WEEKLY LESSON PLAN
TEACHER
B. Rivera
st
1
WEEK OF SCHOOL
COURSE: Biology
DATES: 08/25 – 29/2014_
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 technology-based 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




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 8/25
Welcome,
Introduction
to my
classroom
TEKSBio. 1A
1.
The students will be welcomed back to school; learn and understand school
and classroom rules and procedures; and be introduced to chemistry
2. Engage and connect
Complete the following information on an index card:
 Name
 Parent/Guardian name
 Parent/Guardian phone number
 Parent/Guardian email address
 Your phone number
 Your email address
3. Guided instruction –
The students will know and understand:
 School rules
 Dress code
 Class supplies
 Classroom procedures
 Fire drill
 Laboratory safety and procedures
 Learning expectations
 Inclass assignments
 Homework assignments
 Major grades (tests)
 Course syllabus
 Student/parent contract
Small group discussion on:
 What are your greatest concerns and fears about taking this class?
 What would you like to learn in this chemistry class?
Independent practice –
 Complete Lab Safety worksheet in class
4.
5.
Tuesday
8/26
TEKS –
Bio.2A
1.
2.
3.
4.
5.
Wednesday
8/27
TEKS –
Bio. 9A
1.
2.
3.
4.
5.
Check for understanding – Student discussion and responses to questions
Homework – Read TB: Read Chapter 1 (pages 2 – 15)
Questions – no assignment
The students will learn and understand what Biology is and why it is important
we study it; how to take notes; and how to read the Biology textbook
Engage and connect
Introduction to Biochemistry: Short YouTube video
http://www.youtube.com/watch?v=itWLaLat8LU
Guided instruction –
 What is required to be successful in Biology?
 Note taking
 Reading the textbook
 Use: Be the Lead Reader to teach the students how to read the textbook
– Read through TB section 1-1: What is Science and discuss in your
group, then identify the important information found in this section and
share your group’s answer with the class
 Complete Section Assessment
 Studying for the Unit Tests
 What is Biochemistry? TPS, class discussion
 Why do we study Biochemistry? TPS, class discussion
Independent practice – none
Check for understanding – Student discussion and responses to questions
Homework – Read TB: Section 2-3 Carbon Compounds (pages 44 -47)
Vocabulary – Molecule, Compound, Enzyme, Monomer, Polymer,
Carbohydrate, Monosaccharide, Polysaccharide, Lipid
The students will learn and understand the function and structure of the
macromolecules Carbohydrates and Lipids
Engage and connect
What are Carbohydrates and Lipids? Bozeman Science videos (2)
Guided instruction – Review: Important notes about Carbohydrates and Lipids
Independent practice –
 Working in your group, discuss the structures of Carbohydrates versus
Lipids and draw examples
Check for understanding – Students will begin creating a written test based on
the information received thus far
Homework –– Read TB: Section 2-3 Carbon Compounds (page 47-48)
Vocabulary – Nucleic Acid, Nucleotide, Ribonucleic Acid (RNA), Protein,
Amino Acid, Deoxyribonucleic Acid (DNA)
Thursday
8/28
TEKS –
Bio. 9A, 9D
1. The students will demonstrate what they learned about biomolecules and their
structures and functions.
2. Engage and connect
What are Nucleic Acids and Proteins and their function?
3. Guided instruction –
 Identify physical composition
 Using Be the Lead Reader – Read TB Chapter 2 Sections 2.3 (47-48)
Independent practice –
 Working in your group, discuss the structures of Nucleic Acids and Proteins
and their functions
4. Check for understanding – Complete the “Student-made” Test based on the
information covered in Section 2.3
5. Homework – Complete Molecules of Life Flow Chart Stations.
Friday 8/29
TEKS –
Bio. 2G,
1. The students will evaluate the similarities and differences in molecules and be
able to identify each molecule’s structure.
2. Engage and connect – Open discussion regarding topic/questions
2H,9D
3. Guided instruction –
 Begin working on the Organic Molecules Worksheet: Review
Independent practice –
 None
4. Check for understanding – Student discussion and responses to questions
5. Homework – Complete Organic Molecules Worksheet: Review and begin
studying for test.
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 9/3