Unit Title/Theme
Unit 1: The Chemistry of Life_SInga edited 3/10/09 | |
|Enduring Understanding: |
|Students will understand and use the process of using scientific inquiry as a thoughtful, safe and coordinated attempt to search out, describe, explain and predict natural phenomena. |
|Students will understand the structure and function of each group of organic compounds. |
|Students will understand how enzymes are important to living things. |
|Essential Questions: |
|What are the proper safety procedures, for exploring and engaging in inquiry science? |
|What process is used in science to obtain information about the world in which we live? |
|How are scientific numeracy and literacy useful in understanding and applying science concepts? |
|How do macromolecules of living organisms compare? |
|What are the functions of proteins in cells? |
|What factors influence the structure and function of enzymes? |
|Unit Learning Objectives:: |
|Students will score a minimum of 90% on the Safety Exam |
|Students and parents will read, understand, sign and abide by the Science Safety Contract. |
|Students will correctly record information and data, using scientific habits of mind and the proper lab format. |
|Students will use appropriate metric measurements when recording and analyzing numerical data. |
|Students will recognize that biological organisms are composed primarily of very few elements. The most common are C, H, O, N, P, S |
|Students will describe basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic acids) |
|Students will explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. |
|Students will identify and describe factors, such as pH and temperature that have an effect on enzymes. |
|Unit Assessments—summative, rubric required , matched to objective |
|Learning Objectives |Connection to standards |Instruction |Strategies |Formative |Differentiation |Resources /Additional Activities) |
| |(GLE,CMT, | | |Assessments |accommodations/ modifications| |
| |CAPT) | | | | | |
|Content | |TEACHER SAFETY |10 Instructional |Safety Assessment in Spanish |safety contract in Spanish |Text: Prentice-Hall/Dragonfly |
|1.Students will score a minimum|DINQ 1-10 |DEMONSTRATION |Strategies: Nature | | | |
|of 90% on the Safety Exam | |Teacher will go over|of Science |Safety Assessment in English |Safety Contract in English | |
| | |the expectations for| | | |What_Not_To_Do_Lab |
|2, Students and parents will | |the class and |Biology Expectations|[pic] |ELL MODIFICATIONS FOR |teacher directions |
|read, understand, sign and | |provide copies for | | |ACTIVITIES | |
|abide by the Science Safety | |parents. | | | |Flinn Safety |
|Contract. | |[pic] | |Must Haves in All Units | |
| | | |[pic] | |/ref/language/teaching-ell.ht|Project 2061 Benchmarks |
| | | |[pic] |Incorporate the following in |ml | |
| | | | |all units: | | |
| | | | | | | |
| | | | |4-point Rubric (see Marzano*), | | |
| | | | |pg. 58 | |
| | | | |Essential Tasks | |bscie.html |
| | | | |Unit Assessments | | |
| | | | |End-of Unit Assessments | | |
| | | | | | | |
| | | | |Determine % of (how much) | | |
| | | | |Essential Tasks and End-of-Unit| | |
| | | | |assessments will count toward | | |
| | | | |quarter/semester grade | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | |[pic] | | |
| | | | |[pic] | | |
|Skill | | | | | | |
|3.Students will correctly | |Textbook Scavenger |CAPT strategies |For Honors variables and | |ORIGINS (Scientific Method) |
|record information and data, |DINQ.1-10 |Hunt | |graphs.doc | |Scientific Method |
|using scientific habits of mind| | |PEDAGOGY | | | |
|and the proper lab format. | | |(Marzano, Nature of |common formative assessment for| | |
| | | |Science) |scientific method | |SDE Document on Literacy |
| | | | | | | |
| | | |Lab Report Template |Lab Report Rubric | | |
| | | |using sticky notes |Scientific Inquiry Rubric | | |
|Scientific Numeracy: |DINQ.8 |Use of metrics is |Measure the length |All measurements in lab reports| | |
| | |required for all |of the strips for |must be metric, and will be | |RECOMMENDED WEB SITES |
|4.Students will use | |measurement and will|the mobius activity |assessed in data section of | | |
|appropriate metric measurements| |be |in centimeters. |rubric. | |[pic] |
|when recording and analyzing | |Embedded throughout | | | | |
|numerical data. | |the Biology course | | | |Numeracy_Activities |
| | |during the year as | | | | |
| | |appropriate | | | | |
|5.Students will recognize that | |Building | |Benchmark assessments: From | |[pic] |
|biological organisms are | |Macromolecules | |this document, test items can | | |
|composed primarily of very few | | | |be selected throughout the year| | |
|elements. The six most common | | | |for use in formative and | | |
|are C, H, O, N, P, S | | | |summative assessment | | |
| | | | | | | |
|6. Students will describe basic| | | | | | |
|molecular structures and | | | | | | |
|primary functions of the four | | | | | | |
|major categories of organic | | | | | | |
|molecules (carbohydrates, | | | | | | |
|lipids, proteins, nucleic | | | | | | |
|acids) | | | | | | |
| | | | | | | |
|Skill | | | | | | |
| | | | | | | |
| | | | | | | |
|7. Students will explain the | |ENZYME EMBEDDED | |Benchmarkassessments | | |
|role of enzymes as catalysts | |TASK. | | | | |
|that lower the activation | |Teacher may choose | |Teachers Manual for benchmarks | | |
|energy of biochemical | |any preferred lab | | | | |
|reactions. | |from enzyme folder | |Writing prompts | | |
|8. Students will identify and | |to achieve | | | | |
|describe factors, such as pH | |objective. Chosen | |Science Fair projects | | |
|and temperature that have an | |lab MUST be | | | | |
|effect on enzymes. | |completed. Mention | |Journals, Meaningful Paragraphs| | |
| | |of State activity on| | | | |
| | |applesauce as an | |Core Activities: | | |
| | |example is | |Choose 1 or 2 | | |
| | |desirable. | | | | |
| | |/ENZYME_LABS/ | | | | |
| | | | |Enrichment Activities: 1 or 2 | | |
| | |SDE activity STS on | | | | |
| | |enzymes in industry | | | | |
| | |MUST be completed. | |Reinforcement Activities: 1 or | | |
| | |STS Enzymes and | |2 | | |
| | |STS_Student_version | | | | |
| | | | | | | |
| | | | | | | |
| |
|End of Unit Assessments—summative, rubric required , matched to objectives |
| |
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