Strategy Lesson #2

Focus on Questioning, Visualizing, and Inferring

Tajma Cameron

Lacey Conrad

Maureen Garvis

Senya Hanson

Ellie Thometz

University of Maryland University College EDTP 639

April 2, 2017
Developer Names: Tajma Cameron, Lacey Conrad, Maureen Garvis, Senya Hanson, & Ellie
Thometz

Location of school: Baltimore County, Maryland

Number of students: 28 total (12 girls, 16 boys)

Content Area: Biology

Grade: 10 grade
th

Unit: Biochemistry

Time Allotted: 50 minutes

Lesson Topic: Molecules of Life

Type of Lesson: Introductory/Developmental

Context for Learning: This lesson will be taught approximately three weeks into the semester
and will constitute the third day of lesson in the unit. During days one and two, students learned
about important building block basics such as atoms, compounds, chemical bonds, and the
structure and properties of water. This lesson will continue to build on the students initial
information by introducing and learning about the four macromolecules of living things:
carbohydrates, lipids, proteins, and nucleic acids. Students will learn to identify each molecules
elemental composition, the monomer/subparts of each, their individual functions, and specific
examples of each. The lesson will culminate with student groups each building a macromolecule
and information will be reinforced and practically applied through inferring on the homework.

Standards demonstrated in this lesson:

National Science Teachers Association: Next Generation Science

HS-LS1-6: From Molecules to Organisms

Construct and revise an explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form amino acids
and/or other large carbon-based molecules.

Clarification Statement
Emphasis is on using evidence from models and simulations to support
explanations.

Assessment Boundary
Assessment does not include the details of the specific chemical reactions or
identification of macromolecules.
Maryland Core Learning Goal 1: Skills and Processes
The student will demonstrate ways of thinking and acting inherent in the practice of science. The
student will use the language and instruments of science to collect, organize, interpret, calculate,
and communicate information.

Expectation 1.5
The student will use appropriate methods for communicating in writing and orally the
processes and results of scientific investigation.

Indicator 1.5.2
The student will explain scientific concepts and processes through drawing,
writing, and/or oral communication.

Indicator 1.5.6
The student will read a technical selection and interpret it appropriately.

Maryland Core Learning Goal 3:Concepts of Biology

The student will demonstrate the ability to use scientific skills and processes (Core Learning
Goal 1) and major biological concepts to explain the uniqueness and interdependence of living
organisms, their interactions with the environment, and the continuation of life on earth.

Expectation 3.1
The student will be able to explain the correlation between the structure and function of
biologically important molecules and their relationship to cell processes.

Indicator 3.1.1
The student will be able to describe the unique characteristics of chemical
substances and macromolecules utilized by living systems.

Assessment Limits
water (inorganic molecule, polarity, density, and solvent
properties)
carbohydrates (organic molecule; monosaccharides are building
blocks; supplier of energy and dietary fiber; structural component
of cells: cell wall, cellulose)
lipids (organic molecule; component of cell membranes; stored
energy supply)
proteins (organic molecule; amino acids are building blocks;
structural and functional role, including enzymes)
nucleic acids (organic molecule; nucleotides are building blocks -
sugar, phosphate, & nitrogen bases; DNA is a double helix, RNA
is a single strand; DNA replication; DNA role in storage of genetic
information)
minerals (inorganic substances essential for cellular processes)
vitamins (organic molecule; role in human body: C wound
healing, K blood clotting, D bone growth)
Maryland State Common Core State Standards for English Language Arts in Science and
Technical Subjects

CCSS.ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending
to the precise details of explanations or descriptions.

CCSS.ELA.LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the texts explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary
of the text.

CCSS.ELA.LITERACY.RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10
text complexity band independently and proficiently.

Objectives:

Students will be able to:

Identify the four macromolecules of living things (carbohydrates, lipids, proteins, and
nucleic acids)
Identify the elemental composition, monomers/subparts, functions, and examples of each
macromolecule
Build a 3D structural model of one of the four macromolecules of living things
Compare and contrast two of the four macromolecules of living things
Infer practical application of knowledge of macromolecules in a real-life setting

Materials Needed:

SMART board
Student interactive notebooks
Textbook
Copy of Model Building Worksheet for each student
Copy of Macromolecules Thinking Chart for each student
Copy of Exit Ticket for each student
Copy of Macromolecule Foods Around the World Worksheet for each student
Student Molecular Modeling Kit (https://www.amazon.com/Arbor-Scientific-Student-
Molecular-Modeling/dp/B000701AWK) for each group

Proactive Behavioral Management:

Many of the classroom routines and expectations will have been set from the beginning of the
school year. The students will know to come in, take their seats, place their backpacks under the
tables out of the way, and look at the board for instructions and an outline of the class period.
During this time, they will also know to begin answering the Warm Up and Introduction
questions in their interactive notebooks. The seating arrangement was made at the beginning of
the year to allow them to get to know each other, and any continual adjustments as needed are
performed to balance behavior patterns and accommodate for classroom management needs.
This also allows the imbalance of male and female students, as well as those with necessary
accommodations, to be accounted for. Work groups with a balance of personalities and skillsets
are thereby created. With this in mind, students do not need to migrate anywhere for group work
and distractions are subsequently reduced.

Provisions for Student Grouping:

Students will be grouped by seating arrangement with the 28 students already having been
divided into seven groups of four students at the beginning of the school year. Although these
groups have been and will continuously be adjusted as necessary for the appropriate balance of
personalities and abilities, this seating arrangement, with the students sitting at tables facing each
other in a square, maximizes cooperative efforts on tasks such as pair and group work. As a
science class, many class-time activities will benefit from such collaboration between the
students.

Warm Up/Opening: (7 minutes)

Upon entering the classroom, students will take their seats and review the outline of the class
period presented on the SMART board at the front of the room on their own. The information
presented on the screen will include the days objectives, the Warm Up and Introduction
questions, the days activities with related textbook sections noted, and information for
homework to be written in the students planners. While students are completing the Warm Up
and Introduction questions, the teacher will take attendance.

Warm Up Questions
1. In your notebook, draw structural diagrams for three bonded water molecules,
clearly labeling one of each:
o Hydrogen atom
o Oxygen atom
o Covalent bond
o Hydrogen bond
2. What is the dipole charge of the Oxygen in water? Of the Hydrogen?

Introduction Questions
1. What are the meanings for the following prefixes:
o Macro-
o Poly-
o Mono-
2. What is a macromolecule?

At the end of five minutes of working time, the Warm Up and Introduction questions will be
answered with the class. This will serve as a brief review of the previous lesson as well as a
chance for the teacher to see what the students may already know about the upcoming lesson.
Motivator/Bridge: (9 minutes)

Following the Warm Up/Introduction questions, the teacher will introduce the Biomolecules
video (Amoeba Sisters, 2016). Although this video will have the same information as in the
upcoming reading, the varied form of presentation allows for accommodation of different
learning styles.

Procedural Activities

Questioning the Reading: (15 minutes)

Because this is new material, a close reading with the class will be conducted in order to
demonstrate and model the value of analyzing and questioning the text for specific meaning.
Students will first be instructed on using a Thinking Chart to later be placed in their interactive
notebooks. Appendix A gives a copy of the chart they will be using, loosely modeled after the
one exampled by Harvey and Goudvis (2007, p. 118).

The teacher will explain that often as individuals read, related questions will come up. These can
be anything from vocabulary they do not understand to a concept or even to how it relates to a
more specific and relevant part of their lives. This chart allows them as readers to write such
questions down and also notate important and related textual information in the specific notes
sections. As a first step to understanding this concept, the teacher will have the Thinking Chart
projected on the SMART board so the concept can be modeled and will then instruct the class to
open their textbooks to the appropriate page for the reading.

The teacher will read the introduction section on monomers and polymers aloud to the class
while they follow in their textbooks, adding the definitions of monomers and polymers to the
worksheet so the students have a foundation of knowledge. Once that is complete, the teacher
will begin reading the section on Carbohydrates. When finished, the teacher will open up the
opportunity to the students to suggest any questions that may have come up while they read and
subsequently write the questions in the chart on the board under the Thinking Questions section.
If no one gives any questions, the teacher will have one or two ready that can start the
conversation. Once a few questions are written in the chart, the teacher will go through each one,
asking students to provide related information from the text for each question and write them in
the Carbohydrates Notes section. While the teacher is doing this at the front of the class, students
should also take the opportunity to write the relevant information in their own chart.

Now that the students have a beginners grasp on the use of the Thinking Chart, they will be
given a few minutes to read the next section, Lipids, with the person sitting next to them. The
partners will come up with questions from that section together to put on their Thinking Charts
with related textual information next to each. As this is performed, the teacher will walk around
the class to encourage consistent work and participation while clarifying any questions students
may have on how to fill out the chart.

Once the teacher has had the opportunity to survey each partner set working on the reading and
questioning together and it is felt that the students have an overall grasp on the concept, the
students will be instructed to continue reading and using the chart quietly on their own for the
next few minutes. Once again, the teacher will circle around to check and observe student
understanding. Once the students have had a few minutes of independent work, they will be told
to finish the assigned reading with their Thinking Chart on their own as part of their homework.

Model Building (15 minutes)

Illustrations, graphs, charts, time lines, and diagrams provide visual support to students as they
try to understand and acquire information from nonfiction text. (Harvey & Goudvis, 2007, p.
135). Because is it often difficult for students, teenagers, and adults alike, to make conceptual
sense of what the macromolecules look like and how they are structured, each group of four will
be tasked with building a 3D model of a specific macromolecule. Visualizing strengthens our
inferential thinking. When we visualize, we are in fact inferring, but with mental images rather
than words and thoughts (2007, p. 130-131). Building the models will help students understand
and visualize the structure and dimensions of the molecules that give rise to their properties.

Each group will be assigned a macromolecule type to model and given a Model Building
Worksheet to use as their model guide (see Appendix D). The students have previously used
these sets to build and visualize water molecules and are proficient in their use. Using the
Student Molecular Modeling Kits, the students will work in groups to build their assigned
molecules.

Carbohydrates:
o Groups 1 & 2 will each build a monosaccharide
Lipids:
o Group 3 will build Glycerol and a fatty acid chain
o Group 4 will build the other two fatty acid chains
o Once groups 3 and 4 have completed their pieces, they must work together to
combine them together into a lipid.
Protein:
o Group 5 & 6 will each build an amino acid
Nucleic Acid:
o Group 7 will build a nucleotide

Although 15 minutes is sufficient time for the students to complete the creation of the models,
there will not be enough time to present them in this class period. At the beginning of the next
class period, each group will present their model to the class and the finished products will be
labeled and displayed in the classroom for reference and future use when needed.

Adaptations:

All students will have been given foreknowledge of the days section reading and are invited to
preview it ahead of time for deeper comprehension. This will allow those with learning
disabilities and different learning styles the potential to process and remember the information
better. The structure of the lesson has hand-on portions, the use of lecture with accompanying
book and notes, audio portions, and visual portions. The differentiation of the lesson allows for
different learning styles to be accommodated in a natural way.

13 Students eligible for free/reduced lunch

Because students coming from low income families often will neglect to bring food with
them and are sometimes too embarrassed to get free or reduced lunch, a cabinet in the
classroom will contain snacks (both donated and purchased by the teacher) which can be
given to such students when necessary. This cabinet will have a variety of nutritious
options to assure that students have at least something small to eat when it is identified by
the teacher that they are going without. The teacher will not draw attention to individual
students but will let them know that they can stop by at lunch time if necessary or give
them something inconspicuously. The teacher will also encourage the students to utilize
the food programs offered to them.

Three English Language Learners ready to be integrated into regular core content

Students will have been given prior knowledge of the reading passage in their text that
they have the option to review ahead of time at their own speed. Although they will still
need to read the text while completing the Thinking Chart activity, this will allow the
ELL students time to process the language and highlight any areas of confusion to bring
up in class, as well as expose them early to the new vocabulary. In the seating
arrangement, these students have been grouped separately with native English speaker
students in order to allow them to learn as naturally as possible as well as confidently ask
questions if they need clarity on the group work.

Student with a physical disability and a paraprofessional

This student has Cerebral Palsy, which requires the use of a wheelchair as well as
affecting her hand and finger dexterity and eyesight. Although she has the ability to move
her motorized wheelchair with her hand, things such as writing and fine motor skills are
incredibly difficult for her. This student also has some comprehension difficulties but is
still integrated into the regular classroom environment as much as possible. Because of
these limitations, the text utilized during class time will be appropriately chunked into
smaller pieces of information and provided to her ahead of time to be read aloud by her
parents/guardians at home, allowing for better comprehension of simplified specifics.
During the class period, the student will take as active a role as possible in the model
building portion, her aide being there to work 1-on-1 with her and act, in conjunction
with the rest of her team members, as the students hands as she contributes orally to help
build the model. Because her electronic wheelchair is bulky, she is seated close to the
door where there is a bit more open space and where the door is easily accessible. The
homework assignment will be reduced from creating three meal plans to creating one,
assessing comprehension in a modified way. The primary teacher will have
communicated with the Special Education teacher ahead of the class period in order to
 adjust any other expectations of necessary work completion for the lesson to be
appropriate for the students ability levels (CerebralPalsy.org, n.d.).
Student with Down Syndrome and a paraprofessional

The text utilized during class time will be appropriately chunked into smaller pieces of
information for this student and provided to him ahead of time to be read at home,
allowing for better comprehension of simplified specifics. He is seated up toward the
board because of vision problems associated with Down Syndrome, so that he may more
clearly read the directions for the day and see the examples provided during the
discussion. Both the primary teacher and the students associated paraprofessional will
help as needed during class by providing 1-on-1 guidance in the form of verbally
explaining directions and concepts that might originally only be written. This provides
the student a variety of avenues for comprehending the information. The teacher and
paraprofessional also provide appropriate praise and recognition to help the student
succeed. Any teachers in the classroom should be conscious to provide simple directions,
chunked into small pieces of information so as to not overwhelm the student, and to also
allow the student enough time to formulate ideas about the content prior to response or
participation (Down Syndrome Association of West Michigan, 2010). This student is
placed into a group that is balanced with all ability levels in order to prevent isolation
from the class. His assigned paraprofessional will assist at keeping him focused as needed
during the lesson while also helping with any other general classroom management or
student questions during the class period as able. The homework assignment will be
reduced from creating three meal plans to creating one so as to assess comprehension
in a modified way. The primary teacher will have communicated with the Special
Education teacher ahead of class time in order to adjust any other expectations of
necessary work completion for the lesson to be appropriate for the students ability levels.

Two students identified as highly gifted

These two students will be sat next to each other in the seating arrangement but will also
be in the same grouping as one of the ELL students. Having the two students sit next to
each other fosters the opportunity to have someone of similar intellectual character to
help each other optimally develop through partner work. However, they will also have
the opportunity to help a student who may need additional peer guidance during group
work without isolating any of them. (Brown, E. F., 2015) These students will also be
encouraged to look at the additional resources provided on the Macromolecules Around
the World worksheet and any other resources they may find.

Assessment:

There are several assessments for this activity, including formative and summative. Upon
entering the classroom, the students will answer the Warm Up and Introduction questions which
allows the teacher to see how they remember information recently taught as well as give insight
regarding how much prior knowledge the class may have regarding the days topic. The grade
for these questions are not given as they are performed but are required to be in their interactive
notebooks, which are collected regularly by the teacher to review the completion of such items
like the Warm Up questions and note taking strategies like the Thinking Chart. These are
therefore utilized as formative assessments. Although not performed in this class period, there
will be a formative assessment of group work and task completion following the presentation of
the macromolecule models to the class.

During the class period, while the students are working on both their Thinking Charts and
building their models, a summative assessment of group work and cooperation will be performed
while the teacher is walking around the room checking on the progress of the activities. Students
will be reminded of their focus if it is noted that they are getting off track.

Following the completion of the class period, students will be required to turn in an exit ticket to
demonstrate understanding, or lack thereof, of the days content to the teacher. Although these
are not graded on accuracy, the students do receive a collected grade every couple of weeks for
turning them in.

Summary/Closure: (4 minutes)

Once students have cleaned up their model building activity and put any current work labeled
with group information to the side of the classroom, they will be given their exit ticket (see
Appendix B). This activity is based on the suggestion of Lemov (2015) to encourage the students
to briefly review part of the days focus as well as allowing the teacher to see who may still have
some difficulty with the new information.

Generalization/Extension Activity

If students finish building their models before the end of the class period, they may start the
homework worksheet or work on completing their Thinking Chart.

Review/Reinforcement (Homework)

Students will complete the worksheet Macromolecule Foods Around the World (See Appendix
C). Students will infer which examples of foods provide humans in different parts of the world
with the biochemical molecules of life. The value of such a simple activity is high. As Harvey
and Goudvis state, A variety of mental processes occur under the umbrella of inferential
thinking. When we teach kids to infer, we might teach them to draw conclusions or make
predictions (2007, p. 131). Students will also complete their Thinking Chart by using the
textbook section reading assigned to them in class.
 References:

Amoeba Sisters. (2016, Feb 11). Biomoelcules (Updated). Retrieved from

https://www.youtube.com/watch?v=YO244P1e9QM

Brown, E.F. (2015, Jul 14). Serving gifted students in general ed classrooms. Retrieved from
https://www.edutopia.org/blog/gifted-students-general-ed-classrooms-elissa-brown

CerebralPalsy.org (n.d.). Accommodate or modify?. Retrieved from

http://www.cerebralpalsy.org/information/assistive-technology/accommodation

ChemistryIn24Hours. (n.d.). The macromolecules. Retrieved from

http://www.chemistry24.com/biology/the-macromolecules.html

CK12. (n.d.). Figure 4: General structure of amino acids [image]. Retrieved from
https://opencurriculum.org/5354/organic-compounds/

Common Core State Standards Initiative: Preparing Americas Students for College and Career.
(2010). English language arts standards: Science & technical subjects: Grade 11-12.
Retrieved from http://www.corestandards.org/ELA-Literacy/RST/9-10/

Crash Course. (2012, Feb 13). Biological molecules You are what you eat: Crash course
biology #3. Retrieved from https://www.youtube.com/watch?v=H8WJ2KENlK0

Down Syndrome Association of West Michigan (2010). Supporting the student with Down Syndrome in
your classroom: Educator manual. Retrieved from
https://www.kcdsg.org/files/content/Supporting%20the%20Student%20with%20Down%20Syndro
me%20in%20Your%20Classroom-Teacher%20Manual.pdf

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding and engagement. Portland, ME: Stenhouse Publishers

Lemov, D. (2015). Teach like a champion. 2.0. San Francisco, CA: Jossey-Bass

Maryland State Department of Education. (2016). Using the core learning goals: Science.
Retrieved from
http://mdk12.msde.maryland.gov/instruction/curriculum/science/index.html

National Science Teachers Association. (2014). Disciplinary core ideas: Life science. Retrieved
from http://ngss.nsta.org/AccessStandardsByDCI.aspx

Nutrientsreview.com. (n.d.). Picture 1. General amino acid structure [image]. Retrieved from
http://www.nutrientsreview.com/proteins/amino-acids

Nutrientsreview.com. (n.d.). Picture 1. Glucose structure [image]. Retrieved from

http://www.nutrientsreview.com/carbs/monosaccharides-glucose.html
Nutrirional HQ. (n.d.). A glucose molecule model [image]. Retrieved from
http://www.nutritionalhq.com/about-carbohydrates/about-glucose/

Pavleti, B. (2014, January 12). Re: What are the three components of a single nucleotide? [Web
log comment]. Retrieved from https://www.quora.com/What-are-the-three-components-of-
a-single-nucleotide

Rott, D. (n.d.). Macromolecules study guide. Retrieved from

http://www.mrrottbiology.com/uploads/4/8/6/1/4861231/macro_study_guide_key.pdf

Stratton, L. (2016, February 17). A typical fat [image]. Retrieved from

http://www.nclack.k12.or.us/Page/28677

WebElements: the periodic table on the web. (n.d.). Molymod fat molecular model kit [image].
Retrieved from https://www.webelements.com/shop/product/molymod-fat-molecular-model-
kit/
 Appendix A
Macromolecules Thinking Chart
Name: _______________________________ Period _______
Monomer:____________________________________________________________________
Polymer:_____________________________________________________________________
Directions: Complete the following chart while doing your assigned reading. You do not have
to write in complete sentences. This is be placed to your interactive notebook.
Macromolecule Elemental Monomers Functions Example(s)
Composition (Subparts)

Carbohydrates

Thinking Questions

Lipids

Thinking Questions

Proteins

Thinking Questions

Nucleic Acids

Thinking Questions
Appendix B

Exit Ticket - Macromolecules

Name: _______________________________

Period______

Directions: Using the Venn Diagram below, compare and contrast the macromolecules
carbohydrates and lipids. List at least two points for each area.

Carbohydrates Lipids
Appendix C
Macromolecule Foods Around the World
Name: _______________________________

Period______

Imagine you are a chef that has the challenge of creating three diverse and nutritionally complete
meals that includes ingredients from foods from around the world. Using the provided list of
foods and the table below, create a meal plan that incorporates your chosen foods and list the
associated main macromolecule that you believe would be found in each food ingredient you
choose. Be sure to include the associated macromolecule for each ingredient in each meal. Feel
free to mix and match your ingredients to make a fun and interesting meal! You may also create
a drawing/visual representation of your meals for five extra points as long as you are sure to
label each food with its associated macromolecule.

Food ingredient options:

American food ingredients- hamburger, potato/fries, cheese, lettuce, garlic
Italian food ingredients- olive oil, pasta, tomato, nuts, basil
Japanese food ingredients- rice, seaweed, sashimi (raw fish), rice bran oil, wasabi
Indian food ingredients- chicken, ghee (clarified butter), roti (flatbread), chickpeas, onion

Meal #1 Meal #2 Meal #3

Ingredient 1:_____________ Ingredient 1:_____________ Ingredient 1:_____________
Macromolecule:___________ Macromolecule:___________ Macromolecule:___________

Ingredient 2:_____________ Ingredient 2:_____________ Ingredient 2:_____________

Macromolecule:___________ Macromolecule:___________ Macromolecule:___________

Ingredient 3:_____________ Ingredient 3:_____________ Ingredient 3:_____________

Macromolecule:___________ Macromolecule:___________ Macromolecule:___________

Ingredient 4:_____________ Ingredient 4:_____________ Ingredient 4:_____________

Macromolecule___________ Macromolecule:___________ Macromolecule:___________

Additional references you can use:

Videos:
https://www.youtube.com/watch?v=YO244P1e9QM (Amoeba Sisters, 2016)
https://www.youtube.com/watch?v=H8WJ2KENlK0 (Crash Course, 2012)

Websites:
http://www.chemistry24.com/biology/the-macromolecules.html (ChemistryIn24Hours, n.d.)
http://www.mrrottbiology.com/uploads/4/8/6/1/4861231/macro_study_guide_key.pdf (Rott, D., n.d.)
Appendix D
Model Building Worksheet

Carbohydrates: Groups 1 & 2 each build a monosaccharide

Nutrientsreview.com (n.d.). Nutritional HQ (n.d.).

Lipids: Group 3 & 4 will build a Glycerol and 3 fatty acid chains and put them together

Stratton, L. (2016, February 17). WebElements: the periodic table on the web (n.d.).

Protein: Group 5 & 6 will each build an amino acid

Nutrientsreview.com (n.d.). CK12 (n.d.).

Nucleic Acid: Group 7 will build a nucleotide

Pavleti, B. (2014, January 12).