Edtpa Lesson Plan Guide LPG
Edtpa Lesson Plan Guide LPG
Edtpa Lesson Plan Guide LPG
The focus of this unit is comparison of the functions of the different types of biomolecules: carbohydrates, lipids, proteins, and nucleic
acids. Students identify the components of DNA as well as the role of enzymes.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Ⓡ BIOL.9A Students will Compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids.
3. SMART
Objective(s): (C3) SMART objective: Students will be able to correctly match definitions of
different biomolecule functions to each biomolecule with 80% accuracy.
Essential Question: EQ: What biomolecule(s) provide our bodies with energy?
4. Central Focus The purpose of this lesson is for students to build off their previous knowledge of the molecular
(C4) make up biomolecules to understand their functions within the body. This will be a building
How will this lesson link block for students to understand how our bodies obtain each biomolecule externally through our
with other lessons in the diets.
unit?
“I can identify how I provide my body with each biomolecule through external substances
Learning Targets “I can describe the function within the body of each biomolecule learned within the
I CAN statements that
Clearly show alignment
lesson”
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Describe, identify, recognize, interpret
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Carbohydrate, Proteins, Nucleic Acid, Lipids, Diet, Function
There are 4 language Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
demands to consider as
you require students to In pairs, students will choose two biomolecules and create a Venn Diagram showcasing how the
read, write, speak, listen, similarities and differences of the biomolecules based on their function, chemical make-up, and how our
demonstrate and perform. body obtains them through our diets.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
The students will be able choose their design and layout of their Venn Diagram.
Students must be able to cohesively explain the similarities and differences between the two biomolecules
of their choosing.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Repetitive exposure to words
understand, use, and
practice the concepts and
language they need to
learn within the 2. Learning vocabulary in both written text and oral speech
discipline
-Talk: Blooms Cues and Questions: hints about the lesson and content to keep students on track
and focused. (Hattie(
Summative: In a short response Identify the issues in the scenario below and describe how the
issues can be solved using your knowledge of biomolecules:
Lately Suzy has been sleeping in passed her alarm which has caused her to cut her morning
routine short and her forgetting to eat breakfast. By the end of the day Suzy does not have the
energy to complete all her chores or homework. Now Suzy has no energy, bad grades, and a
dirty room.
Personal assets: specific background information that students bring to the learning
environment. Students may bring interest, knowledge, everyday experiences, family
backgrounds etc.
Cultural assets: Cultural backgrounds and practices that students bring to the learning
environment, such as traditions, language, worldviews, literature, art, etc.
Community assets: Common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events etc.
9. Body of Lesson/
Teaching Strategies and I DO – I will create a Venn Diagram comparing the sun and the earth to showcase how a Venn
Learning Task(s) Diagram is used and properly filled in. I will include explanations of the word’s similarities and
(C9) differences for my language learning students.
Be sure to include:
How will students learn
and use academic
language?
WE DO – As a class we will start the creation of a new Venn Diagram that the students can
build off to complete their own. Together we will determine where our choice of biomolecules
Three higher order belong on our Venn Diagram, and where the similarities between the two will go. As a class we
thinking questions. will also make a list of different combinations of biomolecules we can use on our Venn
Diagram. This will help explain further for our gifted leaners and second language learners.
Marzano Strategy
YOU DO – Students will then be put in small groups or partners and decide what two
biomolecules they would like to compare and contrast using their Venn Diagram. Students will
have the guidelines of: Must use at least 5 academic language words within Venn diagram, must
have 3 differences on each side and 3 similarities in the middle. If there is not 3 similarities one
addition difference for each side must be included.
Second Language learners / Cultural Diversity: To adhere to all learning styles within
my classroom I will use Tomlinson’s tiered instruction strategy to ensure full
understanding of every student.
2. “Do our bio molecules benefit one another and if so, how?”
3. “Can we get more than one biomolecule from one source? If so, Give an
example”
(How might you differentiate materials and resources for learners with various needs?)
I will use a visual timer on the front white board, so all students know much time they have remaining to
complete their assignment. I will use a Word Wall for every unit so students can reference the word wall
to help them complete their assignment, and for teacher to reference when providing assistance. Any
gifted learners that prefer pen and paper style learning will provided with a paper copy of all notes and
assignments as well as a pencil they can use to complete their work.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. An already drawn-out Venn Diagram with labels and examples already filled in will be
provided to student to help guide them.
2. Allow for students to use google translate when completing Venn Diagram for language
support and assessments based on their level of understanding.
4. Use synonyms for words that are complex and hard to translate for better understanding