Friday, September 21, 2012

Week 4 Lesson Plan 2: The Chemistry of Biology (Water)

Student Info:
Readiness Level: Biology, 9th & 10th grade
Unit 2; Lesson 2
Learning Profiles: Strong Auditory and Kinesthetic Profiles. Also visual.
Interests: varied, but include sports (football, soccer, basketball), parkour, drama, socializing and video games.

Student Connection:
Water is the most important compound on earth. In fact, the discovery of water on Mars 3 billion years ago has excited scientists to hypothesize that Mars once had a climate hospitable for life. Covering ¾ of the Earth’s surface, water’s unique properties is one of the key reasons life exists on Earth. Our bodies are composed of 95% water and have some unique properties that allow our metabolic, chemical, and other reactions important to support life to exist. For instance, water remains liquid at relatively high temperatures (compared to other compounds) and freezes at relatively low temperatures. Water is polar and also tends to stick to each other (cohesion) as well as certain surfaces (adhesion).

Students will use their recent learning of the scientific method and apply it to this lab, “The Properties of Water”.  Students indicated that they enjoy labs and hands-on projects the best while in class. This lab should be fun and engaging for the students.

Enduring Understanding:
Students understand that water is a unique molecule. It is polar because there is an uneven distribution of electrons between the oxygen and hydrogen atoms.

Essential Questions:
  1. What are some properties of water? How do they work?
  2. What is the difference between adhesion and cohesion? Give an example of each.
  3. What is the relationship among solutions, solvents, and solutes?

Instructional Strategies:
Provide content with a PowerPoint presentation, process (quick write & share in response to questions embedded in the presentation), and product (laboratory activity, “Drops on a Penny”).

Student Activities:
Provide supports for varied readiness levels (visual and auditory presentation, think-quick-write-share at end of presentation), learning profiles and interests (visual and auditory presentation; lab for hands-on learning (kinesthetic)).

Content Standards:
Grades 9 & 10 Biology
1: “Cell Biology”
b. “Students know that enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes dependon the temperature, ionicconditions, and the pH of the surroundings."
h.  “Students know most macromolecules (polysaccharides, nucleic acids proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.” (State Board of Education, 2002).

ELD Standards:
EL students are ELD III/IV
Part I: Interacting in Meaningful Ways
1.      Exchanging information/ideas
2.      Interacting via written English
5. Listening actively
Part II: Learning About How English Works
1.      Understanding text structure
2.      Understanding cohesion

By the end of this unit students will be able to:
a.       explain why water molecules are polar
b.      list the properties of water
c.       differentiate between solutions and suspensions

Assessment Plan:
Entry Level—Each student will take a quiz (week 1) on the scientific method to determine their readiness level for designing an experiment. The teacher will use that information to differentiate the assignment to meet the students’ individual needs. In addition, students will be introduced to Unit 2: The Chemistry of Biology, the day before. They will have begun learning the vocabulary words associated with this unit and learned about atoms, elements, and compounds. Their understanding was assessed with a quick write, exit ticket, and worksheet about the content.

Warm-Up—Students will begin with a summary of yesterday’s content: The Properties of an Atom. Teacher will check for understanding by calling on 3 students randomly, who will each read their answer from their notes.

Formative—The teacher will check for understanding periodically by including questions on slides embedded in the PowerPoint presentation. Students will do a quick-write in response to these questions, followed by 3 randomly-chosen students to share with the class. In addition, the exit ticket will include calling on students at random to answer questions written in the margins of their Cornell-style notes.
  1. Explain the difference between mixtures, solutions and suspensions.
  2. What is a solvent and a solute?
  3. Explain the difference between adhesion and cohesion.
  4. Why is a water molecule considered “polar”?

Summative—In addition to the exit ticket (see above), students will complete a lab on “The Properties of Water”. They will compete to see which lab group can get the most drops onto the penny. Students will use the scientific method to conduct their lab, and repeat trials for increased accuracy to prevent error. This will reinforce objectives taught last week as they learn about water. Students will explain their results in terms of cohesion and adhesion. Answers will be shared with the class.

Differentiation Strategies:
            Check to ensure students are taking Cornell notes during presentation.
            Teacher checks for learning of new vocab words and reminds students to finish their flashcards for Friday’s quiz.
            Think-quick write-share during PowerPoint presentation.

            Teacher will arrange students in groups for the lab.
Teacher will circulate during student activities to answer questions, check for understanding, and guide students in the right direction.

            Students will follow handout guidelines for lab.
            Students will peer-teach each other within their lab groups.
Students who need extra time to finish certain assignments or extra teacher assistance are invited to come after school (or make an appointment during lunch or before school).

If time, enrichment article on the discovery of water on Mars.

·         Link to the page on Unit 2 on my Biology Teaching Blog.
·          “Properties of Water” ppt
·         Drops on a Penny Lab
·         Resources—Teaching the Biology of Water

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