Week 5

Wayne County High School Daily Lesson Plan

Teachers:  Boutwell

Course:                Introduction to Biology

Date(s):  9/2-9/6

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)

 

LIFE SCIENCE

¦3. Investigate and evaluate the interaction between living organisms and their environment.

     ¦a. Compare and contrast the characteristics of the world’s major biomes

(e.g., deserts, tundra, taiga, grassland, temperate forest, tropical  rainforest). (DOK 2)

Plant and animal species,  Climate (temperature and rainfall),  Adaptations of organisms

 

     ¦b. Provide examples to justify the interdependence among environmental elements. (DOK 2)

Biotic and abiotic factors in an ecosystem (e.g., water, carbon, oxygen, mold, leaves)

Energy flow in ecosystems (e.g., energy pyramids and photosynthetic organisms to herbivores, carnivores, and decomposers)

Roles of beneficial bacteria

Interrelationships of organisms (e.g., cooperation, predation, parasitism, commensalism, symbiosis, and mutualism)

 

     ¦c. Examine and evaluate the significance of natural events and human activities on major ecosystems (e.g., succession, population growth, technology, loss of genetic diversity, consumption of resources). (DOK 2)

 

 

 

 

 

 

 

Monday

 

Labor Day Holiday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Remediation: Because of poor test scores students will be re-taught structures of atoms, water, acids and bases.

Eagle Challenge

(3-5 minutes)

What did you do to prepare for the previous test?

Was it effective? Why or why not?

Learning Tasks/Activities

Students will be remediated with video clips, constructive collaborative activities, bookwork and worksheet.

Closure

Review of all concepts and a short quiz to check for understanding.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

TLW complete a retest on atoms, water, acids, and bases

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 macromolecule is used as the primary source of energy for animals?

What is the difference between polysaccharides and monosaccharides?

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.

Thursday

 

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 countries consume the highest levels of carbohydrates?

Justify your answer.

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 given an exit slip “what stuck today?”

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Compare and contrast the characteristics of the world’s major biomes

 

Eagle Challenge

(3-5 minutes)

What biome do we live in?

How do you know?

Learning Tasks/Activities

TTW: discuss the different types of biomes and there location on the globe.

The students will use a variety of charts and graphs to describe different biomes.

TLW: Compare the major biomes by weather conditions, local flora and fauna, and latitude on the globe.

Closure

TTW: review different biomes and creatures that are located in each.

Students will be questioned on the different types of biomes.

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: