydrogen bonding, adhesion, cohesion, and expansion upon freezing). (DOK 2)

      ¦c. Classify solutions as acidic, basic, or neutral and relate the significance of the pH scale to an organism’s survival (e.g., consequences of having different concentrations of hydrogen and hydroxide ions). (DOK 2)

     ¦d. Compare and contrast the structure, properties, and principle functions of

carbohydrates, lipids, proteins, and nucleic acids in living organisms. (DOK 2)

Basic chemical composition of each group

Building components of each group (e.g., amino acids, monosaccharides,

 

nucleotides, etc.)

Basic functions (e.g., energy, storage, cellular, heredity) of each group

 

    ¦ e. Examine the life processes to conclude the role enzymes play in regulating

biochemical reactions. (DOK 2)

Enzyme structure

Enzyme function, including enzyme-substrate specificity and factors that

 

affect enzyme function (pH and temperature)

 

 

 

 

 

 

 

 

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

TLW Develop a logical argument defending water as an essential component of living systems (e.g., unique bonding and properties including polarity, high specific heat, surface tension, hydrogen bonding, adhesion, cohesion, and expansion upon freezing).

TLW be introduced to the importance of water in living systems.

TLW Identify the special features of water that gives it a high specific heat, its polarity, and its ability to dissolve many compounds.

Eagle Challenge

(3-5 minutes)

Found on your table there is a penny and a pipette. Each group will take the pipette and drop water on the penny to see how many drops of water can be placed on a penny.

Learning Tasks/Activities

Students will complete a pretest on the special properties of water. (the teacher will use this to assess the level of background knowledge of the students)

Students will take notes on the special properties of water.

Students will be asked to demonstrate cohesion and adhesion.

TLW: watch a short video clip that demonstrates the power of cohesion in an gravity free environment.

Remediation: Who struggled on the concepts of the scientific method will be pulled aside for re-teaching.

 

Closure

Students will be asked to explain what they observed during the Eagle Challenge.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

TLW evaluate the elements and chemical compounds that make up life’s molecules.

TLW be able to identify Macromolecules and their function.

 

Eagle Challenge

(3-5 minutes)

What did you eat for breakfast?  What did it consist of?

 

Learning Tasks/Activities

TTW: Conduct mini-lessons on lipids, carbohydrates, nucleic acids, and proteins.

TSW: work in the Satp2 book to strengthen their knowledge of macro molecules.

There will be a whole class discussion about the nutrition that different cultures consume and the amount to link macromolecules.

Students will be grouped based on ability level to construct macromolecule models.

Closure

Students will be asked to demonstrate knowledge of macromolecules by identifying each of the four major ones found in common foods.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

TLW: Continue discussing macromolecules.

TLW: Identify and understand different types of chemical reactions that are important to the human body.

Eagle Challenge

(3-5 minutes)

What percentage of your daily macromolecules did you eat this morning?

Learning Tasks/Activities

TTW: Draw and compare the different types of macromolecules.

TSW: complete a booklet to compare macromolecules.

TSW: be divided into groups with different ability levels to evaluate the different types of macromolecules. Students will be asked to read to each other about the different macromolecules and prepare a lesson to teach to the class.

Closure

Students will be asked to draw one of four macromolecules as an exit slip

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

TLW: Analyze the role of enzymes in the human body.

TLW: Study the structure of DNA and RNA.

Eagle Challenge

(3-5 minutes)

What is DNA? (This open ended question will allow the teacher to distinguish the levels of understandings and previous knowledge that the students have about DNA.)

Learning Tasks/Activities

TTW:  Discuss the structure of nucleotides, DNA, and RNA.

TSW: Create a model of DNA, RNA, and nucleotides.

The teacher will review important points of biochemistry in preparation for the test.

TSW: demonstrate the three reasons that enzymes can be denatured by performing a mini-lab on enzyme function.

TSW: complete a pre lab assignment to make sure that they understand what will happen in lab the next day.

Closure

 

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Students will participate in the lab activity based on ability.

Eagle Challenge

(3-5 minutes)

What are some common acids and basses found around the house? List and identify each as an acid or a base.

Learning Tasks/Activities

Students show a deep understanding the pH scale and enzymes by participating in lab activities.

Closure

What are the three factors that affect enzyme function in all living things?

What are the common characteristics of both acids and basses?

IEP Accommodation (if applicable)

All students who have IEPs will be placed at the front of the room.

Students will be given extra time to complete assessments.

Students will be assisted on a one on one basis for extra instruction.

Remediation/Intervention  

Students who are not meeting expectations will be pulled for some one on one basis

Enrichment/Challenge for upper 25%

Students will be given higher level models and molecules to build for enrichment.

Assessment (pre and/or post)

Pretest, test, quizzes, models, bell work, and exit slips.

Resources/Materials

Pearson Foundations Biology book, SATP2 Review guide, Powerpoints/computers.

       

                               

Additional Notes: