III.

TeamUnitPlan
Thepurposeoftheunitplanistoprovideeachstudent(workingingroupsof3or4)withthe
experienceoforganizingcurriculumaroundbigideasinscience,andaligninglearningobjectivesand
instructionalactivities(includingformativeassessments)tothatbigidea.

1.ChooseanappropriateNextGenerationScienceStandards(grade612)baseduponthegradelevel
ofsubjectareayouplantoteach(dependingonnumbers,youmayhavetoplanaunitoutsideyour
subjectarea).Ifpossible,pickastandardyouwouldbeteachinginyourstudentteaching.Consider
resourcessuchasthetextbookandcurriculumfromyourinternshipteacher(butrememberthe
textbookisNotthecurriculum!)
2.MatchtheNextGenerationScienceStandardasbestasyoucantoanArizonaStateScience
Standard(s).YouarealsoencouragedtoincludeatleastoneappropriateCommonCoreState
StandardforLiteracyinSocialStudies,Sciences,andTechnicalSubjects.Formulateabigidea
thatisprocessortheoryfocused.
3.Usethetemplatebelowtoplanten50minutetimeblocks,including,adescriptionofaculminating
assessmentactivity(thatwouldassessstudentmasteryoftheNGSS),andforeachday:(a)the
specificlearningobjective,(b)descriptionofactivitiestohelpstudentsmeettheobjective,and(c)
descriptionofformativeassessmenttocheckstudentprogresstowardtheNGSS.
4.Eachteammembershouldpick1ofthe10daysinwhichtodevelopintoafulllessonplan(See
nextsectionforassignmentdescription).
5.Duringyourassignedweek,pairsofstudentsfromeachgroupwilldeliveroneofthedeveloped
lessonplans(thusyoumaynotdeliverthelessonyouactuallydeveloped)..Inaddition,yourteam
mustpresenta10minuteoverviewofyourunit(bigideas,relevantstandards,whatwillbetaught
andhowobjectiveswillbeassessed).Utilizesomeformoftechnologytoorganizeandconveyyour
unitpowerpoint,prezi,conceptmap,etc.

Grade/Subject:

10thgradebiology

Unit BIG Idea

Howdohumansgainenergyfromfood?Thiswillbe
introducedbytheburningoffoodsourcessuchasa
peanut.
HSLS15Useamodeltoillustratehowphotosynthesis
transformslightenergyintostoredchemicalenergy.

HSLS17Useamodeltoillustratethatcellularrespirationis
Next Generation Science
Standard

achemicalprocesswherebythebondsoffoodmolecules
andoxygenmoleculesarebrokenandthebondsinnew
compoundsareformedresultinginanettransferofenergy.

HSLS16Constructandreviseanexplanationbasedon
evidenceforhowcarbon,hydrogen,andoxygenfromsugar
moleculesmaycombinewithotherelementstoformamino
acidsand/orotherlargecarbonbasedmolecules.

Arizona Science Standard(s)

S4C5PO1Comparetheprocessesofphotosynthesisand
cellularrespirationintermsofenergyflow,reactants,and
products.

Arizona College and Career

Readiness Standards (optional)

Culminating Assessment: How

will I measure masteryof the
NGSS?

-Create a model
- Create a biosphere
- Video project
-Checking to understand: the processes of photosynthesis
and cellular respiration and how they relate to one another
with regards to conservation of energy and production and
use of macromolecules (protein, carb, lipid, nucleic acids).

RealTime
Calendar
Astandardismostlikelytoo

complextobetaughtinits
entiretyinonelesson.
Therefore,itwillbebroken
downintodailyobjectivesto
scaffoldlearningforstudents
inordertoensurethatthey
mastertheentirestandard.
Listthedailylesson
objectivesyouwillteach
duringa10dayunitinthe
calendarbelow(50minutes
perday).Therearethose
instanceswherestudents
maynotachievethedaily
lessonobjectiveinonedayof
instruction.Youwillwantto
allowtimetoreviewthe
contentandpractices,as
necessary(factuallevel
reviews,suchasJeopardy
arehighlydiscouraged).This
sectionhelpsyoutoseethe
alignmentbetweenthe
standard,dailylesson
objectives,lessonactivities,
andassessmentsin
realtime.Dayscanbe
addedifneeded.
DAY

LEARNING
OBJECTIVE

LESSON
SUMMARY
Listanagendawith
descriptionofeach
agendaitem.

Formative Assessment*

SWBAT write a
response on
how cellular
respiration
provides energy
for organisms.
They will be
expected to use
examples/evide
nce from class
to support their
response.
Respiration
content

Bellwork:
Burning Peanut
experiment.
Why did the
peanut burn so
long? What in
the peanut
provided fuel for
the fire? What
cellular process
does this remind
you of?

Lesson: Direct
instruction
explaining that
energy comes
from the
break-down of
carbon
molecules and is
stored in the
form of ATP.

Activity: Think
pair share,
discussions, Q
and A.

At the end of class students will

be asked to write on a post-it
one idea that they understood
and another they feel they need
more clarification on and stick
it to the door on the way out.

Formative
Assessment:
Ticket out the
door
2

SWBAT trace
products and
reactants within
the conservation
and transfer of
energy.
Overview of the
entire unit.

Bellwork:
Students will
differentiate
between the
structures of
plant and animal
cells
Teacher will Lead
the class through

Ticket out the door:

One a piece of paper
students will answer the
following questions before
they are dismissed from
class.
1) What organelle(s)
are involved in
cellular respiration?

direct instruction
covering the
topics of
photosynthesis
and cellular
respiration,
connecting them
to the previous
unit on cells and
the organelles in
which these
processes occur;
and how energy
from these
systems is
conserved.

SWBAT illustrate
the flow of
energy from
solar radiation
through the
production of
sugar molecules
via
photosynthesis.
photosynthesis
content

Students will
record these
notes within their
journals, and
within a graphic
organizer
Bellwork: What is
the process of
photosynthesis?
In which types of
cells does
photosynthesis
occur?
Where does the
energy in
photosynthesis
come from?
Lesson: Inquiry
based instruction
in which we
explore the
transfer and
conservation of
energy from light
to carbon (food)
Activity: Think
pair share,

2) What organelle(s)
are involved in
photosynthesis?

Students will be assessed at the

end of class by using an exit
ticket where they have to write
down three vocab words with
definitions using their own
wording.

discussions, Q
and A.

SWBAT
differentiate
between the
chemical
processes found
in a leaf within a
light
environment,
versus one
within a dark
environment.
photosynthesis
activity/lab

Formative
Assessment:
Ticket out the
door
Bellwork: What
gasses are
produced and
consumed in
photosynthesis?
What does a
plant need to
undergo
photosynthesis?
Lesson: After the
bellwork which
serves as a brief
review of key
points of
yesterdays
lesson, the
teacher will guide
the students
through a lab
activity
illustrating the
process of
photosynthesis.
Activity:
http://www.elbiol
ogy.com/labtools
/Leafdisk.html
Formative
Assessment: As
part of the lab
activity the
students will
answer some
conclusion and
discussion
questions
solidifying their

Lab write up will be checked for

understanding
- hypothesis
- observations/lab data
- lab questions answered

SWBAT explain
and give
evidence for the
varied rates of
co2 production
in the test tubes
based on
differences in
sugar
concentration
and type.
Respiration
activity/lab

understanding of
the days lab.
Bellwork: What
process breaks
down sugar and
creates co2?
What factors
could impact the
rate of this
process?

Students will start working on

thier formal lab reports.

Lesson: The
teacher will lead
the students
through an
activity showing
the production of
co2 by yeast in
various sugar
solutions sugar
solution
Activity:
http://sciencestuf
fbyamy.blogspot.
com/2012/03/lab
-use-of-glucose-in
-cellular.html

Finish lab from

day before.
SWBAT compare
and contrast the
processes of
photosynthesis
and cellular
respiration with
focus on gas and

Formative
Assessment:
Students will type
up a formal lab
report on this lab
for an
assessment.
Bellwork:
Examine results
from prior days
lab, discuss the
findings as a class
in preparation for
the lab report.
Lesson:
Short lecture on
photosynthesis

Students will finalize their lab

reports to be turned in on day 7.
They will also turn in their T
charts that they worked on in
class with their groups.

energy
exchange.
differences and
similarities
between photo
and respiration

SWBAT explore
and inquire
about how
energy is stored
in complex
molecules and
the various
sources of this
energy through
an activity that
outlines how
energy is stored
and transferred
within
organisms.
synthesis
content

and cellular
respiration. Class
will briefly discuss
what the
differences are
between the two.
Activity:
In small groups,
the students will
create a T chart
with three
columns for
comparing and
contrasting
photosynthesis
and cellular
respiration.
Formative
Assessment:
Students will
finish lab reports.
Also, the students
will turn in their T
charts at the end
of class.
Bellwork: What
are the inputs
and outputs of
photosynthesis
and cellular
respiration? What
are the four
groups of
macromolecules?
How is energy
stored in cellular
systems?
Lesson: Inquiry
lesson. Explore
the various
carbon molecules
in which energy is
extracted by
animals; how
energy is

Present students with general

misconceptions about energy,
sources and complex molecules.
1.
After physical activity,
why do we run of out
of energy?
2.
Can stored energy be
converted into other
forms? (kinetic, muscle
contraction)
3.
Food=calories=energy..
True or False? Why?
At the start of class students will
turn in lab reports.

converted from
one form to
another within a
system (refer to
peanut activity).
Explain that
energy is released
from the breaking
of carbon bonds,
and stored by
converting ADP to
ATP.
Activity: Physical
activity exploring
the conversion of
stored energy to
kinetic energy.

SWBAT
deconstruct the
process of
cellular
respiration in
order to analyze
the transfer of
energy in the
system, which
results in a net
gain of energy in
the form of ATP
Synthesis
activity/lab

Formative
Assessment:
Misconception
check
Bellwork: What is
cellular
respiration? Who
are the players
for cellular
respiration in a
eukaryotic cell?
What are the
stages of cellular
respiration? How
do cells store
energy, what
currencies do
they use to do
work?
Lesson: Inquiry
based lesson plan
exploring the
concept of energy
systems in terms
of money and
savings.

Students will complete the

worksheet aligned to the
activity, with the questions:
1) What is net gain?
2) In what way(s) is
energy stored within
organic systems?
3) What are some
ways that animals
spend energy?
4) Why is it important
to store energy?

Activity: What is

something that
you would really
like to save up
for? Maybe a
car, video game
console, or
concert tickets?
Well, how many
of you are
working right
now? Here is the
scenario, think
of something
that you would
like to save up
for, in a story
board or comic
strip, outline
how you will go
about saving up
for it. In your
illustration,
include at least
four steps,
starting up,
working, saving
up, and then
obtaining your
goal. Be sure to
include start up
costs, applying,
asking around,
interviews etc,
gradual gain
(pay checks,
baby sitting
money,
allowance), and
then the large
pay off at the
end.
Formative
Assessment:

SWBAT explicitly
describe and
outline the
relationships
between
organisms and
energy sources
based on how
energy and
materials are
exchanged in
photosynthesis,
cellular
respiration, and
the synthesis of
complex
molecules. This
will be done via
the creation of a
model.

start of
assessment

Activity
worksheet
Bellwork:
Students will
discuss and write
what
relationships are
like with people
in their life. They
will describe what
is needed in order
to relate things to
one another,
whether it is
people in their
life or between
things in the
environment.
Lesson:
Following the
Bellwork activity,
the class will
engage in a
scientific
discussion about
how things relate
to one another in
science,
specifically how
energy is
exchanged and
how the
processes of
cellular
respiration and
photosynthesis
are able to work
because of the
relationships that
exist.
Activity:
Students will
work in small
groups to create
graphic

Students will turn in their

models in whatever form
they chose to use (graphic
organizer, flow chart, etc.).
It will be explicitly
communicated to students
that they must draw arrows
to show the relationships
between concepts, topics,
ideas, etc. The students
must also write a brief
explanation of their models
and the relationships that
exist.

organizers, flow
charts, etc. as a
model for how
energy and
materials are
exchanged in
cellular
respiration and
photosynthesis.

10: Friday

SWBAT
review the unit
through
finalizing their
models that they
created the day
before. They
should focus on
the problems
that they are
having with
project. The
project is due
next class.

Formative
Assessment:
The students will
turn in their
models that they
created.
Bellwork:
Students will
work in their
small groups from
the previous day
to look over their
constructed
models. They will
use post-it notes
to mark areas
that need to be
improved or
changed.
Lesson:
The students will
work on revising
their models and
will use their time
in class to get last
minute guidance
from their
teacher with any
questions or
concerns that
they have.
Activity:
Students will
work together to
find scientific
articles to back
up their claims for

Students will turn in their

finalized models with their
groups. Each student will
then also turn in a written
explanation using evidence
showing that their model is
correct.

the relationships
that they said
exist in their
models.
Formative
Assessment:
Students will turn
in their models
with their groups.
*Forformativeassessmentdescribeanactivityusedto elicitPROGRESStowardmasteryofthestandard(should
aligndirectlywiththedailyobjective).Donotincludeinformalassessments,suchasontheflyquestioning)

UNITPLANRUBRIC
ELEMENT

Bigideaandlearning
objectives

Lessonactivities

5
UsesthisElement
withHighDegreeof
Competence
Bigideais
processedor
theoryfocused
Learningobjectives
consistentlyare
observable,promote
scientific/engineerin
gpractices,and
buildtowardthebig
idea
Agendaitemsare
describedin
adequatedetail(not
justlisted)
Activities
consistentlyaligned
withobjective,
engagestudentsin
scientific/engineerin
gpractices
(includingmodel
testingorauthentic
problemsolving)
ANDencourage
studenttalk

4.5
UsesthisElement
Satisfactorily

3.5
Developingthis
Element

Bigideais
processedortheory
focused
Learningobjectives
mostlyare
observable,promote
scientific/
engineeringpractices
andconnecttoeach
other

Bigideaistopic
focusedOR
Learningobjectives
frequentlyare
unobservable,
factualorientated,
ORdisconnected
fromeachother

Agendaitemsare
describedin
adequatedetail(not
justlisted)
Activitiesmostly
alignedwith
objective,engage
studentsinscientific/
engineeringpractices
(w/some
guided/openinquiry)
ANDencourage
studenttalk

Agendaitemsare
justlistedandnot
described(e.g.,
powerpoint
presentation)OR
Activities
frequently
misalignedwith
objective,focusjust
onscience
concepts/procedure
s(orcookbook
labs),ORrarely
encouragestudent
talk

Not

Bi
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Le
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Checkforstudent
progress
(i.e.,assessment)

Culminating
assessmentisaligned
withthestandardand
adequatelydescribed
(notjustlisted)
Formative
assessments
consistentlyaligned
withthelearning
objective,elicitic
scientific/
engineeringpractices,
andbuildtoward
understandingthebig
idea

Individualparticipation
(basedonselfand
peerappraisal)

ParticipatedABOVE
andDideverything
listedinthe4.5
column,pluswentout
ofhis/herwayto
gatherresources,
facilitate
communication,
generateideas,and
produceproducts.

Culminating
assessmentisaligned
withthestandardand
adequatelydescribed
(notjustlisted)
Formative
assessmentsmostly
alignedwiththe
learningobjective,
elicitscientific/
engineeringpractices,
andconnectedwith
eachother

Culminating
assessmentisnot
alignedwiththe
standardORnot
adequatelydescribed
(e.g.,essay)OR
Formative
assessments
frequently
misalignedwiththe
learningobjective,
elicitscience
concepts,OR
disconnectedwith
eachother

Cu
ass
alig
stan
ade
(e.g
For
ass
freq
wit
obj
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wit
orm
(0)

Contributedwelltoour
lessonideasandin
producingproducts
(e.g.,detailactual
contentoftheunit
plan).Wasalways
organized,ontime
whenwemet,and
respondedwhenI
communicatedwith
him/her.

Participationwas
Contributedsome
importantideasand
producedatleastsome
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