Topic(s)
Chemical Basis of Life (Chemistry)
Target Audience
Biology I students
Curriculum Map Location
September
Essential Question(s)



1.
2.
3.
How do atoms combine to form molecules of life?
What things do almost all organisms need to survive?
In what ways is water important to living things?
Key Concepts
Carbon can bond with many elements, including hydrogen, oxygen, phosphorus, sulfur, and nitrogen to form the molecules of life (such
as macromolecules).
Water is a polar molecule. Therefore, it is able to form multiple hydrogen bonds, which account for many of its special properties.
Water’s polarity gives it the ability to dissolve both ionic compounds and other polar molecules.
Anchor Descriptor**
BIO.A.2.2 Describe and interpret relationships between structure and function at various levels of biochemical organization (i.e., atoms, molecules,
and macromolecules).
BIO.A.2.1 Describe how the unique properties of water support life on Earth.
Eligible Content**
BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules (special focus on carbon, hydrogen, oxygen, and nitrogen)
BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat,
cohesion).
MUST KNOW --- KEYSTONE VOCABULARY FOR THIS TOPIC
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Adhesion The intermolecular attraction between unlike molecules. Capillary action results from the adhesive properties of water and the
molecules that make up plant cells.
Atom The smallest unit of an element that retains the chemical and physical properties of that element.
Cohesion The intermolecular attraction between like molecules. Surface tension results from the cohesive properties of water.
Freezing Point The temperature at which a liquid changes state to a solid.
pH The measure of acidity or alkalinity (basicity) of an aqueous solution scaling from 1 (highly acidic) to 14 (highly alkaline) with a
midpoint of 7 (neutral).
Specific Heat The measure of the heat energy required to increase the temperature of a unit quantity of a substance by a certain
temperature interval.
Performance Assessment (Formative Assessment—on going)
Exit Tickets
Informal Observation (structured pair-work): teacher monitors and makes note addressing common misunderstandings and gaps in understanding. Through cues or prompts
redirect gaps or misunderstandings
Make an Appointment: group members share with each other and that group will then go to a different to compare responses.
Thumbs Up and Thumbs Down: Pair opposite or split group based on arguments which would discuss concepts further
Develop Series of Questions: students share thinking with teacher or members of group, students learn if he or she has full, partial, or no understanding of the concept
Students analyze responses to open-ended question(s) made from other student responses—results in reflect on own learning
Group projects enabling a number of students to work together on a complex problem that requires planning, research, internal discussion, and group presentation.
Essays/Short Answers assessing students' understanding of a subject through a written description, analysis, explanation, or summary.
Experiments testing how well students understand scientific concepts and can carry out scientific processes.
Demonstrations giving students opportunities to show their mastery of subject-area content and procedures.
Portfolios/Binders allowing students to provide a broad portrait of their performance through files that contain collections of students' work, assembled over time
#1-5 Most commonly used on a day to day basis
1
Learning Target (student friendly)
I can or will….








1.
2.
3.
4.
5.
6.
7.
8.
9.
Define what an atom is and draw and labels its basic parts
Tell you how many electrons and protons each of the 6
particular atoms (carbon, nitrogen, oxygen, hydrogen,
sodium, and chlorine) has based on the periodic table.
Make a simplified 2D model of particular atoms with the
proper placement of electrons at each level.
Show you how these atoms bond to together to form
molecules through modeling and written expression.
Tell what and show what bond is formed as a result of a
certain atoms coming together (covalent and ionic bond)
Describe the structure of a water molecule and tell why it is
polar
Tell you what the different properties of water are and what
bond makes it possible (hydrogen bond)
Explain each property of water and provide one example for
each
1. Polar nature
2.
Adhesion
3.
Cohesion
4.
Capillary action
5.
Surface tension
6.
High specific heat
7.
Solvent
Start Date: Oct 5
Completion Date: Oct 16
Announcement/Comments:
 Lesson plans subject to change according to students
need.

Students will be required to maintain a binder
(portfolio) which is an organized presentation of your
child’s work and skills throughout the year.
Labs/Demonstrations/Activities/Tests (Monday through Friday in numerical order)
Large group discussion on atoms (tap into prior knowledge via open ended question)—PPT on Atoms
Atomic Structure activity (demonstrate one then have students attempt one)---Make a 2D model of an atom: Atomic Structure Atomic
Basics Skills Worksheet (CFU)
Large group discussion on bonding (tap into prior knowledge via open ended question)—PPT on Bonds
How Atoms Combine Skills Worksheet(CFU)
Quiz on Atoms and Bonds
POGIL (Process Oriented Guided Inquiry Learning) Series:
 Properties of Water
Why is water important and What does a water molecule look like? – Leading question
(a) Water Properties –Demonstration and Animations
Water Skills Worksheet (CFU)
Quiz on Properties of Water
** Anchors and Eligible Content is the foundation upon what ASD Biology curriculum was developed and
therefore connects to the biology curriculum map
2