Unit Plan (Chemistry of Biology)

Unit Calendar: (Biology: Unit 2—The Chemistry of Biology (Organic Chem))

	Day 1	Day 2	Day 3	Day 4	Day 5
Content Standards	Biology 1h: Students know most macromolecules (polysaccharides, nucleic acids proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.	Biology 1h: Students know most macromolecules (polysaccharides, nucleic acids proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.	Biology 1b: Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.	Biology 1h: Students know most macromolecules (polysaccharides, nucleic acids proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.	Biology 1b: Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.
Learning Objectives	Cognitive: After being presented with content on atoms, elements, compounds, and molecules, students will be able to identify the three subatomic particles found in atoms. Students will be able to explain what chemical compounds are.	Cognitive/ Psychomotor: After being presented with content on water and doing “Drops on a Penny” lab, students will be able to explain why water molecules are polar, list the properties of water, and differentiate between solutions and suspensions.	Cognitive/Psychomotor After being presented with content on pH, acids and bases, and doing a pH lab, students will be able to: ·         Explain what acidic and basic solutions are. ·         Explain what pH measures. ·         Compare acidic and basic solutions in terms of their hydrogen and hydroxide ion concentrations.	Cognitive: After being presented with content on macromolecules and completing a graphic organizer, students will be able to: List what each organic compound is made of. Describe the function of each organic compound.	Cognitive/Psychomotor: After being presented with content on enzymes and doing an enzyme simulation lab, students will be able to explain the function of enzymes.
Student Activity	Students will take Cornell notes during PowerPoint presentation. Process: (think-pair-share in response to questions embedded in the presentation) Students will then watch video, “A is for Atom”. Following the video, they will answer questions on a worksheet about the video, followed by a class discussion to check for understanding.	Warm-Up—Students will begin by writing a summary in their Cornell notes from yesterday’s content (on the atom). Teacher will check for understanding by calling on 3 students randomly, who will each read their answer from their notes. Students will take Cornell notes during presentation on the “Properties of Water”. Following the presentation, students will do a quick-write in response to questions embedded in the presentation. 3 students will share their answer with the class. Students will then do a lab about water and cohesion by seeing how many drops of water can fit onto a penny (“Drops on a Penny” lab).	Warm-Up—Students will write summary in their Cornell notes from yesterday’s content (on water) and share with class. Then, students will take Cornell notes during presentation on “Acids and Bases”. Students will respond to questions embedded in presentation by think-pair-share. Students will then do a pH lab to test the pH of common household items using litmus paper.	Warm Up—students will write a summary in their Cornell notes from yesterday’s content (on acids and bases). Students will then take Cornell notes during  presentation on macromolecules. Students will respond to questions embedded in presentation by quick-write and share with class (3).	Warm Up—students will write a summary in their Cornell notes from yesterday’s content (on macromolecules). Students will then take Cornell notes during presentation on enzymes. Students will think-pair-share in response to questions embedded in PowerPoint. Students will then do enzyme lab simulation (“Toothpickase”).
Assessment	Formative—The teacher will check for understanding periodically by including questions on slides embedded in the PowerPoint presentation. Students will quick-write in response to these questions.   Summative—Students will have to answer 3 questions at the end of class as their “exit ticket”. 3 students will be called on randomly to answer questions written in the margins of their Cornell-style notes. These are the questions we expect them to be able to answer: What are the 3 particles that atoms are made of? How many basic elements are there? What are 3 uses for atomic energy?	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 their questions written in the margins of their Cornell-style notes: Explain the difference between mixtures, solutions and suspensions. What is a solvent and a solute? Explain the difference between adhesion and cohesion. 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” and write their responses to the questions on the lab handout. Answers will be shared with the class.	Formative—The teacher will check for understanding periodically by including questions on slides embedded in the PowerPoint presentation. Students will “think-quick-write-share” in response to these questions. In addition, the exit ticket will include calling on students at random to answer questions written in the margins of their Cornell-style notes, such as: a.        What is the difference between acidic and basic solutions? b.       What does pH measure? c.        Describe the hydrogen ion concentration of an acidic and a basic solution. d.       Do the same for hydroxide ion concentration. Summative—Students will respond to questions on  “Acids and Bases” lab, wh	Formative—The teacher will check for understanding by including questions on slides embedded at the end of the PowerPoint presentation. Students will do a quick write in their notes. Three will be randomly asked to share their answers. In addition, the exit ticket will include calling on students at random to answer questions written in the margins of their Cornell-style notes. What is the relationship between monomers and polymers? What is the monomer for carbohydrates? What is the monomer for proteins?   Summative—Students will complete graphic organizer on the four different macromolecules, which will be graded individually to check for understanding.	Formative—The teacher will check for understanding periodically by including questions on slides embedded in the PowerPoint presentation. Students will “think-pair-share” in response to these questions. The exit ticket will include calling on students at random to answer questions written in the margins of their Cornell-style notes. Think-Pair-Share: What does catalyze mean? What is the difference between enzymes? What does substrate mean? What is activation energy? How doe enzymes speed up reactions? What does denature mean? Why is it bad? Quick-Write: 1.       What are the monomers for lipids? 2.       What are the monomers and polymers for proteins? 3.       What are some functions of proteins? Closure Quiz: 1.       What is a substrate? 2.       Draw the toothpickase reaction. 3.       What do enzymes do?   Summative—Students will complete a lab (“’Toothpickase”), which will be peer graded as I review the answers in class. Students will also take a Unit 2 test on the Chemistry of Biology at the beginning of next week to assess whether they have learned the key points of this unit.