Rebecca Raso

9th Grade Biology

Macromolecules (11/29/16)

Period 1: 47 minutes

Overview: Students will complete the review questions in groups. Students will be counted off
into groups and will work on review questions. At the end of the period, students will compile a
list of questions that they would like to go over as a class.
Enduring Understandings:
Macromolecules play vital roles in living organisms on earth.
Objectives:
Students will be able to define and explain each of the four macromolecules.

Students will be able to relate the macromolecules and their uses for living organisms

Standards:
BIO A.2.2.2 Explain how biological macromolecules form from monomers.
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic
acids in organisms.
Materials:
Power Point

Cornell Notes

Procedures:
Warm Up
Name a food source for each of the following: Carbohydrate, Protein, and Lipid. What
structural differences do you notice between these three macromolecules? Refer to your
Cornell notes.
Body of Lesson
Students will be counted off into groups to work on the review questions. Students will
then write down a list of questions that they would like to go over as a class.
Closure
What are the four macromolecules?
What is the function of each macromolecule?
Accommodations
Students will work in groups to answer the review questions using the Cornell notes as an
aid. Students will be able to write down questions that they would like further help on.
Assessment:
The review questions will serve as informal assessment. I will go around to each group to gage
student comprehension of material.
Personal Reflection:
Worked well together, had two minutes to spare; worked as cohesive groups; one group had
Anna working by self despite being in group; try to promote more small group discussion.

Rebecca Raso
9th Grade Biology
Macromolecules (11/30/16)

Period 1: 47 minutes

Overview: First, I will be reviewing sourcing with the students before assigning a writing
assignment. We will be going over the review questions the students wrote down at the end of
last period. After we go over these questions, we will review some of the concepts presented in
the notes. Students will be asked to offer up their ideas and understandings based on the
questions I present.
Enduring Understandings:
Macromolecules play vital roles in living organisms on earth.
Objectives:
Students will be able to define and explain each of the four macromolecules.

Students will be able to relate the macromolecules and their uses for living organisms

Standards:
BIO A.2.2.2 Explain how biological macromolecules form from monomers.
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic
acids in organisms.
Materials:
Power Point

Cornell Notes

Procedures:
Warm Up
What elements do you notice are present in all of the monomers?
What kind of bonds do you notice?
Support your answers with evidence from your notes.
Body of Lesson
I will review souring in preparation of the homework assignment. As a class, we will go
over the answers to the review questions that students wrote down from the previous
period. After we review the answers, we will go over some of the concepts presented in
the notes. I will ask students questions and they will have a chance to work with their
tables to provide answers.
Closure
Which macromolecule are you most comfortable with? Which one would you like more
review?
Accommodations
Students will be able to work with their table groups for this review.
Assessment:
For homework, students will answer the following question based on a packet given out
previously: Looking back at the sourcing packet, please read the second article. Knowing what
you know now about macromolecules, choose three food items from the Ordinance source and
categorize them as a protein, lipid, or carbohydrate. Each food item you choose should fall under

a different category. Explain how Henry VIIIs body used each of these food items based on the
information from the second article.
Personal Reflection:
Students seemed very engaged with this lesson. Many students who do not usually participate
raised their hands such as Janet and Tom. At Ms. Wangs suggestion, I used Kinect cubes to help
students understand energy that is stored in bonds. Students started connecting this idea to
exercise, health, etc. The lesson took on a Q and A structure.

Rebecca Raso
9th Grade Biology
Macromolecules (12/12/16)

Period 1: 47 minutes

Overview: Students will be working in groups to build different carbohydrate molecules using
modeling kits. Students will use a handout to work through the following topics: simple vs.
complex sugars, hydrogen bonding, dehydration synthesis, and glycogen vs. starch. This activity
will serve as an introduction to tomorrows starch lab. For homework, students will complete the
pre-lab questions.
Enduring Understandings:
Macromolecules play vital roles in living organisms on earth.
Differences in structure can affect the functionality of particular compounds.
Objectives:
Students will be able to define and explain each of the four macromolecules.

Students will be able to relate the macromolecules and their uses for living organisms

Standards:
BIO A.2.2.2 Explain how biological macromolecules form from monomers.
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic
acids in organisms.
Materials:
Power Point

Modeling Kits
Building Carbohydrates Worksheet

Procedures:
Warm Up
Please look at the first page of the food pyramid handout. Read through the discussion
rules posted on the boarded. Aside: We will be having a 5-10 minute discussion on how
the food pyramid has changed over the last 20 years.
Body of Lesson
Students will be working in groups to build sugar molecules. Students will use models to
further their understanding of the structural differences between simple and complex
carbohydrates. I will also use the models to show how sugar molecules are bonded
together through dehydration synthesis. In my power point, I will show the students
images of glycogen, starch, and fatty acids so students can compare their models to
images of different compounds.
Closure
1. What is your homework for tomorrow?
2. What molecule is formed in dehydration synthesis?
Accommodations

Students will be able to use the images in the power point as a guide for their models and
they will be working in groups to build them.
Assessment:
There will be no formal assessment for this lesson.
Personal Reflection:
-students would attempt to make molecules and changes parts of it as they discussed it in their
groups; students engaged and verbally participating with each other in creating 3D models of
glucose.

Rebecca Raso
9th Grade Biology
Macromolecules (12/14/16-12/15/16)

Period 1: 47 minutes

Overview: Students will complete the macromolecule virtual lab online in groups. They will
have two class periods to work through the questions. The simulation will allow them to test
different food items for the presence of lipids, proteins, and nucleic acids.
Enduring Understandings:
Macromolecules play vital roles in living organisms on earth.
Objectives:
Students will be able to define and explain each of the four macromolecules.

Students will be able to relate the macromolecules and their uses for living organisms

Standards:
BIO A.2.2.2 Explain how biological macromolecules form from monomers.
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic
acids in organisms.
Materials:
Power Point

Computers
Lab packets

Procedures:
Warm Up
Please update your table of contents to show the following. You will have a binder check
after break.
Body of Lesson
Students will follow the instructions in the lab and complete the experiment online
individually or in groups. Students will have two days to complete the labs.
Closure
1. How far do you get in your lab packet?
Accommodations
Students will work in groups or individually to complete the lab.
Assessment:
Students will hand in the lab at a later date as a formative assessment.
Personal Reflection:
12/14 first time had to cold call in while; going over answers to first part in lab; kept hearing
from same to people; had to talk to Jessica about shouting out in class-let her know I appreciated
her contributions but that we need to have other students accountable to the material as well.