5E Lesson Plan Template
Your name Alexis Johnson
Cooperating
teacher
name (if
needed)
Date(s) 9/14 & 9/16
taught
Subject Biology- 9th grade
Grade level
Materials Wireless internet connection
Laptop/desktop/tablet
Paper
Pencil
ALSDE 1) Use models to compare and contrast how the structural
Standards
characteristics of carbohydrates, nucleic acids, proteins, and lipids define their
(State and
function in organisms
ISTE
Standards for ISTE 6. Creative Communicator
Students)
Students communicate clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals
Objectives ALSDE Objectives
Students:
Describe the particles that compose an atom and relate these
particles to types of chemical bonding such as covalent, ionic and
hydrogen and describe Van der Waals forces.
Identify patterns in the elements that compose each macromolecule
and the arrangement of monomer units in carbohydrates,
proteins, nucleic acids, and lipids.
Use standard experimental tests to predict the macromolecular
content of a given substance.
Use models to differentiate macromolecules based on common
characteristics.
Build models of each of the four macromolecules (carbohydrates,
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lipids, proteins and nucleic acids) and describe their role in
biological processes.
Compare and contrast the structure of each macromolecule and
predict the function of each from its structure.
ISTE objectives
Students:
1. choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
2. create original works or responsibly repurpose or remix digital
resources into new creations.
3. communicate complex ideas clearly and effectively by creating or using
a variety of digital objects such as visualizations, models or
simulations.
4. publish or present content that customizes the message and medium
for their intended audiences.
Differentiatio Replace these directions with your work.
n Strategies
Students with special needs or an IEP will be granted more time to complete
the assignments. The length of assignments will be shortened. Web
assignments may be turned into physical hands-on projects if need be—the
student will describe their submission to me.
The 5 Es
E Description
Engagem
There are different ways to teach macromolecules. It is important that students
ent
have experience building atomic models before being introduced to
macromolecules to be able to model them after learning about their structure. This
website will allow the students to build on their prior knowledge of atomic structure
and prepare them for the new information that they will receive by allowing them to
play the game and test their ideas. Students will practice building atomic models
using the link below.
https://phet.colorado.edu/en/simulation/build-an-atom
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E Description
Engagem Replace these directions with your work.
ent
Students will be assessed through their work using the online tool. I will be walking
Assessm
around the classroom checking in on each student’s progress. During this time, I
ent
will be able to get an idea of who needs more help.
Students will create a "mind map" (concept map) using an online concept mapping
Exploratio
software to outline the four main types of biological molecules - carbohydrates,
n
lipids, proteins, and nucleic acids. The students' mind map will compare and
contrast the four main divisions of biological molecules.
https://bubbl.us
Exploratio Students will be assessed using an online section check quiz. The objective of the
n assignment was to compare and contrast biological molecules. Students will be
Assessm given questions about each macromolecule and they will have to match information
ent with the correct molecule.
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E Description
Explanati
on
An infographic (created by me through
canva) is given to students to keep in their notebook and refer to later. Students
ask any questions they may have.
Explanati Understanding will be assessed through an online flashcard deck. Students will test
on their partner using the flashcards. I will receive an update on how well each person
Assessm does.
ent
Group Project:
Elaborati
Students will be placed into groups of 4. You are required to create a brochure. You can use
on
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E Description
the brochure template on Canva. Each group member is responsible for one macromolecule.
Your brochure will be displayed on a table at a science fair for underclassmen. It should be
informative, meaning that you are teaching someone who knows nothing about
macromolecules. Include the structure of each molecule, basic information, examples of
each, pictures, and interesting facts. Your brochure will be graded on appearance, grammar,
content, and group evaluations.
Websites: canva, Piktochart, infogram, snappa, etc.
Evaluatio
n
Criteria Points
0 5 10 15
Some effort The task was
The task was
was made to completed
The task completed
complete the but some
Task was not with great
task, but the information
completed. attention to
major ideas was omitted
detail.
are missing. or incorrect.
The project
The process
The process showed
was begun
The process was followed thorough
but not all
Process was not but some research and
questions
followed. answers were answered all
were
incorrect. questions
answered.
correctly.
The
There was presentation
There was There was
good material was
Presentatio no attempt minimal effort
and ideas in excellent, and
n to create a making the
the showed
presentation. presentation.
presentation. knowledge of
the topic.
Total Score
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E Description
References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.
Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through
guided inquiry. New York: Teachers College Press.
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