Biochemistry: Macromolecules: Application (Day 5 of 6)

Name: Kayla Wipf

Grade Level: 10
School: Sioux Valley HS
Date: 10-4-17
Time: 1 (8:20-9:04), 4 (11:10-11:54), 5 (11:57-12:41)

Contextual factors/learner characteristics: (What do you need to keep in mind as you plan and deliver
this lesson? About the students? The facility? Time restraints? Technology? Group formation? Etc?)

● available to me: projector, computer, lab, printer, internet

● available to students: computers (1:1), internet
● time: 54 min periods
● group info: 1st hour works faster than 4th and 5th hour; 4th hour asks lots of questions; 5th hour
has 4 ELL students
● 2 students with 504s; 1 on IEP
● WEDNESDAY IS SHORTER CLASSES
Standards: (Include the information that tells what the student is to master)

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen
from sugar molecules may combine with other elements to form amino acids and/or other large carbon-
based molecules.

Performance Expectation
Science and Engineering
Practice
Disciplinary Core Idea
Crosscutting Concepts
CCSS ELA / Math
Students will complete the graphic organizer and turn it in.
Construct and revise an explanation based on valid and reliable
evidence obtained from a variety of sources (including students’ own
investigations, models, theories, simulations, peer review) and the
assumption that theories and laws that describe the natural world
operate today as they did in the past and will continue to do so in the
future.
As matter and energy flow through different organizational levels of
living systems, chemical elements are recombined in different ways to
form different products.
The sugar molecules thus formed contain carbon, hydrogen, and
oxygen: their hydrocarbon backbones are used to make amino acids
and other carbon-based molecules that can be assembled into larger
molecules (such as proteins or DNA), used for example to form new
cells.
Changes of energy and matter in a system can be described in terms of
energy and matter flows into, out of, and within that system.
ELA: RST.11-12.1, SL.11-12.5, WHST.11-12.9, WHST.9-12.2, WHST.9-
12.5
Math: HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3, MP.2, MP.4
ABCD Objective Assessment I Can / Target Statement
Audience Students will be able to
Behavior expected (outcome) complete the graphic organizer
Conditions at the end of the section with
Degree 85% or greater accuracy.
Students will be able to take the
GoFormative assessment and
score 85% or higher.

Materials and Resources needed:

Myself: printouts, sheets of paper

Students: scissors, glue, pencils, notes

The Lesson – (Provide a brief summary here) Students will complete the graphic organizer from the day
before.

1. Introduction (Engage) (Script what you plan to say – include how you plan to get attention,
access prior knowledge, assess knowledge, create a need to know and share the objective)
2 minutes

We’re going to finish up your tables today! If everyone gets done, we’ll do a little review game.

2. (continue your “actor’s script”) Core of the Lesson

What you Tell what me what you are doing, what you will say or ask.
are doing / If you are asking a question put in acceptable student responses.
Methodology Tell me what the students are doing. This is the area for your script.
(time
allotment)

Go ahead and start working on your graphic organizers. I expect you to get
done!

Graphic (give entire class to work)

Organizer

3. (continue your “actor’s script”) Closure (1-2 min) (A good closure includes allowing students to
gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about
what is to come.)
1-2 min

You have a few minutes left. You should be finishing up filling in the table. What I’m handing out now is
your homework for tomorrow. It shouldn’t take you long to finish.
4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)

Long: Make them take it home to complete it.

Short: Have them fill in another table as review and hand out homework.

- possibly do the Kahoot for review if need more

https://create.kahoot.it/#quiz/da7b8013-0aae-4c8f-9754-9117dfeae555

Resources: (What resources did you use which would be of interest to the classroom teacher? You most
likely did not create this lesson from scratch?)

packet, Kahoot, homework