Biology Lesson Plan
Date: March 10-14
Prepared by: Dena Walker
A/B Schedule
Lesson Title: Understanding of the basic macromolecules found in all living things
Objectives:
1. Classify the variety of organic compounds
2. How polymers are formed and broken down in
organisms
Success Criteria:
Connection to Writing: 9-10 grades
2:a Introduce a topic; organize complex ideas, concepts, and
information to
make important connections and distinctions; include formatting
(e.g.,
headings), graphics (e.g., figures, tables), and multimedia when
useful to
aiding comprehension.
California State Standard(s) Targeted:
Cell Biology
h.Students know most macromolecules (polysaccharides,
nucleic acids, proteins,
lipids) in cells and organisms are synthesized from a
small collection of simple
precursors.
Vocabulary:
 Isomer
 Polymer
 Carbohydrate
 Lipid
 Protein
 Amino acid
 Peptide bond
 Enzyme
 Nucleic acid
 nucleotide
Essential Questions:
o What determines if something is living?
o How do cells stay alive?
o Where do new living things come from?
Connections to Students’ Prior
Pre-Requisite Knowledge and Skills/
Learning: Students are aware that biotic
Strategies to Address Gaps in
organisms are made up of cells. Students
Knowledge: Students will understand the
have an understanding of the basic cellular cell come from pre-existing cells, address
organelles and their functions
misconceptions and understandings of
previous knowledge
Possible Misconceptions/ Strategies to
Address:
70% water, Cells are like bricks all have walls,
Cells and particles being confused, Flat, Links
between generalized/ specialized cells,
Vacuole (vacuum) , Where energy come from
in cells, All cells are the same shape,
Assessments: “Rank My Understanding” Student will verify their learning and understanding throughout the lesson by using a
number scale of understanding, exit slips and/or possible reflection summary
1- I heard something, but I just don’t get it
2- I understand but still need a little help
3- I get it! I get it! I get it!
4- I can teach it way better than Ms. Walker!
Activity Name
(Include Time Allocation)
March 10/11
5-10 minutes, Opening activities
Learning Opportunities
Description
Lesson Resources/ Materials
Daily Science opener, attendance
15-20 minutes Ppt Lecture
Teacher
will
lecture
macromolecules of life
30 minutes-Vocabulary word
Vocabulary quiz March 14/17
Background and relevance to life
Students will look up the vocabulary
words listed below
Students will compare the structures and
functions of four types of organic
compounds called biochemical
Book, paper, colored pensils, scissiors,
computer paper
20 minutes, Life Substances pg 157
Foldable (notes)
March 12/13
5-10 minutes, Opening activities
on
Powerpoint, discussion, handouts (science
opener)
the
Daily Science opener, attendance
Students will have guided notes on
macromolecules lecuture
Powerpoint, discussion, handouts (science
opener)
40-50 minutes, Life Substances pg 157
Foldable (notes)-due today
Students will compare the structures and
functions of four types of organic
compounds called biochemical
Book, paper, colored pensils, scissiors,
computer paper
20 minutes The Chemistry of Life
Students will use the worksheet to enforce
their skills and understanding about
CHNOP
Worksheet and book
March 14/17
5-10 minutes, Opening activities
Daily Science opener, attendance
Vocabulary Quiz (20 minutes)
Students will text on unit vocabulary
words
Introduction to Cellular Diffusion-video
Cellular Diffusion (45 minutes)
Students will conduct a web quest on
cellular diffusion
Homework:
Powerpoint, discussion, handouts (science
opener)
handout
Netbooks and handouts
Additional Notes:
Students are responsible for making up any
material that they miss while out.
If students did not complete any of the
day’s work, students will need to
complete for homework.
Vocabulary quiz March 14/17
Accommodations/ Modifications:
How will the lesson be differentiated to meet the needs of advanced learners, struggling learners, and English Learners?

ELL/ SEL
Ppt with colored pictures of cell

SPED/ Struggling Learner
Extended time

Gifted/ Advanced
Peer-tutoring
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organelles
Access to book
Assign peer tutoring
Highlight key words
Extended time
Provide extra examples as needed
Bilingual dictionary/resources
Use positive reinforcement
Repeat directions
Oral prompts and clues
Allow oral responses as
summative
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Ppt with colored pictures of cell
organelles
Access to book
Assign peer tutoring
Shorten assignments/tasks
Use positive reinforcement
Repeat directions
Oral prompts and clues

Allow student to move forward
with next day enrichment activity