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
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.
4. What instructional strategies will we utilize to engage learners? / 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
5. How will we promote innovation and creativity in all learners? / Students will answer critical thinking questions over article “Tonsillectomy Gone Wrong”.
6. What real world, relevant connections will make this authentic to students? / 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.
7. How will students be formatively and summatively assessed? Consider less paper/pencil and more product, performance, or exhibition? / · Participation in labs and classroom discussion while taking notes
· Human Digestion Pathway Labeling Activity
· Biocab activities
· Formal unit test
8. What reteach strategies will I use if necessary? / 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.
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 / Thursday / Friday1-8-14 / 1-9-14 / 1-10-14
Content Objective / Bioethics / Energy In Food/Digestive System / Energy In Food/Digestive System
Activity / 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 / Energy In Food/Digestive System / Cellular Respiration / Cellular Respiration
(Sub - Coaching Circles) / Cellular Respiration / Cellular Respiration
Activity / 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.
Monday / Tuesday / Wednesday / Thursday / Friday
1-20-14 / 1-21-14 / 1-22-14 / 1-23-14 / 1-24-14
Content
Objective / Comp Day – No School / Cellular Respiration / Test Unit 6 / Respiratory/Muscular/
Skeletal Systems / Go over Unit 6 Test
Activity / Complete any unfinished assignments. / Test-Unit 6 / Introductory Activity
Language
Objective / SWBAT use class time to prepare for unit test. / SWBAT demonstrate his/her understanding of material in formal assessment.
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
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