Biology

What

Biology

When

2/26/2024

High School Weekly Lesson Plan Template
Week of: 2/26/24
*for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence
Course Name: BIOLOGY
HARDMAN, JOHNSTON, LIPTHRATT, WYNN, HAMILTON


Monday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.
LT:
We are learning about how the cell membrane ensures homeostasis in cells

SC: (I know I’ll have it when I can…)
Draw and label the parts of the cell membrane
Describe how the cell membrane interacts with water (hydrophobic/hydrophilic)
Explain the meaning of selectively permeable and concentration gradient as it relates to passive transport
Predict the movement of water in osmotic solutions (hypotonic, isotonic, hypertonic) and what may jappen to a cell placed in each solution type.
Lesson/Activity:
Guided notes
Osmosis demo/PIVOT lab, day 2 ORBEEZ lab
Practice papers osmosis
Study Card

Resources:
Teacher created materials


Tuesday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.
LT:
We are learning about how the cell membrane ensures homeostasis in cells
SC:(I know I’ll have it when I can…)
Explain the meaning of selectively permeable and concentration gradient as it relates to active transport.
Model active (endocytosis, exocytosis, protein pumps) transport to communicate differences.
Lesson/Activity:
Guided notes: active transport
Membrane transport simulation
PIVOT lab Homeostasis in Cells



Resources:
Teacher created materials


Wednesday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.
LT:
We are learning about how the cell membrane ensures homeostasis in cells

SC:(I know I’ll have it when I can…)
Draw and label the parts of the cell membrane
Describe how the cell membrane interacts with water (hydrophobic/hydrophilic)
Explain the meaning of selectively permeable and concentration gradient as it relates to passive transport
Predict the movement of water in osmotic solutions (hypotonic, isotonic, hypertonic) and what may jappen to a cell placed in each solution type.
Explain the meaning of selectively permeable and concentration gradient as it relates to active transport.
Model active (endocytosis, exocytosis, protein pumps) transport to communicate differences.

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga).

(Clarification statement: Instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin cycle.)

LT:
We are learning to explain the role of photosynthesis in the cycling of matter and flow of energy.

SC:(I know I’ll have it when I can…)
Describe how the ATP-ADP cycle works to store and release energy.

Lesson/Activity:
Wrap up, graded assignment, STUDY CARD 3 done 1-7
Video clip
Guided notes
What is ATP Amoeba sisters video\
ATP-ADP cycle Review
Study card #8,9
Resources:
Teacher created materials



Thursday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga).

(Clarification statement: Instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin cycle.)

LT:
We are learning to explain the role of photosynthesis in the cycling of matter and flow of energy.

SC:(I know I’ll have it when I can…)
Recall the reactants (inputs) and products (outputs) and function of photosynthesis.
Explain how solar energy is converted into food energy through photosynthesis.
Draw and label the parts of a chloroplast.
Explain that water and sunlight go into the light reaction of photosynthesis and oxygen is released.
Describe how carbon dioxide goes into the Calvin Cycle of photosynthesis and glucose if the final product.


Lesson/Activity:

Guided notes: Photosynthesis
Small groups: Photosynthesis data points/stations
Small groups: photosynthesis task cards


Resources:
Teacher created materials



Friday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga).

(Clarification statement: Instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin cycle.)
LT:
We are learning to explain the role of photosynthesis in the cycling of matter and flow of energy.
We are learning to explain the role of respiration in the cycling of matter and flow of energy.
SC:(I know I’ll have it when I can…)
Recall the reactants (inputs) and products (outputs) and function of photosynthesis.
Explain how solar energy is converted into food energy through photosynthesis.
Draw and label the parts of a chloroplast.
Explain that water and sunlight go into the light reaction of photosynthesis and oxygen is released.
Describe how carbon dioxide goes into the Calvin Cycle of photosynthesis and glucose if the final product.

Recall the reactants (inputs) and products (outputs) and functions of cellular respiration
Explain how food energy is converted into cellular energy (ATP) through cellular respiration
Describe that aerobic cellular respiration occurs in the following sequence: glycolysis, the Krebs cycle and the electron transport chain
Identify the reactants (inputs) and products (outputs) of cellular respiration
Lesson/Activity:
Investigation: Rate of respiration virtual with CER
Guided notes: Cellular respiration

Resources:
Teacher created materials