TEACHER
B. Rivera
20th
WEEK OF SCHOOL
COURSE: Biology
DATES: 1/23 – 1/27_
Learning Focus – Biological Processes in Animals and Plants – Students investigate the
metabolic processes and energy conversions that occur in plants and animals including
photosynthesis and cellular respiration.
Status vs. Pacing Calendar: On Time
Rigor – key strategies for focus in 2014
 HOT questions
 Be the Lead Reader
 Wait time
Step 1: Follow the district and/or campus Scope and Sequence Plan to select a
TEKS/SE.
TEKS taught this lesson:
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements with
accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such as lab
reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technologybased reports.
Ⓢ BIOL.9B Compare the reactants and products of photosynthesis and cellular respiration in
terms of energy and matter.
Ⓢ BIOL.9C Identify and investigate the role of enzymes.
Step 2: Study and research the selected TEKS/SE
A. Identify verbs for cognitive alignment:
Differentiate, identify, compare, classify, demonstrate, organize, analyze, evaluate,
predict, implement and communicate
B. Identify the Concepts (Concept Alignment) in the TEKS/SE:
 Photosynthesis
 Cellular Respiration
 Enzyme

C. What are the key skills?
 Observing
 Making inferences, collecting and analyzing data
 Compare and contrasting
 Planning and implementing investigative procedures
D. What are the vocabulary Words in the TEKS/SE:
a. Academic –





Glucose
Glycolysis
Electron transport chain
Krebs cycle
Activation energy





Reactant
Product
Carbon dioxide
Hydrolysis
Calvin cycle
 Aerobic
 Anaerobic
 Metabolism
ATP
Step 3: Using the results from above list the critical components of an aligned
lesson in science.
What are the critical components of aligned lessons in teaching this TEKS/SE to
the depth and complexity of STAAR/ EOC?
 The process of photosynthesis converts light energy into chemical energy for plant cells.
1. What are the reactants and products of photosynthesis?
2. Why is radiant energy from the sun required for photosynthesis?
 Cellular respiration converts chemical energy into ATP, the energy cells use to perform work.
1. How do cells convert glucose and oxygen into usable energy?
2. Why are the reactants of photosynthesis the products of cellular respiration and why are the reactants of cellular
respiration the products of photosynthesis?
 Enzymes decrease the amount of energy needed for a chemical reaction.
1. What is the structure and function of an enzyme and how does this relate to its role in living organisms?
2. Why do enzymes decrease the amount of energy needed for a chemical reaction?
Step 4: Using the list of critical components from Step 3, go on a “Treasure Hunt”
through programs, textbooks, and materials to find the most aligned lesson or
lessons.
Monday 1/23
TEKS:
1.
Ⓢ BIOL.9B
2.
Ⓢ BIOL.9C
BIOL.2H
3.
4.
5.
Tuesday
1/24
TEKS:
Ⓢ BIOL.9B
Ⓢ BIOL.9C
BIOL.2H
1.
2.
3.
4.
5.
Objective: Students will analyze Photosynthesis and compare and contrast
cellular respiration in heterotrophs
Engage and connect
 Review: cellular respiration
Guided instruction – Lecture and text book reading
Independent practice –
 Notes
Check for understanding – Questions and Discussion
Homework ––
 Section Assessment: 8-2 and 8-3
Objective: Students will evaluate key steps that occur in light reaction of
photosynthesis and be able to identify cellular respiration.
Engage and connect
 None
Guided instruction – PowerPoint: Photosynthesis
Independent practice –
 Notes
Check for understanding – Questions and Discussion
Homework ––
 Photosynthesis worksheet
Wednesday
1/25
TEKS:
Ⓢ BIOL.9B
Ⓢ BIOL.9C
BIOL.2H
1.
2.
3.
4.
5.
Thursday
1/26
TEKS:
Ⓢ BIOL.9B
Ⓢ BIOL.9C
BIOL.2H
BIOL.2F
1.
2.
3.
4.
5.
Friday 1/27
TEKS:
1.
Ⓢ BIOL.9B
2.
Ⓢ BIOL.9C
BIOL.2H
BIOL.2F
BIOL.2E
3.
4.
5.
Objective: Review over light reactions and cellular respiration in
photosynthesis.
Engage and connect
 Open discussion and questions
Guided instruction – None
Independent practice –
 Participation and peer assistance
Check for understanding – Questions and Discussion
Homework ––
 None
Objective: Students will continue lesson on photosynthesis and analyze the
Calvin Cycle in-depth.
Engage and connect
 Compare and Contrast: Cellular respiration vs. Photosynthesis
Guided instruction – Lecture
Independent practice –
 Notes
Check for understanding – Questions and Discussion
Homework ––
 Photosynthesis worksheet 2
Objective: Review for test Monday covering Cellular Respiration and
Photosynthesis.
Engage and connect
 Open discussion and questions
Guided instruction – supply potential test questions for preparation
Independent practice –
 Notes, class participation, questions
Check for understanding – Questions and Discussion
Homework ––
 Study notes and homework assignments
Upon request by any special needs student, they can receive additional time to
complete their assignments. Also, I am available to provide additional assistance
to any student who requests it.
Depending on their specific request or my assessment of their involvement and
understanding of the subject matter in the classroom, special needs students are
given preferential seating.
Worksheets are used to prepare for each major test.
How will you assess learning and mastery?
Daily


Observations during student group and independent work time, lab work, and board
work
Class participation and involvement in discussions and labs
Weekly
 Homework
 Labs, Focus Activities, and/or tests
Demonstrations or Labs:
Lab Activities – TBD
Test: Cellular Respiration & Photosynthesis – 1/30