Lesson Plan Template

Use or adapt this basic format to fit your context. 90 minutes ! days" # $th %eriod

HEADING Daniel A. Chapman 10th Grade Biology Intro to Macromolecules / Gallery Walk

OVERVIEW/ RATIONALE &his lesson 'ill introduce our unit on macromolecules. (tudents 'ill be able to 'or) in groups to explore the four ma*or macromolecules+ Carbohydrates, -ipids, %roteins, and .ucleic Acids. ENDURING UNDERSTANDINGS (tudents 'ill understand 'hat ma)es each of the macromolecules uni/ue properties, subunits, etc", important purpose, function", and obser0able throughout the 'orld 1here they are most commonly located, food, body, etc.". GOALS/OBJECTIVES 2(tudents 'ill be able to describe the properties of all four macromolecules Carbohydrates, -ipids, %roteins, and .ucleic Acids", including their+ 2(ubunit+ 23unction+ 24lements+ 21hat food do you find it in5 24xamples+ 2(tudents 'ill 'or) in groups of 627 to de0elop a poster that describes these properties, and then display their posters to their peers for re0ie'. 2(tudents 'ill use their 'or)sheets to re0ie' posters, note important information, and gain a reference for further study. STANDARDS 6.1.B.A!. 2 Analy8e the importance of biological macromolecules. Compare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids. MATERIALS 29andout attached at bottom of page" 2Butcher %aper 2:ar)ers 2Computers PROCEDURES OPENER ! m"n#tes ;. (plit up students into groups of !26 by numbering off students 1,!,6,7 7 macromolecules". ;;. %ass out the handout to students 3or each group, their macromolecule 'ill be highlighted in yello'", describe that each group can use one2t'o computers and the textboo)s to find their information, they should start by filling in their handout and then transferring that information onto a piece of butcher paper. ;;;. As) students if they ha0e any /uestions. <nce all /uestions are ans'ered, students 'ill be instructed to get a computer from the bac) and begin 'or)ing. BOD$ O% THE LESSON %oster Creation &! M"n#tes" 1

;. <nce students begin 'or)ing on their research, ; 'ill disperse materials butcher paper and mar)ers". ; 'ill also begin circulating and ma)ing myself a0ailable for students= /uestions. ; 'ill also be responsible for helping )eep students on tas) and pushing for deeper thin)ing and encouraging higher expectations for student 'or). ; 'ill also be sho'ing examples of the final products 'e are expecting. Gallery 1al) '() M"n#tes* ;. <nce the students ha0e had 7> minutes to complete their posters, 'e 'ill hang them up throughout the classroom, and students 'ill use their handouts to copy do'n important facts and fill up their table 'ith the necessary information. ;;. (tudents 'ill go to each poster for > minutes and then, upon the smart board timer alarm, they 'ill mo0e on to the next poster CLOSURE +) m"n#tes ;. After 'e ha0e done our t'enty2minute gallery 'al), 'e 'ill pull e0eryone together and using the smart board, 'e 'ill fill in the table together to ma)e sure e0eryone has a consistent representation of all of the information presented. ACCOMODATIONS ;. (tudents 'ill be 'or)ing in small groups, and 'ill be able to collaborate 'ith one another to come to a consensus for their macromolecule, and at the end of class, in filling out their handouts. ;;. (tudents 'ill be able to use both computers and the textboo)s as resources for their poster. ;;;. :r. Cunningham and myself 'ill both be a0ailable as resources to 'or) 'ith students and groups throughout the entire process creation, gallery 'al), closure" ASSESSMENT/EVALUATION ;. (tudents= posters 'ill be assessed and e0aluated by completion and correctness 60 points" ;;. (tudents= handouts 'ill be assessed by completion at the end of the acti0ity !0 points" ;;;. (tudents= )no'ledge and retention 'ill be assessed through the upcoming chapter /ui8, and the subse/uent unit exam. ;?. (tudent participation and engagement 'ill be a'arded and reinforced through extra credit points gi0en out through @Class2Do*o.A PERSONAL RE%LECTIONS / NOTES After teaching the lesson, add your reflections about ho' you felt about the lesson, ho' the learners responded, 'hether the lesson accomplished 'hat you planned it to do, ho' closely you follo'ed the lesson plan, and ho' you 'ould change the lesson for the next time. Han,o#t-