Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Macromolecules Project

Content Area: Biology
Grade Level(s): 9th Grade

Content Standard Addressed: Construct arguments supported by evidence to relate the structure of
macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out
cellular processes.
Technology Standard Addressed: Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Canva

URL(s) to support the lesson (if applicable): www.canva.com

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This lesson and task allows for all students to create visuals
and products of their own choosing. There is no set template, and so many options for each student
to create an info-graphic of their choosing. This lesson emphasizes on the Multiple Means of
Engagement because students are allowed to choose whether they work in pairs, or individual If that
is what they prefer, they get to choose how engaged they want to be. This lesson also exemplifies
Multiple Means of Representation, students get to show how they have interpreted the material
into their specific information graphics. They are also given specific information that needs to be
represented on the info graphic, but the way they display that information is up to them. Lastly, this
task allows for students to express what they have learned in their own way, there is not a specific
template or outline they have to follow, so they can communicate and express their learning as
creatively as they’d like, as long as they hit the specific criteria included in the rubric.

Lesson idea implementation: This lesson will be introduced after the students have finished all of
the Macromolecule notes and lab activities that we have planned. The point of this project is for
students to show what they have learned and present that information in a creative way. They will
have one whole block period to work on this assignment, and if they do not finish in class, they will
have to finish it at home. The Macromolecule project has pretty simple directions, the students are
to create four information graphics, wanted posters, or display the information in any creative way
they’d like in Canva. The four graphics will cover the four Macromolecules: Protein’s, Carbohydrates,
Lipids, and Nucleic Acids. These posters must include the following: The functions of that
macromolecule, the monomers and polymers of that macromolecule and some real-life examples of
that macromolecule.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
The students will have access to a laptop cart to help them work more efficiently. Canva does have a
mobile app if that is how they want to work. As the teacher, I will be walking around and discussing
the project with students individually and answering any questions they may have. Canva allows for
the students to choose how they’d like to present the information and I love to see what gets turned
in.
Reflective Practice: This lesson is a great way to get students creativity flowing. Often in science I see
student inquiry, but not enough student creativity. This assignment shows me the teacher what the
students have learned, and also lets me see how creative they can be. I always put a section on
rubrics for projects like this with points valued for creativity, use of color, and neatness. I think it is
important for students in the science classroom to think outside of the box and come up with fun
ways to show me what they have learned. To build off of this lesson I would find a way, through a
presentation or a discussion post where students can share their work with each other, and
comment on each other’s work (all positive feedback of course).

Spring 2018_SJB