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Friday, February 20th 2015

BCIT-Westampton
Biology-Block 4
Stefanie Ucles
Cooperating Teacher: Andre Hodges
Carbon Properties
Standards
5.3A Grade 12 CPI 01, Represent and explain the relationship between the structure and function of each class of
complex molecules using a variety of models.
5.1B Grade 12 CPI 02 Build, refine, and represent evidence-based models using mathematical, physical, and
computational tools.
HS-LS1-6.

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from
sugar molecules may combine with other elements to form amino acids and/or other large carbonbased molecules.

Goals and Objectives


1) Students will investigate and describe the properties of carbon that contribute to its ability to form
necessary organic compounds needed to sustain life.
2) Students will be able to analyze a problem with the food industry and determine the information needed
to solve it.
Content (EQ)
How are macromolecules constructed from individual carbon atoms?
Lab Safety:
No lab safety concerns at this time.
Tasks/Materials
Ball and stick pre-made carbon molecules
Macbooks/iPhones
[Carbon Properties Graphic Organizer]
[We are what we eat Assessment]
Poll everywhere
Learning Objectives
Students will investigate and
describe the properties of carbon
that contribute to its ability to form
necessary organic compounds
needed to sustain life.

Activities
Students will need to analyze
carbon molecules in order to
determine the properties of carbon.
Students will also be formatively
assessed on their ability to connect
carbon properties to other concepts
such as macromolecules.

5.3.12.A.1
5.1.12.B.2
HS-LS1-6
Students will be able to analyze a
problem with the food industry and
determine the information needed
to solve it.

5.3.12.A.1
HS-LS1-6

Students will be asked to analyze


the ethics and issues behind using
certain ingredients in our food like
HFCS. Students must develop the
information they need to know in
order to be successful in solving a
problem (Does HFCS pose health
risks?)

Assessment
Carbon Properties Graphic
Organizer-student ideas and
observations
Exit ticket-Polleverywhere
Student-teacher discussion and
class discussion (will be recorded)

Warm-up based on yesterdays


lesson

PBL "Need to know list"

Student-teacher discussion and


class discussion (will be recorded)

At the end of class yesterday students researched different ingredients from food labels online and briefly discussed
them at the end of the period yesterday in order to introduce the assessment for the rest of chapter two. The ideas
they come up with for the "need to know" for the assessment will be used a diagnostic assessment for their
understanding of the material. Based on the assessments from the first chapter of the chemistry unit, students still
have some difficulty understanding the different kinds of bonds and elements vs. Compounds. In order to
remediate this, I will continue to review and formatively assess these concepts throughout this next chapter as
well. Today, I will have the opportunity to see if students can correctly utilize these concepts in order to complete
their first task of this chapter.
Warm up: On a sheet of paper, students will develop answers to the questions: Why do we eat foods with
ingredients we dont recognize, What potential risks does that pose for us as consumers?
1) Teacher will recap yesterday on ingredients we looked at. Students will engage in whole class discussion
based on their answers (Engage-10 minutes)
2) Teacher will introduce assessment for the rest of chapter two (5-10 minutes); Students will use Macbooks
and books to come with a need to know for the assessment (10-15 minutes); Teacher will then guide
students into learning about carbon properties (How do we begin to understand the difference between
the different things that make up our food, and living organisms in general?) (Explore-15-20 minutes)
3) (What makes up sugar? We need to investigate the structure of sugars in order to understand the
difference between them) Students will investigate pre-made ball and stick carbon molecules using
[Carbon Properties Graphic Organizer] (How many carbons are in each?) (Explore-10-15 minutes)
4) Students will engage in class discussion on carbon (What did you notice about your ball and stick models),
Teacher will guide students to discovering the properties of carbon (Explain-10 minutes), Teacher will then
set the stage for looking at polymers on Monday (What was the major difference between methane and
pentane?)
5) Closure: Students will complete exit ticket via poll everywhere (Which of these components have carbon in
them? a. Carbohydrates b. lipids c. proteins d. nucleic acids)-Elaborate/Evaluate
a. Used for formative assessment (Do students recognize the importance of carbon to living
organisms based on these properties? Do students recognize macromolecules?-Diagnostic)
b. Will be used as pre-assessment for macromolecules
Technology
1) Macbooks/iPhones for research
2) Poll Everywhere
Assessments (Formative)
1) Model Activity Graphic Organizer
2) Student answers from class discussion (Teacher will record data)
3) Exit ticket (Poll Everywhere)
4) One-on-one teacher/student instruction (Teacher will record data)
Acc/Mod/Curr
1) Visual and hands-on learning through model kits (Differentiate for different learning styles)
2) Graphic Organizer for Carbon Activity
3) Students groups based on differing abilities (Higher level students paired with lower level students)
HW
2nd draft of Properties of Water concept map due