Language Acquisition Branch

K-12 Universal Access/SDAIE Lesson Design Template

Teacher: Byrd Middle School Grade(s): 8 Content Area: Science

Lesson Pacing: Day One Course: Physical Science

CONTENT CONNECTIONS COMPREHENSIBILITY INTERACTION

Main Concept/Big Idea [Essential understanding you expect students to know as a result of this module/unit of study]

The usefulness of carbon atoms in bond arrangements makes carbon important in living organisms.

Standard(s)/Skills [The skills/concepts to be taught at each grade level]

A. Main Standard [Generalized broad statement of what is to be learned]

6a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a
central role in the chemistry of living organisms.

B. Focus Standard(s) - If Applicable [Specific concepts/skills that support the main standard]

6b. Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen,
oxygen, phosphorus, and sulfur.

6c. Students know that living organism have many different kinds of molecules including small ones such as water
and salt, and very large ones such as carbohydrates, fats, proteins, and DNA.

C. Skills [ Science – Process, Social Studies – Analysis, Math – Problem Solving]

Objectives [ What will be evaluated and how]

A. Content Objective [What students will learn and be able to do and is measurable and observable]

Students will be able to correctly identify the biochemical compounds carbohydrates, lipids, proteins in their evening
meal.

B. Language Objective [Language needed to engage and demonstrate understanding of concept/objectives. It is

guided by active verbs found in the standards (analyze, describe, etc.)]

Students will be able to discuss what their assigned biochemical compound is and predict what might happen if an
organism lacked that compound.

Possible Language Forms:

_________ are biochemicals that ______________ and _____________.

Without ____________, living organisms would not ___________.

Concrete Materials [Visuals, manipulatives, realia use to facilitate engagement with content and help make it
comprehensible]
Textbook
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K-12 Universal Access/SDAIE Lesson Design Template

Student notebooks
Class/Individual circle maps
SDAIE Vocabulary [Maximum of 10 vocabulary words essential to understand and meet the objectives]
Biochemical
Compounds
Store (verb)
Chain
Polymer
Simple
Complex
Function
Lesson Delivery * To maximize access to core keep the following in mind throughout the lesson: idiomatic expressions,
multiple- meaning words, and cognates.
A. Setting the Stage

1. Activating Prior Knowledge/ Building Background

a. Personal Experiences [Culturally relevant]
Ask students to share with their partner their favorite balanced meal. Complete a circle map with
students with “Favorite Balanced Meal” in the center. As you add to the map, lump carbohydrates in
1/3 of the map, lipids in the next 1/3, and proteins in the last 1/3. Some items may overlap and these
can be discussed in the final share out. In the debriefing, divide each third with a broken line and ask
students why you divided the map where you did to elicit the correct labels (e.g., carbohydrates, lipids,
and proteins). Based on their experiences with the seventh grade health curriculum, students should be
able to identify these groups and assist the teacher in identifying and grouping items that may fall into
multiple categories. Please see Attachments A and B for a sample construction.

For lower ELs (1’s-2’s) you may want to use pictures to elicit student responses.

b. Content Knowledge [Connecting to prior learning, identifying misconceptions]

Ask students what they know about compounds. Which elements make up the organic compounds
shared in the circle map?

2. Introducing Main Concept and Objectives [In student friendly language]

Identify what a biochemical compound is, explain its relevance to living organisms, and cite specific examples of
carbohydrates, lipids, and proteins.

B. Input and Model [Teacher presentation ]

Read paragraph one on p. 314 together to elicit the idea that the items in their circle map are more than just favorite foods
—they are all made up of smaller parts we classify as “biochemical compounds.” All living things make and use these
compounds to survive. Change the label at the center of the circle map to “Biochemical Compounds” to reflect the new
learning.

C. Guided Practice [Students engaging with content to develop skills and knowledge]

Divide the class into three groups. Each group will be responsible for reading one section from pages 314-315 in the Holt
text: Carbohydrates (p.314), Lipids (p.315), or Proteins (pp.315-316). Remind students to read the captions when figures
are cited in the reading. Each group is responsible for answering the following question(s): What is it? What would
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 Language Acquisition Branch

K-12 Universal Access/SDAIE Lesson Design Template

happen to an organism if it didn’t have that compound? After five minutes, generate a second circle map to check for
comprehension (e.g., carbohydrates are made up of sugar molecules; can be simple or complex [polymers]; without them,
animals lack energy and plants lack support.).

D. Independent Practice [Students apply the skills and knowledge to meet the content objective independent of the
teacher]

In their science notebooks, students will write down what they eat for their evening meal and classify the food items as
carbohydrate, lipid, or protein.

Evaluation [Assess how well the learner met the objectives]

During the warm-up on the following day, students exchange notebooks and discuss their classifications.

Lesson Reflection/Wrapping – up and review of Vocabulary [Recapping concept/skill]

Why do living organisms need biochemical compounds? Why do we call these compounds biochemical?

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