AISD Secondary Lesson Design Plan 2013-2014
Unit Title:
UNDERSTANDING ENERGY TRANSFORMATIONS – UNIT 6: ENERGY IN FOOD & CELLULAR
RESPIRATION
Dates:
1/8/14 –1/24/14
Course Name:
Biology 1
1. What is it we want the students
to learn? TEKS/standards, ELPS
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions within and outside the classroom. The student is expected
to:(E) evaluate models according to their limitations in representing biological objects or events
(4) Science concepts. The student knows that cells are the basic structures of all living things with
specialized parts that perform specific functions and that viruses are different from cells. The
student is expected to: (B) investigate and explain cellular processes, including homeostasis,
energy conversions, transport of molecules, and synthesis of new molecules
(5) Science concepts. The student knows how an organism grows and the importance of cell
differentiation. The student is expected to: (B) examine specialized cells, including roots, stems,
and leaves of plants; and animal cells such as blood, muscle, and epithelium
(9) Science concepts. The student knows the significance of various molecules involved in
metabolic processes and energy conversions that occur in living organisms. The student is
expected to:(A) compare the structures and functions of different types of biomolecules,
including carbohydrates, lipids, proteins, and nucleic acids;(B) compare the reactants and
products of photosynthesis and cellular respiration in terms of energy and matter;(C) identify and
investigate the role of enzymes
(10) Science concepts. The student knows that biological systems are composed of multiple
levels. The student is expected to:(A) describe the interactions that occur among systems that
perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or
illness in animals
1|Page
AISD Secondary Lesson Design Plan 2013-2014
2. What concepts are hard to teach
and/or difficult to learn?
The reactions and process of cellular respiration.
3. Reflecting on question 2, what
design quality will we utilize to
engage the learner?
The variety of material covered in this unit allows for varying approaches to delivering the
content. Examples are: labs, writing activities, notes, discussion and collaborative work in
groups.
Because this unit specifically incorporates prior knowledge gained by the student; the interest
level for students is greatly increased.
Labs and other hands-on activities, a critical thinking project over a current event, notes and
discussion and vocabulary activities directly tied to the content delivered during notes and
discussion
Students will answer critical thinking questions over article “Tonsillectomy Gone Wrong”.
4. What instructional strategies will
we utilize to engage learners?
5. How will we promote innovation
and creativity in all learners?
6. What real world, relevant
connections will make this
authentic to students?
7. How will students be formatively
and summatively assessed?
Consider less paper/pencil and
more product, performance, or
exhibition?
8. What reteach strategies will I use
if necessary?
2|Page
The process of cellular respiration supplies energy to all members of the food web and
ecosystems; this is of importance to all life on Earth.




Participation in labs and classroom discussion while taking notes
Human Digestion Pathway Labeling Activity
Biocab activities
Formal unit test
As a class, students will participate in a group discussion revisiting the troublesome topics. As
necessary, individual students who are having particular difficulties will be pulled-off into a
smaller group where more one on one interaction with the instructor will hopefully clarify
concepts.
AISD Secondary Lesson Design Plan 2013-2014
Unit Title:
UNDERSTANDING ENERGY TRANSFORMATIONS – UNIT 6: ENERGY IN FOOD & CELLULAR
RESPIRATION
Dates:
1/8/14 –1/24/14
Course Name:
Biology 1
Monday
Tuesday
Wednesday
1-8-14
Thursday
1-9-14
Friday
1-10-14
Content
Objective
Activity
Bioethics
Energy In Food/Digestive
System
Energy In Food/Digestive
System
Assignment regarding
Tonsillectomy Gone Wrong
Notes-Energy in Food
-Assign BioCab (Due 1-22-14)
Notes-Digestive System
-Assign Chk. Pts.(Due 1-21-14)
Language
Objective
SWBAT read article and answer
questions regarding ethic in
current case.
SWBAT participate in class
discussion while taking notes
over stated topic.
SWBAT participate in class
discussion while taking notes
over stated topic.
Monday
Tuesday
Wednesday
Thursday
Friday
1-13-14
1-14-14
1-15-14
1-16-14
1-17-14
Content
Objective
Activity
Energy In Food/Digestive
System
Cellular Respiration
Cellular Respiration
(Sub - Coaching Circles)
Cellular Respiration
Cellular Respiration
Human Digestive Pathway
Labeling (Due 1-14-14)
Notes-Cellular Respiration
-Work on BioCab and Chk. Pts.
Worksheet – Comparison of
Chloroplasts & Mitochondria
Notes-Cellular Respiration
-Work on BioCab and Chk. Pts.
Clothespin Lab
Language
Objective
SWBAT demonstrate
understanding of stated topic
by completing activity.
SWBAT participate in class
discussion while taking notes
over stated topic.
SWBAT complete worksheets
using information gained from
reading text of worksheets.
SWBAT participate in class
discussion while taking notes
over stated topic.
SWBAT write a complete
report over findings in lab.
3|Page
AISD Secondary Lesson Design Plan 2013-2014
Content
Objective
Activity
Monday
Tuesday
Wednesday
Thursday
Friday
1-20-14
1-21-14
1-22-14
1-23-14
1-24-14
Comp Day – No School
Language
Objective
Cellular Respiration
Test Unit 6
Respiratory/Muscular/
Skeletal Systems
Complete any unfinished
assignments.
Test-Unit 6
Introductory Activity
SWBAT use class time to
prepare for unit test.
SWBAT demonstrate his/her
understanding of material in
formal assessment.
Go over Unit 6 Test
Content
Objective
Activity
Language
Objective
BIOLOGY ACADEMIC VOCABULARY (BIOCAB): calorie, nutrient, mechanical digestion, chemical digestion, enzyme, catalyst, activation energy,
active site, substrate, denature, induced fit, competitive and allosteric inhibition, metabolism, ATP, cellular respiration, aerobic respiration,
anaerobic respiration, glycolysis, lactic acid and alcoholic fermentation, oxygen debt, mitochondria, stomata, diffusion
4|Page