Belmont Lesson Plan Template

General Information:
Teacher: Shannon Cain
Mentor teacher: Mrs. Turner
Date: 9/12/14
Subject: Biology

Unit: The Nature of Life

Grade: 9th grade
Time allowed: 45 minutes
Number of students: 23-27

Topic: Carbon compounds (macromolecules)

Readiness & Background Knowledge: The students have read Chapter 2.3 and have taken
notes. Tuesday, Wednesday, and Thursday, we lectured and had a class discussion about the
four macromolecules. The students also completed a chart in their notes about the four
macromolecules and their characteristics. Throughout the lesson, the students were asked
questions and given time to ask their own questions. Each day, we reviewed what was covered
in class the previous day.
Goals: CLE 3210.1.2 Distinguish among the structure and function of the four major organic
macromolecules found in living things.
Objectives:
The students will be able to differentiate and explain the structures and functions of the four
major macromolecules.
I can describe the structure and function of the four major macromolecules.
Assessment: The students will be given a quiz on the structures and functions of the four major
macromolecules next week.
Resources & Materials:
Students: textbook, notes composition notebook, construction paper, pens/markers, stapler
Teacher: dry erase board and markers, projector, PowerPoint
Instructional Model, Procedures, and Strategies:
The students will be given the entire class period to complete their flipcharts for the four major
macromolecules.
Attention Signal: The teacher will ring a bell to get the attention of the whole class.
Opening and Advanced Organizer: The students were hooked on this section of the chapter
by completing a lab where they tested different food samples for the presence of the four
macromolecules.

Behavioral Expectations: The students are expected to utilize the class time given to them
wisely. They will be given the entire class period to create their flipcharts, and these charts will
be collected at the end of the class period. The students are allowed to talk as long as they are
completing their work.
Instructional Steps:
-The students will enter the classroom and complete the start of class routine (backpacks,
attendance, and exercise).
-The students will utilize the entire class to create their flipchart.
-No visual example of the flipchart was givenwe want the students to learn how to organize
the information in a way that works best for them.
-If a student is confused about how to make a flipchart, they should ask their classmates for
help.
-The only requirement for the flipchart is that all of the information that is in the table is
hidden. The students will use these flipcharts to quiz themselves about the structures of
functions of the macromolecules.
Lesson Closure: We will close the lesson five minutes before the bell rings. The students will
turn in their flipcharts and pack up their materials. We will go over any announcements for
Monday. The flipcharts will be given back to the students on Monday so that they can use them
to study.
Feedback & Evaluation: The students flipcharts will be graded using a rubric.
Modifications:
-Students who finish early should begin using their flipcharts to study.
-Students who need more time to complete their flipchart may come to our classroom during
study hall (as long as they do not have other work to complete).