USF lesson plan

Author: Sandi Fenderson

Teacher: Rosa Herrera Lesson Title: Macromolecules

LESSON OVERVIEW
Grade/Level 7th grade
Content Area: Life Sciences
Subject Matter: Cell Biology
Learning Goal(s)/Objective(s): Students will be able to understand that cells function similarly in
all living organisms. For that, students will learn that all living things are made up of 4 main
biological macromolecules, that are also found in the food we eat. After this lesson, students will
be able to: define macromolecule and give several examples of important macromolecules and
describe one in detail.
Time Allotment: 45 minutes
Activity Logistics: Students will be introduced to new vocabulary, read a chapter from their
textbook, and then apply what they have learned to filling out a macromolecule worksheet
(graphic organizer).
https://drive.google.com/viewerng/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnN
ib25lc2Jpb2xvZ3lzaXRlfGd4OjY1NDZjNDZkMjE3YzQ3NDM

MATERIALS & RESOURCES

Resources http://www.cpalms.org/Public/PreviewResourceLesson/Preview/127577
https://www.shmoop.com/biomolecules/questions.html Amoeba Sisters video
Instructional Materials: Google Slides Presentation
https://docs.google.com/presentation/d/1X4bzurX4t5K-c8I_M2aU9HC6t02iJcwzWP2gfKxpmP8/
edit#slide=id.g2758743f49_0_117 pencil, science notebook, textbook

LESSON SEQUENCE
Anticipatory Set: Is it true that we are what we eat? Think-pair-share with a partner what that
phrase means, and how it can be applied to the food we eat.
Modeling: Preteaching vocabulary is very important for students to understand the reading they
will be doing. The vocabulary words that students need to learn in order to understand the
lesson will be presented in various ways: the teacher will guide students through the vocabulary
words with visuals, definitions, and videos. The words are: macromolecule, monomer, polymer,
carbohydrates, proteins, lipids, nucleic acids, monosaccharides, polysaccharides, amino acids,
and nucleotides. These words form the basis for students understanding of macromolecules.
Teacher will show students a video to reinforce the learned concepts. A moeba Sisters
Guided Practice: Teacher will fill out one row for one macromolecule on the following chart. The
students will be expected to fill out the rest with a partner. The chart is a graphic organizer that
follows the lesson, and that follows the reading. The chart organizes the textbook reading into
the different subheadings.
 USF lesson plan
Author: Sandi Fenderson

https://drive.google.com/viewerng/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnN
ib25lc2Jpb2xvZ3lzaXRlfGd4OjY1NDZjNDZkMjE3YzQ3NDM
Independent Practice: Students will complete the rest of the worksheet without the teacher.
Closure: Students will take a mini quiz at the end to reinforce what they just learned, and so that
the teacher can assess their understanding of the material.
Assessment/Evaluation Plan: Teacher will do a formative assessment throughout the lesson by
asking questions after every definition to see if students are understanding the concepts. At the
end of the lesson, the teacher will give an informal quiz to prompt a discussion from the class,
and gauge at where the students understanding lies.
Follow-up: I would ask the students to create a case study of their typical diet and compare the
macromolecules that they consumes. They will be asked to evaluate their diet from a biological
perspective, and comment on whether they think it is healthy or not, and why.

IMPLEMENTATION
Contextual Information: The lesson will be delivered to a middle school 7th grade group of
students. The students have just learned about cell structure, and organelle function. They just
completed a cell project on animal and plant cells. The class is made up of around 30 students,
mainly White, although there is some diversity. There are a few advanced ELL students and few
IEP students.
Teaching and Learning:
Strategy Overview: Think-pair-share with a partner. Read and take notes on the lesson using a
graphic organizer. Complete the graphic organizer with a partner, and use it as a study tool.
Accommodations/Modifications: The lesson incorporates activities for many different learning
styles. The presentations slides include pictures, text, and videos in order to present the ideas in
many ways. The students who are struggling will have a chance to work with their partners to
figure out how to complete the worksheet.
Sample Student Products:
Reflection

STANDARDS & ASSESSMENT

Student/Content/Teaching
Standards
MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this matter moves through
an organism. [Clarification Statement: Emphasis is on describing that molecules are broken
apart and put back together and that in this process, energy is released.] [Assessment
Boundary: Assessment does not include details of the chemical reactions for photosynthesis or
respiration.]
Disciplinary Core Idea: Within individual organisms, food moves through a series of chemical
reactions in which it is broken down and rearranged to form new molecules, to support growth,
or to release energy. (MS-LS1-7)
USF lesson plan
Author: Sandi Fenderson