Unit Plan For Cell Biology

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Biochemistry Unit Plan

Context of Learning is provided in separate document (edTPA part A).
UBD 1:
Standard 4.1a: Reproduction and development are necessary for the continuation of any
species.
Standard 5.3a: Dynamic equilibrium results from detection of and response to stimuli.
Organisms detect and respond to change in a variety of ways both at the cellular level and at
the organismal level.
Standard 1.2h: Many organic and inorganic substances dissolved in cells allow necessary
chemical reactions to take place in order to maintain life. Large organic food molecules such as
proteins and starches must initially be broken down in order to enter cells. Once nutrients enter
a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life.
Standard 5.1c: In all organisms, organic compounds can be used to assemble other molecules
such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a
source of energy for life.
Standard 5.1f: Biochemical processes, both breakdown and synthesis, are made possible by a
large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical
change. The rate at which enzymes work can be influenced by internal environmental factors
such as pH and temperature.
Standard 5.1g: Enzymes and other molecules, such as hormones, receptor molecules, and
antibodies, have specific shapes that influence both how they function and how they interact
with other molecules.
Objective: All living things on Earth are similar through common traits and ultimately rely on
each other for their own survival. Within each living thing there are basic molecules and
processes that contribute to the life of the organism.
Why it Matters: This is happening everyday within yourself and those around you. You are a
living thing that relies on its surroundings for survival. Within yourself these molecules and
biological processes are aiding in your survival.
K:
 Biology is the study of living organisms and the interactions with the environment.
 The 7 properties of living things= cellular organization, homeostasis, metabolism,
responsiveness, reproduction, heredity, and growth
 Element is a substance that cannot be separated or broken down into similar
substances by chemical means.
o The four most common elements are Carbon, Hydrogen, Oxygen, and Nitrogen.
 Biomolecules are large molecules build from a few smaller, simpler repeating units.
o The four biomolecules you need to know are carbohydrates, lipids, nucleic acids,
and proteins.
 An enzyme is a special category of proteins that is important for chemical
reactions within cells.
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 pH measures how acidic or basic solutions are.

U:
 The difference between: living and nonliving things

 The difference between: organic & inorganic molecules
 The importance and functions of each of the four biomolecules
 The lock and key model for enzymes
 The factors that affect the rate of enzyme activity
 The pH scale
 How to test for pH using different pH indicators
D:
 Describe the properties of living things and how that is different than nonliving things
 Create a graphic organizer for organic and inorganic compounds to easily understand
the differences
 Create a graphic organizer to understand the differences between the four biomolecules
 Diagram the lock and key model of enzymes
 Demonstrate scientific understanding of topics through various labs throughout the unit
UBD 2:
1. Pre-assessment will be a short quiz on the basic information of the unit. This will be
ungraded.
Formative Assessments
2. Use student bellringer questions to determine understanding of the previous day’s
material. This will be an ongoing assessment for the entire unit. This will be graded as
participation.
3. Use the students completed “organic compound versus inorganic compound” graphic
organizer to make sure they have a basic understanding of the two different types of
compounds and how each is different from each other. This will be ungraded.
4. Use the students completed “biomolecules” graphic organizer to make sure they have a
basic understanding of the four types of biomolecules and how each are different from
each other. This will be ungraded.
5. Use the students completed “lock and key model” diagram to make sure they
understand the mechanism. This will be ungraded.
Summative Assessments:
6. “Observing the Characteristics of Life” lab webquest will be a graded lab assignment.
This will show extended understanding of the characteristics of life.
7. “Using a Compound Light Microscope” lab will be a graded lab assignment. This meets a
lab standard.
8. “Nutrient Lab” will be a graded lab assignment. This will show extended understanding of
the four elements. This meets a lab standard.
9. “Enzyme Webquest” will be a graded lab assignment. This will show extended
understanding of enzymes.
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10. “pH of common household chemicals” will be a graded lab assignment.

11. A small unit exam will be held once all activities and lessons are completed. This will be
a graded assessment based off of correct answers and their knowledge of the material.
Ubd 3:
Day 1
Grade level: High School Biology / 10th & 11th grade
Standards Addressed: 4.1a and 5.3a
Resources Used: Computers, PowerPoint, Projector, Smartboard, Guided Notes Packet, 3
Living Things (ex. plant, animal, bacteria), 3 Non-living Things (ex. ball, cell phone, book),
Computer Lab, Webquest Printout
Length of Lesson: 1 Period of 45 minutes / 1 Lab Period of 45 minutes
Planning What Students Will:
K: Biology is the study of living organisms and the interactions with the environment.
The 7 properties of living things= cellular organization, homeostasis, metabolism,
Vocabulary: biology, cell, homeostasis, cell, metabolism, reproduction, heredity, evolution
U: The difference between living and nonliving things
D: Examine a specimen (living or nonliving) to determine the features of a living organism
Take notes on the characteristics of living things
Demonstrate understanding of the concept through a webquest during lab
Planning Pre-Assessment:
Pre-assessment will have been given before the unit begins. The results of this pre-assessment
will determine the depth of study for the unit as well as partners for lab activities.
Planning the Learning Experience:
Bellringer is on the board when students enter the room. Bellringer is meant to review material
from the previous day. Students will share their answers with the class.
Intro: Have a living or nonliving thing present at each table group when students walk into the
room. Students will work with their group to determine what characteristics make the item living
or nonliving. Students will share their answers to build a list of characteristics for living things
before notes. This activity should last about 10-15 minutes.
Why it matters: As humans we are surrounded by items and organisms that require us to
determine if they are living or nonliving. Knowing the properties of life gives a framework to use
when making these types of determinations.
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Body: After the opening activity, move into the guided notes section of class (20-25 minutes).
The PowerPoint will be on the characteristics of life. Guided notes may be differentiated by the
way they are set up and how each student summarizes the information; depends on the
makeup of students in class sections.
Once guided notes are completed, field any questions students might have. Answer all
questions with the best of knowledge, offer research opportunities to students who ask
questions that you don’t know how to answer (they can present the findings to their question at
the beginning of next class) OR offer to look it up for them and answer the question at the
beginning of next class.
For the remaining 10 minutes of class, have students begin work on the lab. Fill in the review
section together as a class. Have them star the characteristics they are able to see.
If there is extra time, show students a video about Death Valley’s stones that move by
themselves (https://www.youtube.com/watch?v=89-
AFHieDpM&list=LL7bbQUe3N7dXmr3RGGWBMrA&index=1). Ask students if this is a living
thing because shows responsiveness to the environment.
Lab: Students will use lab time (45 minutes) to complete the “Observing the Characteristics of
Life” webquest. This can be done with the teacher on the classroom computers or as individuals
if the computer lab can be signed out or if the school has iPads or Chromebooks to sign out.
Remind students that they are to write in complete sentences. This can be differentiated based
on student needs and abilities.
Closure: Tell students that anything unfinished on their lab is due for homework. This can be
done at home if students have access to a computer. Students can ask me for a pre-signed
pass to go to the computer lab during a study hall or students can come to my room after the
school day is over.
Assessment:
There will be no assessment in today’s class. Student labs that have been turned in may be
looked at for a formative assessment.
Day 2
Standards Addressed: uses a compound microscope effectively to see specimens clearly, using
different magnifications; prepares wet-mount slides and uses appropriate staining techniques
Resources Used: Computers, PowerPoint, Projector, Smartboard, Guided Notes Packet
Length of Lesson: 1 Period of 45 minutes
K: The parts of a microscope
How to properly use a microscope/microscope care
How to create a wet-mount slide
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Vocabulary: eyepiece, body tube, revolving nosepiece, arm, stage, objective lens, stage
clips, diaphragm, coarse focus, fine focus, base, light, slide (wet-mount slide)
U: The proper techniques of how to handle and use a microscope
How to properly make a wet-mount slide
D: Take notes on microscopes
Bellringer is on the board when students enter the room. Bellringer is meant to review material
from the previous day. Students will share their answers with the class.
Intro: https://www.youtube.com/watch?v=0YAfpGlNLmc
Use this video to get students excited about microscopes. In this short video they will be able to
watch tiny moving organisms from a drop of pond water.
Why it matters: The use of a microscope is a fundamental skill in any science. Not only does it
allow us to see organisms or cells that we would be unable to see otherwise, but it also lets us
observe behavior of these organisms and cells.
The PowerPoint will be on the microscope. Guided notes may be differentiated by the way they
are set up and how each student summarizes the information; depends on the makeup of
students in class sections.
Closure: Tell students that anything unfinished on their lab from yesterday is due for homework.
This can be done at home if students have access to a computer. Students can ask me for a
pre-signed pass to go to the computer lab during a study hall or students can come to my room
after the school day is over.
Assessment:
Student’s lab work from yesterday will be assessed. Bellringer sheet for the week will be
collected.
Day 3
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Standards Addressed: uses a compound microscope effectively to see specimens clearly, using
different magnifications and prepares wet-mount slides and uses appropriate staining
techniques; 1.2h, 5.1c
Resources Used: Computers, PowerPoint, Projector, Smartboard, Guided Notes Packet,
Microscopes, Slides, Coverslips, Newspapers, Graphic Organizers, Lab Printout
K: The parts of a microscope
How to properly use a microscope/microscope care
How to create a wet-mount slide
Element is a substance that cannot be separated or broken down into similar substances by
chemical means.
The four most common elements are Carbon, Hydrogen, Oxygen, and Nitrogen.
Biomolecules are large molecules build from a few smaller, simpler repeating units.
The four biomolecules you need to know are carbohydrates, lipids, nucleic acids, and
proteins.
Vocabulary: eyepiece, body tube, revolving nosepiece, arm, stage, objective lens, stage
clips, diaphragm, coarse focus, fine focus, base, light, slide (wet-mount slide), biomolecules,
elements, carbohydrates, lipids, nucleic acids, proteins
U: The proper techniques of how to handle and use a microscope
How to properly make a wet-mount slide
The difference between: organic & inorganic molecules
The importance and functions of each of the four biomolecules
D: Take notes on microscopes
Create a graphic organizer for organic and inorganic compounds to easily understand the
differences
Create a graphic organizer to understand the differences between the four biomolecules
Intro: Bellringer is on the board when students enter the room. Bellringer is meant to review
material from the previous day. Students will share their answers with the class.
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Why it matters: All life is made up of biomolecules which are further made up of organic
molecules. In order to understand life, you must first understand the pieces that make up the
puzzle.
The PowerPoint will be on the chemistry of life. Guided notes may be differentiated by the way
they are set up and how each student summarizes the information; depends on the makeup of
students in class sections.
Lab: Students will use lab time (45 minutes) to complete the “Lab Using a Compound Light
Microscope”. This will be done in the classroom and the lab benches.
Remind students that they are to write in complete sentences. This can be differentiated based
on student needs and abilities. They are also to answer all questions and do all steps of the
activity.
Closure: Tell students that anything unfinished on their lab is due for homework. Students can
ask me for a pre-signed pass to come to the room during a study hall or students can come to
my room after the school day is over.
Assessment:
Student’s graphic organizers will be used as formative assessments.
Day 4
Standards Addressed: 1.2h, 5.1c
Resources Used: Lab Packet, Test Tubes, Test Tube Holder, Test Tube Rack, Masking Tape,
Eyedroppers, 4 Indicators, 10 Food Solutions
K: Element is a substance that cannot be separated or broken down into similar substances by
chemical means.
proteins.
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Vocabulary: biomolecules, elements, carbohydrates, lipids, nucleic acids, proteins,

indicators
U: The importance and functions of each of the four biomolecules
D: Demonstrate understanding of biomolecules through a “nutrient” lab
Hypothesize the organic compounds found in common household foods
Test household foods for biomolecules
Determine if hypothesis was correct for each household food
Complete analysis questions of the lab they completed
puzzle.
Body: Students will use class time to begin the “nutrient lab”
Closure: Have students share one of their hypothesizes.
Assessment:
There will be no assessments during class today.
Day 5
Standards Addressed: 1.2h, 5.1c
Resources Used: Lab Packet, Test Tubes, Test Tube Holder, Test Tube Rack, Masking Tape,
Eyedroppers, 4 Indicators, 10 Food Solutions
K: Element is a substance that cannot be separated or broken down into similar substances by
chemical means.
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proteins.
Vocabulary: biomolecules, elements, carbohydrates, lipids, nucleic acids, proteins,
indicators
U: The importance and functions of each of the four biomolecules
D: Demonstrate understanding of biomolecules through a “nutrient” lab
Hypothesize the organic compounds found in common household foods
Test household foods for biomolecules
Determine if hypothesis was correct for each household food
Complete analysis questions of the lab they completed
puzzle.
Body: Students will use class time to finish the “nutrient lab”.
Closure: Have students share one of their findings.
Assessment:
The “nutrient” lab will be collected as a summative assessment.
Day 6
Standards Addressed: 5.1f, 5.1g
Internet, Colored pencils, Blank Paper
K: An enzyme is a special category of proteins that is important for chemical reactions within
cells.
Vocabulary: enzyme, catalysts
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U: The lock and key model for enzymes

The factors that affect the rate of enzyme activity
D: Diagram the lock and key model of enzymes
Take notes on enzymes
Why it matters: One of the most important protein types in the body are enzymes. Enzymes help
reactions important to survival.
The PowerPoint will be on enzymes. Guided notes may be differentiated by the way they are set
up and how each student summarizes the information; depends on the makeup of students in
class sections.
Next students will diagram the lock and key model of enzymes. Give students time to draw the
mechanism and explain each step with sentence captions. If time permits, allow students to
color in their work.
Closure: Play students “Enzyme Song” (https://youtu.be/deFQhPurj-k)
Assessment:
The lock and key model diagram will be collected at the end of class as a formative
assessment.
Day 7
Standards Addressed: 5.1f
Computer lab, Lab packet
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K: An enzyme is a special category of proteins that is important for chemical reactions within
cells.
pH measures how acidic or basic solutions are.
Vocabulary: enzyme, catalysts, denaturing, outlier
U: The lock and key model for enzymes
The concept of denaturing
Patterns of data from the nutrient lab
D: Demonstrate understanding of enzymes through a “enzyme” webquest
Demonstrate scientific understanding of the nutrient lab through exploration of student
collected data during class discussion
Why it matters: One of the most important protein types in the body are enzymes. Enzymes help
reactions important to survival.
Body: After the opening activity, move into the class discussion section of class. Now that the
nutrient lab is completed, student data will be complied on the white board in the front of the
classroom. Use this data from our scientific inquiry to talk about student results from the lab,
including outliers and patterns. We will use this time to also explore any contradictory findings.
This discussion will be supplemented with a PowerPoint that shows the nutritional facts
Once this discussion is completed, move on to pH notes.
Lab: Students will spend lab time in a computer lab completing an enzyme webquest. This
webquest will help them demonstrate understanding of enzymes from class yesterday.
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Closure: Have students share a fact or piece of information they learned today. Remind
students to ask me for a pre-signed pass to come to the room during a study hall or students
can come to my room after the school day is over if they need to finish the webquest. Students
may also finish the webquest at home.
Assessment:
The enzyme webquest will be collected as a summative assessment if completed.
Day 8
Standards Addressed: 5.1f
Resources Used: Lab Packet, Bromothymol Blue, Phenolphthalein, pHydrion Strips, Cabbage
Juice Indicator, 12 Common Household Chemicals
K: pH measures how acidic or basic solutions are.
Vocabulary: pH, acid, base, buffers
U: The pH scale
How to test for pH using different pH indicators
D: Demonstrate understanding of pH through a pH lab
Why it matters: pH is an important way scientists can gather information about processes within
the body or other animals. Knowing how to take a pH measurement and understand the
measurement will be important in being successful scientists.
Body: Students will spend class working on a pH lab.
Closure: Have students share one of their findings. Remind students to turn in their labs. Also
remind students to ask me for a pre-signed pass to come to the room during a study hall or
students can come to my room after the school day is over if they need to finish lab.
Assessment:
The pH lab will be collected as a summative assessment.
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Day 9
Standards Addressed: 4.1a, 5.3a, 1.2h, 5.1c, 5.1f, 5.1g
Resources Used: Computer, Projector, Plickers, Study Guide

chemical means.
proteins.
An enzyme is a special category of proteins that is important for chemical reactions within
cells.
pH measures how acidic or basic solutions are
U: The difference between: living and nonliving things
The lock and key model for enzymes
The pH scale
How to test for pH using different pH indicators
D: Demonstrate understanding of all topics covered in this unit through a review game
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Body: Students will spend class playing a review game.

Closure: Remind students there will be an exam tomorrow.
Assessment:
There will be no assessment in class.
Day 10
Standards Addressed: 4.1a, 5.3a, 1.2h, 5.1c, 5.1f, 5.1g
Resources Used: Exam

chemical means.
proteins.
An enzyme is a special category of proteins that is important for chemical reactions within
cells.
pH measures how acidic or basic solutions are
U: The difference between: living and nonliving things
The lock and key model for enzymes
D: Demonstrate understanding of all topics covered in this unit through an exam
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Intro: There will be no bellringer in class today so students have the maximum amount of time
on their exam
Body: Students will spend class completing an exam. This exam will be handed out once
students have placed their phones in the phone pockets.
Assessment:
Students are taking an exam which is the final summative assessment for the unit. There is a
multiple choice section as well as a short answer question. The exam is old regent’s questions.
Reflection
When designing my unit plan, I used a differentiated approach. Differentiation, to me,
most simply means meeting all of your student’s individual needs every single class period. A
differentiated classroom is one where most of the responsibility lies on the student. When done
the right way, a differentiated approach helps build student confidence. In this approach,
students are always encouraged to take risks and step outside of their comfort zone. But most
importantly, it’s a flexible approach which can respond to the struggles of students. My sections
of living environment are mostly made up of low ability students who were required to take
exploratory science last year to help them build their skills. Differentiation allows me to respond
to their different struggles during class as well as between my sections because no two students
or classes are going to be exactly the same.
In order to make sure I was going to meet student’s needs each day, I used
assessments as my main tool. Throughout my unit, there are eleven assessments and there is
still plenty of room throughout for more. The first assessment student’s will take is a pre-
assessment which will gauge their baseline knowledge of organic molecules and biochemistry.
This pre-assessment will help me make differentiated groups based off of student readiness.
This will not be the only assessment I use to build student readiness groups. I will also use other
formative assessments along with the pre-assessment to make sure group differentiations are
effective.
At the beginning of each class, I have a formative assessment take place in the form of a
bellringer. In my classroom this takes place in the form of questions written on the board when
students enter the classroom. The questions are review from the previous unit on the first day.
They then turn in to questions from the previous day’s material covered in class. The answers to
the questions are written in a graphic organizer which is provided for the students at the
beginning of every week of the unit. Students answer the questions and prepare to share their
answer if called on. The bellringer sheets are turned in on Friday at the end of every week. This
allows for a more formal check of student understanding of material besides walking the room
and sharing answers. The bellringer sheet is graded on a completion scale. So if all five days
are completed, the students receive a five (100%) in the gradebook.
At the end of most classes there are formative assessments being collected. This ranges
from completed graphic organizers to hand drawn diagrams with written expiations. These
formative assessments are key in having an understanding of how students are doing with the
material along the way. The different formative assessments give me continual insights on
where each individual is with the content and where they are each struggling. This insight will
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mainly be used to make sure I am really reaching them everything I want them to know. The exit
tickets also inform the material the bellringer the following day should cover. If every single
student or a majority of students miss a question on the collected formative assessment, I will
now that I didn’t do a great job helping them understand the concept. I would then use the same
concept in a bellringer the following day in order to reteach the concept to make sure they will
know it for their various summative assessments.
Since my unit is pretty long and full of material, I decided to give six different summative
assessments. Five of these summative assessments are labs and the final assessment is an
exam. My unit can really be broken up in to five mini-sections: characteristics of life, microscope
techniques, biochemistry/nutrients, biochemistry/enzymes, and pH. At the end of each of these
sections, students will complete a lab that demonstrates their understanding of the content while
it is all very fresh in their minds. At the end of the entire unit, there will be a traditional test that
combines all of the topics together, as they are studied, to show their understanding of content.
Splitting up the summative assessments will relieve students of the stress that comes with an
end of the unit test. I hope it also alleviates the pressure for students who feel they never do
well on tests because they never allow them to demonstrate their knowledge in a way they are
capable of doing. Thus, my summative assessments are attempting to reach each child’s
knowledge of content in multiple ways based on learning styles. A lab, for example, is geared
towards students who are tactile learners because it allows them to demonstrate their
understanding of material through a performance based task. While an exam is geared towards
students who are auditory or visual learners. By providing a wide range of assessments, I am
meeting all of my student’s needs.
I am very happy with the assessment section of my unit plant. I think that I am playing to
every child’s strengths in multiple ways. There is no point in this unit where I am assuming how
my classes are doing with the material. I always know because I am making sure to find out
through several ungraded assessments and hopefully can use this to get every child to pass the
summative assessments with flying colors, even though they are traditionally low in science. I
am also happy with the assessment portion of my unit because it is aligned with well with my
unit understands and the New York State laboratory requirements and standards.
I also used the approach of “teaching up” or planning for the highest ability grouping
throughout my entire unit. I really want to make sure all of my students walk into the room and
are appropriately challenged. This was particularly hard for me because some high achieving
students were mixed in to a very low group of students. I knew that if I planned my entire unit on
the basis of having a room full of advanced leaners, I would challenge them the most. From
there I adjusted each activity to meet the needs of the other students while expecting them to
reach the same end point. I feel it is important to have the same finish line for every student.
Every student is just as capable as the highest achieving students if they are provided with more
support to help them get there. It is a great way to build confidence in a classroom because you
are showing students who don’t have the “smart” label that they are just as capable as the
students who do, especially when all of the students know they are on a less advanced science
program. Just like a sports team is a family of players who all have to get along and work
together, a classroom is the same. It’s a community of learners who all have to get along, work
together, and support each other. This way a classroom can feel like a safe, judgement free
zone and real learning can actually take place.

Unit Plan For Cell Biology

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Unit Plan For Cell Biology

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Biochemistry Unit Plan

 pH measures how acidic or basic solutions are.

 The difference between: living and nonliving things

10. “pH of common household chemicals” will be a graded lab assignment.

Vocabulary: biomolecules, elements, carbohydrates, lipids, nucleic acids, proteins,

U: The lock and key model for enzymes

Planning What Students Will:

Resources Used: Computer, Projector, Plickers, Study Guide

Body: Students will spend class playing a review game.

Resources Used: Exam

Planning the Learning Experience:

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