III.

Team Unit Plan

The purpose of the unit plan is to provide each student (working in groups of 3 or 4) with the
experience of organizing curriculum around big ideas in science, and aligning learning objectives and
instructional activities (including formative assessments) to that big idea.
1. Choose an appropriate Next Generation Science Standards (grade 6 -12) based upon the grade level
of subject area you plan to teach (depending on numbers, you may have to plan a unit outside your
subject area). If possible, pick a standard you would be teaching in your student teaching. Consider
resources such as the textbook and curriculum from your internship teacher (but remember the
textbook is Not the curriculum!)
2. Match the Next Generation Science Standard as best as you can to an Arizona State Science
Standard(s). You are also encouraged to include at least one appropriate Common Core State
Standard for Literacy in Social Studies, Sciences, and Technical Subjects. Formulate a big idea
that is process or theory focused.
3. Use the template below to plan ten 50-minute time blocks, including, a description of a culminating
assessment activity (that would assess student mastery of the NGSS), and for each day: (a) the
specific learning objective, (b) description of activities to help students meet the objective, and (c)
description of formative assessment to check student progress toward the NGSS.
4. Each team member should pick 1 of the 10 days in which to develop into a full lesson plan (See
next section for assignment description).
5. During your assigned week, pairs of students from each group will deliver one of the developed
lesson plans (thus you may not deliver the lesson you actually developed).. In addition, your team
must present a 10 minute overview of your unit (big ideas, relevant standards, what will be taught
and how objectives will be assessed). Utilize some form of technology to organize and convey your
unit powerpoint, prezi, concept map, etc.
Grade/Subject:

10th grade biology

Unit BIG Idea

How do humans gain energy from food? This will be introduced

by the burning of food sources such as a peanut.
HS LS1 5 Use a model to illustrate how photosynthesis transforms
light energy into stored chemical energy.

Next Generation Science

Standard

HS LS1 7 Use a model to illustrate that cellular respiration is a

chemical process whereby the bonds of food molecules and
oxygen molecules are broken and the bonds in new compounds
are formed resulting in a net transfer of energy.
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
carbon-based molecules.

Arizona Science
Standard(s)
Arizona College and

S4-C5-PO1 Compare the processes of photosynthesis and

cellular respiration in terms of energy flow, reactants, and
products.

Career Readiness
Standards (optional)
Culminating Assessment:
How will I measure
mastery of the NGSS?

Real-Time
Calendar
A
standard
is most
likely too
complex
to be
taught in
its entirety
in one
lesson.
Therefore,
it will be
broken
down into
daily
objectives
to scaffold
learning
for
students
in order to
ensure
that they
master the
entire
standard.
List the
daily
lesson
objectives
you will
teach
during a
10 day

-Create a model
Create a biosphere
Video project
-Checking to understand: the processes of photosynthesis and
cellular respiration and how they relate to one another with regards
to conservation of energy and production and use of
macromolecules (protein, carb, lipid, nucleic acids).

unit in the
calendar
below (50
minutes
per day).
There are
those
instances
where
students
may not
achieve
the daily
lesson
objective
in one day
of
instruction
. You will
want to
allow time
to review
the
content
and
practices,
as
necessary
(factual
level
reviews,
such as
Jeopardy
are
highly
discourag
ed). This
section
helps you
to see the
alignment
between
the
standard,
daily
lesson
objectives,
lesson

activities,
and
assessme
nts in
real-time.
Days can
be added
if needed.
DAY
LEARNING
OBJECTIVE
1

SWBAT
trace
products
and
reactants
within the
conservatio
n and
transfer of
energy.
Overview of
the entire
unit.

SWBAT
illustrate
the flow of
energy from
solar
radiation
through the
production
of sugar
molecules
via
photosynth
esis.
photosynth
esis content
SWBAT
differentiat
e between

LESSON SUMMARY
List an agenda with description of each agenda
item.
Bellwork: Students will differentiate
between the structures of plant and
animal cells
Teacher will Lead the class through direct
instruction covering the topics of
photosynthesis and cellular respiration,
connecting them to the previous unit on
cells and the organelles in which these
processes occur; and how energy from
these systems is conserved.
Students will record these notes within
their journals, and within a graphic
organizer
Bellwork: What is the process of
photosynthesis? In which types of cells
does photosynthesis occur?
Where does the energy in photosynthesis
come from?

Formative Assessment*
Ticket out the door:
One a piece of paper
students will answer the
following questions before
they are dismissed from
class.
1. What organelle(s)
are involved in
cellular respiration?
2. What organelle(s)
are involved in
photosynthesis?

Students will be assessed at the

end of class by using an exit
ticket where they have to write
down three vocab words with
definitions using their own
wording.

Lesson: Inquiry based instruction in which

we explore the transfer and conservation
of energy from light to carbon (food)
Activity: Think pair share, discussions, Q
and A.
Formative Assessment: Ticket out the
door
Bellwork: What gasses are produced and
consumed in photosynthesis?
What does a plant need to undergo

Lab write up will be checked for

understanding
- hypothesis
- observations/lab data

the chemic
al processes
found in a
leaf within a
light
environmen
t, versus
one within a
dark
environmen
t.

photosynthesis?

photosynth
esis
activity/lab

Formative Assessment: As part of the lab

activity the students will answer some
conclusion and discussion questions
solidifying their understanding of the days
lab.
Bellwork: Burning Peanut experiment.
Why did the peanut burn so long? What
in the peanut provided fuel for the fire?
What cellular process does this remind
you of?

SWBAT
express
how cellular
respiration
provides
energy for
organisms
Respiration
content

- lab questions answered

Lesson: After the bellwork which serves

as a brief review of key points of
yesterdays lesson, the teacher will guide
the students through a lab activity
illustrating the process of photosynthesis.
Activity:
http://www.elbiology.com/labtools/Leafd
isk.html

At the end of class students will

be asked to write on a post-it
one idea that they understood
and another they feel they need
more clarification on and stick
it to the door on the way out.

Lesson: Direct instruction explaining that

energy comes from the break-down of
carbon molecules and is stored in the
form of ATP.
Activity: Think pair share, discussions, Q
and A.

SWBAT
explain and
give
evidence for
the varied
rates of co2
production
in the test
tubes based
on
differences
in sugar
concentrati

Formative Assessment: Ticket out the

door
Bellwork: What process breaks down
sugar and creates co2?
What factors could impact the rate of this
process?
Lesson: The teacher will lead the students
through an activity showing the
production of co2 by yeast in various
sugar solutions sugar solution
Activity:
http://sciencestuffbyamy.blogspot.com/2
012/03/lab-use-of-glucose-in-

Students will start working on

thier formal lab reports.

on and
type.

Respiration
activity/lab
Finish lab
from day
before.
SWBAT
compare
and
contrast the
processes of
photosynth
esis and
cellular
respiration
with focus
on gas and
energy
exchange.

differences
and
similarities
between
photo and
respiration
SWBAT
understand
how energy
is stored in
complex
molecules,
and the
various
sources of
this energy.
synthesis
content

cellular.html
Formative Assessment: Students will type
up a formal lab report on this lab for an
assessment.
Bellwork: Examine results from prior days
lab, discuss the findings as a class in
preparation for the lab report.
Lesson:
Short lecture on photosynthesis and
cellular respiration. Class will briefly
discuss what the differences are between
the two.
Activity:
In small groups, the students will create a
T chart with three columns for comparing
and contrasting photosynthesis and
cellular respiration.

Students will finalize their lab

reports to be turned in on day
7.
They will also turn in their T
charts that they worked on in
class with their groups.

Formative Assessment: Students will

finish lab reports. Also, the students will
turn in their T charts at the end of class.

Bellwork: What are the inputs and

outputs of photosynthesis and cellular
respiration? What are the four groups of
macromolecules? How is energy stored in
cellular systems?
Lesson: Inquiry lesson. Explore the
various carbon molecules in which energy
is extracted by animals; how energy is
converted from one form to another
within a system (refer to peanut activity).
Explain that energy is released from the
breaking of carbon bonds, and stored by
converting ADP to ATP.
Activity: Physical activity exploring the
conversion of stored energy to kinetic

Present students with general

misconceptions about energy,
sources and complex
molecules.
1. After physical activity,
why do we run of out
of energy?
2. Can stored energy be
converted into other
forms? (kinetic, muscle
contraction)
3. Food=calories=energy..
True or False? Why?
At the start of class students
will turn in lab reports.

energy.

SWBAT
create a
business
model, as
an example
of energy
systems
that take in
and create
energy, in
order to
generate a
net gain of
energy.
Synthesis
activity/lab

SWBAT
conclude
the
relationship
s between
organisms
and energy
sources
based on
how energy
and
materials
are
exchanged
in
photosynth
esis, cellular
respiration,
and the
synthesis of
complex
molecules.
This will be
done via the

Formative Assessment: Misconception

check
Bellwork: Who likes money? What do you
spend money on?
Lesson: Inquiry based lesson plan
exploring the concept of energy systems
as a business model (net gain)
Activity: Group discussion on how to
make the most effective business
model/plan to make the most money.
Explain that the processes focus on net
gain, that the energy all comes from
somewhere, and that certain models are
more efficient than others (90% loss as
you move up trophic layer)
Formative Assessment: Activity
worksheet
Bellwork:
Students will discuss and write what
relationships are like with people in their
life. They will describe what is needed in
order to relate things to one another,
whether it is people in their life or
between things in the environment.
Lesson:
Following the Bellwork activity, the class
will engage in a scientific discussion about
how things relate to one another in
science, specifically how energy is
exchanged and how the processes of
cellular respiration and photosynthesis
are able to work because of the
relationships that exist.
Activity:
Students will work in small groups to
create graphic organizers, flow charts,
etc. as a model for how energy and
materials are exchanged in cellular
respiration and photosynthesis.

Students will complete the

worksheet aligned to the
activity, with the questions:
1. What is net gain?
2. In what way(s) is
energy stored
within organic
systems?
3. What are some
ways that animals
spend energy?
4. Why is it important
to store energy?

Students will turn in their

models in whatever form
they chose to use (graphic
organizer, flow chart,
etc.). It will be explicitly
communicated to students
that they must draw arrows
to show the relationships
between concepts, topics,
ideas, etc. The students
must also write a brief
explanation of their models
and the relationships that
exist.

creation of
a model.

10:
Friday

Formative Assessment:
The students will turn in their models
that they created.

start of
assessment
SWBAT
review,
focusing on
problems
students
are having
with
project.
project is
due next
class

Bellwork:
Students will turn in their
Students will work in their small groups
finalized models with their
from the previous day to look over their
groups. Each student will
constructed models. They will use post-it then also turn in a written
notes to mark areas that need to be
explanation using evidence
improved or changed.
showing that their model is
Lesson:
correct.
The students will work on revising their
models and will use their time in class to
get last minute guidance from their
teacher with any questions or concerns
that they have.
Activity:
Students will work together to find
scientific articles to back up their claims
for the relationships that they said exist in
their models.
Formative Assessment:
Students will turn in their models with
their groups.
*For formative assessment describe an activity used to elicit PROGRESS toward mastery of the standard
(should align directly with the daily objective). Do not include informal assessments, such as on-the-fly
questioning)

UNIT PLAN RUBRIC

ELEMENT

Big idea and

learning
objectives

5
Uses this Element with
High Degree of
Competence
Big idea is
processed or
theory focused
Learning objectives
consistently are
observable,
promote
scientific/engineeri
ng practices, and
build toward the
big idea

4.5
Uses this
Element
Satisfactorily

3.5
Developing this
Element

2-0
Not Yet Developed or
Not Present

Big idea is

Big idea is topic

Big idea is topic

processed or
theory focused
Learning
objectives mostly
are observable,
promote scientific/
engineering
practices and
connect to each
other

focused OR
Learning objectives
frequently are
unobservable, factual
orientated, OR
disconnected from
each other

focused
Learning objectives
frequently are
unobservable, factual
orientated, and
disconnected from each
other, (1-2) or missing
completely (0)

Lesson
activities

Check for
student
progress
(i.e.,
assessment)

Individual

participation
(based on
self-and
peerappraisal)

Agenda items are

described in
adequate detail (not
just listed)
Activities
consistently aligned
with objective,
engage students in
scientific/engineeri
ng practices
(including model
testing or authentic
problem
solving) AND
encourage student
talk
Culminating
assessment is
aligned with the
standard and
adequately
described (not just
listed)
Formative
assessments
consistently aligne
d with the learning
objective, elicitic
scientific/
engineering
practices, and build
toward
understanding the
big idea

Participated ABOVE
and Did everything
listed in the 4.5
column, plus went out of
his/her way to gather
resources, facilitate
communication,
generate ideas, and
produce products.

Agenda items
are described in
adequate detail
(not just listed)
Activities
mostly aligned
with objective,
engage students in
scientific/
engineering
practices (w/ some
guided/open
inquiry) AND
encourage student
talk

Culminating
assessment is
aligned with the
standard and
adequately
described (not just
listed)
Formative
assessments
mostly aligned
with the learning
objective, elicit
scientific/
engineering
practices, and
connected with
each other
Contributed well
to our lesson ideas
and in producing
products (e.g.,
detail actual
content of the unit
plan). Was always
organized, on time
when we met, and
responded when I
communicated
with him/her.

Agenda items are

just listed and not
described (e.g.,
powerpoint
presentation) OR
Activities
frequently misaligned
with objective, focus
just on science
concepts/procedures
(or cookbook labs),
OR rarely encourage
student talk

Culminating
assessment is not
aligned with the
standard
OR not adequately
described (e.g., essay)
OR
Formative
assessments
frequently misaligned
with the learning
objective, elicit
science concepts, OR
disconnected with
each other

Participation
was Contributed
some important ideas
and produced at least
some of the products

Agenda items are just

listed and not described
(e.g., powerpoint
presentation)
Activities frequently
misaligned with
objective, focus just on
science concepts, AND
rarely encourage student
talk
(1-2) or missing
completely (0).

Culminating
assessment is not
aligned with the
standard
AND not adequately
described (e.g., essay)
Formative
assessments frequently
misaligned with the
learning objective, elicit
science concepts, AND
disconnected with each
other (1-2) or missing
completely (0)

Participation was.
Contributed some very
general ideas, but did
not participate in
producing products, nor
communicated much
with me