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Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 1
Unit Designer Michael C. Carbone Unit Title Macromolecules Grade Level 10
Content Area(s) Biology Timeframe 2 weeks
PART I: BACKGROUND
Urban District: Macromolecules, an integral part to the structure and function of many organic molecules
provide a base and skeletal structure for the larger components of the cell and cellular functions. However,
while a variety of exercises and instructional material exists for carbohydrates and proteins, little, interesting
and valuable instructional materials exist for lipids and nucleic acids. By making this material accessible in an
applicable and modern methodology, students have multiple learning opportunities to create a baseline
knowledge he or she can expand upon in the future.
10th
grade classes- 44 students, 10 females, 34 male (13 White, 5 Hispanic, 23 Black w/ various
backgrounds, 3 Asian/Pacific Islander)
-5 students with IEPs requiring preferential seating, accompanying visuals, use of
manipulatives, directions read aloud, and graphic organizers, and extended time for
assignments
- College Prep, Honors Biology class, but students have a broad range of ability and level of
interest in the content.
- 2 students struggle with the English Language.
Rationale:
This macromolecule unit must provide many opportunities for integrative disciplines to be used within a single
unit. This class, with its various diversity and skill level, needs activities and lessons which inspire, intrigue,
and guide students to higher levels of critical thinking. Since Biology requires a sequential and methodical
structure of knowledge, proper sequencing is vital. Therefore, specific and complete instruction of
macromolecules must be thorough as future material will scaffold upon the basics of carbohydrates, proteins,
lipids, and nucleic acids. Further, students in this class who generally perform lower will be given the
opportunities and resources to apply their individual skill set to the content while using those same skills to
improve their weaker skill set so that their prior knowledge can be built upon. This unit and its path were
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 2
chosen in accordance with the Cooperating Teacher and College Supervisor. Moreover, the laboratory
component of this unit will include aspects and student understanding of adequate safety precautions as
specified by the National Science Teachers Association. Students will be made aware of hazards and
precautions necessary to complete the laboratory activities in this unit.
Since this class’s range and achievement and motivational levels are vastly diverse, this unit is designed and
structured to intrigue students who seem otherwise pre-occupied, challenge students who are at a higher level,
and inspire collaboration and peer motivation. Developmentally, each student is operating at a different level
of cognitive thought. Per Piaget’s principle, the activities and structure of this unit were designed to aid
students into realms of Formal Operational Thought from Concrete Operational Thought by offering
experiences that are sequential in aspects of critical and abstract thinking. Further, because these students may
not have the background knowledge of their suburban peers, this unit provides an opportunity to excel and
understand with their own cultural, proximal experiences, or, should they choose, to create a brand new
experience. Per Vygotsky’s developmental theory, it is my hope that these students can expand and progress
to new Zones of Proximal Development throughout this unit. Moreover, the differentiation techniques and
methods used throughout the unit should support and solidify a varied skill which the student may have
interest in. It is my intention, with this unit, to help students discover the value of learning in a multitude of
ways, albeit varied learning groups, individually, or simply utilizing unique learning skills necessary through
the realms of learning. The skills associated with learning macromolecules are as vital as the content of
macromolecules.
Through the National Science Teacher Association Standards, the National Science Education Standards, and
the Connecticut State Standards I have set the expectations high but achievable for a diverse group of learning
individuals. The lessons and activities in this unit have been designed and integrated to be not only engaging,
but allow multiple skill levels to further understand macromolecules. There are many activities which not only
give students the chance to truly inquire, but to employ methods of research, proper citation, and make
accurate conclusions. Expectations are modeled throughout the unit in hopes that the expectations become
procedural for this learning group. The standards provide this unit its focus and offer the important and
necessary concepts by which students can form their own opinions based on scientific facts and their own
scientific observations. The standards also align vital information with teacher freedom. These framework
standards give me as a teacher the ability to create anchor activities which dictate and direct student learning
thus allowing me to act as a facilitator. Furthermore, this unit stands on the foundation of the National Science
Teacher Association thematic content standards. Specifically, Standard Two (Nature of Science), Standard
Three (Inquiry), and Standard Four (Issues) (National Science Teachers Association, 2003).
Accommodations:
Accommodations and modifications will be made based on the individuality of each IEP. However, some
examples of accommodations necessary in this unit will be the use of graphic organizers, accompanying
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 3
visuals, preferential seating, and teacher intervention for group work. This unit will be differentiated
through content, process, and product.
Content: Because this unit offers a variety of reading and a sequential methods to higher understanding,
modifications will be made based on students’ literary abilities. Because school administrators emphasize
the importance of literacy across the curriculum, multiple literacy engagements will be used throughout the
unit to endorse reading for understanding. Further, quizzes and assignments will be geared towards
specific students’ needs and expectations per their IEPs and literacy levels. Moreover, activities will be
used to impart practical application and knowledge to the students instead of only a theoretical
methodology.
Process: Assignments will attempt to progress through Bloom’s Taxonomy, group activities (Multiple
Intelligences), and individual opportunities to show marked progress will be used to give students ample
and sufficient opportunity to grasp, retain, and understand the macromolecules. Specifically, the use of
integrated lessons (multiple and varied strategies of presenting content including but not limited to visual
presentations, individual, large group and small group work, literacy activities, videos, hands-on activities,
informal assessments, and applicable labs) and rubrics for this unit will aid students in accomplishing and
recognizing their strengths and enable me to recognize and create activities based on their weaknesses
(identified student input). Moreover, students will be given the opportunity to assess their own learning
through student-created rubrics.
Product: The majority of assignments and group work as well as content knowledge will be
driven by student input and interaction. Since some members of this group are less motivated, accountability and
perseverance should be skills other members of the group can impart on their colleagues. Moreover, students will be
given choices for certain projects and assignments along the way (i.e. whether they would like to work alone or in a
group, write an essay or make a poster) to ensure that the quality of their work will exemplify their strengths.
However, there will be a requirement for students to complete certain tasks, but their choice in which order they
complete these tasks will be theirs alone.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 4
Topic: All cells are composed of many different molecules that are organized into specialized structures that
carry out cell functions.
Enduring Understandings
1. The structure of each
macromolecule (lipids, proteins,
nucleic acids, carbohydrates)
relates to its function.
2. The limitless combinations of
monomers into macromolecules
create the diversity of life.
3. Enzymes, biological
catalysts, are proteins that are
specific for the reactions they
catalyze.
Essential Questions
1. How does the structure of macromolecules relate to
specific functions?
2. How are monomers organized into more complex,
usable units?
3. How do emerging properties arise from increasing
complexity?
4. How do enzymes play a role in the functionality of
cells and organisms?
5. Why does science and technology play an
increasing role in modern society?
Content Standards:
State Standards:
9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds.
D 13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic
molecules.
D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked
polymers.
D 17. Explain how the chemical structure of polymers affects their physical properties.
10.1 - Fundamental life processes depend on the physical structure and the chemical activities of the cell.
D 28. Describe the general role of DNA and RNA in protein synthesis.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 5
D 29.Describe the general role of enzymes in metabolic cell processes.
National Standards:
NSTAp179.4 - Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of
structures, including synthetic polymers, oils, and the large molecules essential to life.
NSTAp184.1 - Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane
that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules
which form a variety of specialized structures that carry out such cell functions as energy production, transport of
molecules, waste disposal, synthesis of new molecules, and the storage of genetic material.
NSTAp184.2 - Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the
chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a
large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store
energy in specific chemicals that are used to carry out the many functions of the cell.
Integrated Connections: (English & Mathematics)
1.1.a-e: Students use appropriate strategies before, during and after reading in order to construct meaning.
1.2.c, d,e,f: Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.
1.4.a: Students communicate with others to create interpretations of written, oral and visual texts.
3.2. a-f: Students prepare, publish and/or present work appropriate to audience, purpose and task.
4.2.a: Students speak and write using standard language structures and diction appropriate to audience and task.
4.3.a-c: Students use standard English for composing and revising written text.
1.2.a: Represent and analyze quantitative relationships in a variety of ways.
2.2.a: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and
quantities.
4.1.a: Collect, organize and display data using appropriate statistical and graphical methods.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 6
4.2.a: Analyze data sets to form hypotheses and make predictions.
-The use of scientific articles and scientific text will enable students to classify, organize, and structure their findings in a
concise and descriptive way. Literacy integration is a vital component in this unit, and provides a modeled discourse on
the outcomes of student understanding. Peripheral Learning Groups allow content to be discussed in a variety of
contexts. Moreover, the use of inference is vital to the understanding of macromolecules, especially proteins and
enzymes, because it requires students to delve into abstract and critical thinking patterns and exercises. Finally,
supporting a conclusion with scientific data and intrapersonal reasoning is vital to the success of a science student. With
this demographic, the ability to write in a concise, clear, and structural way will enable them in other aspects in the future.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 7
What is the most important Content Knowledge
that students will learn in this unit? How will you
pre-assess knowledge?
The most important content students will be
responsible for knowing aligns directly with the CT
state standards and National Science Teacher
Association standards. Content is critical to
addressing the EU’s and EQ’s presented in this unit.
The key knowledge and over arching content are as
follows:
-The large molecules in the classes of life’s organic
compounds are carbohydrates, lipids, proteins, and
nucleic acids, which are composed of small molecules
called monomers. Monomers are repeating units that
serves as the building blocks of polymers (long
molecule consisting of many similar or identical
building blocks linked by covalent bonds).
-Polymers are built up through anabolism and broken
down through metabolism.
-Monomers are connected by a reaction in which two
molecules are covalently bonded to each other through
loss or gain of a water molecule (dehydration
reaction).
-Carbohydrates (sugars) are composed of
monosaccharides, disaccharides, or polysaccharides,
joined by glycosidic bonds.
-Glucose, fructose, and galactose are monosaccharides
and each has a different structural formula.
*Structural isomers have the same chemical make-
up, but different arrangement (structure), meaning that
What are the most important Skills that students will learn
in this unit? How will you pre-assess skills?
Students will be able to acquire the following skills while
completing this unit:
-Analytical Thinking
-Group & Individual Presentation Skills
-Study Skills (high-lighting, note taking)
-Evaluating validity of resources
-Scaffolding prior knowledge
Students’ skills will be pre-assessed through the beginning
lessons of this unit by their involvement in class discussion,
class activities and other learning opportunities. Moreover, a
pre-test will be given to identify which concepts need to be
reviewed and presented in greater depth. These skills will also
be compared to previous observation in preceding units.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 8
their overall function and properties are different.
-A disaccharide consists of two monosaccharides
joined by a glycosidic linkage (maltose, lactose).
-Polysaccharides can be used for storage, such as
starch (consists entirely of glucose monomers).
-Lipids (fats) do not consist of polymers. Little-to no
affinity for water. Lipids mostly consist of
hydrocarbons.
-Fats are composed of glycerol and fatty acids.
-Fats separate from water because the water molecules
hydrogen bond to one another and exclude the fats.
*Saturated fats and unsaturated fats refer to the
structure of the hydrocarbon chain. If there are no
double bonds between carbon atoms comprising the
chain, then as many hydrogen atoms as possible will
be bonded to the carbon skeleton. This is a saturated
fat. Unsaturated fats have one or more double bonds.
Saturated fats are usually solid at room temperature.
-Steroids are lipids with a carbon skeleton consisting
of 4 fused rings. Cholesterol is a common component
of cell membranes. Many hormones (including sex
hormones) are produced from cholesterol.
-Proteins are a polymer constructer from amino acid
monomers. Each protein has a different structure and,
hence a different function.
*The most important role of proteins is as enzymes.
Enzymes are chemical catalysts that speed and
regulate all chemical reactions in cells.
-Proteins have four main structures; primary,
secondary, tertiary, and quaternary. Each structure
has an increase in complexity and functionality.
-Nucleic Acids are composed of nucleotides.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 9
Nucleotides are comprised of a pentose sugar, a
phosphate group, and a nitrogenous base.
*Pyramidines and purines bond in DNA to create a
double helix structure. The function of DNA is to
store hereditary instructions for the cell while the
function of RNA is to transport the hereditary
instructions.
*Nucleotides differ in RNA and DNA. DNA
contains the pentose sugar, deoxyribose and contains
the Nitrogenous bases ATGC. RNA contains the
pentose sugar ribose and contains the Nitrogenous
bases AUGC.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 10
PART II: ASSESSMENT
What is the end-of-unit summative performance task(s) for
students?
The end-of-unit summative performance task will be a
comprehensive multiple choice and short answer exam. If the
result of the exam is not adequate per the standards, then the
student will be given the opportunity to choose three of the
projects below including the mandatory one-page essay. The
performance task will then be substituted for their exam grade.
MANDATORY ESSAY- The first component of this project is
mandatory and the student must select a macromolecule and
discuss its importance either in daily life or in the scientific
community (i.e., nutrition or medical). Address how the
complexity of the macromolecule involves the emergence of new
properties. To expand their knowledge they must write a two-
page, double-spaced essay which includes at least three valid
sources.
Along with the essay, students must choose two of the following
options (one of the options must be presented to the class):
1. Compose a PowerPoint containing at least seven slides but no
more than eleven slides discussing the use of proteins in medical
research. Students must include relevance to the structure of the
protein and how it is used to advance medical research. At least
three valid sources must be used and material must be authentic
(no copy and pasting).
2. Design a poster analyzing the use of nucleic acids in genetic
engineering. Students must present both positives and negatives
of genetic engineering. Specifically, students should discuss how
the sequence of nitrogenous bases is used to manipulate genetic
outcomes. At least two valid sources must be used.
3. Students may write a poem, at least five stanzas, describing
Which EU and EQ will this task assess? How/why?
How does the performance assessment task link to the unit standards?
This assessment addresses all Essential Understandings. Particularly,
Essential Understanding Number One (structure relates to function) in all of
the pieces of the summative assessment option s including the mandatory
essay. An important aspect of these options is that the primal underlying
component of the assessments must show relation of structure to function.
Moreover, the second Essential Understanding (smaller building blocks
comprise large molecules) is addressed in Option One, Option Two, and the
mandatory essay. The complexity and function of the use of
macromolecules is based on the intricacies of the monomers. In this case,
since the assessment options request descriptions of the actual
macromolecule but the significance of the macromolecule is related to the
minute building blocks, Essential Understanding Number Two is addressed.
The third Essential Understanding (enzymes are proteins which catalyze
reactions) is addressed through summative options three and four,
specifically, and implicitly addressed in Option One. Enzymes’ multiple
uses and various applications make it a powerful tool in medicine and
chemistry. The students’ ability to recognize the significance of enzymes in
the process of science belies their knowledge of the content.
Lastly, since the summative assessment options address the complexities of
the macromolecules and their uses, it is intended that the third Essential
Question will be addressed. Arising complexity co-exists with emergent
properties. This idea can be conceptualized and formed concretely through
research in their mandatory essay and through the various summative
assessment options.
While this performance task addresses each of the standards presented in
this unit plan there are specific relationships to the following unit standards:
D 17. Explain how the chemical structure of polymers affects their
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 11
how structure relates to function for each macromolecule. The
student must include scientific terminology. The student may use
their notes as reference for this option.
4. Compose an abstract painting/drawing showing the
interpretation and significance of enzymes and their role in life
processes. This assignment must include a signed letter of intent
of the student and the school art teacher who will provide
framework for the painting. The student must use two scientific
resources and at least one artistic reference for this assignment.
physical properties.
9.5 – Due to its unique chemical structure, carbon forms many
organic and inorganic compounds.
NSTAp184.1 - Cells have particular structures that underlie their
functions. Every cell is surrounded by a membrane that separates
it from the outside world. Inside the cell is a concentrated mixture
of thousands of different molecules which form a variety of
specialized structures that carry out such cell functions as energy
production, transport of molecules, waste disposal, synthesis of
new molecules, and the storage of genetic material.
These specific standards are addressed in all of the summative
assessment options because the options implicitly include the nature
of carbon and its formative abilities in organic molecules, cells are
composed of smaller molecules that define the basis of all life and
complex function, and how the structure of a molecule relates
directly to its intrinsic function.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 12
Each assignment is
graded out of 50
(This rubric is the
composite score of all
assignments)
Distinguished
125-150 Points
Proficient
100-125
Practicing
75-100
Beginning
<74
Demonstration of
comprehension of key
understandings
(50 points)
Student compositions
involve all necessary
steps in the key
understandings and are
relevant to source and
class material and all
necessary steps are
logically sequenced.
Student
compositions
provide the basic
steps in the key
understandings
and illustrate
baseline
knowledge of the
material
Student
compositions show
some steps in the
key understandings
but do not portray
student knowledge
as most has been
copied from
sources
Student
compositions do
not show any of
the students’ own
knowledge and
provides no basic
portrayal of student
skill sets
Creativity/Originality
(20 points)
Student compositions
demonstrate an
exceptional degree of
student creativity and
originality, not simply
copying information.
Student
compositions
illustrate some
creativity and
originality but
could have used
more individual
touch.
Student
compositions are
unoriginal and
boring
Students have only
copied material
and shown no
effort to being
creative.
Citations
(10 points)
All student
compositions include at
least 3 scientific
sources besides course
work or the text book
correctly cited.
Some student
compositions do
not include at least
3 scientific
sources besides
course work or the
text book
Most student
compositions do
not include at least
3 scientific sources
besides course
work or the text
book
All student
compositions do
not include at least
3 scientific sources
besides course
work or the text
book
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 13
Accuracy of
Information
(40 points)
Student compositions
include accurate
scientific information
and frequent and
correct use of unit
vocabulary
Student
compositions are
fairly accurate
with only minor
mistakes.
Students utilize
some use of unit
vocabulary
Student
compositions have
many mistakes and
show a weak use of
unit vocabulary
Student
compositions are
practically all
inaccurate and no
unit vocabulary is
used.
Presentation of
Material to Group
(25 points)
The student
composition presented
to the group is both
applicable and well-
rehearsed involving
necessary components
of oral rhetoric and
presentation skills
The student
presentation is
factual and
provides almost all
accurate
information but
could use better
rhetoric skills and
rehearsal
The student
presentation to the
group has clearly
not been rehearsed
and the
information
presented is
minimal and some
is inaccurate
The student
presentation does
not show
presenters’
knowledge of the
material and has
not been rehearsed.
Material is not well
put together
Completion of
Student Rubric for
Partner(s) and
presenting Groups
(5 points)
Students actively
contribute to student
presentations by
completing rubrics for
performance offering
solid and appropriate
feedback as well as for
their working partners.
Student does not
put much effort
into the
contribution of
improving other
groups and their
partners’ work by
putting minimal
effort into the
rubrics
Student at least
completes all
required rubrics
Student does not
complete all
necessary rubrics
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 14
Part III: Unit Lesson Map
Carbohydrates
EQ- Why do the chemical bonds in carbohydrates make these macromolecules vital materials in living things?
Main Objective-
Students will be able to:
Distinguish between monomers and polymers
Define monosaccharides, disaccharides, and polysaccharides
Identify different monosaccharides, disaccharides, and polysaccharides
Demonstrate the structural isomeric properties of monosaccharides
Explain the bonding reactions which form carbohydrates
Develop disaccharides and polysaccharides from different monosaccharides
Key Learning Activities/Strategies-
Students will be able to:
Participate in a class discussion of key characteristics of monosaccharides, disaccharides and polysaccharides
(Adjusted Questioning)
Complete Guided Notes (Dialectic Notes will be given to all students to improve the skill of note-taking)
Compare and contrast different structural isomers of monosaccharides (Student Improvement Cooperative Learning
Groups, 2-4 students)
Organize a chart synthesizing a multitude of information regarding the 4 main macromolecules (Graphic Organizer)
Predict the outcomes of dehydration synthesis to form polysaccharides (Student Improvement Cooperative Learning
Groups, 2-4 students)
Analyze scientific text through guided reading of carbohydrates (Leveled text)
Structure of Lesson-
ENGAGE: In this lesson, students will be given a bell work article relating to carbohydrates, specifically, an article on the current
litigation of the fructose corn syrup conflict. There are three literacy integration questions to be answered by the students. After the
reading, there will be a whole group discussion about the litigation of the high fructose corn syrup industry. Moreover, when
discussion begins about the monosaccharides, students will be given small samples to taste glucose, fructose, and galactose.
EXPLAIN: Students will be presented with a short PowerPoint presentation explaining the structures and functions of simple and
complex sugars. They will also be informed of processes involved in the formation of complex molecules in the form of dehydration
synthesis and in the breakdown of complex molecules by hydrolysis. Students will be given a set of guided, dialectic notes for this
presentation. Moreover, students will be provided with a graphic organizer for macromolecules to aid them when studying for both
quizzes and the end of unit test.
ELABORATE: Once the explanation portion of the lesson is completed, students will break into their Cooperative Learning Groups
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 15
where they will find molecular construction kits and instructions for creating a three-dimensional representation of, first a
monosaccharide, and then a disaccharide. Each team will have to make a different disaccharide based on their two, already given,
monosaccharides. The students will then model dehydration synthesis to form the disaccharide. Once students have completed their
respective disaccharides, they will share with the group the process of forming their disaccharide and the group will say whether or not
the monosaccharide structure is correct.
EVALUATE: In this class, students and teacher will collaborate to design a rubric used for the grading of dialectic notes. Students
will then be given a copy of the rubric to keep with the notes until they are handed in at the end of the unit. Students will be required
to make memory connections for their notes in order to practice a long term memory device and useful study skill. Connections will
be checked the day after the notes were completed. For homework, students will be given a tiered reading assignment and asked to
analyze the importance of carbohydrates in a daily diet routine. Informal assessment will take place in the form of questioning and
cooperative group responses during the elaboration portion of the lesson.
Assessment-
Students will be assessed based on their responses to their opening Bell Work as well as their connections made in their notes.
*SAFETY: Students will be instructed on proper uses of the molecular sets, including not throwing the different atoms. Also students
will be instructed on the proper dispersal of the monosaccharides and disaccharides (i.e. gloves on hands, single use of a cup, etc.)
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 16
Lesson 2
Microscopy Lab
EQ- Why are microscopes an important tool in the progression of science?
Main Objective- Students will be able to:
Identify the components of a compound light microscope
Demonstrate proper use and focusing of a compound light microscope
Compute and calculate magnification of lenses
Determine Field of View of different objective lenses
Prepare and observe a wet mount slide
Key Learning Activities/Strategies-
Students will be able to:
Name the parts of a compound light microscope
Determine the depth of view
Calculate the Field of View of the high power objective lens
Draw visual representations of a microscopic view
Determine the relevancy of the use of microscopes in the laboratory (Student Improvement Cooperating Learning Group)
Carry out and create a wet mount slide of their own cheek cells
Follow a Flow Chart identifying the proper methods to focusing a microscope (Graphic Organizer)
Structure of Lesson-
EXPLAIN: In the beginning of class, students will receive the laboratory packet. As a whole group, we will read the pre-lab and
review expectations of lab behavior. There will also be a demonstration of the proper way to hold and carry the microscope. After
students complete the pre-lab discussion questions, we will transition back to the lab station. Once back in the lab stations, students
will be called by table to retrieve their respective microscopes from the cart (this is done so they can model carrying the microscope
correctly). At this time a handout will be distributed of the diagram of the microscope and then as a class we will review the
components of our microscopes with students being able to touch and write down the varying components. After this activity, students
will return to their seats to review the third activity, “Field of View.” We will discuss that the larger the magnification, the smaller the
field of view. We will also discuss the procedure for measuring the field of view with the rulers and then I will explain to the students
the necessary calculations they will be able to compute in micrometers. Finally, after the Field of View activity is complete, students
will take swabs of their own cheek cells and look at them under the microscope. This will be modeled, including making a wet mount
with iodine.
ELABORATE: The elaboration of this lesson occurs when students are actually using the microscopes independently, practicing the
varying skills needed to focus and view images. Students using the microscopes and completing the activities mentioned above are the
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 17
elaboration. Students will be given a flow chart for the proper focusing of the compound light microscope.
EVALUATE: Evaluation will occur based on students’ answers to the laboratory report. Informal assessment will happen through
constant monitoring and sequencing of the various activities taking place throughout the whole lab. Informal questioning will also be
used to monitor and adjust instruction.
Assessment-
Students will be assessed based on their answers to the laboratory report and a quiz on the components of the compound light
microscope.
*SAFETY: In this lab students will be introduced to the safe procedures of carrying the microscope and proper use. Specifically,
students will be taught how to properly sanitize slides after observation of cheek cells is complete. Furthermore, students will learn the
aseptic acquisition and disposal of living tissues (their cheek cells).
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 18
Lesson 3
Lipids
EQ- How do the properties of lipids differ from the other macromolecules?
Main Objective-
Students will be able to:
Distinguish between saturated and unsaturated fats
Identify the different sub-types of lipids
Evaluate the benefits of lipids in nutrition
Analyze the harms of lipids in nutrition
Explain the differences in structure of the different lipids
Evaluate the similar properties of all lipids
Key Learning Activities/Strategies-
Students will be able to:
Participate in whole group discussion (Adjusted Questioning)
Determine the effects of lipids in relation to nutrition (Cooperative Learning Groups)
Recognize the different categories of fatty acids (Graphic Organizer, Guided Notes)
Analyze the effects of saturated and unsaturated fats’ effects in diets (Cooperative Learning Groups)
Complete Guided, Dialectic Notes (Guided Notes)
Structure of Lesson-
ENGAGE: In this activity students will be introduced to lipids through an article about teenage obesity in relation to cholesterol, a
lipid. Students will be asked to analyze why they think teenage obesity is on the rise in the United States and how foods they eat on a
regular basis have added to the growing problem. After students have answered the questions in writing, the teacher will conduct a
whole group discussion to gauge the prior knowledge of the class in regards to lipids.
EXPLORE: Students will be broken into small groups and use their textbooks to identify the various types of lipids and practice their
outlining skills. Students will have approximately fifteen minutes to read the section and concur with colleagues about the questions in
the back of the section. The teacher will scan the room to make sure all groups are on task.
EXPLAIN: Once the students have completed their breakout, pre-reading groups, the class will return to their seats for the explanation
portion of the class. A short PowerPoint, accompanied by guided, dialectic notes will be handed out for students to take notes. These
notes will also assist in the flow of the lecture. Students will be called to the SMARTBOARD to help identify and answer questions
throughout the lecture portion.
ELABORATE: In the short elaboration portion of the lesson, students will be given pictures of the structures of saturated,
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 19
monounsaturated, and polyunsaturated hydrocarbon chains and then use their notes to identify the properties, both chemical and
functional, of the different lipid fatty acids. Students will then be given various nutrition labels of multiple foods with both saturated
and unsaturated fats and must analyze the nutritional benefits and properties of each food product. Students must then select whether
they think the food product is “healthy” or “unhealthy” based on proper daily intake percentages which will be displayed on the
SMARTBOARD.
EVALUATE: In this lesson, students will be assessed on their individual outlines of the section, their connections and completion of
the Guided Notes, and their Lipid Nutrition Evaluation handout. Students will also be informed of their mid-unit quiz. Group
questioning and small group inquiries will also serve as an informal assessment to guide instruction.
Assessment-
Students will be assessed based on their connections component of the guided notes. Students will be informed of their mid-unit quiz
on Carbohydrates and Lipids.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 20
Lesson 4
Proteins (CAPT Lab)
EQ- Why are proteins vital to the process of cellular life?
Main Objective-
Students will be able to:
Determine the connection between structure and function of proteins
Identify the various protein structures and their corresponding complexities
Analyze the importance of enzymes to all chemical processes in life
Evaluate the various polypeptide structures
Identify the hydrophilic and hydrophobic characteristics of amino acid R-groups
Identify the effects of substrate and enzyme concentration on chemical reaction rate
Validate the effectiveness of substrate and enzyme concentration on chemical reactions through numerical data
Analyze the effects of mutations on protein structure
Determine the changes in enzyme production in extreme temperatures and pHs
Analyze enzyme productivity through graphical representation
Key Learning Activities/Strategies-
Students will be able to:
Complete guided, dialectic notes (Guided Notes)
Compare the increasing levels of protein structure to their complexity (RASMOL, whole group activity)
Calculate and graph the relationship of enzyme mutation to productivity (Toothpickerase, Cooperative Learning Group)
Participate in whole group discussion (Adjusted Questioning)
Complete identification chart of amino acids and R-group properties (Graphic Organizer)
Utilize necessary safety precautions during CAPT laboratory
Conduct a scientific laboratory experiment investigating the effects of enzyme and substrate concentration on chemical
reaction rate (Tiered and Modified Instruction Packet, Cooperative Learning Groups)
Analyze and graph the inverse relationship of enzyme and substrate concentration on chemical reaction rate through
mathematical analyses and data trends (Cooperative Learning Groups, Tiered Rubric)
Complete a scientifically appropriate laboratory conclusion including data trends, theory discussion, supportiveness of
hypothesis, and validity of trial (Tiered Rubric)
Structure of Lesson-
ENGAGE: Students will be shown a short ABC News video clip on the effects of protein as supplemental foods in animals-for-
slaughter. Students will participate in whole group discussion about the reasons why cattle and herd animals-for-slaughter are given
protein supplements. Students will analyze then be asked to list foods they eat on a regular basis they think consist of proteins.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 21
EXPLAIN: Students will be first introduced to proteins and their various structures through a Prezi Presentation. Students will follow
along with the presentation through guided, dialectic notes. The Prezi includes a large amount of animations and videos displaying the
various structures of proteins.
Students will be handed back their Carbohydrate and Lipid Quizzes. Students will then be given a prescribed amount of time to use
their notes and textbooks to correct their incorrect responses on a separate sheet of paper and explain why their original answer was
either incorrect or why their new answer is correct. Students will be able to hand in these corrected questions for half credit points
towards their overall quiz grade.
Students will be given a handout, to be conducted by the whole group together, of questions regarding the computer program
RASMOL. The program will be manipulated by the teacher on the SMARTBOARD and students will be guided through the exercise
as a group. Students will be guided through a hierarchy of questions throughout the program with the graphic organizer and
investigate the structures of both collagen and myoglobin. Students will have to evaluate the structural significance of each and their
respective purposes in the human body.
After completion of the CAPT lab, students will be given the grading rubric used lab conclusions. Students will also be given an
example of a piece that would receive a perfect score and use the rubric to grade the exemplar. Students will also be given a rubric
used to grade their graphs. Students and teacher will participate in whole group discussion about the expectations for the lab
conclusion and graphs.
ELABORATE:
Students will be shown a PowerPoint about the various vocabulary associated with enzymes, including substrate, active site, and
catalyst. Students will take guided notes on enzymes. After the short PowerPoint is completed, students will follow along as the
teacher reads instructions and demonstrates expectations for the lab activity Toothpickerase. Students will be informed of the
graphical expectations and shown how to properly calculate slope of a line on the board using example data. Students will also be
made of aware of the safety expectations including not throwing the toothpicks in the laboratory and remaining seated at their lab
table. Students will complete the laboratory activity Toothpickerase. In this activity students will work in groups of two and complete
four separate trials in which they act as an enzyme and the toothpick acts as the substrate. Students will hopefully gain a clearer, more
concrete understanding of the functionality of an enzyme.
Students will be given an instructional packet for the Enzyme CAPT lab using catalase. Students and the teacher will go over the
instructions and safety of lab together before the lab is started. The teacher will explain that goggles must be worn and students must
remain at their lab tables at all times unless instructed to move around. The teacher will explain and model the correct procedure for
using the forceps and disks and also model the creation of proper dilutions. Students will complete the first trial as a group along with
the teacher. Students will investigate the effect both substrate concentration and enzyme concentration have on chemical reaction rate.
Students will conduct three time trials of five various concentrations of catalase, and six various concentrations of hydrogen peroxide.
Students will time how long it takes a filter paper disk to rise from the production of oxygen bubbles, a byproduct of hydrogen
peroxide and catalase. Students will then average the times for all of their trials and put these averages on the SMARTBOARD where
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class data will be collected. Students will then use this data to create two separate graphs, one of substrate concentration and one of
enzyme concentration. Furthermore, students will need to write two separate lab conclusions for this lab. (Students will be given one
class period to write a rough draft of their conclusion and one class period to type their final drafts).
EVALUATE: Students will be evaluated on their connections made in their dialectic notes. Students will be evaluated based on their
answers to the effects of enzyme mutation on productivity and their graphical representation of the relationship of enzyme productivity
and enzyme mutation. Students’ mid-unit quizzes will be re-evaluated with their new corrected answers. Students will hand in their
RASMOL packets for grading when the investigation is complete. Students will hand in two graphs and two formally typed lab
conclusions for the CAPT lab.
Assessment-
Students will be assessed based on their guided notes of proteins, their Toothpickerase lab and graphs, their RASMOL observations,
and their two graphs and lab conclusions for the CAPT lab
*SAFETY- Since this lesson requires movement to and from the lab area from the lecture area, much attention will be paid to the
transition between these two areas. Students will be required to wear goggles for the CAPT lab. Students will also be warned of the
chemical dangers and corrosives used in the CAPT lab.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 23
Lesson 5
Nucleic Acids/Guest Speaker
EQ- How do nucleic acids play a role in life processes?
Main Objective-
Students will be able to:
Identify the differences between RNA and DNA
Identify the structure of RNA and DNA
Analyze the individual components that comprise RNA and DNA
Key Learning Activities/Strategies-
Students will be able to:
Participate in whole group discussion (adjusted questioning)
Complete guided, dialect notes (Guided Notes)
Recognize the differences between RNA and DNA (Graphic Organizer)
Utilize proper etiquette and questioning for guest speaker(s)
Create analogies and examples for structural components of DNA and RNA
Structure of Lesson-
ENGAGE: In the beginning of this class students will first be given a short article from the New York Times about the discovery of
the structure of DNA by Watson and Crick. Then students will be shown a modern video from biointeractive.org of James Watson
explaining the creation of his structural model of DNA. During this time the teacher will be handing out previous work.
EXPLAIN: After students have completed the video and article, the teacher will inquire for prior knowledge. Students will participate
in group discussion about their existing knowledge of Watson and Crick and DNA and RNA. Students will then use a guided,
dialectic notes packet (Cornell Notes) as the teacher delivers a short PREZI presentation on DNA and RNA. The teacher will explain
the nucleotides comprising the nucleic acids, the structural formation of RNA and DNA, the functions of each.
ELABORATE: Students will have the privilege of listening to a guest speaker working in the field of Alzheimer’s research from either
Bristol Meyers Squib or Pfizer. Students will learn about the role that DNA and RNA play in not only the study of disease but the role
in the research for cures as well. Students will be able to experience the concrete application of the two nucleic acids in medicinal
research.
EVALUATE: Students will be evaluated based on their dialectic notes and their review analysis of the guest speaker.
Assessment-
Students will be assessed based on their evaluations of the guest speaker and their dialectic notes.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 24
Lesson 6
Culminating Activity
EQ- How can macromolecules be chemically identified in our daily nutritional intake?
Main Objective-
Students will be able to:
Identify the necessary chemicals and tests needed to properly identify macromolecules present
Analyze the nutritional values of processed foods based on the chemical indicators
Identify the macromolecules present in a McDonald’s Happy Meal
Discuss the risks of eating processed foods such as happy meals
Key Learning Activities/Strategies-
Students will be able to:
Participate in whole group discussion (Adjusted Questioning)
Use proper safety techniques in the laboratory
Determine the macromolecules present in a McDonald’s Happy Meal (Graphic Organizer)
Answer questions evaluating the nutritional risks taken when consuming processed foods
Identify the importance of controls in an experiment
Structure of Lesson-
ENGAGE: In this lesson students will be introduced to the nutritional properties of fast foods with a video by CBS News in which
certain fast food restaurants were analyzed based on nutritional values of their foods and drinks. Students and teacher will then discuss
some of the health effects of eating a diet consisting of processed foods.
ELABORATE: After the introduction, students will be given the laboratory manual for the McMush Lab. The teacher and the
students will read aloud as a class the procedure and discuss the purpose and directions for the lab. The teacher will ask and probe for
understanding and students can ask procedural questions to the lab. Next, the teacher will perform the controls for the experiment. At
this time the teacher will go over the safety precautions of each identifying chemical including its uses and dangerous properties. The
teacher will model how to use the chemical properly and students will write down the proper controls in their lab packets so that they
may identify whether the McMush slurry contains or does not contain the different macromolecules. Students will write down the
colors used to identify whether a macromolecule is present or not present in each sample. After the controls have been finished, the
teacher will show students the blending of the McDonald’s Happy Meal and distribute the samples to each lab group. Students will
use the necessary chemicals and procedure to identify whether the McMush slurry contains certain macromolecules. Students will use
Biuret’s, Benedict’s, Lugol’s, Silver Nitrate, and a paper bag to identify the different macromolecules in the Happy Meal slurry.
Students will write down their data in the tables in the lab packet to use for evaluation and questions after the lab. The teacher will
walk around the room and monitor for misunderstandings, questions in procedure, and help groups who need additional aid completing
the experiment.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 25
EVALUATE: Students will be evaluated based on their analyses of macromolecules present in the McDonald’s Happy Meal. Students
will be asked to identify the macromolecules present and discuss the outcomes of the test in their lab packets.
Assessment-
Students will be assessed based on their answers and findings to the lab packet.
*SAFETY: Safety is vital in this lab. Students will be required to wear both goggles and gloves. The teacher will explain the harms
of each of the identifying chemicals utilized in the lab and the proper way to use the chemicals (droppers, pipettes, etc.). Students will
not be allowed to participate in this lab if they are found misusing the chemicals in a proper and safe way or if they are not wearing
their goggles or gloves.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 26
Lesson 7
Science, Technology, and Society
EQ- How do science and technology affect the quality of our lives in relation to consumerism?
Main Objective-
Students will be able to:
Analyze the significance of science in advertising
Identify the components of common processed foods and their nutritional values
Create and design a web advertisement using background research and scientific information
Analyze and distinguish the validity of a variety online resources
Identify the macromolecules present in everyday foods and their corresponding nutritional impacts
Key Learning Activities/Strategies-
Students will be able to:
Design an effective and convincing web advertisement of a particular processed food (Tiered Rubric)
Participate in a whole group discussion regarding the impact of macromolecules in daily life (Adjusted Questioning)
Complete demographic research of a specific city (Graphic Organizer)
Identify the validity of different online resources (Graphic Organizer)
Identify other chemicals included in the ingredients and the different uses for those ingredients (Graphic Organizer)
Complete a self-assessment of their work to authenticate their learning (Tiered Rubric)
Structure of Lesson-
ENGAGE: This lesson will begin with a CBS News video clip showing the amount of advertising dollars spent on processed foods and
the varying macromolecular components of the various foods shown. Students will be shown the video prior to their introduction of
the assignment.
EXPLORE: The main task of this lesson is for students to act as both scientific researcher and creative director to produce an
advertisement for their junk food. The students will use computers and their notes to conduct background research on their target
audience and their products. Students will complete the graphic organizer before they may begin their commercial-making process.
Students will need to identify two scientifically appropriate web resources for their macromolecule information and identify resources
used to find information when researching for other unfamiliar ingredients in their product. Students will show the teacher their
graphic organizer before getting approval to begin their commercial. This exploration is also designed for students to realize the
different chemicals they ingest on a regular basis.
EXPLAIN: Students will be a handed an STS Activity packet including the background information, graphic organizer, self reflection
form, and assessment rubric. In this STS activity students will be creating a web advertisement for their favorite processed food (junk
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 27
food). Students will have to conduct background research on the demographics of their target audience, include nutritional
information and facts about the macromolecules in their product, and identify chemicals in their products of which they are unfamiliar.
Students will then use the program ANIMOTO to create their commercials to sell their product. Students will listen as the teacher
reads aloud the background information and write notes in the margins of their handout. After reading the Background information
and giving an explanation verbally of the expectations, the teacher and students will then collaboratively review the graphic organizer
and the expectations for each requirement. Finally, students and teacher will review the rubric so that students will be aware of their
assessment expectations for the assignment.
ELABORATE: Students will use the web program ANIMOTO to begin create their commercial. The commercial must include
appropriate themes, music and images in order to sell their products. The commercial is the vehicle allowing students to portray their
understanding of the macromolecules. Students will need to create a streamlined and efficient commercial which sells their product
and informs the audience. In this sense students will be able to combine various understandings of prior knowledge regarding the
macromolecules.
EVALUATE: Students will complete a self assessment (reflection essay) on the process of the STS activity and their feelings about the
varying substances they regularly put into their bodies. Moreover, students will also self reflect on the role that technology and
science plays in their daily lives. The teacher will use the established rubric to grade the commercial each individual student created.
Lastly, students will conduct a risk/benefit analysis of their favorite junk foods based on their background research and the ingredients
found in their favorite junk food. This analysis will be completed as a component of their final reflection.
Assessment-
Students will be assessed based on the quality of their completed background research, their self-reflection essays, and the result of
their commercial (product) based on the descriptions in the rubric.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 28
Lesson 8
Final Assessments
EQ- How do macromolecules impact life processes?
Main Objective-
Students will be able to:
Analyze the importance of macromolecules in life processes
Apply understanding of macromolecules to a final formative assessment
Evaluate the importance of macromolecules in daily human life
Key Learning Activities/Strategies-
Students will be able to:
Complete a formative assessment of the macromolecules
Complete supplemental summative assessments regarding macromolecules
Structure of Lesson-
EVALUATE: Students will be evaluated based on their final notes (all notes will be collected and evaluated using the collaborative
rubric). Students will assessed based on their answers to the formative test and will have alternate summative assessment to
supplement their scores of the formative assessment if they choose to improve their scores.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 29
Part IV: Materials for use with Students
Materials for lessons Lesson 1
Carbohydrates PowerPoint, Guided Notes, High Fructose Corn Syrup Article, Carbohydrates in the
Diet Article, Macromolecule Graphic Organizer, Monosaccharide to Disaccharide Handouts,
Molecular Model Kits, Corn Syrup, Glucose tablets, table sugar, Guided Notes Collaborative
Rubric
Lesson 2
Compound Light Microscopes, Cover Slips, Iodine, Pipettes, Standard Microscope Slides,
microscope components handout, Microscopy Lab Report, Letter “e” Slides, Centimeter rulers,
Three Threads slides, Focusing a Microscope Handout, Sanitary Wipes, Toothpicks or Q-tips,
Lesson 3
Lipids PowerPoint, Discovery Video Swimming the English Channel, Butter, Vegetable Oil,
Handout, Lipid Guided Notes, Steroid Article, High Cholesterol in Teens Article, Hydrocarbon
Chain Handout, Nutrition Label worksheet
Lesson 4
Guided Notes, ABC News Clip, RASMOL packet, RASMOL disk, SMARTBOARD, PREZI
Presentation, Enzyme PowerPoint, Toothpickerase packet, Toothpicks, Plastic sandwich bags,
Graph paper, rulers, colored pencils, CAPT lab packet, yeast, calculators, stop watches,
clear cups, forceps, filter paper disks, petri dishes, Hydrogen Peroxide, paper towels
Lesson 5
Guided Notes, New York Times article, James Watson video from biointeractive.org, PREZI
Presentation, Graphic Organizer for similarities and differences of RNA and DNA, Engagement
Evaluations of Guest Speaker, Etiquette supplement for students
Lesson 6
Biuret’s, Benedict’s, Brown paper bags, Lugol’s, Silver Nitrate, MSDS sheets, test tubes,
McDonald’s Happy Meal, Hot plate, Hot water bath, beakers, vinyl gloves multiple sizes, plastic
cups, blender
Lesson 7
CBS News Clip, Activity Background Information, Class List and Dummy Emails, Background
Research Graphic Organizer, Tiered Rubric, Computer Access for each student, Self-Assessment
Prompt
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 30
Technology
• Equipment, peripherals
• Software
Computer; Mobile Lab; SmartBoard; Whiteboard; Projector; Microsoft Word; Microsoft
PowerPoint; Mozilla FireFox; PREZI; ANIMOTO and necessary account information; gmail
accounts for students; DROPBOX; Online Journal Database Access
Internet URLs See below
People English Teacher, Possible Guest Speaker, Art Teacher
Supplies Posters, Lab equipment, markers, colored pencils,
For identified needs Accompanying Visuals and Charts for ESL students, supplemental readings and possible
translations of harder-to-grasp content. Extra-help provided as necessary.
CMT/CAPT Connection Students will be able to exceptionally strengthen their abilities to review and use analytical and
critical thinking skills to constructively create an avenue to further their learning of macromolecules.
By providing multiple pathways while maintaining structure, students will be able to compare and
contrast, interpret, infer, analyze and re-iterate vital information as seen on the CAPT test.
Specific connections are as follows:
Science, Technology, and Society connection in Lesson 7
CAPT Lab in Lesson 4 with corresponding conclusion and graph rubric
Specified Content Knowledge per Connecticut State Standards Lessons 1-9
Part V: Student Resources
http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html
This website is a java, interactive tutorial on all four macromolecules. The site provides a brief overview of all four macromolecules along
with 3-D representations and an interactive quizlet at the end. The website also has an animation on formation and structure of the
macromolecules which is also narrated.
http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html
This flash animation provides both narration and actual examples of how enzymes work, including substrate, active site, and products. It
also does an excellent job of describing how the enzyme catalyzes the reaction.
http://www.johnkyrk.com/DNAanatomy.html
This website discusses the structure and function and DNA and shows the phosphate backbone and the sugar component in the structure. It
is step by step and interactive.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 31
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP13104
This animation provided by Wisconsin University, is a comprehensive and interactive java animation on the properties and functions of the
carbohydrates. Moreover, the website is written in an easy-to-understand format and can also be narrated.
http://telstar.ote.cmu.edu/biology/MembranePage/index2.html
This website, although fairly heavy in text at some instances, is both well written and informative. It discusses the structures of the different
types of lipids and offers a decent comparison between phospholipids and triglycerides in terms of structure. It also utilizes effective short
animations and pictures.
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP13204
This website is another component of the series of biomolecules by Wisconsin University. This specific animation provides information and
animations on the structures and functions of the various lipids and also offers students a narration instead of simple reading of the text.
Moreover, this animation provides specific examples of lipids relating to nutritional health with everyday food items.
http://intro.bio.umb.edu/111-112/111F98Lect/folding.html
This website has a Quicktime animation of protein folding from amino acid polypeptide chain to the quarternary structure. Further, it
provides explanations for each step and uses simple vocabulary. It also shows the hydrophobic and hydrophilic amino acids and their placement
within the protein.
http://www.northland.cc.mn.us/biology/biology1111/animations/enzyme.swf
This website is a simple, instructional, and informative flash animation of enzymes. The sequence of the animation is also appropriate as it
depicts the basics of enzymatic processes first and then transitions nicely into higher order processes. Moreover, students can control the pace of
the videos.
http://www.sumanasinc.com/webcontent/animations/content/DNA_structure.html
This Quicktime video, although short, provides a fairly accurate description and labeling of the structural organization of DNA. It is also
color coordinated to provide a clear view of the nucleotide structure.
http://www.sumanasinc.com/webcontent/animations/content/enzymes/enzymes.html
This flash animation provides an excellent explanation, with examples related to enzymatic processes, of activation energy. The site
provides and accurate portrayal of the effects of substrate concentration and enzyme concentration on chemical rate of reaction and graphs
showing these relationships.
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 32
Part VI: Teacher Resources and References
Verbal Communications with:
Susan Matthews
Stephen Harbanuk
Christine Ward
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
http://www.hartfordinfo.org/issues/wsd/Education/AchieveHartfordHPSProfile.pdf
Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 33
Reflection-
Reflection on Unit Process:
Throughout the formation of this unit, it was my own personal goal to provide as many applicable and interactive scenarios for my students as
possible. I did not want my unit to be plagued with the monotonous time consuming activities that do not break past Bloom’s third level. The use of the
5-E instructional method, therefore, aided me greatly in climbing Bloom’s Taxonomy. It forced me to evaluate my own logic and sequence throughout the
unit, a piece I still need to work diligently upon to improve. This process required numerous re-creations of my preceding document, as I monitored and
adjusted for the students as I progressed through the unit. Moreover, I tried to include students as learning partners instead of learners in the unit by
collaborating on rubrics and expectations and using modern terminology and integrating twenty first century technologies.
The goal of the unit was for students to take responsibility of their own learning and while I am there to provide a baseline foundation of learning,
I hope the anchor activities in this unit provide students the motivation to seek out additional resources. I am truly proud of the sequence and effort put
into this document with the help of my advisor and mentor, Sue Matthews. The 5-E method is not an easily applied schematic to content. It requires
collaboration and creativity and going beyond the factual. By using the 5-E model I am able to cater to my students’ cultural needs and biases and
hopefully enrich their lives through science. For example, by talking about daily nutrition and health, students have the opportunity to investigate and
become involved in their future by forming their own opinions and choosing for themselves the essence of the nature of science.
Both Piaget and Vygotsky speak of abstractness and formal thought as a transition into the higher sequencing of understanding. Through the 5-E
model I believe that I provide opportunities for students to climb their proverbial ladder of knowledge. I am requiring that my students show effort into
making these higher order connections. I also tried to create a procedural expectation throughout the unit. By modeling and showing students the method
of transitioning and completing projects I do not have to punish if they are wrong or praise if they are correct because it is a procedural expectation. I also
gave students the opportunity to reflect and critique on my work, which gives me the opportunity to improve their learning experiences. By requesting
students partake in the 5-E method and become participants in determining how they will be graded, students are more motivated and, I believe will show
more effort in their work. Students, hence, will be forced to think critically and abstractly in order to succeed.
The 5-E method was a challenge but a beneficial way to approach science teaching. In my own experience, especially through carrying out this
unit, the 5-E model proved the best way to scaffold a lesson. I believe that this unit was beneficial to not only me but to my students especially since it
incorporates twenty-first century technologies, accommodates multiple learners and establishes high expectations. Idealism plus realism breeds optimism.
Both my cooperating teacher, Stephen Harbanuk, and my college supervisor, Susan Matthews, were extremely supportive throughout the process and
instilled in me the want to constantly expand my methodological horizons. It is my hope that the students were able to at least take away the basic
fundamentals of macromolecules, but more importantly, progress in their process of becoming autonomous individuals. As with Brofenbrenner’s
Ecological Model, I hope that this lesson provided some influence in the development of the whole adolescent. Idealism plus realism breeds optimism.
-Michael C. Carbone