Unit Plan Template Guide

Understanding By Design Framework

Course Biology 20 Grade Level 11

Subject Biology Time Frame 3 weeks

Developed by Vy Mai, Trisha Ranola, Lucy Zhao

Stage 1 – Desired Results

Content Standard (s) (Front Matter)
Students will:
1. relate photosynthesis to storage of energy in organic compounds.
2. explain the role of cellular respiration in releasing potential energy from organic compounds.
Enduring Understandings/Big Ideas: Essential Questions:
Students will understand that . . . How do plants use light to produce energy?
- light energy is stored by pigments and transferred through specific molecules In what parts of the cell do photosynthesis and cellular respiration occur?
(NADP and ATP) for other processes What is the relationship between photosynthesis and cellular respiration?
- the transfer of energy occurs in different and specific parts of the chloroplast in
plants Prior Knowledge:
- The products of light-dependent reactions drive light-independent reactions to Students should already know...
store energy - Plants generate energy through photosynthesis and release waste through
- the products from photosynthesis are used in cellular respiration to produce cellular respiration.
ATP. - Plants use ATP as a source of energy.
- cellular respiration releases energy from organic compounds. - photosynthesis produces sugars
- how to use basic excel
Related misconceptions . . .
- the dark reaction doesn’t necessarily happen in the dark Unit Emphasis:
- cellular respiration only happens in animals NOS

Knowledge objectives (general outcomes): Skills/Attitudes objectives (General outcomes):

Students will know . . . Students will be able to . . .
- the structure and components of the chloroplast and their function - identify factors which affect the rate of photosynthesis and cellular
- what is NADP and ATP (purpose, function) respiration, and collect data to test their hypotheses
- the general process of photosynthesis - represent data on graphs
- how changes in O2 and CO2 affect the rate of photosynthesis - there isn’t always an answer (or right answer) in science (research!)
- the general process of cellular respiration - data collection skills
- that respiration can happen aerobically or anaerobically in plants and animals.

Stage 2 – Assessment Evidence

Performance Task(s):
It’s the zombie apocalypse! You’re a group of scientists in charge of growing plants for food for your camp of survivors. Agriculture during the zombie apocalypse will come with
a variety of challenges. Each group will be in charge of addressing one particular challenge, and you must figure out a variable you can manipulate to maximize photosynthesis
of your plant within those conditions. In the end, you will present your findings to the rest of the scientists, and together you will have a comprehensive plan for growing plants
in the harsh environment of the zombie apocalypse.
G (goal) Students will have a better understanding of the photosynthesis equation by designing a lab that will manipulate one of these variables.
Students will also be able to develop lab skills that are authentic to real life science practices.
The challenge is for the students to critically think about their research and explain why they received the results they did.
R (role) Students are going to be scientists studying optimal conditions in which to grow their plants during the zombie apocalypse. As a team, the
whole class will brainstorm variables that might limit plant growth. They will then divide into groups and each group of scientists will be
manipulating and testing a specific variable that may affect the rate of photosynthesis. They will record their observations and compile their
findings in a report. They will then form an expert panel, presenting their findings and recommendations to the rest of the scientists.
A (audience) The relevant audience is the class and teacher. there is a possibility that there may be an actual panel of scientists and/or leadership.
S (situation) The students will attempt to maximize photosynthesis while facing the challenges posed by the zombie apocalypse, such as lack of water,
limited sunlight, or contaminated soil.
P (product/performance) Students will create a lab report to convey their understanding and results of the lab as well as present their findings to fellow ‘scientists’.
After listening to all of the presentations, each student will have the opportunity to reflect on what they have learnt by proposing an opinion
or strategy to address the problem.
Attach rubric
Students will submit a final lab report of their design lab with the following sections:
- introduction
- materials
- procedure
- results section with graphical representations of data
- discussion and analysis of the results and research
Standards & Criteria for
- conclusion
Success
These reports will be assessed based on their depth of understanding of photosynthesis, the design of the lab and carrying out of the lab, and
their writing skills. In addition to the lab report, each group of students are also required to do a presentation on their findings to the class.
The presentations will be graded on clarity of the project objective and whether it was informative to the class understanding of lab skills, lab
design, and photosynthesis concepts. Students will be able to demonstrate their understanding through the application of photosynthesis
concepts in their design process.

Throughout the project, students will have the opportunity to discuss within their groups as well as with other groups on the progress of their
experiment and note improvements in their design and/or learning knowledge.
Student Self-Assessments Other Evidence (assessments)
Through the jigsaw activity in lesson 11, students will have the opportunity to assess Summative assessment:
their own learning by critically examining their work after receiving peer feedback. Cellular respiration case study and brief poster presentation

Formative assessment:
Thumbs up, thumbs down, thumbs in the middle
Muddiest point exit slip
Jeopardy review game
Sticky note wall

Stage 3 – Learning Plan

Learning Activities:
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate

Materials
# Lesson Title Lesson Activity Key Outcomes Evidence Key 5E
Resources
How do plants survive if they can’t walk around?
Introduce what photosynthesis is (equation)
- What do plants need for photosynthesis?
What conditions are necessary?
Students will be reminded of the
basic equation for photosynthesis, Whiteboard,
Introduce Zombie Apocalypse activity
1 Introduction and apply the equation when En marker, iPads for
- What happens to photosynthesis if any of the
determining conditions of the research
optimal conditions are disrupt
zombie apocalypse.
- Brainstorm
- Make groups
- Time to research

Leaf disk lab demonstration

- POE explain, in general terms, how
energy is absorbed by pigments, Plants, hole
Photosynthesis process transferred through the reduction Formative assessment: punch, syringe,
- light dependent of nicotinamide adenine - thumbs up, thumbs water, baking
Photosynthesis - diagram, note taking, video dinucleotide phosphate (NADP) to down, thumbs in the Exr/ soda, light source,
2
Pt. 1 NADPH, and then transferred as middle Exl timer
Time with groups to plan experiment for zombie chemical potential energy to ATP - muddiest point (exit
apocalypse task. by chemiosmosis; and describe slip) Whiteboard,
- using the knowledge they’ve gained about where in the chloroplast these marker
photosynthesis, students will begin to processes occur
formulate their experiment
Photosynthesis process
explain, in general terms, how the
- light independent
products of the light-dependent
- diagram, note taking, video Formative assessment: whiteboards,
reactions, NADPH and ATP, are
Photosynthesis - thumbs up, thumbs markers, erasers,
used to reduce carbon in the light-
3 Pt. 2 Time with groups to plan experiment for zombie down, thumbs in the Exl smartboard/
independent reactions for the
apocalypse task. middle projector to show
production of glucose; and
- using the knowledge they’ve gained about - muddiest point videos
describe where in the chloroplast
photosynthesis, students will begin to
these processes occur.
formulate their experiment
Aboriginal perspectives: formulate questions about Formative assessment:
Plants, water, soil,
- use local histories obtained from Aboriginal observed relationships and plan Jeopardy review game
Photosynthesis materials for leaf
4 Elders to describe the importance of plant investigations of questions, ideas, Ev
review disk lab (see
productivity to human sustainability (POS) problems and issues Summative
lesson 2)
- http://www.davidsuzuki.org/blogs/science- assessment: Project
 matters/2010/02/traditional-aboriginal- conduct investigations into proposal
knowledge-is-critical-to-conservation/ relationships between and among
observable variables and use a
Zombie Apocalypse activity broad range of tools and
- set up experiment techniques to gather and record
- start data collection using technique from leaf data and information
disk demonstration
- practice doing leaf disk technique
- students will be asked to send in a proposal of
what they’re investigating, which will be
graded

Photosynthesis review: light dependent and light

independent reactions
- Jeopardy review game
Introduction to cellular respiration:
- what do you already know?
Whiteboard,
- equation compared to photosynthesis explain, in general terms, how
Formative assessment: markers,
Cellular - address misconceptions glucose is oxidized during
- thumbs up, thumbs smartboard/
Respiration Pt. glycolysis and the Krebs cycle to
5 down, thumbs in the Exl projector to show
1 Cellular respiration process: produce reducing power in NADH
middle videos
- glycolysis and Kreb’s cycle: oxidizing glucose and FADH; and describe where in
- sticky bars
to produce NADH and FADH the cell these processes occur
Sticky notes
- supplementing direct instruction with
diagrams and videos
Cellular respiration cont’d:
- electron transport chain and oxidative
phosphorylation: production of ATP
- supplementing direction instruction with
diagrams and videos
Whiteboard,
explain, in general terms, how Formative assessment:
markers,
Time for groups to reflect on their project: chemiosmosis converts the - thumbs up, thumbs
smartboard/
Cellular - how has your understanding of reducing power of NADH and down, thumbs in the
projector to show
6 respiration Pt. photosynthesis and cellular respiration FADH to store chemical potential middle Exl
videos
2 changed? How does it relate to what you’ve energy as ATP; and describe where - muddiest point
found in your experiment? in the mitochondrion these - student self-reflection
Case study
processes occur on projects
handouts
Introduce case study:
- http://sciencecases.lib.buffalo.edu/cs/files/ce
llular_respiration.pdf
- Ask students to read through case study Pt. 1
and 2 for next class
Cellular Cellular respiration case study parts 1 and 2: formulate questions about Formative assessment: Case study
7 El
respiration - examining victim autopsy reports to observed relationships and plan group discussions handouts, iPads
 case study Pt. 1 determine cause of death, relating to topics in investigations of questions, ideas, about case study for research
cellular respiration problems and issues
- if students finish the activity early they will be
given parts 3 and 4 of the case study
Formative assessment:
group discussions
Cellular respiration case study parts 3 and 4: work collaboratively in addressing
about case study
Cellular - once groups have completed all 4 parts of the problems and apply the skills and Case study
8 respiration case study, they will summarize their findings conventions of science in El handouts, poster
Summative
case study Pt. 2 on poster paper and each group will do a brief communicating information and paper, markers
assessment: brief
presentation ideas and in assessing results
poster presentation of
case study findings
Yeast fermentation demonstration:
- set up bottles of yeast with water at the
beginning of class, place balloons over the distinguish, in general terms,
bottles between aerobic and anaerobic
- ask students to hypothesize about what will respiration and fermentation in
occur based on their knowledge of plants, animals and yeast
photosynthesis
Balloons,
Aerobic and - by the end of class students will observe the explain that science and
glass/plastic
anaerobic balloons fill up with gas produced from technology are developed to meet Formative assessment: Exr/
9 bottles, yeast,
respiration anaerobic respiration societal needs and expand human POE Exl
sugar, warm
capability
water
Aerobic and anaerobic cellular respiration:
- distinguishing between aerobic and anaerobic explain that science and
respiration technology have both intended
- distinguishing between fermentation and and unintended consequences for
anaerobic respiration humans and the environment
- examples of when anaerobic respiration and
fermentation occur
Formative assessment:
students will get a
analyze data and apply
chance to self-assess
Time for groups to work on the performance task: mathematical and conceptual
their projects as they
Performance - analyzing data, discussing preliminary models to develop and assess iPads from
10 work, and have the El/Ev
task work time conclusions possible solutions research
opportunity to ask
- working on final report
questions and get
formative assessment
from the teacher
Jigsaw activity: Formative feedback:
Performance - groups split up and share their findings so far students will get
11 task: peer with other groups to get peer feedback feedback from their Ev
assessment peers about their
Time for project groups: projects, then have
 - regroup after getting peer feedback to make time to make
adjustments to the project modifications based on
feedback
Review of photosynthesis and cellular respiration
- game: students split into groups of 5, teacher
asks questions and students have to answer
unanimously on individual pieces of paper to
obtain points. If any member of the group Formative assessment:
gets the answer wrong, the group gets no students will need to
Photosynthesis points. All students have to write their answer assess their own Individual
and cellular down on a piece of paper but they cannot be learning as well as try whiteboards and
12 Ev
respiration shown until the end of the questioning to teach their peers, markers for
review period. Students in the group will have an which will show their students
opportunity to describe their answer but level of deep
cannot directly say their answer. The group understanding
can form a consensus in hopes that all
members have the same right answer.
Members will have an opportunity to change
their answers during the discussion period.
Summative
assessment: students
present the findings of
Final Students present their final findings in 10 minute their group on how
13 Ev
presentations presentations manipulating their
variable did or did not
improve
photosynthesis.
Summative
assessment: students
present the findings of
Final Students present their final findings in 10 minute their group on how
14 Ev
presentation presentations manipulating their
variable did or did not
improve
photosynthesis.

15

Considerations
Is there alignment between
the first 3 stages?
Stage 4 – Reflection
Comments
Stage 3 shows evidence of the assessment standards and the learning outcomes discussed in stages 1 and 2. Formative and summative
assessments are used to gauge student understanding of the big concepts surrounding photosynthesis and cellular respiration. The
performance task requires deep understanding of photosynthesis and cellular respiration to accurately express students’ findings and why
photosynthesis was or was not affected.
How has learner
differentiation been
addressed?
How does the unit design
include a variety of teaching
experiences that includes:
Indigenous, multicultural, and
interdisciplinary activities?
Sources consulted (APA
format)
Different modes of learning (i.e. group projects, group discussions, direct instruction, multiple opportunities for formative feedback) will
provide a variety of methods to learn . Students are encouraged to apply their strengths as well as build new skills by participating in each
mode of learning. There is also the idea of student printed out notes in which students will only be required to fill in the blanks. This is to
address the ELL population in the classroom who have a harder time comprehending and writing down notes at a fast pace. Through
discussions during class time and through working on the performance task, ELL students will be able to meet listening and speaking
benchmarks.
Students are able to approach the learning tasks from different perspectives. For example, both the design lab and the case study assignment
give them the opportunity to contribute their own ideas and recommendations to the projects. Furthermore, although the performance task
involves a hypothetical scenario, the issues addressed are applicable to the real world. The plan also includes smaller activities that will allow
students to use the conceptual knowledge that they have developed in different ways that could enhance their understanding. We are
incorporating the Indigenous perspective after teaching the process of photosynthesis by addressing the importance of the Indigenous
histories and perspectives in plant productivity, conservation and human sustainability. This is a relevant discussion that can occur within
groups while working on their performance tasks, as it addresses a possible approach to the assignment that might be useful to the students.
Alberta Education Program of Study. (2014). Biology 20-30. Edmonton, AB: Author. Retrieved from:
https://education.alberta.ca/media/3069386/pos_bio_20_30.pdf

Alberta Education. (2010). ESL Benchmarks Division Levels Summary Gr 10-12. Retrieved from:
http://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20Division%20Levels%20Summary%20Gr%2010-12.pdf

Gazdik, M. A. (2010). The mystery of the seven deaths: A case study in cellular respiration [Case study]. Retrieved from
http://sciencecases.lib.buffalo.edu/cs/files/cellular_respiration.pdf

Suzuki, D. & Moola, F. (2010, February 5). Traditional aboriginal knowledge is critical to conservation [Blog post]. Retrieved from
http://www.davidsuzuki.org/blogs/science-matters/2010/02/traditional-aboriginal-knowledge-is-critical-to-conservation/

Adapted by Jeff Turner (2016) from:

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.