11/07 - 11/10 WEEKLY BLOCK PLAN

Name: Garrison Wieland Dates: 11/07/22 - Class Period or Subject: Biology

11/10/22 (pd. 1, 3, 8, 9)

Topic: NGSS A2-A3 Grade Level: 10th Co-op initials with date: 11/10/22
grade

Monday
PA Anchor/Standard or BIO.A.2.2 - Describe and interpret relationships between
Eligible Content structure and function at various levels of biochemical
organizations (i.e., atoms, molecules, and macromolecules).

Lesson Objectives Period 1

The students will be able to analyze the roots of the word
“dehydration synthesis” to understand what the process does

The students will be able to analyze 4 polysaccharides

(cellulose, starch, glycogen, and chitin) to find similarities in
structure between all of them

Periods 3, 8, 9
The students will be able to construct a model of a disaccharide
(sucrose)
Sequence of activities Period 1
Due to period 1 being ahead of the other biology periods, I will
start off their class explaining or recapping what we went over
on friday (building sucrose - a disaccharide - through
dehydration synthesis meaning that water was taken out in order
to make that more complex structure). As the recap comes to a
close I will explicitly instruct the students to the lab tables and
sit where there is a model already set up and with a partner to
complete the post lab questions. Once the students are done with
the questions, they are to turn it in.
 Periods 3, 8, 9
I will start off the class by passing back their lab papers and
making sure they have their own lab instruction. I will have the
students get together with another partner and sit near glucose
and fructose models that are already made in order for them to
finish questions 4-7. I will walk around to help answer any
questions that students might have. As the students are close to
finishing questions 4-7, I will recap what we built and what we
are looking at with the two different models. Once all the
students finished questions 4-7, I will use Modeling to
demonstrate how the students should build their disaccharide
(Sucrose) model correctly and then use Effective Questioning to
ask them to notice what they see whenever we took something
out for the two monosaccharides (glucose and fructose) to
combine inorder to make a disaccharide (sucrose). This is going
to help them learn about dehydration synthesis and answer some
questions.

Differentiation The content is going to be differentiated between period 1 and

the periods 3, 8, 9 because period one is wrapping up the
carbohydrate building lab, while the other periods are still
finishing the construction of mono- and di-saccharides. In
addition, the process is going to be differentiated with Period 1,
because they have the option to work with a partner to finish the
questions or they can do it on their own
Assessment Period 1
I will informally assess the students’ ability to analyze the roots
of the word “dehydration synthesis” to understand what the
process does by having a class discussion and go over how to
break down that process to figure out what it means. I will also
formally assess this by grading their question involving what
dehydration synthesis means.

I will formally assess the students’ ability to analyze 4

polysaccharides (cellulose, starch, glycogen, and chitin) to find
similarities in structure between all of them by looking at
questions #14 and #15 which has them analyze those four
polysaccharides and ask questions that engage them to find
similarities and differences.
 Periods 3, 8, 9
I will formally assess the students’ ability to construct a model
of a disaccharide (sucrose) by having the students call me over
and I will give them a stamp if it is correctly made. If it isn't,
then I will walk them through correcting it.
Tuesday
PA Anchor/Standard or BIO.A.2.2 - Describe and interpret relationships between
Eligible Content structure and function at various levels of biochemical
organizations (i.e., atoms, molecules, and macromolecules).

Lesson Objectives Period 1

The students will be able to identify the various functions of
carbohydrates

Periods 3, 8, 9
The students will be able to analyze the roots of the word
“dehydration synthesis” to understand what the process does

The students will be able to analyze 4 polysaccharides

(cellulose, starch, glycogen, and chitin) to find similarities in
structure between all of them
Sequence of activities Period 1
I will start off class with explaining how we used those models
to help us visualize what monosaccharides and disaccharides
looked like. I will proceed with Explicit instruction to talk about
notes on carbohydrates (i.e., the elements found in them, the
structure, why they are needed, and the foods they can be found
in). Once the students are finished with the notes, those that
need to make up the carbohydrate building activity will then
finish that for the remainder of the class.

Periods 3, 8, 9
I will start off their class explaining or recapping what we went
over on friday (building sucrose - a disaccharide - through
 dehydration synthesis meaning that water was taken out in order
to make that more complex structure). As the recap comes to a
close I will explicitly instruct the students to the lab tables and
sit where there is a model already set up and with a partner to
complete the post lab questions. Once the students are done with
the questions, they are to turn it in.
Differentiation The content is going to be differentiated between period 1 and
the periods 3, 8, 9 because periods 3, 8, 9 are wrapping up the
carbohydrate building lab, while period 1 is starting the
carbohydrate notes. The process for Periods 3, 8, 9 are going to
be differentiated because they have the option to work alone
rather than with partners to answer the questions.
Assessment Period 1
I will informally assess the students’ ability to identify the
various functions of carbohydrates by having explicit instruction
talking about what the different functions are. In addition, I will
formally assess the students by checking their notes whenever
they turn it in.

Periods 3, 8, 9
I will informally assess the students’ ability to analyze the roots
of the word “dehydration synthesis” to understand what the
process does by having a class discussion and go over how to
break down that process to figure out what it means. I will also
formally assess this by grading their question involving what
dehydration synthesis means.

I will formally assess the students’ ability to analyze 4

polysaccharides (cellulose, starch, glycogen, and chitin) to find
similarities in structure between all of them by looking at
questions #14 and #15 which has them analyze those four
polysaccharides and ask questions that engage them to find
similarities and differences.
Wednesday
PA Anchor/Standard or BIO.A.2.2 - Describe and interpret relationships between
Eligible Content structure and function at various levels of biochemical
organizations (i.e., atoms, molecules, and macromolecules).
Lesson Objectives Periods 1, 3, 8, 9
The students will be able to construct a model of a disaccharide

The students will be able to construct a water molecule from the

“H” and “OH” group that they cut off from the monosaccharide
with the water droplet

The students will be able to identify how many carbons,

oxygens, and hydrogens by writing the molecular formula in the
center of the glucose molecule

Sequence of activities Periods 1

As the students are filtering into the classroom, I will pass out
their notes page so that when we revisit the notes before the
polysaccharide activity they can add more to their notes.
Because period 1 had already gone through the notes before we
added things, we wanted to make sure that they received the
same information as the rest of the period. To start, I will recap
about what we have learned and then explain that we have seen
the monomers of the carbohydrates and then after going through
the notes again, they will build that polymer (or polysaccharide)
structure of carbohydrate. After going through the notes as a
review, I will explicitly instruct the students to follow along
with the procedure in order to build a polysaccharide structure.
Period 1 is ahead so the goal for them is to be able to properly
build a polysaccharide.

Periods 3, 8, 9
As the students are filtering into the classroom, I will pass out
their notes page so that when we start the notes before the
polysaccharide activity they can take notes on carbohydrates.
Through Explicit instruction I will go over the notes about
elements found within carbohydrates, the structure, functions,
and foods they are found in. Once the students finish the notes. I
will send them back to the labs to work with either 2 or 3 other
partners (depending on class size). As they are there I will ask
them to review the materials and to make sure they have all the
 materials listed. I will then Model how they are supposed to
start and how they are supposed to count the carbons on the ring
to help them get set up for building the disaccharide. There are
three checkpoints that I told the students to stop at before
proceeding forward and they need to get it checked and stamped
before moving on. The goals for periods 3, 8 , 9 are to finish the
construction of the monomer (monosaccharide) or to finish the
first part (steps 1-4 and get a stamp).
Differentiation The content for Period 1 is differentiated because they have
already went over the notes so they are just hearing it as a
review and having 2-3 more to write down since they already
went through the notes, while Periods 3, 8, 9 are going to have
more time with the notes because this is there first time going
through the notes. In addition, the process is going to be
differentiated with all periods because the students have the
choice to pick who their partners are going to be.

Assessment Periods 1, 3, 8, 9
I will formally assess the students’ ability to construct a model
of a disaccharide by having them call me over and I check it for
correctness to make sure that C1 of the glucose on the left is
bonding to the C4 on the glucose to the right via an oxygen as
well as making sure that they have a water molecule coming out
of that bonding site because of dehydration synthesis.

I will formally assess the students’ ability to construct a water

molecule from the “H” and “OH” group that they cut off from
the monosaccharide with the water droplet by making sure that
each group has a water droplet (colored blue) and they have
taped the OH group from the one glucose, and the H from the
other glucose molecule onto the water droplet so it reads HOH
(which is just H2O)

I will formally assess the students’ ability to identify how many

carbons, oxygens, and hydrogens by writing the molecular
formula in the center of the glucose molecule by making sure
that all students have C6H12O6 written in the middle of their
 glucose molecules. For those that don’t I will have them read me
step number 4 and then walk me through the process of finding
the molecular formula, then having them write it and giving
them a stamp to continue onto step 5 if time permits.

Thursday
PA Anchor/Standard or BIO.A.2.2 - Describe and interpret relationships between
Eligible Content structure and function at various levels of biochemical
organizations (i.e., atoms, molecules, and macromolecules).

Lesson Objectives Periods 1, 3, 8, 9

The students will be able to understand how the
monosaccharides are able to combine and make di-/poly-
saccharides

The students will be able to construct a big chain of

Polysaccharides on the hallway wall

The students will be able to understand what plants and humans

use carbohydrates for
Sequence of activities Periods 1, 3, 8, 9
I will start off with a picture of sucralose (which is in splenda,
but is very similar to sucrose except it contains Cl), and I will
ask the students to talk amongst their groups similarities and
differences from sucralose compared to the sucrose we built)
After 3-5 minutes I will have a class discussion about how the
chlorine was added or manipulated to bind in the molecules,
which give rise to the reason why we don’t gain calories from
splenda since it isn't broken down and releasing energy like
sucrose. Then I will send the students to go work on their
activities and the post lab questions. Once the students have all
completed the polysaccharides, I will have them grab their
group’s polymer and water droplet and come out in the hallway
with it so we can make a huge chained polymer. When I first
start combining them, I will Model how water is being taken out
and then it binds making longer chains.
Differentiation Periods 1, 3, 8, 9
 The product was differentiated between Period 1 and Periods 3,
8, 9 because period 1 is the only group that started today's class
with their polysaccharides already built while the other periods
only had disaccharides built when they started today. In
addition, the students also had a choice to work on their post lab
questions alone or with their group.

Assessment Periods 1, 3, 8, 9
I will informally assess the students’ ability to understand how
the monosaccharides are able to combine and make di-/poly-
saccharides by having a class discussion and ask the “How are
these monosaccharides of glucose able to keep combining?
What is being taken out between each bonding site?” I will
make sure the students are able to say it loses water and then I
will tie the connection of losing water and the term dehydration
synthesis

I will informally assess the students’ ability to construct a big

chain of Polysaccharides on the hallway wall by having a big
class observation/discussion as I am hanging up their
polysaccharides.

I will formally assess the students’ ability to understand what

plants and humans use carbohydrates for by grading questions 8
and 9 for correctness, which involve asking the students what
carbohydrates are used for plants and humans.
Friday
PA Anchor/Standard or NO SCHOOL
Eligible Content
Lesson Objectives NO SCHOOL
Sequence of activities NO SCHOOL
Differentiation NO SCHOOL
Assessment NO SCHOOL

Modification/Accommodation (Generalized across the week):

 There will be modifications to period 8 biology by using Spanish translation earpieces for
Laura so she can understand what is being said.
End of the week self-evaluation:
● In the beginning of the week, I really did think that my students were grasping the idea
that monosaccharides (monomers of carbohydrates) and disaccharides are simple
sugars and they combine via dehydration synthesis (taking out water in order to make
something) to make a polysaccharide (polymer) which is a complex sugar. However,
when I asked questions about monomers building up polymers and what the monomers
of carbohydrates were - none of the students had a clue to what I was asking. We just
rehearsed everything we learned up to this point and including monomers vs. polymers,
monosaccharides vs. disaccharides vs. polysaccharides, what carbohydrates are made
up of (Elements, sugars - monosaccharides) and then understanding that without
sugars, carbohydrates cannot be made.
● For my students that are struggling, with or without an IEP, I always make sure they
can tell me what part they are struggling with. This way they can at least identify the
problem where they are having a harder time understanding. I always make sure that I
encourage the students by telling them it is a harder topic and it's ok to not understand
it right now but I will help them work through it so it can help them understand it
more. Then I usually tell them to take a deep breath and clear their minds before we
continue. Lastly, I usually just take it step by step and build off of that under we get
through the information they were once struggling with by asking questions,
demonstrating, or talking through things.