Connor Plumb

Macromolecules and Chemical Reactions

Freshman/Biology
50 minutes
Forming Macromolecules

Standards:
HS-LS1-6 From Molecules to Organisms: Structures and Processes
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 carbon-based molecules.

CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical
context relevant to grades 9-10 texts and topics.

Educational Objectives:
● The students will be able to understand how different macromolecules are formed
through carbon based elements
● Students will be able to identify reactants and products in a chemical reaction

Assessment on Learning:
● Worksheet assignment

Central Focus
● Identifying macromolecules and understanding chemical reactions

Accommodations for students with specific learning needs:

● Supplemental graphic organizer and vocabulary sheet

Academic Language
Language Function (select 1):

Analyze Compare/Contras Construct Describe Evaluate

t
 Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:

Locate: Locate products and reactants in a chemical reaction

Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:

Vocabulary:
Reactants
Products
Protein
Lipid
Carbohydrates
Nucleic Acid
Covalent Bonds
Chemical reaction
Activation Energy
DNA
RNA
Plus at least one of the following:
Syntax
Discourse

Materials:
Writing utensil
Notebook
Worksheet
PowerPoint
Whiteboard
Anticipatory Set/ Attention Getter: Macromolecule video:
https://www.youtube.com/watch?v=V5hhrDFo8Vk

Questions to Ask
1. What are the four classes of macromolecules
2. What is the function of each class of macromolecule?
3. What is the key element in all macromolecules
4. What 4 elements make up the four macromolecules?
5. How are sugars formed?

Sequence of Events (include time needed):

1. Macromolecule video and discussion warm up with questions after viewing (10 mins).
2. Carbon based molecule discussion and lecture (10 minutes)
3. Creating macromolecules activity using atom blocks activity (20 mins)
4. Recap and review (10 mins)

Conclusion/Summary:

In conclusion I hope we all gained a better understanding of what macromolecules are and their
different functions. Macromolecules can be formed through chemical bonds. Different
macromolecules provide different functions for example fat can be used as a long-term energy
storage where a carbohydrates are burned for a short term energy release. We also learned about
two types of nucleic acid; DNA and RNA that make up all forms of life. We also learned about
how macromolecules are formed of elements held together by covalent bonds. Chemical
reactions can break these bonds down and form new ones like we saw in our example of
photosynthesis. Remember that the reactants are what is reacting and products are what is being
produced. Please have the worksheet turned in by the start of class next time we meet.

*Some lesson plan prompts come from SCALE.

Lesson Plan Guidelines

1. NGSS Standards
▪ Standards provide the focus, foundation for school curriculum and daily lessons
 ▪ Standards provide the guidance for teachers to create new learning opportunities for
students to meet and exceed the Illinois State Standards
▪ To make standards work, resources need to be carefully targeted toward students’
achievement of the standards
▪ Cite the standards using text and numbers

2. Educational Objective(s)

▪ Always begin with the statement: The student(s) will be able to:
▪ What is the purpose of the lesson?
▪ What do you want the students to learn or accomplish?
▪ What concepts are you attempting to teach?
▪ Have you achieved connection to the standards listed?
▪ What is the intended learning?

3. Assessment On Learning

▪ Reflect on how you will assess the intended learning.

▪ What is the method of assessment?
▪ Include the assessment tool—rubric, test etc..
▪ Describe the assessment plan.
▪ Include any rubric or other assessment plan with the lesson plan.
▪ How will you know if the students achieved the standards, goals, benchmarks and
behavioral objectives listed.

4. Central Focus

▪ What is the central focus of the lesson you are planning?

▪ What are students learning?

5. Academic Language

▪ Identify Language Demands

▪ Support student’s academic language development
▪ Include evidence of language use in the lesson plan

6. Materials Required for the Lesson

▪ List ALL materials needed to teach the lesson
▪ Think about the beginning, middle and end of the lesson

7. Set or Attention Getter

▪ Plan an opening to gain the students’ attention
▪ Engage students in learning
▪ Begin to deepen student learning during instruction
▪ Set the state-of-the-lesson (overview—what can the student expect).
▪ Link new material to previously learned material
8. Sequence of Activities
▪ What are you going to teach?
▪ How are you going to teach it?
▪ When are you going to teach it?
▪ What Academic Language will be used?
▪ Independent work? How? Include materials
▪ Cooperative work? How? What roles? Etc..
▪ List each step as if a substitute teacher was teaching the lesson—Do not assume!—be
complete and thorough by writing details
▪ Assessment
✓ Analyze student work
✓ Use feedback to guide further learning
✓ Use assessment to inform instruction

9. Questions to Ask
▪ Use Bloom’s Taxonomy and LABEL each question choosing one of the taxonomy’s labels:
▪ knowledge
▪ comprehension
▪ application
▪ analysis
▪ synthesis
▪ evaluation
▪ Plan questions that demand higher levels of thinking.

9. Conclusion and Summary

▪ Bring the lesson to a close.
▪ Check for student understanding. How will you do this?
▪ Include a transition to the next content area, activity or lesson. How will you accomplish
this?