Grade: _9_____
Carlisle County Public Schools
Unit of Study
Content Area: __Science_____________
Course: _Biology_____________________
Bundle/Unit Title: ____Unit 4 Atomically Correct: The Chemistry of Life______________
Unit Synopsis
The chemistry of life. The basics concepts of Chemistry: atom, matter, bonding, water molecule, pH scale.
Knowledge of Content
Proposed
Teaching
Date
9/129/13
Had to go
back on
9/15 to
finish up
isotopes
Standard
A5a. Identify subatomic particles, and
describe how they are arranged in atoms
A5b. Describe the difference between ions
and atoms and the importance of ions in
biological processes
A5c. Compare the types of bonding
between atoms to form molecules
Gap
Learning Targets
Students will be able to draw an
atom and label the subatomic
particles along with the charge.
The students will be able to
describe the difference between
an ion and an atom.
Will be able to distinguish
between an isotope of an atom
and why they are different.
The students will be able to
explain how ions affect the body
on a daily basis.
9/14/9-
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A5i. Define and explain the unique
properties of water that are essential to
living organisms
The students will be able to
indentify different types of bonds
and how they occur.
What is cohesion?
What is Adhesion and how does
it apply to plants?
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Student-Friendly
“I Can…” Statements
I can draw an atom with the 3 subatomic
particles and label their charges.
I can distinguish between an atom and an
ion.
I can identify isotopes and from a regular
element and explain what they are used
for.
I can explain how ions affect the body.
I can distinguish between the types of
bonds and explain how they occur.
I can explain how cohesion occurs and what
it is.
I can explain adhesion and how it works.
Summer 2011
Critical Vocabulary
16
A5f. Explain the fundamental principles of
the pH scale and the consequences of
having the different concentrations of
hydrogen and
hydroxide ions
A5h. Describe the function of enzymes,
including how enzyme-substrate
specificity works, in biochemical reactions
Repeat Standards:
A1B, A1C, A1D, A1F, A3F, A4C, A4D
What is an acid and base on the
pH scale?
How does the ion concentration
affect whether it is an acid or
base?
The students will be able to
describe what happens when an
enzyme acts upon a biochemical
reaction.
CLASSROOM ASSESSMENT & REFLECTION
Interim & End of Unit Common Assessments (Assessments & Rubrics Attached)
Proposed Assessment Standards
Assessment Method
Date
All Standards
Quiz over what has been
9/21
discussed so far in the chapter.
All standards listed above.
I can test for an acid and base and
determine an unknown substance.
I can look at ion concentration and
determine if an unknown substance is an
acid or base.
Interventions for Struggling Students
Extensions for Proficient Students
Multiple choice with an ORQ
9/23
INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT/INSTRUCTIONAL RELEVANCE
Resources:
Biology Book, Chapter 2 Sections 1, 2, and 4.
Power Point from Chapter 2 Biology resources.
Internet for information on uses of ions in the body.
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Summer 2011
Essential Instructional Activities:
Individual Teacher Activities:
DAY #
Day 1-2
“I CAN STATEMENTS….”
Instructional Activities
Read Section 2.1 Start notes on
2.1
Finish Notes on 2.1, ions,
bonding, atoms, matter
Formative Assessment
Worksheet over the notes
Day 3-6
Read pages 40-43, notes on
water and the pH scale
On day 6 worksheet to assess the
knowledge
Day 7
Lab on pH, testing unknown
substances to test their pH.
Day 8
Notes and discussion on
enzymes, plus enzyme-substrate
complex works
Review and test over Unit 4.
The students will be given a lab
handout that they will fill out on
the unknown substances
Possible worksheet
Day 9-10
Intervention
Extension
Notes, day 3 FCCLA
trip, day 5 FFA trip
Ideas and Thoughts for Refinement
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Summer 2011
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Summer 2011