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| November/December 2019 |
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| With quarterly benchmarks behind us, it is time to finish the semester strong as we move through the second quarter. Remember, when planning, lessons should be Grade Appropriate, foster Deep Engagement, utilize Strong Instruction, and demonstrate High Expectations. We hope this newsletter will be useful as you and your team plan targeted, standards based lessons for your students. Happy Fall! |
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| CHEMISTRY IN BIOLOGY |
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** denotes honors only standards
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| Learning Goals |
- Students will identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and nucleic acids. (Retrieval)
- Students will describe the primary functions of carbohydrates, lipids, proteins, and nucleic acids in organisms. (Retrieval)
- Students will identify the monomers of each of the four macromolecules
- Students will describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides
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| Featured POGIL (Process Oriented Guided Inquiry Learning) and Arts Integration |
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| Key Vocabulary |
| carbohydrate, lipid, protein, nucleic acid
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| CPALMS Interactive Tutorials |
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| USA Test Prep EOC Practice Assessments by Standard |
- SC.912.L.18.1; SC.912.L.18.3:
Macromolecules (XUSUWALUXE)
- SC.912.L.18.11:
Enzymes (HAXEHUFEKU)
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| CELLULAR STRUCTURE AND FUNCTION |
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| Learning Goals |
SC.912.L.14.1
- Students will describe and/or explain the cell theory. (Retrieval)
- Students will describe how continuous investigations and new scientific information influenced the development of the cell theory. (Retrieval)
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SC.912.L.14.2; SC.912.L.14.3
- Students will compare and contrast the structures found in prokaryotic and eukaryotic cells. (Retrieval)
- Students will compare and contrast the structures found in plant cells and in animal cells (Retrieval)
- Students will explain the role of the cell membrane during active and passive transport. (Comprehension)
- Students will describe how structures in cells are directly related to their function within the cell. (Comprehension)
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| Featured POGIL (Process Oriented Guided Inquiry Learning) and Arts Integration |
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| Key Vocabulary |
| cell, cell theory, spontaneous generation, cell membrane, organelle, lipid bilayer, selectively permeable, eukaryote, prokaryote
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| CPALMS Interactive Tutorials |
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| USA Test Prep EOC Practice Assessments by Standard |
- SC.912.L.14.1:
Cell Theory (JOROYAMUXU)
- SC.912.L.14.2; SC.912.L.14.3:
Plant and Animal Cell Structure (BADUYACOHO)
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| CELLULAR ENERGY |
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| Learning Goals |
- Students will identify the reactants, products, and/or the basic function of photosynthesis. (Retrieval)
- Students will identify the reactants, products, and/or the basic function of aerobic and anaerobic cellular respiration. (Retrieval)
- Students will connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.
- Students will explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.
- Students will explain how photosynthesis stores energy in organic compounds and cellular respiration releases energy from organic compounds.
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| Featured POGIL (Process Oriented Guided Inquiry Learning) and Arts Integration |
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| Key Vocabulary |
| ATP adenosine triphosphate, photosynthesis, metabolism, energy, cellular respiration
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| CPALMS Interactive Tutorials |
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| USA Test Prep EOC Practice Assessments by Standard |
- Photosynthesis and Cellular Respiration (GUKEDELERO)
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| SPOTLIGHT ON STRATEGIES |
Using a CER is a great tool for students to demonstrate their understanding of a concept. A CER also provides an opportunity for students to connect conceps to vocabulary.
- C = claim (answer to the question)
- E = evidence (evidence can come from data in a lab, video, picture, or text)
- R = reasoning (scientific reasoning that connects the evidence to the claim
There are different formats to provide students information for a CER. Below is a resource for you to try out in your classroom.
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| © 2019 Collier County Public Schools |
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