Biochemistry Unit Plan
The Big Ideas
Living things are made up of complex molecules (carbohydrates, lipids, proteins and nucleic acids) and
their subunits. These subunits include simple sugars in carbohydrates, fatty acids in lipids, amino acids in
proteins and nucleotides in nucleic acids.
Carbohydrates are a biochemical class made up of simple sugars which consist of a general atomic ratio of
carbon (C) to hydrogen (H) to oxygen (O) of 1:2:1 (CnH2nOn). They also include polymers of simple sugars.
Carbohydrates function as short-term energy storage in the form of simple sugars and as intermediate-term
energy storage as polysaccharides, specifically as starches in plants and glycogen in animals. Polysaccharides
are also structural components in cells as cellulose in the cell walls of plants and many protists and as chitin in
the exoskeleton of insects and other arthropods.
Lipids are involved mainly with long-term energy storage. Lipids make up such molecules as fats, oils and
waxes and also contain carbon, hydrogen and oxygen. They are generally insoluble in polar substances such as
water. Other functions of lipids are functional, as in the case of phospholipids as the major building block in cell
membranes and some kinds of hormone messengers that have a role in communications within and between
cells.
Proteins are very important in biological systems as control and structural elements. Control functions of
proteins are carried out by enzymes and some kinds of hormones. Enzymes are biochemicals that act as organic
catalysts to speed up the rate of a chemical reaction. These proteins are folded in intricate ways that produce
shapes that “fit” corresponding features of specific substrates. This enzyme-substrate specificity is very
important for students to understand. Structural proteins function in the cell as parts of the cell membrane,
muscle tissue, and connective tissue types. Proteins are polymers of amino acids and contain, in addition to
carbon, hydrogen and oxygen, also nitrogen and sometimes sulfur.
Nucleic acids are composed of very long chains of subunits called nucleotides, which contain carbon,
hydrogen, oxygen, nitrogen and phosphorus. The two chief types of nucleic acids are DNA (deoxyribonucleic
acid) which contains the hereditary information in all living organisms and RNA (ribonucleic acid) which
delivers the instructions coded in a cell’s DNA to its protein manufacturing sites.
Organisms make the molecules they need or obtain them from their diet. Specific proteins, for example,
are required for specific cellular processes. Without these proteins, or with non-functioning proteins, certain
processes may not be carried out at all. Dehydration links smaller subunits into larger units by removing water
and forming covalent bonds. Hydrolysis is a chemical reaction in which a compound reacts with water. This
type of reaction is used to break down larger organic molecules into smaller subunits. Dehydration and
hydrolysis are essentially the reverse of each other.
Energy is involved in the formation of chemical bonds. The breaking and reforming of new bonds by
living things often involves a transformation of energy from higher energy bonds to lower energy bonds,
allowing usable energy to be released for use by the organism. An example of high energy bonds are the
phosphate bonds in ATP. When the third phosphate group of ATP is removed by hydrolysis, a substantial
amount of free energy is released. For this reason, this bond is known as a “high-energy” bond.
(Taken from the Michigan HS Biology Companion Document)
A. Overarching Standard/s:
- B2.2 Students should be able to identify the four major categories of organic molecules that make up living
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systems: carbohydrates, fats, proteins, and nucleic acids.
- B2.2x Students should be able to explain that protein molecules are long, usually folded chains composed
mostly of amino acids and are made of C, H, O and N. Protein molecules assemble fats and carbohydrates; they
function as enzymes, structural components, and hormones. The function of each protein molecule depends on
its specific sequence of amino acids and the shape of the molecule.
- B2.4 Students should understand that in multicellular organisms, specialized cells perform specialized
functions. Organs and organ systems are composed of cells and function to serve the needs of cells for food, air,
and waste removal. The way in which cells function is similar in all living organisms.
- B2.5 Students should understand that all living or once-living organisms are composed of carbohydrates,
lipids, proteins and nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also store
energy.
a. Specific Benchmarks / Learning Objectives:
(Specific Learning Objectives for Standard B2.2)
- B2.2A Explain how carbon can join to other carbon atoms in chains and rings to form large and
complex molecules.
- B2.2B Recognize the six most common elements in organic molecules.
- B2.2C Describe the composition of the four major categories of organic molecules (carbohydrates,
lipids, proteins, and nucleic acids).
- B2.2D Explain the general structure and primary functions of the major complex organic molecules
that compose living organisms.
- B2.2E Describe how dehydration and hydrolysis relate to organic molecules.
(Specific Learning Objective/s for Standard B2.2x)
- B2.2F Explain the role of enzymes and other proteins in biochemical functions (e.g. the protein
hemoglobin carries oxygen in some organisms, digestive enzymes, hormones, etc.).
(Specific Learning Objective/s for Standard B2.4)
- B2.4F Recognize and describe that both living and nonliving things are composed of compounds,
which are themselves made up of elements joined by energy containing bonds, such as those in ATP.
(Specific Learning Objective/s for Standard B2.5)
- B2.5A Recognize and explain that macromolecules such as lipids contain high energy bonds.
b. How will the learning objectives be communicated to the students?
- Learning objectives will be posted in classroom for entire unit.
- Daily learning objective/s will be displayed on front board, and announced as the focus for the class
period.
c. How will students personalize the learning objectives?
- Students will engage in a variety of activities including lecture/notes, short-reads, diagram-analysis,
lab-exercises, problem solving and group work in order to practice and apply the learning objectives.
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B. Key Vocabulary Terms / Phrases:
1- ATP
2- carbohydrate
3- catalyst
4- chemical bond
5- covalent bonds
6- DNA (deoxyribonucleic acid)
7- dehydration
8- element
9- enzyme
10- hemoglobin
11- high energy bonds
12- hormone
13- hydrolysis
14- lipid
15- molecular energy
16- nucleic acid
17- protein
18- protein structure
19- polymers
20- RNA (ribonucleic acid)
21- substrate
22- nucleotide
23- monomer
24- polymer
25- monosaccharide and polysaccharide
26- fatty acid and glycerol
27- amino acid and polypeptide
28- characteristics of life, reproduction, excretion, metabolism, growth
C. Instructional Strategies that provide evidence that students have LEARNED the
knowledge:
a. Providing Feedback 
Students will receive feedback orally during class, during one-on-one conferencing, through the use of
rubrics, and via quiz/test analysis.
b.
Reinforcing Effort 
A portion of assignments will be graded based on effort (using a rubric). Students will also receive
recognition for their diligence and respect for learning.
c.
Homework & Practice 
Students will receive daily practice opportunities through class-work and bell-work. Students will also
receive homework (on average) 3-4 nights each week.
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d.
Brief Description / Example
Please see the individual descriptions listed above, under each strategy. Please also view the “Unit
Schedule” below for a more detailed look at unit plans.
D. Instructional Strategies that help students ACQUIRE & INTEGRATE the new
knowledge:
a. Cues, Questions & Advance Organizers
Students will use a combination of graphic organizers, diagrams, and practice questions to help acquire
the new content and make meaning of the new content.
b.
Summarizing 
Students will engage in oral summary of daily content, along with brief written summaries for each labactivity (allowing students to make connections between content and experiments).
c.
Note-taking 
Students will engage in regular note taking, requiring them to transcribe notes from oral discourse,
displayed text, and textbook readings.
d.
Nonlinguistinc Representation 
Students will use pictures/diagrams (both drawn and from textbook) to make meaning of the new
content.
e.
Brief Description / Example:
Please see the individual descriptions listed above, under each strategy. Please also view the “Unit
Schedule” below for a more detailed look at unit plans.
E. Instructional Strategies that help students PRACTICE, REVIEW & APPLY the learned
knowledge:
a. Identifying similarities and differences (compare / contrast, classify, create metaphors or analogies) 
Students will regularly create metaphors and analogies for the learned science content, in order to make
more personal meaning of the new knowledge.
b.
Cooperative Learning 
Students will collaborate together during lab-activities, in order to accurately apply acquired knowledge
to experiments and to accurately analyze results/data.
c.
Generating & Testing Hypothesis (problem solving, invention, experimental inquiry, historical
investigation, decision-making, systems analysis) 
Students will engage in regular unit labs which will require students to apply learned knowledge to make
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intelligent predictions, collect data, and accurately analyze results.
d.
Brief Description / Example 
Please see the individual descriptions listed above, under each strategy. Please also view the “Unit
Schedule” below for a more detailed look at unit plans.
F. Assessment Methods:
a. True / False 
Quizzes and Homework will include true/false statements for students to analyze.
b.
Multiple Choice 
Quizzes and Tests will be formatted for standardized test preparation, including a variety of multiple
choice questions with at least 4 choices.
c.
Essay 
Students will be prompted with at least one short-response essay, per unit, either during class or as a
summative assessment of unit content.
d.
Performance 
Students will engage in at least one lab-activity, per unit, by which they will be assessed on their effort—
collaboration—and accurate application of content.
e.
Constructed Response 
Students will be prompted with at least two constructed response questions, per unit test.
f.
Personal project (using graded rubric) 
Student will engage in one personal project, per semester, by which they will complete using a concise
rubric.
G. Resources:
a. Content Reference:
Course Textbook, MI Biology Content Expectations, ACT College Readiness
Standards, MI Biology Priority Expectations
b.
Real-World Articles/Text: “Science Daily”  http://www.sciencedaily.com/
“Scientific American”  http://www.scientificamerican.com/
“Discover”  http://discovermagazine.com/
“BBC News”  http://www.bbc.co.uk/science/
“NY Times”  http://www.nytimes.com/pages/science/index.html
c.
General Unit Resources  “The Science Spot” http://sciencespot.net/Pages/classbio.html
“Awesome Science Teacher Resources” http://nclark.net/
“The Biology Corner” http://www.biologycorner.com/
“YouTube” http://www.youtube.com/
“Khan Academy” http://www.khanacademy.org/video/photosynthesis?playlist=Biology
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d.
e.
Biomolecule Labs  http://www.seplessons.org/node/362
f.
Living Characteristics Demonstration 
http://www.flinnsci.com/Documents/demoPDFs/Biology/BF10227.pdf
g.
Nucleic Acid Lab Activity 
http://gemsclub.org/yahoo_site_admin/assets/docs/StrawberryDNAExtra.4395135.pdf
Living Characteristics Activity 
http://www.exploratorium.edu/imaging_station/activities/classroom/characteristics/ca_characteristics.
php
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H. Unit Schedule:
Day
1
Basic Objective/s
-
2
3
-
4
-
5
6
7
-
Assess our understanding of the role of water in living
systems, living characteristics, and atoms + bonds.
Identify the chemical composition/structure of lipids.
Identify the monomers + polymers of lipids.
Identify the main functions of lipids in living systems.
STANDARDS: B2.2, B2.5
VOCABULARY: 12, 14, 19, 23, 26
-
Identify the unique properties of lipids using oil, water
and food coloring.
Identify the quantity of lipids in various substances, using
sudan red dye.
STANDARDS: B2.2, B2.5
VOCABULARY: 12, 14, 19, 23, 26
-
9
-
-
-
8
Define Biology.
Understand significance of water in living systems.
Identify characteristics of living systems.
Use the living characteristics to determine the living-state
of an unknown system in a demonstration.
Review the role of atoms + bonds in living systems.
STANDARDS: B2.2, B2.4
VOCABULARY: 1, 4, 5, 7, 8, 11, 13, 15, 28
Differentiate between living and non-living systems.
STANDARDS: B2.2, B2.4
VOCABULARY: 1, 4, 5, 7, 8, 11, 13, 15, 28
Identify the chemical composition/structure of
carbohydrates.
Identify the monomers + polymers of carbohydrates.
Identify the main functions of carbohydrates in living
systems.
STANDARDS: B2.2, B2.5
VOCABULARY: 2, 19, 23, 25
Identify different types of carbohydrates using benedicts
reagent and iodine solution.
Identify different caloric counts of various carbohydrates.
STANDARDS: B2.2, B2.5
VOCABULARY: 2, 19, 23, 25
-
Activity
Notes
(Note-Taking, Non-Linguistic
Representation, Summarizing,
Generate & Test Hypothesis)
-
Computer Lab Activity
-
(Collaboration, Summarizing)
-
Notes
Lab Preparation
Homework
-
(Note-Taking, Non-Linguistic
Representation, Summarizing,
Reinforcing Effort)
-
Lab
Lab Summary Write – Up
-
(Generating & Testing
Hypotheses, Collaboration,
Summarizing, Performance
Assessment)
-
Quiz
(10-15 multiple choice;
3-5 short answer)
-
(Multiple Choice, True-False,
Short-Essay Assessment)
-
Notes
Lab Preparation
Homework
-
(Note-Taking, Non-Linguistic
Representation, Summarizing,
Reinforcing Effort)
-
Lab
Lab Summary Write-Up
-
(Generating & Testing
Hypotheses, Collaboration,
Summarizing, Performance
Assessment)
-
Identify the chemical composition / structure of proteins.
Identify the monomers + polymers of protein.
Identify the main functions of protein in living systems.
STANDARDS: B2.2, B2.2x, B2.5
VOCABULARY: 3, 9, 10, 17, 18, 19, 21
-
Notes
Lab Preparation
Homework
-
(Note-Taking, Non-Linguistic
Representation, Summarizing,
Reinforcing Effort)
-
Identify the presence of protein in various solutions,
using biuret solution.
-
Lab
Lab Summary Write-Up
7
10
-
STANDARDS: B2.2, B2.2x, B2.5
VOCABULARY: 3, 9, 10, 17, 18, 19, 21
-
(Generating & Testing
Hypotheses, Collaboration,
Summarizing, Performance
Assessment)
-
Assess our understanding of carbohydrate structure +
function, lipid structure + function, and protein structure
+ function.
Assess our understanding of the role of water in living
systems, living characteristics, and atoms + bonds.
Identify the chemical composition/structure of nucleic
acids.
Identify the monomers + polymers of nucleic acids.
Identify the main functions of nucleic acid in living
systems.
STANDARDS: B2.2, B2.5
VOCABULARY: 6, 16, 19, 20, 22, 23
-
Quiz
(10-15 multiple choice;
3-5 short answer)
-
(Multiple Choice, True-False,
Short-Essay Assessment)
-
Notes
Lab Preparation
Homework
Identify the presence of nucleic acid in fruit, using
strawberries—soap—and alcohol.
STANDARDS: B2.2, B2.5
VOCABULARY: 6, 16, 19, 20, 22, 23
-
Lab
Lab Summary Write-Up
Review unit concepts visually, using textbook diagrams
and graphs.
Review unit concepts through open-answer questions.
Assess our understanding of unit concepts.
-
Review
-
Review
Test
11
-
12
-
13
-
14
15
-
8
(Note-Taking, Non-Linguistic
Representation, Summarizing,
Reinforcing Effort)
(Generating & Testing
Hypotheses, Collaboration,
Summarizing, Performance
Assessment)
(Multiple Choice, True-False,
Short-Essay Assessment)