Biochemistry: Macromolecules: Application (Day 4 of 6)

Name: Kayla Wipf

Grade Level: 10
School: Sioux Valley HS
Date: 10-3-17
Time: 1 (8:20-9:14), 4 (11:05-11:56), 5 (12:51-1:42)

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
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 take a vocabulary quiz at the beginning of the hour, then
begin a graphic organizer activity for the rest of the time and some of
tomorrow.
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 take a vocab quiz and then start a graphic
organizer activity.

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 start today with your vocab quiz and then move onto an activity. Take out your barriers
and put away any notes.

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)

Quiz Handout and collect when done.

(15 min)
You can put your barriers away now. If you have not already, you need to turn
in the card sort from Friday. I will be counting it late after today. You also
Graphic need to turn in the packet from yesterday.
Organizer
For the rest of the time today, you will be working on this graphic organizer
for all of the things you have learned about macromolecules. You need to rip
the first sheet off of the packet. After that, cut out all the squares and used the
blank organizer to help you decide which category they belong in. Once you
have organized all of your cut-out squares, raise your hand and I will come by
and point out anything you have in the wrong place. Correct it, and then when
you’re sure about them, glue them down on the big sheets of paper I have for
you. After you have it glued down, fill the the printed organizer with your
 final answers.

You will have the rest of the class period to work on this today and I have also
planned time for you to complete it tomorrow. Start working!

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 - does anyone need a last minute check before they go?

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: Let students complete tommorrow.

Short: Do the Quizizz and give them the homework that was supposed to be handed out Thursday to work
on.

https://quizizz.com/admin/quiz/59b686fe14dd8a11004dfc06

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, Quizizz