Macromolecules Unit Plan

Biology LESSON PLAN TEMPLATE: Macromolecules

Measurement Topic Plan (MTP)/Unit Title: You will use the IMS Curriculum Tile to search

Scope and Sequence documents and MTPs.

Duration of MTP/Unit (Days): 7 day Date Unit Begins: September 2, 2014

Standard(s)/Access Point(s): What are the standards that will be assessed and monitored for this Unit? Consider grouping standards across content areas. Units consist of 2 or more standards.

SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.

SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.

Essential Question: Why do students need to know or learn this? How does what the student is learning relate to what they see and do every day? Resource: Essential Questions tutorial on PDSonline.

How do macromolecules help to maintain the bodies homeostasis?

Learning Goal(s ): (Based on Standards) Deconstruct the standard(s) into manageable chunks focusing on the new knowledge for instruction. Learning Goals are statements of what students should be able to know/understand

(declarative) or be able to do (procedural). Learning Goals are written in student friendly language. (Resource:

Learning Goals online module on PDSonline)

Students will be able to describe the structure and function of the four major macromolecules as well as explaining enzymes role in biological reactions and the factors that influence enzymes reaction rates.

Scale for the MTP/Unit: Evidence: How will you know that your students have mastered this content? This evidence is the student evidence that you will be able to see as a result of instruction. This evidence will support learners in tracking their progress or serve as an entry point on the scale.

Disease case studies

Level 4 Students would be able to describe how homeostasis could be impacted by specific conditions in the body.

Level 3 Students will be able to describe the structure and function of the four major macromolecules as well as explaining enzymes role in biological reactions and the factors that influence enzymes reaction rates.

*Enzyme reaction rate lab data analysis and conclusion

*Biochemistry boxing

*Enzyme HomeFun WS

*HomeFun Options WS

Level 2

*Students will be able to describe the enzyme complex

* Identify the building blocks (subunits) of the major macromolecules

Level 1

*Students will be able to define macromolecules, enzymes, denaturization, pH, acid, and base.

* Students will be able to list the major macrololecules

Entry Students will be able to recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce

*Enzyme HomeFun WS

*Macromolecule Bell work

Oral Assessment

Biology LESSON PLAN TEMPLATE: Macromolecules compounds that make up all of the living and nonliving things that we encounter.

Academic Vocabulary Identified for this Unit of Study: This is the critical vocabulary that students must be able to use and understand to be successful with the content.

Molecule

Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid

Nucleic acid

Monoscaccharide

Discaccharide

Polyscaccharide

Glycerol

Fatty acid

Amino acid

Polypedptide

Nucleotide

Enzyme

Activation energy pH

Acidic

Basic

Homeostasis

Organic

Inorganic

Decision Point: Will this Unit of Study include a deep dive into Design Question 4? Yes_X___

If Yes, select a DQ 4 Task to focus on:

Experimental Inquiry Task: Enzyme lab

Problem-Solving Task: Case study and treatment plan

Decision-Making Task

Investigation Task (Definitional Investigation, Historical Investigation, Projective Investigation)

(Refer to Becoming A Reflective Teacher page 134 under Student-designed tasks.)

Daily Learning Targets: These are the chunks of learning that you will use in your daily lesson plans to make up the unit. As you create learning targets for daily instruction, you will need to identify which design question(s) you will be using in Lesson Segments Addressing Content.

Design Question 2: What will I do to help students effectively interact with new content?

6. Identifying Critical Content *

Students will have a passport where they organize the most critical information. I will also provide them with instructions for a foldable where they research the most important information.

7. Organizing Students to Interact with New

Knowledge *

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

14. Reviewing Content *

Students will participate in review bell work, play games, complete point of view cards, and partipate is discussions

15. Organizing Students to Practice &

Deepen Knowledge *

Sometimes students will work in pairs and ther times they will be in groups of 4

16. Using Homework

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

21. Organizing Students for Cognitively Complex

Tasks *

Studnets will work in groups of 2 to complete the case study and groups of 4 for the enzyme experiment. Each students will have assigned roles.

22. Engaging Students in Cognitively

Complex Tasks Involving Hypothesis Generation &

Testing *


Sometimes students will work in pairs and ther times they will be in groups of 4

8. Previewing New Content *

Students will be provided with a interesting

Hook, Diabetes Man clip

9. Chunking

Content into “Digestible Bites”

Learning stations

10. Processing of New Information *

Students will take part in small group and whole group discussion.

11. Elaborating on New Information *

Students will be asked to support their answers with evidence.

12. Recording and Representing Knowledge

Students will record their information in their composition notebook, on a station passport, and on their foldable.

13. Reflecting on Learning

Students will answer the reflection questions after the Boxing activity in their composition notebooks

Students will complete homework for previewing new information and reviewing content.

17. Examining Similarities and

Differences *

Students will play the Boxing activity to look at differences between macromolecules and then answer questions where they have to explain the difference.

18. Examining Reasoning *

Students will need to determine the validity of resources in their research with the case studies.

19. Practicing Skills, Strategies, and

Processes *

Students will play games, exam graphs, form conclusions from observations, take part in bell work

20. Revising Knowledge *

Students will revise their initial thinking after the hook. They will also revise their experimental design if necessary. If they needed to they would revise their pre-test.

Experimental Inquiry Task: enzyme lab

Problem-Solving Task: Case study

23. Providing Resources and Guidance

I will help the students find resources for their research. I will review and give feedback for the experimental designs. I will provide encouragement. I will circulate around the room and have interviews with the students.

What are the planned questions that I am going to ask to monitor student learning?

Taxonomy Level

Retrieval

Comprehension

Key Words choose, how, match, recall, select, spell, when, who, define, label, name, relate, show, tell, where, why, find, list, omit, what, which why, find, what, which, classify, explain, interpret, show, compare, extend, outline, summarize, contrast, illustrate, relate, translate, demonstrate, infer, rephrase

Question Stems

What atoms make up the macromolecules?

What are the monomers for each macromolecule?

How do enzymes speed up chemical reactions?

What foods contain each macromolecule?

How would you explain the role that pH and temperature has on enzyme function?

How would you describe how macromolecules help the body maintain homeostatis?

What do you think would happen if all of the lipids in your body disappeared?

How would the functions that take place in our bodies be impacted if our enzymes activities stopped?

Taxonomy Level Key Words Question Stems

Biology LESSON PLAN TEMPLATE: Macromolecules apply, develop, make use of, select, build, experiment with, model, solve, choose, identify, organize, utilize, construct, interview, plan, analyze, contrast, function, simplify, assume, discover, inference, survey, categorize, dissect, inspect, take part in, classify, distinguish, list, test for, compare, divide, motive, theme, conclusion, examine, relationships

What inference can you make about diabetes after viewing the video?

How does the model help to display the structure of the macromolecule?

What can concslusion can you form about the role the temperature plays in enzyme function?

What is the optimal pH and temperature of the enzyme depicted on the graph?

Analysis

Taxonomy

Level

Key Words Question Stems

Knowledge

Utilization agree, deduct, interpret, recommend, appraise, defend, judge, rule on, assess, determine, justify, select, award, disprove, mark, support, choose, dispute, measure, value, compare, estimate, opinion, conclude, evaluate, perceive, criteria, explain, prioritize, criticize, importance, prove, decide, influence, rate, adapt, delete, improve, predict, build, design, invent, propose, change, develop, make up, solution, choose, discuss, maximize, solve, combine, elaborate, minimize, suppose, compile, estimate, modify, test, compose, formulate, original, theory, construct, happen, originate, create, imagine, plan

What information could you use to support the enzyme that you believe to be responsible in your case study?

What plan of treatment could you develop for the patient impacted by the conidiion or disease.

How would you design an experiment to test the role of temperature on enzyme function?

If you were to chose one type of carbohydrate to eat prior to running a marathon which one would you eat and why?

Planning for the Needs of ALL Students: Educational innovation involves the intentional consideration of the principles of Universal Design for Learning (UDL) when planning lessons/units of study and designing instruction

(goals, methods, materials, and assessments) that is accessible to the broadest range of learners from the start, reduces barriers to the curriculum, and optimizes levels of challenge and support, to meet the needs of all learners, including, but not limited to, students who are English Language Learners, SWD, Gifted, and students who lack support for school.


National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines

Cast http://cast.org/udl/index.html

UDL Principle 1 - Guiding Question for planning: How will multiple means of representation be provided?

- Provide options for perception

- Provide options for language

- Provide options for comprehension when:

DQ1

1. Providing Clear Learning Goals and

Scales

2.Tracking Student Progress

3. Celebrating Success

DQ2

6. Identifying Critical Information

7. Organizing Students to Interact with

New Knowledge

8. Previewing New Content

9. Chunking Content into “Digestible

Bites”

10. Processing of New Information

11. Elaborating on New Information

12. Recording and Representing

Knowledge

13. Reflecting on Learning

DQ3

14. Reviewing Content

15. Organizing Students to Practice and

Deepen Knowledge

17. Examining Similarities and

Differences

18. Examining Errors in Reasoning

19. Practicing Skills, Strategies, and

Processes

20. Revising Knowledge

DQ4

21. Organizing Students for Cognitively

Complex

Tasks

22. Engaging Students in Cognitively

Complex Tasks

Involving Hypothesis Generation and

Testing

23. Providing Resources and Guidance

UDL Principle 2 - Guiding Question for planning:

How will multiple means of action/expression be provided?

- Provide options for executive functions:

DQ1:

1. Providing Clear Learning Goals and

Scales

2. Tracking Student Progress

DQ2

10. Processing New Information



Knowledge


- Provide options for physical action

- Provide options for expression & communication when:

Domain 2

46. Allowing use of Available

Technology

DQ2

10. Processing of New Information



Knowledge


Domain 2

46. Use of Available Technology

DQ3

14. Reviewing Content

15. Organizing Students to Practice and

Deepen

Knowledge

16. Using Homework

17. Examining Similarities and

Differences

18. Examining Errors in Reasoning

19. Practicing Skills, Strategies, and

Processes

20. Revising Knowledge

DQ4

21. Organizing Students for Cognitively

Complex

Tasks

22. Engaging Students in Cognitively

Complex Tasks

Involving Hypothesis Generation and

Testing

UDL Principle 3 - Guiding Question for planning: How will Multiple Means of

Engagement be provided?

- Provide options for sustaining effort and persistence:

Domain 2

42. Scaffolding of

Information with Lessons

DQ1

1. Providing Clear Learning Goals and Scales

2.Tracking Student Progress

3. Celebrating Success

DQ2

7. Organizing Students to Interact with New

Knowledge

DQ 5

25. Using Academic games

27. Using Physical Movement

DQ7

33. Demonstrating “Withitness”

34. Applying Consequences for Lack of Adherence to Rules and

Procedures

35. Acknowledging Adherence to Rules and

Procedures

- Provide options for self-regulation

DQ6:

4. Establishing Classroom Routines

5. Organizing the Physical Layout of the Classroom

DQ5

24. Noticing When Students are Not Engaged

26. Managing Response Rate

27. Using Physical Movement

28. Maintaining a Lively Pace;

29. Demonstrating Intensity and Enthusiasm

30. Using Friendly Controversy

31. Providing Opportunities for Students to Talk about Themselves

32. Presenting Unusual or Intriguing Information

DQ8

36. Understanding Students’ Interests and

Background

37. Using Verbal and Nonverbal Behaviors that

Indicate Affection for

Students

38. Displaying Objectivity and Control

- Provide options for recruiting interest when:

DQ2

8. Previewing New Content

6. Identifying Critical Information

7. Organizing Students to Interact with New

Knowledge


DQ3

16. Using Homework

15. Organizing Students to Practice and Deepen

Knowledge

DQ4

21. Organizing Students for Cognitively Complex

Tasks

22. Engaging Students in Cognitively Complex

Tasks

Involving Hypothesis Generation and Testing

23. Providing Resources and Guidance


The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional approach that addresses the linguistic and academic needs of English Language Learners. Lesson Preparation,

Building Background, Comprehensible Input, Interaction, Practice and Application are SIOP components. Questions to consider when planning for the needs of ELLs.



What language objectives do I need to include to address the linguistic development of ELLs?



How do I adapt the content and provide meaningful activities? (Lesson Preparation: Domain 2 )



How can I make connections and explicitly link past learning to new concepts?

(Building Background: DQ2, elements 6, 8)



How am I making instruction comprehensible to my ELLs based on their proficiency level?

(Comprehensible Input: Domain 1, elements 1,6-23)



How do I incorporate student interaction, practice time, and hands-on activites that encourage language development? (Interaction, Practice and Application: DQ 2-5)

Based upon the needs of my students, what other design questions should I plan for?

Routine Events and Enacted on the Spot

Lesson Segments Involving Routine Events

Design Question 1:

What will I do to communicate learning goals, track student progress and celebrate success?

1. Providing Clear Learning Goals and Scales

Learning goals will be written on the board and reviewed at the beginning of each period as well as when appropriate throughout the period. Students will have a tracking sheet with the goal written on them as well.

2. Tracking Student Progress

Students will have a tacking sheet that they will include all of their formative assessments on leading up th their summative assessment. They will have one per unit as well as a year long tracking sheet as they prepare for the EOC.

3. Celebrating Success

I will provide the students with specific praise when necessary.

I also have a wall that says looks whoo’s ding great with owls.

When students are meeting their learning goals based upon the summative assessments they get their name on the owl.

At the end of the next unit they enter the owls in for a drawing.

Design Question 6: What will I do to establish or maintain classroom rules and procedures?

4. Establishing Classroom Routines

Rules and procedures are posted in an easy to see location in the room. They are reviewed at the beginning of the year and again throughout the year. When a student is not following the rules or procedures I remind them of them.

5. Organizing the Physical Layout of the Classroom

Students sit at tables of 4 with shoulder partners. The tables are arranged so that I can move easily throughout the room and students can see form miuliple points. The supplies are located in easily asccesible locations when needed.

Lesson Segments Enacted on the Spot

Design Question 5:

What will I do to engage students?

24. Noticing When Students are Not Engaged

I will monitor student engagement by circulating around the room, randomly calling on students.

25. Using Academic Games

Students will play the boxing bingo and taboo

26. Managing Response Rate *

I will ask a question and count to 30 n my head prior to commenting. After the time if the student has not responded I will provide them with encouragement and allow for more time.

27. Using Physical Movement

Students will be able to move during stations. They will also have tangible acitivities like the boxing game.

28. Maintaining a Lively Pace

I will use an online timmer for activities so that we can stay on task, If I notice that students are finished bfore the allowed time I will adjust the time.

29. Demonstrating Intensity and Enthusiasm

I will smile, ue inflection, emphasisze certain terms or phrases, share storie, and use humor.

30. Providing Opportunities for Students to Talk about themselves

Desired Effect: Students make connections as they relate to the content.

How will I provide students with opportunities to relate what is being addressed in class to their personal interests?

How will I monitor for evidence of the extent to which these activities enhance the majority of students' engagement? (Resource: Becoming a Reflective

Teacher p. 156)

31. Presenting Unusual or Intriguing Information

I wil show the students the video clip Diabetes Man as well as the interesting dieases in the case study.

Design Question 7: What will I do to recognize adherence to classroom rules and procedures?

32. Demonstrating “Withitness”


I will circulate around the room. I will immediatey address students that are not adhering to the rules and procedures and either review the rules and procedures or give the student an immediate consequence.

33. Applying Consequences for Lack of Adherence to Rules and Procedures

If students are not adhering to the rules and procedures I will review them with them. If necessary to apply a consequence I will remove them of the activity and council with the student. I will contact their parents, share any issues with the dean and then follow the discipline guidelines at school.

34. Acknowledging Adherence to Rules and Procedures

I will provide the students with specific praise. I will contact home, and nominate students for students of the month.

Design Question 8: What will I do to establish and maintain effective relationships with students?

35. Understanding St udents’ Interests and Background

I will take time to talk to the students about their intersts. I will ask them questions about these activities throughout the door as I greet them. I will attend school related events that they are involved in. I will try to make connections to their interests in the course.

36. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students

I will smile. Use humor, write notes of praise, shake studnets hands, provide them with encouragement.

37. Displaying Objectivity and Control

I will keep an even tone when dealing with student behavior. I will be fair and consiisitent.

Design Question 9: What will I do to communicate high expectations for all students?

38. Demonstrating Value and Respect for Low Expectancy Students

When I share the scale with the students I say that they need to soar for the four.

I will reference opportunities that students can have when they go above and beyond grade level expectations. I will remind the students that I know they have the potential to do anyting they set their mind to. I will continue to challenge them.

39. Asking Questions of Low Expectancy Students

I use popsibcle sticks to randomly call on students. I also keep a log of who I ask questions to.

40. Probing Incorrect Answers with Low Expectancy Students

I don’t give up on the students or allow them to say they don’t know. If appropriate I will take the time to probe the student and if not appropriate at tha time in front of the class I will go over to the student one-on-one to probe them. I may ask them to tell me what they know about the topic and then go from there or to use a peer to give them one clue to help them.

Lesson Sequence:

Day 1/Date__9/2___ Learning Sequence and Monitoring

What is the Lesson Design Question(s) focus? __DQ 2___

What are the dominant content elements for the lesson? ___8, 11, and 12____________________________

Daily Learning Targets: Students will be able to identify the elements that make up molecules.

Daily Academic Vocabulary:

Molecule


Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid


1.

2.

Hook: http://www.youtube.com/watch?v=pqw0acjPf3I I will share the 2 minute clip with the students of Diabetic man. In their composition notebooks I will ask them to predict which macromolecule is off balance in an individual with diabetes. I will ask them to site evidence from the clip to support their prediction.

Begin Macromolecules PowerPoint Presentation Day 1: (Options in read)

As the teacher provides instruction students will do one of the following…

 Insert information in regards to the structure and function of the macromolecule into a foldable.

 Places it into a Frayer model

 Uses a table to organize the information

Extended Learning: Due to this just being a pre-assessment day there will be no extended learning

Accommodations and Adaptations to optimize levels of support for the Unique Needs of SWD, Gifted Learners and English Language Learners:

2. Provide a positive and accepting environment in order to create a low anxiety atmosphere for learning in.

3.Use activities which do not force production during the beginning stages of the acquisition process.

12. Establish predictable classroom routines through the us of outlines on the chalkboard or bulletin board.

Teaching Resources: Youtube, pre-assessment

Technology Utilization: doc cam, youtube

Assessment X Pre-assessment: __oral assessment through student discussions during presentation

Formative _____________________________________________

Summative _____________________________________________

After Lesson – Teacher Reflection:

What did I purposely plan that successfully increased student achievement?

Where did my students struggle and what revisions do I need to make?


Days 2 9/3___ Learning Sequence and Monitoring

What is the Lesson Design Question(s) focus? __DQ 2 and DQ 3___

What are the dominant content elements for the lesson? 6, 7, 9, 12, 16, and

20_________________________________

Daily Learning Targets: Students will be able to list the four macromolecules.

Students will be able to define an enzyme.

Students will be able to describe the structure and function of the macromolecules.


Molecule

Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid

Enzyme


1.

Bellwork: Display a picture of a carbohydrate molecule and ask the students to identify the macromolecule. I will then ask them to explain what they used to determine this.

2.

I will complete the presentation and students will complete their notes.

3.

I will stop about 5 minutes before the end of the period and ask them to revisit their initial prediction out Diabetic Man to see if there is anything that they would like to revise.

HomeFun: Students will have two options for homefun. They can either view the clip on youtube and answer the questions on the amoeba sisters worksheet or they may complete the reading essential pages 65-68. https://www.youtube.com/watch?v=IJ7xOSCEmZw

Extended Learning: Students that do not need remediation will take part in the learning stations


1. Use visual aids, concrete objects, contextual clues, repetition and gestures.



7. Emphasize key words and phrases through the use of gestures, picture dictionaries, facial expressions and intonation.

8. Highlight important concepts in written assignments.


12. Establish predictable classroom routines through the use of outlines on the chalkboard or bulletin board.

20. Summarize and review frequently

Teaching Resources: Periodic tables, station task cards, modeling materials, background information form textbook

Technology Utilization: tangibles for modeling

Assessment Pre-assessment: _________________________________________

X Formative: __Homefun options____________________________

Summative: _____________________________________________




Days 3 and 4/Date__9/4-9/5___ Learning Sequence and Monitoring

What is the Lesson Design Question(s) focus? _____

What are the dominant content elements for the lesson? _________________________________

Daily Learning Targets: Students will be able to list the four macromolecules.

Students will be able to define an enzyme.

Students will be able to describe the structure and function of the macromolecules.


Molecule

Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid

Monoscaccharide

Discaccharide

Polyscaccharide

Glycerol

Fatty acid

Amino acid

Polypedptide

Nucleotide

Enzyme


Acidic

Basic

Homeostasis

Organic

Inorganic


1.

Bell work (Options in red)


 Macromolecules review table sort

 Point of view cards

 Biochemistry Boxing Activity- Students will compete against each other by keeping track of how many boxes they can match up with each macromolecule (carbohydrate, lipid, protein, and nucleic acid). Each student will keep track of their opponent’s correct answers using the score card. 1. The student keeping score should use the macromolecule box (labeled carbohydrate, lipid, protein, and nucleic acid) to show the other student what they need to match. 2. The other student will use the other four boxes and attempt to correctly match them with the macromolecule being shown by their opponent. 3. Using the key, the student keeping score should check their opponent’s answers and record the number of correctly matched boxes. Students should continue until each player has done all four macromolecules. After both students complete round one they should proceed to the next round.

2.

Enzymes Introduction: I will show the students a 1 minute animation on enzymes. We will review as a whole group the role of an enzyme. I will then ask the students to record in their composition notebooks what they know about enzymes functions. I will then have them generate a hypothesis answering, How would temperature influence how affective an enzyme is?

3.

Enzyme Lab: (Options in red)

 Jello Lab

 Toothpickase: Students will be told that their hand will model an enzyme and the task of the enzyme is to break a toothpick. Students willd design an experiment to test their hypothesis. They will work in groups of 4 to complete this. I will check their design and once no revisions are needed they can conduct their experiment, analyze their data and communicate the results to the class. The groups will then form their conclusions based upon their original hypothesis.

HomeFun: Enzymes Reading passage with questions

Extended Learning: Students that are mastering the boxing acitivity quickly will act as peer tutors










Teaching Resources: boxes, food pictures

Technology Utilization: tangibles for modeling


X Formative: __boxing activity and enzyme lab_______________

Summative: _____________________________________________




Days 6 /Date__9/8Learning Sequence and Monitoring

What is the Lesson Design Question(s) focus? __DQ 4___

Dominant Content Elements for the lesson __14, 18, 19, 21, 22, and 23_______________________________

Daily Learning Targets:

Students would be able to describe how homeostasis could be impacted by specific conditions in the body.


Molecule

Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid

Monoscaccharide

Discaccharide

Polyscaccharide

Glycerol

Fatty acid

Amino acid

Polypedptide

Nucleotide

Enzyme


Acidic

Basic


Homeostasis

Organic

Inorganic


1.

Case Studies and Treatment Plan: Students in groups of 2 will be given 4 case studies that they have to research the disease or condition and determine which macromolecule is off balance in the body and the impact that it has on the patient. The students will then need to develop a treatment plan for the patient. During their research they will need to determine the validity of the source and their claims.

2.

Unit 2 Test review

Extended Learning: Students that are mastering the boxing acitivity quickly will act as peer tutors









Teaching Resources: case studies, medical websites, disease write-ups

Technology Utilization: online research


X Formative: __treatment plan

Summative: _____________________________________________

Day 7 /Date__9/9


Daily Learning Targets:

Students will be able to describe the structure and function of the four major macromolecules as well as explaining enzymes role in biological reactions and the factors that influence enzymes reaction rates.


Molecule

Macromolecule

Monomer

Polymer

Carbohydrate

Protein

Lipid

Monoscaccharide

Discaccharide

Polyscaccharide

Glycerol

Fatty acid

Amino acid

Polypedptide

Nucleotide

Enzyme


Acidic

Basic

Homeostasis

Organic

Inorganic


1. Summative Unit Assessment










Teaching Resources: PLC common assessment

Technology Utilization:


Formative: _

X Summative: PLC Common Unit assessment________________________________________

Macromolecules Unit Plan

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