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Saint Joseph College • Teacher Licensure Program • Student Teaching Unit Format 1

Unit Designer Michael C. Carbone Unit Title Macromolecules Grade Level 10

Content Area(s) Biology Timeframe 2 weeks

PART I: BACKGROUND

Urban District: Macromolecules, an integral part to the structure and function of many organic molecules

provide a base and skeletal structure for the larger components of the cell and cellular functions. However,

while a variety of exercises and instructional material exists for carbohydrates and proteins, little, interesting

and valuable instructional materials exist for lipids and nucleic acids. By making this material accessible in an

applicable and modern methodology, students have multiple learning opportunities to create a baseline

knowledge he or she can expand upon in the future.

10th

grade classes- 44 students, 10 females, 34 male (13 White, 5 Hispanic, 23 Black w/ various

backgrounds, 3 Asian/Pacific Islander)

-5 students with IEPs requiring preferential seating, accompanying visuals, use of

manipulatives, directions read aloud, and graphic organizers, and extended time for

assignments

- College Prep, Honors Biology class, but students have a broad range of ability and level of

interest in the content.

- 2 students struggle with the English Language.

Rationale:

This macromolecule unit must provide many opportunities for integrative disciplines to be used within a single

unit. This class, with its various diversity and skill level, needs activities and lessons which inspire, intrigue,

and guide students to higher levels of critical thinking. Since Biology requires a sequential and methodical

structure of knowledge, proper sequencing is vital. Therefore, specific and complete instruction of

macromolecules must be thorough as future material will scaffold upon the basics of carbohydrates, proteins,

lipids, and nucleic acids. Further, students in this class who generally perform lower will be given the

opportunities and resources to apply their individual skill set to the content while using those same skills to

improve their weaker skill set so that their prior knowledge can be built upon. This unit and its path were


chosen in accordance with the Cooperating Teacher and College Supervisor. Moreover, the laboratory

component of this unit will include aspects and student understanding of adequate safety precautions as

specified by the National Science Teachers Association. Students will be made aware of hazards and

precautions necessary to complete the laboratory activities in this unit.

Since this class’s range and achievement and motivational levels are vastly diverse, this unit is designed and

structured to intrigue students who seem otherwise pre-occupied, challenge students who are at a higher level,

and inspire collaboration and peer motivation. Developmentally, each student is operating at a different level

of cognitive thought. Per Piaget’s principle, the activities and structure of this unit were designed to aid

students into realms of Formal Operational Thought from Concrete Operational Thought by offering

experiences that are sequential in aspects of critical and abstract thinking. Further, because these students may

not have the background knowledge of their suburban peers, this unit provides an opportunity to excel and

understand with their own cultural, proximal experiences, or, should they choose, to create a brand new

experience. Per Vygotsky’s developmental theory, it is my hope that these students can expand and progress

to new Zones of Proximal Development throughout this unit. Moreover, the differentiation techniques and

methods used throughout the unit should support and solidify a varied skill which the student may have

interest in. It is my intention, with this unit, to help students discover the value of learning in a multitude of

ways, albeit varied learning groups, individually, or simply utilizing unique learning skills necessary through

the realms of learning. The skills associated with learning macromolecules are as vital as the content of

macromolecules.

Through the National Science Teacher Association Standards, the National Science Education Standards, and

the Connecticut State Standards I have set the expectations high but achievable for a diverse group of learning

individuals. The lessons and activities in this unit have been designed and integrated to be not only engaging,

but allow multiple skill levels to further understand macromolecules. There are many activities which not only

give students the chance to truly inquire, but to employ methods of research, proper citation, and make

accurate conclusions. Expectations are modeled throughout the unit in hopes that the expectations become

procedural for this learning group. The standards provide this unit its focus and offer the important and

necessary concepts by which students can form their own opinions based on scientific facts and their own

scientific observations. The standards also align vital information with teacher freedom. These framework

standards give me as a teacher the ability to create anchor activities which dictate and direct student learning

thus allowing me to act as a facilitator. Furthermore, this unit stands on the foundation of the National Science

Teacher Association thematic content standards. Specifically, Standard Two (Nature of Science), Standard

Three (Inquiry), and Standard Four (Issues) (National Science Teachers Association, 2003).

Accommodations:

Accommodations and modifications will be made based on the individuality of each IEP. However, some

examples of accommodations necessary in this unit will be the use of graphic organizers, accompanying


visuals, preferential seating, and teacher intervention for group work. This unit will be differentiated

through content, process, and product.

Content: Because this unit offers a variety of reading and a sequential methods to higher understanding,

modifications will be made based on students’ literary abilities. Because school administrators emphasize

the importance of literacy across the curriculum, multiple literacy engagements will be used throughout the

unit to endorse reading for understanding. Further, quizzes and assignments will be geared towards

specific students’ needs and expectations per their IEPs and literacy levels. Moreover, activities will be

used to impart practical application and knowledge to the students instead of only a theoretical

methodology.

Process: Assignments will attempt to progress through Bloom’s Taxonomy, group activities (Multiple

Intelligences), and individual opportunities to show marked progress will be used to give students ample

and sufficient opportunity to grasp, retain, and understand the macromolecules. Specifically, the use of

integrated lessons (multiple and varied strategies of presenting content including but not limited to visual

presentations, individual, large group and small group work, literacy activities, videos, hands-on activities,

informal assessments, and applicable labs) and rubrics for this unit will aid students in accomplishing and

recognizing their strengths and enable me to recognize and create activities based on their weaknesses

(identified student input). Moreover, students will be given the opportunity to assess their own learning

through student-created rubrics.

Product: The majority of assignments and group work as well as content knowledge will be

driven by student input and interaction. Since some members of this group are less motivated, accountability and

perseverance should be skills other members of the group can impart on their colleagues. Moreover, students will be

given choices for certain projects and assignments along the way (i.e. whether they would like to work alone or in a

group, write an essay or make a poster) to ensure that the quality of their work will exemplify their strengths.

However, there will be a requirement for students to complete certain tasks, but their choice in which order they

complete these tasks will be theirs alone.


Topic: All cells are composed of many different molecules that are organized into specialized structures that

carry out cell functions.

Enduring Understandings

1. The structure of each

macromolecule (lipids, proteins,

nucleic acids, carbohydrates)

relates to its function.

2. The limitless combinations of

monomers into macromolecules

create the diversity of life.

3. Enzymes, biological

catalysts, are proteins that are

specific for the reactions they

catalyze.

Essential Questions

1. How does the structure of macromolecules relate to

specific functions?

2. How are monomers organized into more complex,

usable units?

3. How do emerging properties arise from increasing

complexity?

4. How do enzymes play a role in the functionality of

cells and organisms?

5. Why does science and technology play an

increasing role in modern society?

Content Standards:

State Standards:

9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds.

D 13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic

molecules.

D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked

polymers.

D 17. Explain how the chemical structure of polymers affects their physical properties.

10.1 - Fundamental life processes depend on the physical structure and the chemical activities of the cell.

D 28. Describe the general role of DNA and RNA in protein synthesis.


D 29.Describe the general role of enzymes in metabolic cell processes.

National Standards:

NSTAp179.4 - Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of

structures, including synthetic polymers, oils, and the large molecules essential to life.

NSTAp184.1 - Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane

that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules

which form a variety of specialized structures that carry out such cell functions as energy production, transport of

molecules, waste disposal, synthesis of new molecules, and the storage of genetic material.

NSTAp184.2 - Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the

chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a

large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store

energy in specific chemicals that are used to carry out the many functions of the cell.

Integrated Connections: (English & Mathematics)

1.1.a-e: Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2.c, d,e,f: Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.

1.4.a: Students communicate with others to create interpretations of written, oral and visual texts.

3.2. a-f: Students prepare, publish and/or present work appropriate to audience, purpose and task.

4.2.a: Students speak and write using standard language structures and diction appropriate to audience and task.

4.3.a-c: Students use standard English for composing and revising written text.

1.2.a: Represent and analyze quantitative relationships in a variety of ways.

2.2.a: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and

quantities.

4.1.a: Collect, organize and display data using appropriate statistical and graphical methods.


4.2.a: Analyze data sets to form hypotheses and make predictions.

-The use of scientific articles and scientific text will enable students to classify, organize, and structure their findings in a

concise and descriptive way. Literacy integration is a vital component in this unit, and provides a modeled discourse on

the outcomes of student understanding. Peripheral Learning Groups allow content to be discussed in a variety of

contexts. Moreover, the use of inference is vital to the understanding of macromolecules, especially proteins and

enzymes, because it requires students to delve into abstract and critical thinking patterns and exercises. Finally,

supporting a conclusion with scientific data and intrapersonal reasoning is vital to the success of a science student. With

this demographic, the ability to write in a concise, clear, and structural way will enable them in other aspects in the future.


What is the most important Content Knowledge

that students will learn in this unit? How will you

pre-assess knowledge?

The most important content students will be

responsible for knowing aligns directly with the CT

state standards and National Science Teacher

Association standards. Content is critical to

addressing the EU’s and EQ’s presented in this unit.

The key knowledge and over arching content are as

follows:

-The large molecules in the classes of life’s organic

compounds are carbohydrates, lipids, proteins, and

nucleic acids, which are composed of small molecules

called monomers. Monomers are repeating units that

serves as the building blocks of polymers (long

molecule consisting of many similar or identical

building blocks linked by covalent bonds).

-Polymers are built up through anabolism and broken

down through metabolism.

-Monomers are connected by a reaction in which two

molecules are covalently bonded to each other through

loss or gain of a water molecule (dehydration

reaction).

-Carbohydrates (sugars) are composed of

monosaccharides, disaccharides, or polysaccharides,

joined by glycosidic bonds.

-Glucose, fructose, and galactose are monosaccharides

and each has a different structural formula.

*Structural isomers have the same chemical make-

up, but different arrangement (structure), meaning that

What are the most important Skills that students will learn

in this unit? How will you pre-assess skills?

Students will be able to acquire the following skills while

completing this unit:

-Analytical Thinking

-Group & Individual Presentation Skills

-Study Skills (high-lighting, note taking)

-Evaluating validity of resources

-Scaffolding prior knowledge

Students’ skills will be pre-assessed through the beginning

lessons of this unit by their involvement in class discussion,

class activities and other learning opportunities. Moreover, a

pre-test will be given to identify which concepts need to be

reviewed and presented in greater depth. These skills will also

be compared to previous observation in preceding units.


their overall function and properties are different.

-A disaccharide consists of two monosaccharides

joined by a glycosidic linkage (maltose, lactose).

-Polysaccharides can be used for storage, such as

starch (consists entirely of glucose monomers).

-Lipids (fats) do not consist of polymers. Little-to no

affinity for water. Lipids mostly consist of

hydrocarbons.

-Fats are composed of glycerol and fatty acids.

-Fats separate from water because the water molecules

hydrogen bond to one another and exclude the fats.

*Saturated fats and unsaturated fats refer to the

structure of the hydrocarbon chain. If there are no

double bonds between carbon atoms comprising the

chain, then as many hydrogen atoms as possible will

be bonded to the carbon skeleton. This is a saturated

fat. Unsaturated fats have one or more double bonds.

Saturated fats are usually solid at room temperature.

-Steroids are lipids with a carbon skeleton consisting

of 4 fused rings. Cholesterol is a common component

of cell membranes. Many hormones (including sex

hormones) are produced from cholesterol.

-Proteins are a polymer constructer from amino acid

monomers. Each protein has a different structure and,

hence a different function.

*The most important role of proteins is as enzymes.

Enzymes are chemical catalysts that speed and

regulate all chemical reactions in cells.

-Proteins have four main structures; primary,

secondary, tertiary, and quaternary. Each structure

has an increase in complexity and functionality.

-Nucleic Acids are composed of nucleotides.


Nucleotides are comprised of a pentose sugar, a

phosphate group, and a nitrogenous base.

*Pyramidines and purines bond in DNA to create a

double helix structure. The function of DNA is to

store hereditary instructions for the cell while the

function of RNA is to transport the hereditary

instructions.

*Nucleotides differ in RNA and DNA. DNA

contains the pentose sugar, deoxyribose and contains

the Nitrogenous bases ATGC. RNA contains the

pentose sugar ribose and contains the Nitrogenous

bases AUGC.


PART II: ASSESSMENT

What is the end-of-unit summative performance task(s) for

students?

The end-of-unit summative performance task will be a

comprehensive multiple choice and short answer exam. If the

result of the exam is not adequate per the standards, then the

student will be given the opportunity to choose three of the

projects below including the mandatory one-page essay. The

performance task will then be substituted for their exam grade.

MANDATORY ESSAY- The first component of this project is

mandatory and the student must select a macromolecule and

discuss its importance either in daily life or in the scientific

community (i.e., nutrition or medical). Address how the

complexity of the macromolecule involves the emergence of new

properties. To expand their knowledge they must write a two-

page, double-spaced essay which includes at least three valid

sources.

Along with the essay, students must choose two of the following

options (one of the options must be presented to the class):

1. Compose a PowerPoint containing at least seven slides but no

more than eleven slides discussing the use of proteins in medical

research. Students must include relevance to the structure of the

protein and how it is used to advance medical research. At least

three valid sources must be used and material must be authentic

(no copy and pasting).

2. Design a poster analyzing the use of nucleic acids in genetic

engineering. Students must present both positives and negatives

of genetic engineering. Specifically, students should discuss how

the sequence of nitrogenous bases is used to manipulate genetic

outcomes. At least two valid sources must be used.

3. Students may write a poem, at least five stanzas, describing

Which EU and EQ will this task assess? How/why?

How does the performance assessment task link to the unit standards?

This assessment addresses all Essential Understandings. Particularly,

Essential Understanding Number One (structure relates to function) in all of

the pieces of the summative assessment option s including the mandatory

essay. An important aspect of these options is that the primal underlying

component of the assessments must show relation of structure to function.

Moreover, the second Essential Understanding (smaller building blocks

comprise large molecules) is addressed in Option One, Option Two, and the

mandatory essay. The complexity and function of the use of

macromolecules is based on the intricacies of the monomers. In this case,

since the assessment options request descriptions of the actual

macromolecule but the significance of the macromolecule is related to the

minute building blocks, Essential Understanding Number Two is addressed.

The third Essential Understanding (enzymes are proteins which catalyze

reactions) is addressed through summative options three and four,

specifically, and implicitly addressed in Option One. Enzymes’ multiple

uses and various applications make it a powerful tool in medicine and

chemistry. The students’ ability to recognize the significance of enzymes in

the process of science belies their knowledge of the content.

Lastly, since the summative assessment options address the complexities of

the macromolecules and their uses, it is intended that the third Essential

Question will be addressed. Arising complexity co-exists with emergent

properties. This idea can be conceptualized and formed concretely through

research in their mandatory essay and through the various summative

assessment options.

While this performance task addresses each of the standards presented in

this unit plan there are specific relationships to the following unit standards:

D 17. Explain how the chemical structure of polymers affects their


how structure relates to function for each macromolecule. The

student must include scientific terminology. The student may use

their notes as reference for this option.

4. Compose an abstract painting/drawing showing the

interpretation and significance of enzymes and their role in life

processes. This assignment must include a signed letter of intent

of the student and the school art teacher who will provide

framework for the painting. The student must use two scientific

resources and at least one artistic reference for this assignment.

physical properties.

9.5 – Due to its unique chemical structure, carbon forms many

organic and inorganic compounds.

NSTAp184.1 - Cells have particular structures that underlie their

functions. Every cell is surrounded by a membrane that separates

it from the outside world. Inside the cell is a concentrated mixture

of thousands of different molecules which form a variety of

specialized structures that carry out such cell functions as energy

production, transport of molecules, waste disposal, synthesis of

new molecules, and the storage of genetic material.

These specific standards are addressed in all of the summative

assessment options because the options implicitly include the nature

of carbon and its formative abilities in organic molecules, cells are

composed of smaller molecules that define the basis of all life and

complex function, and how the structure of a molecule relates

directly to its intrinsic function.


Each assignment is

graded out of 50

(This rubric is the

composite score of all

assignments)

Distinguished

125-150 Points

Proficient

100-125

Practicing

75-100

Beginning

<74

Demonstration of

comprehension of key

understandings

(50 points)

Student compositions

involve all necessary

steps in the key

understandings and are

relevant to source and

class material and all

necessary steps are

logically sequenced.

Student

compositions

provide the basic

steps in the key

understandings

and illustrate

baseline

knowledge of the

material

Student

compositions show

some steps in the

key understandings

but do not portray

student knowledge

as most has been

copied from

sources

Student

compositions do

not show any of

the students’ own

knowledge and

provides no basic

portrayal of student

skill sets

Creativity/Originality

(20 points)


demonstrate an

exceptional degree of

student creativity and

originality, not simply

copying information.

Student

compositions

illustrate some

creativity and

originality but

could have used

more individual

touch.

Student

compositions are

unoriginal and

boring

Students have only

copied material

and shown no

effort to being

creative.

Citations

(10 points)

All student

compositions include at

least 3 scientific

sources besides course

work or the text book

correctly cited.

Some student

compositions do

not include at least

3 scientific

sources besides

course work or the

text book

Most student

compositions do


3 scientific sources

besides course

work or the text

book

All student

compositions do


3 scientific sources

besides course

work or the text

book


Accuracy of

Information

(40 points)


include accurate

scientific information

and frequent and

correct use of unit

vocabulary

Student

compositions are

fairly accurate

with only minor

mistakes.

Students utilize

some use of unit

vocabulary

Student

compositions have

many mistakes and

show a weak use of

unit vocabulary

Student

compositions are

practically all

inaccurate and no

unit vocabulary is

used.

Presentation of

Material to Group

(25 points)

The student

composition presented

to the group is both

applicable and well-

rehearsed involving

necessary components

of oral rhetoric and

presentation skills

The student

presentation is

factual and

provides almost all

accurate

information but

could use better

rhetoric skills and

rehearsal

The student

presentation to the

group has clearly

not been rehearsed

and the

information

presented is

minimal and some

is inaccurate

The student

presentation does

not show

presenters’

knowledge of the

material and has

not been rehearsed.

Material is not well

put together

Completion of

Student Rubric for

Partner(s) and

presenting Groups

(5 points)

Students actively

contribute to student

presentations by

completing rubrics for

performance offering

solid and appropriate

feedback as well as for

their working partners.

Student does not

put much effort

into the

contribution of

improving other

groups and their

partners’ work by

putting minimal

effort into the

rubrics

Student at least

completes all

required rubrics

Student does not

complete all

necessary rubrics


Part III: Unit Lesson Map

Carbohydrates

EQ- Why do the chemical bonds in carbohydrates make these macromolecules vital materials in living things?

Main Objective-

Students will be able to:

Distinguish between monomers and polymers

Define monosaccharides, disaccharides, and polysaccharides

Identify different monosaccharides, disaccharides, and polysaccharides

Demonstrate the structural isomeric properties of monosaccharides

Explain the bonding reactions which form carbohydrates

Develop disaccharides and polysaccharides from different monosaccharides

Key Learning Activities/Strategies-


Participate in a class discussion of key characteristics of monosaccharides, disaccharides and polysaccharides

(Adjusted Questioning)

Complete Guided Notes (Dialectic Notes will be given to all students to improve the skill of note-taking)

Compare and contrast different structural isomers of monosaccharides (Student Improvement Cooperative Learning

Groups, 2-4 students)

Organize a chart synthesizing a multitude of information regarding the 4 main macromolecules (Graphic Organizer)

Predict the outcomes of dehydration synthesis to form polysaccharides (Student Improvement Cooperative Learning

Groups, 2-4 students)

Analyze scientific text through guided reading of carbohydrates (Leveled text)

Structure of Lesson-

ENGAGE: In this lesson, students will be given a bell work article relating to carbohydrates, specifically, an article on the current

litigation of the fructose corn syrup conflict. There are three literacy integration questions to be answered by the students. After the

reading, there will be a whole group discussion about the litigation of the high fructose corn syrup industry. Moreover, when

discussion begins about the monosaccharides, students will be given small samples to taste glucose, fructose, and galactose.

EXPLAIN: Students will be presented with a short PowerPoint presentation explaining the structures and functions of simple and

complex sugars. They will also be informed of processes involved in the formation of complex molecules in the form of dehydration

synthesis and in the breakdown of complex molecules by hydrolysis. Students will be given a set of guided, dialectic notes for this

presentation. Moreover, students will be provided with a graphic organizer for macromolecules to aid them when studying for both

quizzes and the end of unit test.

ELABORATE: Once the explanation portion of the lesson is completed, students will break into their Cooperative Learning Groups


where they will find molecular construction kits and instructions for creating a three-dimensional representation of, first a

monosaccharide, and then a disaccharide. Each team will have to make a different disaccharide based on their two, already given,

monosaccharides. The students will then model dehydration synthesis to form the disaccharide. Once students have completed their

respective disaccharides, they will share with the group the process of forming their disaccharide and the group will say whether or not

the monosaccharide structure is correct.

EVALUATE: In this class, students and teacher will collaborate to design a rubric used for the grading of dialectic notes. Students

will then be given a copy of the rubric to keep with the notes until they are handed in at the end of the unit. Students will be required

to make memory connections for their notes in order to practice a long term memory device and useful study skill. Connections will

be checked the day after the notes were completed. For homework, students will be given a tiered reading assignment and asked to

analyze the importance of carbohydrates in a daily diet routine. Informal assessment will take place in the form of questioning and

cooperative group responses during the elaboration portion of the lesson.

Assessment-

Students will be assessed based on their responses to their opening Bell Work as well as their connections made in their notes.

*SAFETY: Students will be instructed on proper uses of the molecular sets, including not throwing the different atoms. Also students

will be instructed on the proper dispersal of the monosaccharides and disaccharides (i.e. gloves on hands, single use of a cup, etc.)


Lesson 2

Microscopy Lab

EQ- Why are microscopes an important tool in the progression of science?

Main Objective- Students will be able to:

Identify the components of a compound light microscope

Demonstrate proper use and focusing of a compound light microscope

Compute and calculate magnification of lenses

Determine Field of View of different objective lenses

Prepare and observe a wet mount slide



Name the parts of a compound light microscope

Determine the depth of view

Calculate the Field of View of the high power objective lens

Draw visual representations of a microscopic view

Determine the relevancy of the use of microscopes in the laboratory (Student Improvement Cooperating Learning Group)

Carry out and create a wet mount slide of their own cheek cells

Follow a Flow Chart identifying the proper methods to focusing a microscope (Graphic Organizer)


EXPLAIN: In the beginning of class, students will receive the laboratory packet. As a whole group, we will read the pre-lab and

review expectations of lab behavior. There will also be a demonstration of the proper way to hold and carry the microscope. After

students complete the pre-lab discussion questions, we will transition back to the lab station. Once back in the lab stations, students

will be called by table to retrieve their respective microscopes from the cart (this is done so they can model carrying the microscope

correctly). At this time a handout will be distributed of the diagram of the microscope and then as a class we will review the

components of our microscopes with students being able to touch and write down the varying components. After this activity, students

will return to their seats to review the third activity, “Field of View.” We will discuss that the larger the magnification, the smaller the

field of view. We will also discuss the procedure for measuring the field of view with the rulers and then I will explain to the students

the necessary calculations they will be able to compute in micrometers. Finally, after the Field of View activity is complete, students

will take swabs of their own cheek cells and look at them under the microscope. This will be modeled, including making a wet mount

with iodine.

ELABORATE: The elaboration of this lesson occurs when students are actually using the microscopes independently, practicing the

varying skills needed to focus and view images. Students using the microscopes and completing the activities mentioned above are the


elaboration. Students will be given a flow chart for the proper focusing of the compound light microscope.

EVALUATE: Evaluation will occur based on students’ answers to the laboratory report. Informal assessment will happen through

constant monitoring and sequencing of the various activities taking place throughout the whole lab. Informal questioning will also be

used to monitor and adjust instruction.

Assessment-

Students will be assessed based on their answers to the laboratory report and a quiz on the components of the compound light

microscope.

*SAFETY: In this lab students will be introduced to the safe procedures of carrying the microscope and proper use. Specifically,

students will be taught how to properly sanitize slides after observation of cheek cells is complete. Furthermore, students will learn the

aseptic acquisition and disposal of living tissues (their cheek cells).


Lesson 3

Lipids

EQ- How do the properties of lipids differ from the other macromolecules?

Main Objective-


Distinguish between saturated and unsaturated fats

Identify the different sub-types of lipids

Evaluate the benefits of lipids in nutrition

Analyze the harms of lipids in nutrition

Explain the differences in structure of the different lipids

Evaluate the similar properties of all lipids



Participate in whole group discussion (Adjusted Questioning)

Determine the effects of lipids in relation to nutrition (Cooperative Learning Groups)

Recognize the different categories of fatty acids (Graphic Organizer, Guided Notes)

Analyze the effects of saturated and unsaturated fats’ effects in diets (Cooperative Learning Groups)

Complete Guided, Dialectic Notes (Guided Notes)


ENGAGE: In this activity students will be introduced to lipids through an article about teenage obesity in relation to cholesterol, a

lipid. Students will be asked to analyze why they think teenage obesity is on the rise in the United States and how foods they eat on a

regular basis have added to the growing problem. After students have answered the questions in writing, the teacher will conduct a

whole group discussion to gauge the prior knowledge of the class in regards to lipids.

EXPLORE: Students will be broken into small groups and use their textbooks to identify the various types of lipids and practice their

outlining skills. Students will have approximately fifteen minutes to read the section and concur with colleagues about the questions in

the back of the section. The teacher will scan the room to make sure all groups are on task.

EXPLAIN: Once the students have completed their breakout, pre-reading groups, the class will return to their seats for the explanation

portion of the class. A short PowerPoint, accompanied by guided, dialectic notes will be handed out for students to take notes. These

notes will also assist in the flow of the lecture. Students will be called to the SMARTBOARD to help identify and answer questions

throughout the lecture portion.

ELABORATE: In the short elaboration portion of the lesson, students will be given pictures of the structures of saturated,


monounsaturated, and polyunsaturated hydrocarbon chains and then use their notes to identify the properties, both chemical and

functional, of the different lipid fatty acids. Students will then be given various nutrition labels of multiple foods with both saturated

and unsaturated fats and must analyze the nutritional benefits and properties of each food product. Students must then select whether

they think the food product is “healthy” or “unhealthy” based on proper daily intake percentages which will be displayed on the

SMARTBOARD.

EVALUATE: In this lesson, students will be assessed on their individual outlines of the section, their connections and completion of

the Guided Notes, and their Lipid Nutrition Evaluation handout. Students will also be informed of their mid-unit quiz. Group

questioning and small group inquiries will also serve as an informal assessment to guide instruction.

Assessment-

Students will be assessed based on their connections component of the guided notes. Students will be informed of their mid-unit quiz

on Carbohydrates and Lipids.


Lesson 4

Proteins (CAPT Lab)

EQ- Why are proteins vital to the process of cellular life?

Main Objective-


Determine the connection between structure and function of proteins

Identify the various protein structures and their corresponding complexities

Analyze the importance of enzymes to all chemical processes in life

Evaluate the various polypeptide structures

Identify the hydrophilic and hydrophobic characteristics of amino acid R-groups

Identify the effects of substrate and enzyme concentration on chemical reaction rate

Validate the effectiveness of substrate and enzyme concentration on chemical reactions through numerical data

Analyze the effects of mutations on protein structure

Determine the changes in enzyme production in extreme temperatures and pHs

Analyze enzyme productivity through graphical representation



Complete guided, dialectic notes (Guided Notes)

Compare the increasing levels of protein structure to their complexity (RASMOL, whole group activity)

Calculate and graph the relationship of enzyme mutation to productivity (Toothpickerase, Cooperative Learning Group)


Complete identification chart of amino acids and R-group properties (Graphic Organizer)

Utilize necessary safety precautions during CAPT laboratory

Conduct a scientific laboratory experiment investigating the effects of enzyme and substrate concentration on chemical

reaction rate (Tiered and Modified Instruction Packet, Cooperative Learning Groups)

Analyze and graph the inverse relationship of enzyme and substrate concentration on chemical reaction rate through

mathematical analyses and data trends (Cooperative Learning Groups, Tiered Rubric)

Complete a scientifically appropriate laboratory conclusion including data trends, theory discussion, supportiveness of

hypothesis, and validity of trial (Tiered Rubric)


ENGAGE: Students will be shown a short ABC News video clip on the effects of protein as supplemental foods in animals-for-

slaughter. Students will participate in whole group discussion about the reasons why cattle and herd animals-for-slaughter are given

protein supplements. Students will analyze then be asked to list foods they eat on a regular basis they think consist of proteins.


EXPLAIN: Students will be first introduced to proteins and their various structures through a Prezi Presentation. Students will follow

along with the presentation through guided, dialectic notes. The Prezi includes a large amount of animations and videos displaying the

various structures of proteins.

Students will be handed back their Carbohydrate and Lipid Quizzes. Students will then be given a prescribed amount of time to use

their notes and textbooks to correct their incorrect responses on a separate sheet of paper and explain why their original answer was

either incorrect or why their new answer is correct. Students will be able to hand in these corrected questions for half credit points

towards their overall quiz grade.

Students will be given a handout, to be conducted by the whole group together, of questions regarding the computer program

RASMOL. The program will be manipulated by the teacher on the SMARTBOARD and students will be guided through the exercise

as a group. Students will be guided through a hierarchy of questions throughout the program with the graphic organizer and

investigate the structures of both collagen and myoglobin. Students will have to evaluate the structural significance of each and their

respective purposes in the human body.

After completion of the CAPT lab, students will be given the grading rubric used lab conclusions. Students will also be given an

example of a piece that would receive a perfect score and use the rubric to grade the exemplar. Students will also be given a rubric

used to grade their graphs. Students and teacher will participate in whole group discussion about the expectations for the lab

conclusion and graphs.

ELABORATE:

Students will be shown a PowerPoint about the various vocabulary associated with enzymes, including substrate, active site, and

catalyst. Students will take guided notes on enzymes. After the short PowerPoint is completed, students will follow along as the

teacher reads instructions and demonstrates expectations for the lab activity Toothpickerase. Students will be informed of the

graphical expectations and shown how to properly calculate slope of a line on the board using example data. Students will also be

made of aware of the safety expectations including not throwing the toothpicks in the laboratory and remaining seated at their lab

table. Students will complete the laboratory activity Toothpickerase. In this activity students will work in groups of two and complete

four separate trials in which they act as an enzyme and the toothpick acts as the substrate. Students will hopefully gain a clearer, more

concrete understanding of the functionality of an enzyme.

Students will be given an instructional packet for the Enzyme CAPT lab using catalase. Students and the teacher will go over the

instructions and safety of lab together before the lab is started. The teacher will explain that goggles must be worn and students must

remain at their lab tables at all times unless instructed to move around. The teacher will explain and model the correct procedure for

using the forceps and disks and also model the creation of proper dilutions. Students will complete the first trial as a group along with

the teacher. Students will investigate the effect both substrate concentration and enzyme concentration have on chemical reaction rate.

Students will conduct three time trials of five various concentrations of catalase, and six various concentrations of hydrogen peroxide.

Students will time how long it takes a filter paper disk to rise from the production of oxygen bubbles, a byproduct of hydrogen

peroxide and catalase. Students will then average the times for all of their trials and put these averages on the SMARTBOARD where


class data will be collected. Students will then use this data to create two separate graphs, one of substrate concentration and one of

enzyme concentration. Furthermore, students will need to write two separate lab conclusions for this lab. (Students will be given one

class period to write a rough draft of their conclusion and one class period to type their final drafts).

EVALUATE: Students will be evaluated on their connections made in their dialectic notes. Students will be evaluated based on their

answers to the effects of enzyme mutation on productivity and their graphical representation of the relationship of enzyme productivity

and enzyme mutation. Students’ mid-unit quizzes will be re-evaluated with their new corrected answers. Students will hand in their

RASMOL packets for grading when the investigation is complete. Students will hand in two graphs and two formally typed lab

conclusions for the CAPT lab.

Assessment-

Students will be assessed based on their guided notes of proteins, their Toothpickerase lab and graphs, their RASMOL observations,

and their two graphs and lab conclusions for the CAPT lab

*SAFETY- Since this lesson requires movement to and from the lab area from the lecture area, much attention will be paid to the

transition between these two areas. Students will be required to wear goggles for the CAPT lab. Students will also be warned of the

chemical dangers and corrosives used in the CAPT lab.


Lesson 5

Nucleic Acids/Guest Speaker

EQ- How do nucleic acids play a role in life processes?

Main Objective-


Identify the differences between RNA and DNA

Identify the structure of RNA and DNA

Analyze the individual components that comprise RNA and DNA



Participate in whole group discussion (adjusted questioning)

Complete guided, dialect notes (Guided Notes)

Recognize the differences between RNA and DNA (Graphic Organizer)

Utilize proper etiquette and questioning for guest speaker(s)

Create analogies and examples for structural components of DNA and RNA


ENGAGE: In the beginning of this class students will first be given a short article from the New York Times about the discovery of

the structure of DNA by Watson and Crick. Then students will be shown a modern video from biointeractive.org of James Watson

explaining the creation of his structural model of DNA. During this time the teacher will be handing out previous work.

EXPLAIN: After students have completed the video and article, the teacher will inquire for prior knowledge. Students will participate

in group discussion about their existing knowledge of Watson and Crick and DNA and RNA. Students will then use a guided,

dialectic notes packet (Cornell Notes) as the teacher delivers a short PREZI presentation on DNA and RNA. The teacher will explain

the nucleotides comprising the nucleic acids, the structural formation of RNA and DNA, the functions of each.

ELABORATE: Students will have the privilege of listening to a guest speaker working in the field of Alzheimer’s research from either

Bristol Meyers Squib or Pfizer. Students will learn about the role that DNA and RNA play in not only the study of disease but the role

in the research for cures as well. Students will be able to experience the concrete application of the two nucleic acids in medicinal

research.

EVALUATE: Students will be evaluated based on their dialectic notes and their review analysis of the guest speaker.

Assessment-

Students will be assessed based on their evaluations of the guest speaker and their dialectic notes.


Lesson 6

Culminating Activity

EQ- How can macromolecules be chemically identified in our daily nutritional intake?

Main Objective-


Identify the necessary chemicals and tests needed to properly identify macromolecules present

Analyze the nutritional values of processed foods based on the chemical indicators

Identify the macromolecules present in a McDonald’s Happy Meal

Discuss the risks of eating processed foods such as happy meals




Use proper safety techniques in the laboratory

Determine the macromolecules present in a McDonald’s Happy Meal (Graphic Organizer)

Answer questions evaluating the nutritional risks taken when consuming processed foods

Identify the importance of controls in an experiment


ENGAGE: In this lesson students will be introduced to the nutritional properties of fast foods with a video by CBS News in which

certain fast food restaurants were analyzed based on nutritional values of their foods and drinks. Students and teacher will then discuss

some of the health effects of eating a diet consisting of processed foods.

ELABORATE: After the introduction, students will be given the laboratory manual for the McMush Lab. The teacher and the

students will read aloud as a class the procedure and discuss the purpose and directions for the lab. The teacher will ask and probe for

understanding and students can ask procedural questions to the lab. Next, the teacher will perform the controls for the experiment. At

this time the teacher will go over the safety precautions of each identifying chemical including its uses and dangerous properties. The

teacher will model how to use the chemical properly and students will write down the proper controls in their lab packets so that they

may identify whether the McMush slurry contains or does not contain the different macromolecules. Students will write down the

colors used to identify whether a macromolecule is present or not present in each sample. After the controls have been finished, the

teacher will show students the blending of the McDonald’s Happy Meal and distribute the samples to each lab group. Students will

use the necessary chemicals and procedure to identify whether the McMush slurry contains certain macromolecules. Students will use

Biuret’s, Benedict’s, Lugol’s, Silver Nitrate, and a paper bag to identify the different macromolecules in the Happy Meal slurry.

Students will write down their data in the tables in the lab packet to use for evaluation and questions after the lab. The teacher will

walk around the room and monitor for misunderstandings, questions in procedure, and help groups who need additional aid completing

the experiment.


EVALUATE: Students will be evaluated based on their analyses of macromolecules present in the McDonald’s Happy Meal. Students

will be asked to identify the macromolecules present and discuss the outcomes of the test in their lab packets.

Assessment-

Students will be assessed based on their answers and findings to the lab packet.

*SAFETY: Safety is vital in this lab. Students will be required to wear both goggles and gloves. The teacher will explain the harms

of each of the identifying chemicals utilized in the lab and the proper way to use the chemicals (droppers, pipettes, etc.). Students will

not be allowed to participate in this lab if they are found misusing the chemicals in a proper and safe way or if they are not wearing

their goggles or gloves.


Lesson 7

Science, Technology, and Society

EQ- How do science and technology affect the quality of our lives in relation to consumerism?

Main Objective-


Analyze the significance of science in advertising

Identify the components of common processed foods and their nutritional values

Create and design a web advertisement using background research and scientific information

Analyze and distinguish the validity of a variety online resources

Identify the macromolecules present in everyday foods and their corresponding nutritional impacts



Design an effective and convincing web advertisement of a particular processed food (Tiered Rubric)

Participate in a whole group discussion regarding the impact of macromolecules in daily life (Adjusted Questioning)

Complete demographic research of a specific city (Graphic Organizer)

Identify the validity of different online resources (Graphic Organizer)

Identify other chemicals included in the ingredients and the different uses for those ingredients (Graphic Organizer)

Complete a self-assessment of their work to authenticate their learning (Tiered Rubric)


ENGAGE: This lesson will begin with a CBS News video clip showing the amount of advertising dollars spent on processed foods and

the varying macromolecular components of the various foods shown. Students will be shown the video prior to their introduction of

the assignment.

EXPLORE: The main task of this lesson is for students to act as both scientific researcher and creative director to produce an

advertisement for their junk food. The students will use computers and their notes to conduct background research on their target

audience and their products. Students will complete the graphic organizer before they may begin their commercial-making process.

Students will need to identify two scientifically appropriate web resources for their macromolecule information and identify resources

used to find information when researching for other unfamiliar ingredients in their product. Students will show the teacher their

graphic organizer before getting approval to begin their commercial. This exploration is also designed for students to realize the

different chemicals they ingest on a regular basis.

EXPLAIN: Students will be a handed an STS Activity packet including the background information, graphic organizer, self reflection

form, and assessment rubric. In this STS activity students will be creating a web advertisement for their favorite processed food (junk


food). Students will have to conduct background research on the demographics of their target audience, include nutritional

information and facts about the macromolecules in their product, and identify chemicals in their products of which they are unfamiliar.

Students will then use the program ANIMOTO to create their commercials to sell their product. Students will listen as the teacher

reads aloud the background information and write notes in the margins of their handout. After reading the Background information

and giving an explanation verbally of the expectations, the teacher and students will then collaboratively review the graphic organizer

and the expectations for each requirement. Finally, students and teacher will review the rubric so that students will be aware of their

assessment expectations for the assignment.

ELABORATE: Students will use the web program ANIMOTO to begin create their commercial. The commercial must include

appropriate themes, music and images in order to sell their products. The commercial is the vehicle allowing students to portray their

understanding of the macromolecules. Students will need to create a streamlined and efficient commercial which sells their product

and informs the audience. In this sense students will be able to combine various understandings of prior knowledge regarding the

macromolecules.

EVALUATE: Students will complete a self assessment (reflection essay) on the process of the STS activity and their feelings about the

varying substances they regularly put into their bodies. Moreover, students will also self reflect on the role that technology and

science plays in their daily lives. The teacher will use the established rubric to grade the commercial each individual student created.

Lastly, students will conduct a risk/benefit analysis of their favorite junk foods based on their background research and the ingredients

found in their favorite junk food. This analysis will be completed as a component of their final reflection.

Assessment-

Students will be assessed based on the quality of their completed background research, their self-reflection essays, and the result of

their commercial (product) based on the descriptions in the rubric.


Lesson 8

Final Assessments

EQ- How do macromolecules impact life processes?

Main Objective-


Analyze the importance of macromolecules in life processes

Apply understanding of macromolecules to a final formative assessment

Evaluate the importance of macromolecules in daily human life



Complete a formative assessment of the macromolecules

Complete supplemental summative assessments regarding macromolecules


EVALUATE: Students will be evaluated based on their final notes (all notes will be collected and evaluated using the collaborative

rubric). Students will assessed based on their answers to the formative test and will have alternate summative assessment to

supplement their scores of the formative assessment if they choose to improve their scores.


Part IV: Materials for use with Students

Materials for lessons Lesson 1

Carbohydrates PowerPoint, Guided Notes, High Fructose Corn Syrup Article, Carbohydrates in the

Diet Article, Macromolecule Graphic Organizer, Monosaccharide to Disaccharide Handouts,

Molecular Model Kits, Corn Syrup, Glucose tablets, table sugar, Guided Notes Collaborative

Rubric

Lesson 2

Compound Light Microscopes, Cover Slips, Iodine, Pipettes, Standard Microscope Slides,

microscope components handout, Microscopy Lab Report, Letter “e” Slides, Centimeter rulers,

Three Threads slides, Focusing a Microscope Handout, Sanitary Wipes, Toothpicks or Q-tips,

Lesson 3

Lipids PowerPoint, Discovery Video Swimming the English Channel, Butter, Vegetable Oil,

Handout, Lipid Guided Notes, Steroid Article, High Cholesterol in Teens Article, Hydrocarbon

Chain Handout, Nutrition Label worksheet

Lesson 4

Guided Notes, ABC News Clip, RASMOL packet, RASMOL disk, SMARTBOARD, PREZI

Presentation, Enzyme PowerPoint, Toothpickerase packet, Toothpicks, Plastic sandwich bags,

Graph paper, rulers, colored pencils, CAPT lab packet, yeast, calculators, stop watches,

clear cups, forceps, filter paper disks, petri dishes, Hydrogen Peroxide, paper towels

Lesson 5

Guided Notes, New York Times article, James Watson video from biointeractive.org, PREZI

Presentation, Graphic Organizer for similarities and differences of RNA and DNA, Engagement

Evaluations of Guest Speaker, Etiquette supplement for students

Lesson 6

Biuret’s, Benedict’s, Brown paper bags, Lugol’s, Silver Nitrate, MSDS sheets, test tubes,

McDonald’s Happy Meal, Hot plate, Hot water bath, beakers, vinyl gloves multiple sizes, plastic

cups, blender

Lesson 7

CBS News Clip, Activity Background Information, Class List and Dummy Emails, Background

Research Graphic Organizer, Tiered Rubric, Computer Access for each student, Self-Assessment

Prompt


Technology

• Equipment, peripherals

• Software

Computer; Mobile Lab; SmartBoard; Whiteboard; Projector; Microsoft Word; Microsoft

PowerPoint; Mozilla FireFox; PREZI; ANIMOTO and necessary account information; gmail

accounts for students; DROPBOX; Online Journal Database Access

Internet URLs See below

People English Teacher, Possible Guest Speaker, Art Teacher

Supplies Posters, Lab equipment, markers, colored pencils,

For identified needs Accompanying Visuals and Charts for ESL students, supplemental readings and possible

translations of harder-to-grasp content. Extra-help provided as necessary.

CMT/CAPT Connection Students will be able to exceptionally strengthen their abilities to review and use analytical and

critical thinking skills to constructively create an avenue to further their learning of macromolecules.

By providing multiple pathways while maintaining structure, students will be able to compare and

contrast, interpret, infer, analyze and re-iterate vital information as seen on the CAPT test.

Specific connections are as follows:

Science, Technology, and Society connection in Lesson 7

CAPT Lab in Lesson 4 with corresponding conclusion and graph rubric

Specified Content Knowledge per Connecticut State Standards Lessons 1-9

Part V: Student Resources

http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html

This website is a java, interactive tutorial on all four macromolecules. The site provides a brief overview of all four macromolecules along

with 3-D representations and an interactive quizlet at the end. The website also has an animation on formation and structure of the

macromolecules which is also narrated.

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html

This flash animation provides both narration and actual examples of how enzymes work, including substrate, active site, and products. It

also does an excellent job of describing how the enzyme catalyzes the reaction.

http://www.johnkyrk.com/DNAanatomy.html

This website discusses the structure and function and DNA and shows the phosphate backbone and the sugar component in the structure. It

is step by step and interactive.


http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP13104

This animation provided by Wisconsin University, is a comprehensive and interactive java animation on the properties and functions of the

carbohydrates. Moreover, the website is written in an easy-to-understand format and can also be narrated.

http://telstar.ote.cmu.edu/biology/MembranePage/index2.html

This website, although fairly heavy in text at some instances, is both well written and informative. It discusses the structures of the different

types of lipids and offers a decent comparison between phospholipids and triglycerides in terms of structure. It also utilizes effective short

animations and pictures.

http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP13204

This website is another component of the series of biomolecules by Wisconsin University. This specific animation provides information and

animations on the structures and functions of the various lipids and also offers students a narration instead of simple reading of the text.

Moreover, this animation provides specific examples of lipids relating to nutritional health with everyday food items.

http://intro.bio.umb.edu/111-112/111F98Lect/folding.html

This website has a Quicktime animation of protein folding from amino acid polypeptide chain to the quarternary structure. Further, it

provides explanations for each step and uses simple vocabulary. It also shows the hydrophobic and hydrophilic amino acids and their placement

within the protein.

http://www.northland.cc.mn.us/biology/biology1111/animations/enzyme.swf

This website is a simple, instructional, and informative flash animation of enzymes. The sequence of the animation is also appropriate as it

depicts the basics of enzymatic processes first and then transitions nicely into higher order processes. Moreover, students can control the pace of

the videos.

http://www.sumanasinc.com/webcontent/animations/content/DNA_structure.html

This Quicktime video, although short, provides a fairly accurate description and labeling of the structural organization of DNA. It is also

color coordinated to provide a clear view of the nucleotide structure.

http://www.sumanasinc.com/webcontent/animations/content/enzymes/enzymes.html

This flash animation provides an excellent explanation, with examples related to enzymatic processes, of activation energy. The site

provides and accurate portrayal of the effects of substrate concentration and enzyme concentration on chemical rate of reaction and graphs

showing these relationships.


Part VI: Teacher Resources and References

Verbal Communications with:

Susan Matthews

Stephen Harbanuk

Christine Ward

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

http://www.hartfordinfo.org/issues/wsd/Education/AchieveHartfordHPSProfile.pdf


Reflection-

Reflection on Unit Process:

Throughout the formation of this unit, it was my own personal goal to provide as many applicable and interactive scenarios for my students as

possible. I did not want my unit to be plagued with the monotonous time consuming activities that do not break past Bloom’s third level. The use of the

5-E instructional method, therefore, aided me greatly in climbing Bloom’s Taxonomy. It forced me to evaluate my own logic and sequence throughout the

unit, a piece I still need to work diligently upon to improve. This process required numerous re-creations of my preceding document, as I monitored and

adjusted for the students as I progressed through the unit. Moreover, I tried to include students as learning partners instead of learners in the unit by

collaborating on rubrics and expectations and using modern terminology and integrating twenty first century technologies.

The goal of the unit was for students to take responsibility of their own learning and while I am there to provide a baseline foundation of learning,

I hope the anchor activities in this unit provide students the motivation to seek out additional resources. I am truly proud of the sequence and effort put

into this document with the help of my advisor and mentor, Sue Matthews. The 5-E method is not an easily applied schematic to content. It requires

collaboration and creativity and going beyond the factual. By using the 5-E model I am able to cater to my students’ cultural needs and biases and

hopefully enrich their lives through science. For example, by talking about daily nutrition and health, students have the opportunity to investigate and

become involved in their future by forming their own opinions and choosing for themselves the essence of the nature of science.

Both Piaget and Vygotsky speak of abstractness and formal thought as a transition into the higher sequencing of understanding. Through the 5-E

model I believe that I provide opportunities for students to climb their proverbial ladder of knowledge. I am requiring that my students show effort into

making these higher order connections. I also tried to create a procedural expectation throughout the unit. By modeling and showing students the method

of transitioning and completing projects I do not have to punish if they are wrong or praise if they are correct because it is a procedural expectation. I also

gave students the opportunity to reflect and critique on my work, which gives me the opportunity to improve their learning experiences. By requesting

students partake in the 5-E method and become participants in determining how they will be graded, students are more motivated and, I believe will show

more effort in their work. Students, hence, will be forced to think critically and abstractly in order to succeed.

The 5-E method was a challenge but a beneficial way to approach science teaching. In my own experience, especially through carrying out this

unit, the 5-E model proved the best way to scaffold a lesson. I believe that this unit was beneficial to not only me but to my students especially since it

incorporates twenty-first century technologies, accommodates multiple learners and establishes high expectations. Idealism plus realism breeds optimism.

Both my cooperating teacher, Stephen Harbanuk, and my college supervisor, Susan Matthews, were extremely supportive throughout the process and

instilled in me the want to constantly expand my methodological horizons. It is my hope that the students were able to at least take away the basic

fundamentals of macromolecules, but more importantly, progress in their process of becoming autonomous individuals. As with Brofenbrenner’s

Ecological Model, I hope that this lesson provided some influence in the development of the whole adolescent. Idealism plus realism breeds optimism.

-Michael C. Carbone

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