Planning

One of the keys to being an effective science teacher is the ability to plan on a global level, with the vision to design and implement entire units. Your assignment is to design a 10-12 day unit based on your textbook chapter. Use the template provided to complete your assignment.



Student Work Part 1:
- Janelle Czapar - Unit Plan (part 1): **Cell Growth and Division** - Alisha Jones- Unit Plan (part 1): **Biosphere**

Laura Sedivy- Unit Plan (part 1): **Classification** This unit plan covers concepts from a chapter on classification. It includes the concepts I would cover and rationales for choosing those concepts as well as my objectives for each concept. Standards are aligned with the concepts chosen. Prior to teaching a classification unit, I would cover evolution, the history of life, and genetics. After this unit, I would cover units on the various types of organisms that have been classified (unit on microorganisms, fungi, plants, etc.).

- Kira Hedrich- Unit Lesson Plan (Part 1)- Evolution of Populations

Kari Koppers-Unit Plan Part 1: **Photosynthesis** I created this unit plan to cover what I feel are the main and most important key concepts of photosynthesis. There are more key concepts in the unit chapter than what I felt was necessary to include. I provided the Illinois State Standards for each of the concepts. I listed these concepts in the order I would teach them and provided an explanation as to why I felt this was the most practical way to teach the photosynthesis unit. Prior to teaching a unit on photosynthesis, I would teach the cellular biology unit including cell structure and function (organelles) and important compounds such as ATP and NADPH. After teaching photosynthesis, I suggested teaching a unit that covers the important biological cycles (nitrogen, water, carbon, etc).

Jennifer Williams- Unit Plan (Part 1): **Cellular Respiration** The unit plan covers Cellular Respiration and each of it's components. The plan includes the each subtopic topic, rationales & objectives for each topic, as well as the ILS standards. Most of the unit follows the order of the chapter, but I did make an alteration by placing fermentation at after Cellular Respiration (whereas the book placed it in the middle). The bulk of this unit will be covering the processes involved in Cellular Respiration which include Glycolysis, the Krebs Cycle, and the Electron Transport Chain. Prior to teaching this lesson, the students would have covered Chemistry of the body, cellular structure and function, and photosynthesis. The unit I would choose to follow this lesson would be Metabolism.

Diane Coughlin- Unit Plan Part 1: **Human Genome** This unit plan contains the main components of the Human Genome. There is a list of major concepts which will be covered, the Illinois Learning Standards associated with them, the objectives associated with each concept and a rational to why I selected the concept and it was located in the unit. Prior to this unit, cell division and genetics will be covered while evolution would follow this unit.

Steve White-Unit Plan Part 1: **The Biosphere** This unit covers the main ideas in a biosphere, ecosystem, and major processes of life. It covers ILS standards, objectives, key concepts, and rationale for teaching each section in my lesson. Unit plans for before and after are also listed in order to make a transition form one unit to another unit.

Kevin Pavesic- Unit Plan Part 1: **Introduction to Genetics** This is a unit plan for a unit on an introduction to genetics. It includes a list of the concepts to be covered, the standards that go along with those concepts. It also includes objective for each concepts, and a rationale for why I choose to include some concepts while leaving out other units.

Connor Downs - Unit Plan - Ecosystems and Communities This is an outline of Chapter 4 in the book, it cover ecosystems, communities, and different interactions that organisms have in those ecosystems. It covers the concepts, ILS's, objectives, and preceding and following units. There is also a section of rationale explaining why the students will be going over this material.

Emily Matko - Unit Plan Part 1: **Populations** This unit plan explores populations; the defining characteristics and well as how they can change.

Leslie Garcia-Unit Plan Part 1: **Cells** This is an outline of Chapter 11 in the book which covers the basic structure of cells and organelles. It also deals with the organization of cells and functions and how the cell works.

Julie Massanisso - Unit Plan Part 1: **Ecosystems and Communities** This is a unit plan for a unit on ecosystems and communities. It includes a list of concepts to be covered, the ILS learning standard that corresponds to each concept, objectives for each concept, as well as a rationale for why I chose to include (or not include) each concept in the chapter. This unit would follow units on evolution and biological classification, and after it would come a unit on animals.

Taylor Farnetti- Unit Plan Part 1: **DNA and RNA** This unit plan is for chapter 12 in the book that deals with the genetic concepts of DNA and RNA. This covers the basic components dealing with DNA and RNA. For example: replication, transcription, and translation. This unit plan also includes objectives, standards, and rationales. This unit plan also can show how this can lead to other units.

Jill Wojtanowicz: Cell structure and function This is my unit plan part one for chapter 7:Cell structure and function. It includes which concepts I think should be covered in the unit along with which Illinois Learning Standards match with them. Also, it includes objectives which I think should be reached by the end of the unit.

Laura Zehr: Populations This unit plan is for Populations, chapter 5 of the textbook. The plan includes the concepts from the chapter that I would include in the unit, objectives supporting those concepts, and the Illinois State Learning Standards correlating with the objectives.