Lesson

Obj.

DSLs

CELs

Instructional Method

Time

Activity

Materials

Assessment Method

1: “The Atoms Family Album”

1.1

B22

COM

CCT

Synectics

60 min.

Students use the TV show, The Adams Family, to study the atom and its component parts (The Atom’s Family).

Box of sugar cubes, pkg. of plastic knives, blackboard and chalk, overhead projector, overheads 1.1-1.7 ,and student copies of “The Atoms Family Album/ Family Members, Matterville, and Using Models”

Anecdotal records, individual assessment (atom sheet), ☞unit test

2: “Fulfilling Energy Levels”

1.2

1.3

B15, B22

C4, C7, C14

COM

NUM

Game

60 min.

Students play Fulfilling Energy Levels, a game that teaches about chemical bonding.

Blackboard and chalk, “Fulfilling Energy Levels” rules and questions, and a prize(s) for the game’s winner(s) (e.g. bag of licorice)

Rating scale to assess group learning, unit test

3: “The Importance of Chemical Reactions in Biology” 

1.4

1.5

1.6

1.7

B1, B2, B13

C3, C6, C8

COM

CT

Predict/Explain/

Observe/Explain

60 min.

Students predict what will happen for two teacher-performed demonstrations: a synthesis reaction and a decomposition reaction. They must justify why they believe that. After observing the demonstration, the students explain their observations and compare them to their earlier predictions.

Objects that show evidence of chemical reactions taking place, blackboard and chalk, 3 cm strip of magnesium ribbon, tong tonsils, Bunsen burner, striker, glass plate, 20 ml of 30% hydrogen peroxide, 5 ml of sodium iodide solution, 7 ml of Dove dishwashing liquid, 100 ml glass graduated cylinder, plastic tray several inches deep, 1 pair safety goggles and chemical resistant gloves, overhead 1.8, overhead projector, and Water Is Life Booklets (one per student)

Anecdotal record, homework checklist, unit test

4: “The Chemical Basis of Life”

2.1

B2

C2, C4, C21

D3

COM

PSVS

Concept Mapping

2 X 60 min.

In small groups, students investigate the magical properties of water that make it a biologically important molecule, and summarize their findings in a concept map. Each group presents their findings to the large group. Students design a Water Wise Survey to give to two people.

Blackboard and chalk, head of lettuce that has been dried out in the oven, and per group of students: one piece of poster-size white paper, two felt markers, one or two resource biology textbooks, and a “Concept map starter sheet”, overhead projector, and overhead 1.9-1.13.

Rating scale for group learning, fast write, unit test

5: “Inorganic vs. Organic Compounds”

C3, C4, C8, C19

COM

CCT

Concept Attainment

60 min.

Students are given a pkg. of organic compound pictures that are classified into 4 categories. Students must determine the rationale behind the scientific classification system..

Overhead projector, overheads 1.14-1.16, a deck of playing cards, and one organic compounds’ package per group of students

Anecdotal record, unit test

6: “Mother Nature’s Marvelous Menu 1"

(carbohydrates)

2.2

C14, C21

IL

Learning Activity Package

60 min.

Students play “Who Wants to be a Millionaire” and then independently work through a learning activity package that compares the three groups of carbohydrates.

Ice cream pail, prize (e.g. chocolate bar), pail of homemade chocolate chip cookies, carbohydrate learning activity package (one per student), and class set of biology textbooks

Anecdotal record, game, individual assessment (carbohydrate worksheets), unit test

7: “Mother Nature’s Marvelous Menu 2"

(lipids)

2.3

2.6

C2, C4, C21

D3, D5

COM

PSVS

Jigsaw & Debate

3 X 60 min.

Students carefully research one lipid topic in an expert group. They are taught about the other 4 topics from a classmate in a jigsaw activity. Students also participate in a debate on anabolic steroids and their use in athletics.

Blackboard and chalk, overhead projector, overheads 1.17-1.19, “Guide Questions to Lipid Research” (one per student), computers with Internet access (optional), resource biology textbooks, and Maxim steroid article

Anecdotal record, rating scale for group learning, homework checklist, unit test

8: “Mother Nature’s Marvelous Menu 3"

(proteins)

2.4

2.5

2.7

B22

IL

Mastery Lecture

60 min.

Students listen to and take notes from the teacher’s mastery lectures on proteins and amino acids.

Ice cream pail with 8-10 lipid related topics folded up in it (“names”), blackboard and chalk, overhead projector, overheads 1.20-1.22, and student copies of “Mother Nature’s Marvelous Menu, Today’s Topic: Proteins” (one per student)

Anecdotal record, unit test

9: “Toothpickase”

2.5

B10, B11

C7, C12

NUM

CCT

Simulation

60 min.

Using their fingers to represent the enzyme toothpickase, students perform three activities that are designed to simulate how substrate concentration and temperature affect enzyme function.

Empty Jell-o package, and per station: 3 copies of “Toothpick Biochemistry: Toothpickase” lab, 1 box of wooden toothpicks, 80 large paper clips, 1 shallow bowl or dish, a stop watch, 3 pieces of graph paper, and 1 pail of ice water

Individual assessment (graphs), unit test

10: “Detecting Compounds Made By Living Things”

E3, E7

NUM

TL

Experiment

60 min.

Students use a specific chemical test to determine the presence of starch, sugar, protein, and fat in 5 unknown and 1 known food sample.

Per group of three students: five macerated unknown food samples labelled A, B, C, D, E; one known food sample (brought by student), labelled F; 18 test tubes (100 X 12 mm), a medicine eye dropper, test tube rack, graduated cylinder (10 ml), test tube holder, 3 spatulas, Bunsen burner, 1 large brown paper bag, 3 pairs of rubber gloves, 8 ml iodine-potassium-iodide solution, 8 ml Benedict’s solution, 4 ml of 10M sodium hydroxide, and 0.5 ml of 1% copper sulfate solution; and student copies of “Laboratory 1: Detecting Compounds Made By Living Things”

Anecdotal record, individual assessment (lab write up), unit test

11: “Mother Nature’s Marvelous Menu 4"

(nucleic acids)

3.1

3.2

C13

CCT

IL

Model Building

2 X 60 min.

Out of construction paper, students build DNA models that they can then use to understand the similarities and differences between DNA and RNA, and manipulate to visualize DNA replication.

Blackboard and chalk, overhead projector, overheads 1.23-1.30, extra scissors and glue/tape, “Mother Nature’s Marvelous Menu, Today’s Topic: Nucleic Acids” student worksheets, “DNA Replication” and “DNA Transcription” student handouts, and outline for unit exam         

Anecdotal record, homework checklist, unit test

12: “Review”

CCT

COM

IL

PSVS

60 min.

Students prepare for the unit test by asking the teacher/ classmates questions, tying up any loose ends, and/or studying for the unit test.

13: “Unit Test”

IL

60 min.

Students write the Chemical Basis of Life Unit Test.

Unit test, and extra pens, pencils, and erasers

Unit test