Tyler DeShon

Digital Unit Plan Template

Unit Title: Where do living things get their energy? Name: Mr. DeShon
Content Area: Life Science Grade Level: 9-12
CA Content Standard(s)/Common Core Standard(s):
HS-LS1-5- Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-
LS1-7- Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules
and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-5- Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere.

Big Ideas:
-What are the essential things that life needs to persist?
-What are the similarities/differences that photosynthesis and cellular respiration have?
-How do plant/animal metabolisms shape the cycle of carbon in the world?



Unit Goals and Objectives:
At the end of our unit students will be able to:
-Name all of the processes that occur in a plant/animal cell that makes it alive
-Name which organelles perform the functions of metabolism
-Be able to draw a simple model of the processes these cells carry out
-Know how each of these different organisms interact with each other in order to sustain the carbon cycle using a
model

Unit Summary:
Tyler DeShon

In this unit, we will be exploring how exactly plants and animals make and break down the energy they need to stay
alive. There are many different components to the process, so it is very important that as scientists, we take care with
our time to learn about each part. We will be building off of our knowledge of cellular organelles, as we will finally
be able to see them in action! We will be focusing on the raw materials that are required by cells to produce energy, as
well as the waste products that are made by the process.



Assessment Plan:
Entry-Level: Informal discussion and
video viewing will help students get
familiar with material and get ideas
going about what they are about to
learn.
Formative: Flashcards: We will create
flashcards in class on QUIZLET, or if
computers are unavailable in will be
good old fashioned index cards
Graphic Organizer: Create a rough
sketch of what happens inside a leaf
to make sun and CO2 into sugar.
COLOR LABELS
QUIZ: Animal cell respiration. It will
only be on our VOCAB that we have
already made flashcards for
Mix n Match: This quiz will help us
with our vocabulary and knowledge
as to what organelles and processes
relate to each type of cell (plant and
animal).

Summative: Alien invaders: In this
group project, you will come up with
a new kind of life form that uses an
element other than Carbon to perform
its metabolism. You must describe
the organism (unicellular or multi-),
organelles the organism has to
perform to live, and where that
organism lives.
3-D model: Create a plant or animal
cell out of papier-mch, play-doh,
legos, etc. that has organelles labeled
on it. Then, present one-on-one with
the instructor to explain the model
and how each functions, OR write a
Tyler DeShon





one page description of what you
learned (presenting gets you extra
credit).

Lesson 1
Student Learning
Objective:
Learn the basics of
photosynthesis and
cellular respiration
that will be built on
in the next class as
well.
Acceptable
Evidence: Notes
during the
PowerPoint
lecture/videos.
Questions on that
note sheet that ask
student what they
have learned.
Instructional
Strategies:
x Communication
Collection
Collaboration
Presentation
x Organization
Interaction
Lesson Activities: PowerPoint lecture combined
with student dialogue. Notes taken during the lecture
will be assessed for accuracy the next class period to
have an informal assessment on how students
understand.
Lesson 2
Student Learning
Objective:
Complete a
webercise in order
to see if students
can apply learned
knowledge to a new
situation
Acceptable
Evidence: Students
are creative in their
responses to the
prompt and can use
online and print
resources in order to
achieve their goals.
80% on assignment
Instructional
Strategies:

Communication
Collection
x Collaboration
Presentation
x Organization
x Interaction
Lesson Activities: Complete the Survivor
webercise that is included in the lesson. The students
have to be creative in thinking with their assignment
so they will have to be as engaged with the presented
material as possible. Assessment will include an
informal quiz based on flashcards they created.
Lesson 3
Student Learning
Objective:
Acceptable
Evidence: Students
Instructional
Strategies:
Lesson Activities: In class group work on an online
graphic organizer that incorporates what they have
Tyler DeShon
Be able to work
with a group in
order to apply
learned concepts to
a new lesson in the
carbon cycle.
Student will connect
the interaction of
Plants, animals, and
abiotic factors to the
previous processes
learned.
will create a graphic
organizer that
creatively
incorporates all of
the tenets with
novel resources.
Also students will
create a model
illustrating
concepts.
x Communication
Collection
x Collaboration
x Presentation
x Organization
x Interaction
learned previously from photosynthesis and
respiration. Project will be individual and work on
students other skills and their ability to reproduce
knowledge of energy flow. Presentations will
highlight student strength and weakness.
Unit Resources:
Sadava, David E. Life: The Science of Biology. Sunderland, MA: Sinauer Associates, 2011. Print.
The useful Websites as well.
http://ksuweb.kennesaw.edu/~vking2

Useful Websites:
Khan Academy-Photosynthesis https://www.youtube.com/watch?v=-rsYk4eCKnA.
Popplet- http://popplet.com/
Prezi http://prezi.com/
Crash Course Biology- https://www.youtube.com/playlist?list=PL3EED4C1D684D3ADF
Glogster: http://edu.glogster.com/?ref=com




Tyler DeShon