Unit Plan: Molecular Biology

Course: Biology Theme/Topic: Cell Biology

Teacher: Ms. Nicole Willis Grade: 10th grade

Duration: 3 weeks (15 school days)

Rationale for the unit:

This unit is essential in any biology course because it is the building block for the rest of the course. Cells are the basic unit of life, and so in order for students to understand topics in the rest of the course such as ecology and ecosystems, they first need to see what makes up these organisms (which are cells). The rest of the material in this course will build off the unit of cell biology so it is important that students get a good foundation of the molecular view of biology before moving on to broader topics.

Goals of the unit: This unit will be going into depth about molecular biology. It is going to cover topics

from definition of a cell and the history of the discovery of cells all the way to cell structures and functions and cell processes. Most lessons will begin with lecture through PowerPoint to give students background information. However, some lessons will be “student-taught”, so instead of the teacher lecturing in front of the class, assigned worksheets will be given so that the students can find the information they need themselves.

Activities that the students will complete when talking about cell structures and functions is to make their own cell using household items, and then they will be able to have a debate about which cell structure they find to be most important. Then, when we discuss cell processes, students will get to act out both big cell processes that we will talk about which are photosynthesis and glycolysis. After lectures and assignments have been completed, students will take a final unit assessment to evaluate what they have learned over the course of this unit.

Goals of the Unit:

Students will learn about the different cell types Students will understand cellular structures Students will know the different cell processes Students will understand how cells reproduce

Materials/technology needed for the unit:

PowerPoint Worksheets Graphic Organizers Poster Boards Craft Utilities (colored pencils, glue, tape, scissors) Study Guide Template Quizzes Exit Tickets Unit Assessment Projector 2 Articles (cell structures, mitosis/meiosis)

Assessment:Throughout this unit, multiple strategies for assessment will be used to make sure

students are learning and comprehending the material before we move on. Because this unit builds off of itself and other depend on it, assessment will be key. One type of assessment I will give are verbal assessments. I will gauge where the students are and how they are working through the material through verbal assessments. These will be in the form of whip-arounds to see what students know and how they progress, discussions on readings and lectures, group presentations of multiple topics throughout the unit, and I will be constantly asking questions to assess how students are responding to the information.

Another way that I will assess student’s learning is through collected in-class and homework assignments. Some things that will be collected will be graphic organizers from readings that they will complete. Also, throughout the unit they will have multiple illustrations, cartoons, and drawings that they will complete which will really show me what they have learned and what they need to work on through their animations. Lastly, exit tickets and short essays will be given some days as closures to test students understanding and retention of information thus far in the unit.

The last form of assessment that I will use is through summative assessments: which the students will have 4 summative assessments throughout the unit. One will be a timeline in which they will outline key points of the history of cells. The students will show their knowledge about cell structures by making their own model of a cell through household items. Another assessment will be their study guide that they will be completing throughout the unit. This will be collected 3 times throughout the unit and graded. Lastly, the students will have a final unit assessment to really assess their knowledge and retention of molecular biology.

Unit Calendar: See Unit Calendar attached to the back of this Unit Plan.

Objectives/taxonomy chart:

The objectives in the taxonomy chart specifically address the goals of the unit. The goals of the unit are for students to understand cell types, structures, functions, processes, and how cells reproduce. All of the objectives in the taxonomy chart allude to these goals. The objectives that cover students understanding of cell types are objectives A3 and C1. The most in depth part of the unit covers the goals of students learning cell structures and functions which is why the following objectives work toward this goal: A1, A2, B1, B2, E1, E2, and F1. The next part of the unit makes sure that students understand cell process which is covered through objectives B3, C2, C3, and D1. The last part of the unit brushes over cell reproduction which is indicated through objective D2. The last objectives that did not cover specific goals of the unit are objectives E3 and F2 which are overall assessments of what the students learned about molecular biology throughout the course of this unit.

Unit extensions and/or resources and/or accommodations: Students struggling with reading: These students will be given other graphic

organizers with their readings that will guide them and help them comprehend the readings better

Time Extensions: Struggling students will be given three extra days to complete the summative projects and time extensions may also be given to other students based on particular cases

ELL students: These students will be pulled aside during review days to go over what they are struggling with and to get extra help with the on-going study guide

Advanced Learners: These students will have extra readings to complete in the back of the room while I lecture (not for every lecture though). This will give them the opportunity to learn and discover information themselves.

Taxonomy Chart

Knowledge (A)Students will be able to:1. Define a cell. 2. Sequence the history of the cell. 3. Name the different types of cells.

Comprehension (B)Students will be able to:1. Illustrate a cell and its structures. 2. Explain the functions of each cell structure. 3. Explain at least five processes that a cell can do.

Application (C)Students will be able to:1. Act out the different cell types. 2. Role play the process of glycolysis.3. Role play the process of photosynthesis.

Analysis (D)Students will be able to:1. Compare and contrast the process of glycolysis and photosynthesis.2. Differentiate between mitosis and meiosis.

Synthesis (E)Students will be able to:1. Design their own model of a cell using household items. 2. Invent their own cell structure. 3. Make their own study guide of the important concepts of molecular biology.

Evaluation (F)Students will be able to:1. Argue which cell structure and which cell process they think is most important. 2. Evaluate their knowledge through a unit assessment.

Explanation of alignment with unit goals:See explanation under the heading “Objectives/Taxonomy Chart”

Unit Plan RubricPossible Points: 10/10% of final grade

Name: ____________________________

Advanced 3 to 4

Proficient 2

Basic /needs improvement1

Introductory information, (rationale, overall format, materials, assessment, extensions)Score: ____

Unit plan is in the correct format, contains all components, and is neatly presented in an very well organized manner. All components (unit rationale, materials, assessment, extensions) are extremely clear and concise and follow the project guidelines. There is a logical flow to the unit plan that is easy and clear to the reader. There is direct alignment among and between all components of the plan.Rationale includes a clearly articulated thesis and explanation/ significance.

Unit plan is in the correct format, contains most to all components, and is neatly presented in an organized manner. All components (unit rationale, materials, assessment, extensions) are clear and concise and follow the project guidelines. There is a logical flow to the unit plan that is easy and clear to the reader. There is direct alignment among and between all components of the plan.Rationale includes a thesis and explanation/ significance.

Unit plan partially or wholly incomplete or missing major componentsThe unit is not in the correct format and/or is disorganized. There are missing components and/or the unit is not clear and difficult to follow. There is no alignment among and between all components of the plan.The rationale does not include a thesis and explanation/ significance.

Unit calendarScore: ____

Unit calendar is very clearly written and provides details on topics, concepts assignments. It includes learning objectives that are written using Bloom’s taxonomy. There is a clear flow – each day clearly and concisely leads to the next.

Unit calendar is clearly written and provides some details on topics, concepts assignments and/or there are missing essential components. It includes learning objectives but not all are written using Bloom’s taxonomy. There is some confusion on how each day flows into the next.

Unit calendar is missing or lacks required components. There are no objectives or not enough objectives. Not all objectives are written using Bloom’s taxonomy. There is no logical sequence of days.

Objectives/taxonomy chart and goals

Objectives are written in terms of learner outcomes using Bloom’s taxonomy. Unit includes 12 to 17 objectives. Paragraphs explain very clearly and concisely the alignment with the unit goals. Objectives are well aligned within the unit calendar. Each level of the taxonomy is well represented.

Objectives are written in terms of learner outcomes using Bloom’s taxonomy. Unit includes fewer than 12 objectives. Paragraphs explain somewhat clearly the alignment with the unit goals. Objectives are somewhat aligned within the unit calendar. Not all levels are represented or some levels are not clearly represented.

Objectives are either missing or most are not written in terms of learner outcomes using Bloom’s taxonomy. Unit includes fewer than 12 objectives. Paragraphs do not explain the alignment with the unit goals. Objectives are not well aligned within the unit calendar. Not all levels are represented or some levels are not clearly represented.

Unit Title: Cell Biology

Name: Ms. Nicole Willis Class: 10 th Grade Biology Date: September 2015

WEEK ONEDay 1Topics/Concept

INTRIDUCTION TO CELLS

Day 2Topics/Concept

HISTORY OF CELLS

Day 3Topics/Concept

TYPES OF CELLS: ORGANISMS

Day 4Topics/Concept

TYPES OF CELLS: FUNCTIONS

Day 5Topic/Concept

REVIEW/ ACTIVITY DAY

Objectives:

A1

Activities:Introductory reading of cells, discussion, graphic organizer

Objectives:

A2

Activities:PowerPoint Lecture, Timeline of how cells have evolved and the discovery of cells

Objectives:

A3, C1

Activities:PowerPoint Lecture, Students will act out the different types of cells and how they work together

Objectives:

A3, C1

Activities:PowerPoint Lecture, Students will act out the different types of cells and how they work together

Objectives:

A3, C1, E3

Activities:Any clarification needed will be made today. Students will organize their notes into study guide format

Assessments:

Whip around, Collect the graphic organizer and check for accuracy

Assessments:

Students will put timeline on a poster and present it to the class

Assessments:

Students will take a short quiz at the end of class and list the different organismal cell types

Assessments

Students will take a short quiz at the end of class and list the different functional cell types

Assessments:

Study guides will be collected and graded. These will be built upon throughout the unit.

Other notes:

WEEK TWODay 6 Day 7 Day 8 Day 9 Day 10

Topics/Concept

CELL STRUCTURES

Topics/Concept

CELL STRUCTURES

Topics/Concept

CELL FUNCTIONS

Topics/Concept

REVIEW/ ACTIVITY DAY

Topic/Concept

ACTIVITIES OF CELLS

Objectives:

B1, E1

Activities:

Reading on the different cell structures, graphic organizer, illustrate the different cell structures

Objectives:

B1, E2

Activities:

PowerPoint to reinforce the types of cell structures, students will invent their own cell structure

Objectives:

B2

Activities:

PowerPoint explaining the function of cell structure, group worksheet

Objectives:

F1, E3

Activities:

Any clarification needed will be made today. Students will organize their notes into study guide format

Objectives:

B3

Activities:

PowerPoint on all of the cellular processes, small group activity where each group will have a cell process and make a cartoon for it (this will be presented)

Assessments:

Students will turn in their illustrations of the cell and its structures.

Assessments:

Students will write an essay explaining a structure that they think cells should have and why it would be important.

Assessments:

There will be a quiz at the end of the day which consists of matching cell structures to their functions.

Assessments:

Study guides will be collected and graded. These will be built upon throughout the unit.

Assessments:

Exit ticket will be to name 5 of the 20 cellular processes we learned about in class.

Other notes:

WEEK THREEDay 11 Day 12 Day 13 Day 14 Day 15

Topics/Concept

GLYCOLYSIS

Topics/Concept

PHOTOSYNTHE-SIS

Topics/Concept

CELL REPRODUCTION

Topics/Concept

REVIEW DAY!

Topic/Concept

UNIT EXAM

Objectives:

B3, C2

Activities:Lecture on Glycolysis, Video showing the process, students will act out glycolysis

Objectives:

B3, C3, D1

Activities:Lecture on photosynthesis, video showing the process, students will act out photosynthesis, students will write an essay

Objectives:

D2

Activities:PowerPoint explaining mitosis and meiosis, video showing cellular reproduction, students will make a comparison chart of mitosis and meiosis

Objectives:

E3

Activities:Students will finish up their study guides, we will go over any questions that students have, review game!

Objectives:

F2

Activities:Students will take their unit exam

Assessments:

Exit ticket where students must draw the process of glycolysis. Will be graded

Assessments:

Students will write an essay comparing and contrasting glycolysis and photosynthesis

Assessments:

Students will have an exit ticket that will be graded that asks them to lists at least 3 differences between mitosis and meiosis.

Assessments:

None

Assessments:

Unit Assessment

Other notes: