Unit Planning Template

Title Of Unit:​ Cells & Energy Subject:​ ​9th Grade Biology

Dates of Unit: ​11/4 - 11/27 Designer: ​ Jessa Nath

Stage 1- Desired Results

Standards​:
● What relevant standards will this unit address?

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
(SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter)

HS-LS1-7 Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to
exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new
compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter)

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy
in aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter )

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of
carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC:
Systems)

Big Idea or Concept​: Essential Questions​:

● The 4 macromolecules and their functions
● Inputs (carbon dioxide, water, light energy) and
outputs (glucose, oxygen) of photosynthesis
● Carbon dioxide is the main source of carbon for
glucose
● Sun is the ultimate source of energy for all living
things
● Inputs (glucose, oxygen) and outputs (carbon
dioxide, water, ATP) of cellular respiration
● Bonds of ATP are broken to release energy
● Only autotrophs utilize photosynthesis,
autotrophs and heterotrophs utilize cellular
respiration
● Aerobic respiration requires oxygen and produces
more energy
● Anaerobic respiration does not require oxygen,
produces less energy, and produces the
byproduct lactic acid
● Plants remove carbon dioxide during
photosynthesis and all living organisms give off
carbon dioxide through cellular respiration
● What are the macromolecules and what are they
used for?
● Where do the reactants of photosynthesis come
from? What utilizes the products?
● Where do the reactants of cellular respiration come
from? What utilizes the products?
● Carbon is the main building block of glucose.
Where does that carbon come from?
● What is the ultimate source of energy for ALL living
things?
● Does the production of ATP produce more energy?
● Why do your muscles start to burn when working
out?
● What is the relationship between plants and
animals in regard to cells and energy?
Students will understand/know​…
● The function of carbohydrates, nucleic acids,
proteins, and lipids
● Reactants and products of photosynthesis and
cellular respiration
o These are easily confused by students
● Students will understand that the processes of
photosynthesis and cellular respiration create a
cycle of energy transfer and that the products of
one are the reactants of the other
● Students will know the difference between
aerobic and anaerobic respiration
● The sun is the ultimate source of energy and
carbon dioxide is the ultimate source of carbon
for glucose
Stage 2- Assessment Evidence
Monitoring and Feedback:
● How will students demonstrate desired
understanding throughout the unit?
● How will feedback of progress be given to
students to assist them in their learning?
Throughout the unit I will use diagnostic, formative,
and summative assessments to gauge student
comprehension. I will gain diagnostic feedback
through introductory activities such as EdPuzzle and
through daily exit tickets. Formative assessment will
be achieved through basic questioning throughout
each day of the unit, through assignment feedback,
and through daily exit tickets. I will also gauge
students diagnostically and summatively throughout
each day as students ask questions, collaborate, and
interact. I will summatively assess students at the
end of the unit with the unit test.
To ensure students are receiving appropriate
feedback I will incorporate activities that give
students immediate feedback such as socrative and
quizlet. I will also provide feedback intermittently on
students rough drafts of projects, on their concept
maps, and while using the real-time question
resources. Additionally, students will have the
opportunity to fix or redo the concept maps,
photosynthesis quiz, or journey of a carbon atom
after receiving feedback on their original work.
Students will be able to​ …
● Students will be able to distinguish between
carbohydrates, nucleic acids, proteins, and
lipids based on their function
● Students will be able to illustrate the inputs and
outputs of photosynthesis and cellular
respiration and construct relationships between
these reactants and products
● Students will be able to defend the statement
that the sun is the ultimate source of energy
for all living things
● Students will be able to differentiate between
aerobic and anaerobic respiration
● Students will be able to summarize the
relationship between photosynthesis and
cellular respiration and the cycling of reactants
and products
Other Evidence:
● By what criteria will performances of
understandings be judged?
● Through what other evidence (e.g., quizzes, tests,
academic prompts, observations, homework,
journals) will students demonstrate achievement of
desired results?
● How will students reflect upon and self–assess
their learning?
Students will demonstrate their learning in a number
of ways from direct feedback online questioning
resources, through their concept maps, their
goosechase feedback, their classroom discussions and
collaboration, as well as through quizzes and
assessments.
Students will have the opportunity to self-reflect and
assess their work as well as the opportunity to correct
their work on a few select assignments. Students will
also have time to reflect on their work through
collaboration. Nearly every day throughout the lesson,
students are given the opportunity to share and
compare their work with another students or groups.
This allows them to bounce ideas off each other and
increase their learning and comprehension.
I will use iRubric to create a rubric that students will
have access to when working on their concept maps,
as the sun rises project, and their collaborative project
to help guide their decision making process.
Assignments with a straight forward right or wrong
 answer will be corrected accordingly. On the virtual
labs I will focus on their overall understanding and
answers to summary questions. Summary questions
allow me to encourage application of concepts to new
situations and support higher order thinking skills.

Stage 3- Learning Plan

Learning Activities:
What learning experiences, strategies and instruction are you going to provide to enable students to achieve
the desired results? This should be a step by step d ​ aily summation​ of the learning experiences for a
minimum of 15 days. The learning plan needs to guide you through the unit, and each day’s plan should be
short- a few phrases or short sentences. However, be sure to include the technology being used and briefly
describe its purpose. (Ex: Padlet will be used for collaborative brainstorming)

Day 1: Intro to Cells & Energy: Macromolecules

- Day 1 consists of an introduction to macromolecules. To introduce this material I will use 4 separate
Blendspace lessons on the 4 macromolecules: Carbohydrates, Proteins, Nucleic Acids, and Lipids.
Students will be put into groups of four, each person will follow through a different blendspace lesson,
and then they will teach their group members what they learned. At the end of the class Mentimeter
will be used for a live question/feedback as an exit ticket.

Day 2: “As the Sun Rises” Project

- Day 2 consists of a fun and interactive project as an introduction to the cell energy cycle. Students will
be given a basic script of a story line walking through the cell energy cycle. They will use this basic
script, make it their own, create costumes of their choosing, and select some sort of tech resource to
record and present their play. They will have the entire period Day 2 as well as half of the period Day 3
to complete their presentation.

Day 3: Finish and Present “As the Sun Rises” Project

- On Day 3 students will finish and present their projects. At the end of the class students will be asked
to collaborate in their project groups and come up with three questions they have about the cell energy
cycle that they hope to learn before the end of the unit. They will put these questions into a google
doc and share it with me.

Day 4: Intro to Photosynthesis

- Day 4 consists of an EdPuzzle students will need to complete followed by a student-paced socrative
quiz students will need to complete. The EdPuzzle walks through the process of photosynthesis, the
reactants, and the products.

Day 5: Photosynthesis Virtual Lab

- On Day 5 students will complete three different virtual labs on photosynthesis. As students complete
each of the three virtual labs they will input data, answer questions, and screenshot frames to
complete a goosechase scavenger hunt. This provides me with feedback on student work and creates a
more competitive and exciting feedback format.

Day 6: Photosynthesis Concept Map

 - Students will create a concept map that organizes the process of photosynthesis using the Mindmeister
online concept map builder. Students will have the option to work independently or with a partner on
this project. Students concept maps will be shared with one other person or group and then submitted
to me via google classroom.

Day 7: Photosynthesis “Quiz”

- As a formative assessment of photosynthesis, students will have to create a 10 question quiz on

photosynthesis. Students may choose any format, digital or not, to create their quiz. They will have
until the end of the class to complete their quiz. Each quiz must include three different types of
questions (i.e. multiple choice, short answer, etc.).

Day 8: Intro to Cellular Respiration

- To introduce the process of cellular respiration I will go through a google slides presentation with
students and then students will watch a 14 minute khan academy video on cellular respiration and
answer the associated khan academy questions. At the end of class students will answer an exit ticket
question using socrative.

Day 9: Cellular Respiration Concept Map

- Students will create a concept map that organizes the process of cellular respiration using the
Mindmeister online concept map builder. Students will have the option to work independently or with a
partner on this project. Students concept maps will be shared with one other person or group and then
submitted to me via google classroom. Once students have completed and shared their cellular
respiration concept map they will have to combine both their photosynthesis and cellular respiration
concept maps to create a large, cohesive, cellular energy cycle concept map.

Day 10: The Cycle of Energy - Photosynthesis & Cellular Respiration Working Together

- To begin students will take a multiple choice and short answer quiz on cellular respiration.
- Today students will complete a hands on activity called “Journey of a Carbon Atom.” This activity does
not incorporate any technology, but instead involves hands-on manipulation of a carbon atom through
photosynthesis and cellular respiration. The point of this activity is to start drawing connections
between photosynthesis and cellular respiration as well as sunlight as the ultimate source of energy.

Day 11: Collaborative Project to teach Photosynthesis & Cellular Respiration to a middle school class

- On Day 11 I will introduce a 3 day collaborative project students will be working on. The ultimate goal
of this project is for students to connect the processes of photosynthesis and cellular respiration as a
single continuous cycle. Students will be creating a project that they can use to teach middle school
students about the cell energy cycle. Students can create this project in any way they choose, but it
must utilize some sort of technological resource ranging from a presentation, to a video, to a recorded
song, to a digital children’s book. Students will present their projects to the class and one group will be
selected to teach their lesson to a middle school science class.

Day 12:

- Work day on students Photosynthesis & Cellular Respiration project. I will check in with students using
a poll on mentimeter to see how they are feeling about their project and what questions they may
have.

Day 13:
 - Work day on students Photosynthesis & Cellular Respiration project. Students will present on Day 14.

Day 14:

- Today students will present their group projects.

Day 15: Aerobic vs. Anaerobic Respiration

- To begin day 15, students will be asked to research five questions about aerobic and anaerobic
respiration and they will construct a comparative venn diagram with their answers. The questions
include…
- What is different between aerobic and anaerobic respiration?
- Which is more efficient?
- Which produces more energy?
- Are there any negative byproducts of either?
- When would your body use each type of respiration?
- After constructing their venn diagrams, students will compare and share their diagrams with two other
students. After, we will construct one final venn diagram as a class. After, we will complete a kahoot
review on aerobic and anaerobic respiration to end the class.

Day 16: Review

- Each student will have homework going into day 16 of this unit. The night before day 16 each student
will have to submit one review question they created to use to prepare for the test. I will put them into
a quizlet live set and we will use it as a class to review.
- After review, I will put up a mentimeter poll to give students an opportunity to ask any other questions
they may have.

Day 17: Test

- Today, students will complete their cells & energy exam.

Stage 4- Technology Integration

List any websites and tools used within your lessons. Behind each, list the day(s) the tool/site is
being used. Include its position on the M
​ atrix​. Hyperlink sites when applicable.

- Blendspace (day 1) - Matrix Cell: Collaborative, Adoption

- https://www.tes.com/lessons/dashboard
- Mentimeter (day 1, day 12, day 16) - Matrix Cell: Active, Adoption
- https://www.mentimeter.com/
- Day 3 gives students the opportunity to select an online resource to use to create their
video/presentation (ex. youtube) - Matrix Cell: Collaborative, Infusion
- EdPuzzle (day 4) - Matrix Cell: Constructive, Adaptation
- https://edpuzzle.com/
- Goosechase (day 5) - Matrix Cell: Authentic, Adaptation
- https://www.goosechase.com/
- Mindmeister (day 6 & day 9) - Matrix Cell: Active, Adaptation
- https://www.mindmeister.com/
- Khan Academy (day 8) - Matrix Cell: Constructive, Adoption
- https://www.khanacademy.org/science/high-school-biology/hs-energy-and-transport/hs
-cellular-respiration/v/introduction-to-cellular-respiration?modal=1
- Socrative (day 8) - Matrix Cell: Active, Adoption
- https://socrative.com/
- Day 12 students will use a technological platform of their choice to plan and present their
collaborative project on photosynthesis & cellular respiration - Matrix Cell: Goal Directed,
Adaptive
- Quizlet Live (day 15) - Matrix Cell: Active, Adaptation