Unit Lesson Plan – Emergence of Organic Molecules
Teacher:
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Time Frame:
12
Grade:
Subject:
11 days
School:
AP Biology
AP
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
EK 1.B.1 Organisms share many conserved core processes and features that
evolved and are widely distributed among organisms today
EK 1.D.1 There are several hypotheses about the natural origin of life on
Earth, each with supporting scientific evidence.
EK 1.D.2 Scientific evidence from many different disciplines supports models
of the origin of life.
EK 4.A.1 The subcomponents of biological molecules and their sequence
determine the properties of that molecule.
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. How did our universe form?
2. What is the origin of organic molecules on Earth?
3. What are the shared characteristics of all living things?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students can:
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By the end of this unit, students will be able to:
SP 1.2 Describe representations and models of
natural or man-made phenomena and systems in
the domain.
SP 1.3 Refine representations and models of
natural or man-made phenomena and system in
the domain.
SP 3.1 Pose scientific questions.
SP 3.3 Evaluate scientific questions.
SP 4.1 Justify the selection of the kind of data
needed to answer a particular scientific question.
SP 4.4 Evaluate sources of data to answer a
particular scientific question.
SP 6.1 Justify claims with evidence.
SP 6.3 Articulate the reasons that scientific
explanation and theories are refined or replaced.
SP 6.4 Make claims and predictions about natural
phenomena based on scientific theories and
models.
SP 6.5 Evaluate alternative scientific
explanations.
SP 7.1 Connect phenomena and models across
spatial and temporal scales.
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 LO 1.14 Pose scientific questions that correctly identify
essential properties of shared, core life processes that
provide insights into the history of life on Earth. (SP
3.1)
 LO 1.15 Describe specific examples of conserved core
biological processes and features shared by all
domains of life, and how these shared, conserved core
processes and features support the concept of
common ancestry for all organisms. (SP 7.2)
 LO 1.16 Justify the scientific claim that organisms
share many conserved core processes and features
that evolved and are widely distributed among
organisms today. (SP 6.1)
 LO 1.27 Describe a scientific hypothesis about the
origin of life on Earth. (SP 1.2)
 LO 1.28 Evaluate scientific questions based on
hypotheses about the origin of life on Earth. (SP 3.3)
 LO 1.29 Describe the reason for revisions of scientific
hypotheses of the origins of life on Earth (SP 6.3)
 LO 1.30 Evaluate scientific hypotheses about the
origin of life on Earth (SP 6.5)
 LO 1.31 Evaluate the accuracy and legitimacy of data
to answer scientific questions about the origin of life on
AP Biology
Emergence of Organic Molecules

SP 7.2 Connect concepts in and across
domain(s) to generalize or extrapolate in and/or
across enduring understandings and/or big ideas.
Earth. (SP 4.4)
 LO 1.32 Justify the selection of geological, physical,
and chemical data that reveal early Earth conditions.
(SP 4.1)
 LO 4.1 Explain the connection between the sequence
and the subcomponents of biological polymers and its
properties. (SP 7.1)
 LO 4.2 Refine representations and models to explain
how the subcomponents of the biological polymer and
their sequence determine the properties of that
polymer (SP 1.3)
 LO 4.3 Use models to predict and justify that changes
in the subcomponents of a biological polymer affect
the functionality of the molecule. (SP 6.1, 6.4)
Assessment
(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these
concepts using a combination of class work/homework questions and the SMART Response system. Classwork and
Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the
formal evaluations listed below.
Formative Evaluations:
Summative Evaluations:
Origin of Life Activity
Early Earth Quiz
Structure & Function Activity
Organic Compounds Quiz
Experimental Design Activity
Unit Test
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Topic
Classwork
Homework
1
Early Universe, Early Earth
SMART Notebook Slides 524; Questions #1-5
#10-14
2
Water
SMART Notebook Slides
25-35; Questions #6-9
Origins Activity; #15-17
3
Organic Compounds
SMART Notebook Slides
36-55; Questions #18-22
Analysis Questions; #38 41
4
Origins Activity
Discussion of Reading;
Quiz 1: Early Earth
5
Carbohydrates & Nucleic
Acids
SMART Notebook Slides
57-87; Questions #23-29
Day
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AP Biology
#42-47
Emergence of Organic Molecules
6
Proteins & Lipids
SMART Notebook Slides
88-115; Questions #30-37
7
Structure and Function
Activity
Structure & Function
Activity
8
Development of Life
Quiz 2: Organic
Compounds; SMART
Notebook Slides 116-132;
Questions #55-61
#62-70
9
Experimental Design
Experimental Design
Activity
Analysis Questions
10
Review
MC/Free Response
MC/FR
11
Test
Unit 1 Test
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AP Biology
#48-54
Emergence of Organic Molecules