TEACHER
B. Rivera
st
1
WEEK OF SCHOOL
29/2014_
COURSE: Pre AP Biology
DATES: 08/25 –
Learning Focus – Unit 1 – Biomolecules – Students compare and contrast the structure
and function of the different types of biomolecules: carbohydrates, lipids, proteins, and nucleic
acids. Students also analyze how simple organic molecules first formed and how they are
organized into complex molecules.
Status vs. Pacing Calendar:
On schedule
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.1A Demonstrate safe practices during laboratory and field investigations.
BIOL.1B Demonstrate an understanding of the use and conservation of resources and the
proper disposal or recycling of materials.
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.3B Communicate and apply scientific information extracted from various sources such as
current events, news reports, published journal articles and marketing materials.
BIOL.3E Evaluate models according to their limitations in representing biological objects or
events.
BIOL.3F Research and describe the history of biology and contributions of scientists.
Ⓡ BIOL.9A Compare the structures and functions of different types of biomolecules including
carbohydrates, lipids, proteins, and nucleic acids.
Ⓢ BIOL.9D Analyze and evaluate the evidence regarding formation of simple organic molecules
and their organization into long complex molecules having information such as the DNA molecule
for self-replicating life.
Step 2: Study and research the selected TEKS/SE
A. Identify verbs for cognitive alignment:
Differentiate, identify, compare, classify, demonstrate, organize, analyze, collect,
evaluate, predict, implement, infer and communicate
B. Identify the Concepts (Concept Alignment) in the TEKS/SE:
 Biomolecule
 Structure
 Function
C. What are the key skills?
 Demonstrating safe practices, observing, measuring, making inferences,
collecting and analyzing data, planning and implementing investigative
procedures
D. What are the vocabulary Words in the TEKS/SE:
a. Academic 








molecule
protein
compound
amino acid
nucleic acid
carbohydrate
lipid
polymer
fatty acid


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organic
enzyme
monomer
peptide bond
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 structures of the four principle types of biomolecules that make up living things help determine their properties and
functions.
1. What are the different types of biomolecules?
2. How do simple organic molecules form into complex molecules?
3. Why is the structure of a biomolecule important to its function?
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 9/1
1.
Labor Day Holiday (NO CLASS)
Tuesday 9/2
TEKS:
1.
BIOL.2H
BIOL.3B
BIOL.3E
2.
Objective: The students will identify biomolecules and compare and contrast
structures and functions.
Engage and connect
Oral presentation to examine structural similarities and differences between
biomolecules and their importance. Students will analyze directionality and
predict outcomes according vocabulary and molecular drawings. Watch short
video entitled Biological Molecules
https://www.youtube.com/watch?v=PYH63o10iTE
Guided instruction – none
Independent practice – Note-taking strategy
Check for understanding – Students will engage in discussion in response to
questions regarding covalent bonds and molecular synthesis.
3.
4.
5.
Wednesday 9/3
TEKS:
1.
BIOL.2G
Ⓡ BIOL.9A
2.
Ⓢ BIOL.9D
3.
4.
5.
Thursday 9/4
TEKS:
1.
2.
BIOL.2H
3.
Friday 9/5
4.
5.
1.
2.
3.
4.
Homework – Read section 2-4 and complete vocabulary and begin “Organic
Molecules Review”
Objective: The students will classify, predict and understand the structure and
molecular formation of peptide bonds using amino acids and evaluate
dehydration synthesis and hydrolysis.
Engage and connect
Students will organize and differentiate between molecular drawings to
evaluate and explain catabolic reactions. Also, identify enzyme activity and
apply concepts to structure.
Guided instruction – Review: students will illustrate biomolecule compounds
and identify elements. Using vocabulary they will illustrate scenarios to
perform synthesis of polymers.
Independent practice –
 Working in your groups, students will create molecular drawings and
relationship using dehydration synthesis and hydrolysis
Check for understanding – Written questions and tutorials suggested
Homework –– Section Assessment 2-4 and continue work on “Organic
Molecules Review”.
Objective: Review for Unit Exam 1
Engage and connect
Students will work complete “Organic Molecules Review” worksheets
Guided instruction –
 None
Independent practice –
 Working in your groups, complete “Organic Molecules Review” worksheets
Check for understanding – Question and answer student based inquiry.
Homework – Complete “Organic Molecules Review worksheets”
Objective: The students will complete Unit 1 exam.
Engage and connect – Reiterate test taking procedures and allow brief review
Guided instruction –
 None
Independent practice –
 None
Check for understanding – Students will demonstrate an understanding of the
formation of simple organic molecules, types and their organization into long complex
molecules
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:
Unit 1 test – Friday 9/5