Macromolecules Development

Year Level

Year 11 — Senior Biology

Duration

40 minutes

Class Size

20 students

Curriculum Alignment

Queensland Curriculum and Assessment Authority (QCAA) Senior Biology syllabus, specifically addressing the content descriptor:

"Describe the structure and function of carbohydrates, proteins and lipids."
This lesson aligns with content elaboration requirements from the Australian Curriculum and Queensland senior science standards, emphasising molecular biology at Year 11 level.

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Lesson Objectives (WALTs)

• Describe and identify the three main types of macromolecules: carbohydrates, proteins, and lipids.
• Identify the basic units (monomers) of carbohydrates, proteins, and lipids.
• Describe the functions of each macromolecule type.
• Explain how carbohydrates, proteins, and lipids are formed (polymerisation and bonding).

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Success Criteria (WILFs)

Level	Criteria
★	Identify all three macromolecules; describe functions of two; identify basic units of two; explain formation of one.
★★	Identify all macromolecules; describe functions of all three; identify basic units of all three; explain formation of two types.
★★★	Describe macromolecules in detail; identify all three macromolecules; describe functions and basic units for all; explain formation of all three macromolecules.

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Queensland Curriculum References

• Biological Sciences (Year 11):
  • AC9S11BIO03: Describe and explain the structure and function of key biological molecules including carbohydrates, proteins and lipids.
  • Elaborations: Students analyse molecular structures, basic chemical bonding (glycosidic, peptide, ester bonds), and biological roles (energy storage, structural components, enzymes, membranes).
• Science Understanding – Biological Science Strand
• Connection to QCAA Senior Syllabuses: Focus on molecular biology as foundational knowledge for cell function.

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Lesson Plan Structure

Time	Activity	Details	Resources
0-5 min	Introduction & Starter	- Quick KWL chart or class brainstorm on "What do you know about carbohydrates, proteins and lipids?" - Anchor question: "Why do you think these macromolecules are important?"	Whiteboard, markers
5-15 min	Explicit Instruction – Structure & Units	- Present clear, detailed explanations of each macromolecule’s structure. - Carbohydrates: Monosaccharides (glucose), disaccharides, polysaccharides. - Proteins: Amino acids, peptide bonds. - Lipids: Glycerol and fatty acid chains, saturated vs unsaturated. - Use diagrams and molecular models. - Emphasise bond types: glycosidic, peptide, ester.	PowerPoint with graphics; 3D models or molecular kits; printed diagram sheets
15-25 min	Guided Practice – Functions and Formation	- Students complete a matching worksheet/activity: match each macromolecule with its function. - Explain how polymerisation occurs for each type: • Carbs via condensation to polysaccharides, • Proteins via peptide bonds forming polypeptides, • Lipids via esterification forming triglycerides. - Use stepwise visualisations showing monomer linkage processes.	Worksheet handouts; visualisation animations or slides
25-35 min	Group Task – WILFs Differentiated Challenge	Students split into three groups reflecting star levels: • Group 1 Star: Identify macromolecules, describe two functions, explain formation of one. • Group 2 Star: Describe all functions, basic units, explain two formations. • Group 3 Star: Full description and explanation for all. - Groups complete collaborative concept maps or posters summarising their scope. - Teacher circulates providing scaffolding and extension prompts.	Large paper, markers, textbooks/notes for reference
35-40 min	Plenary and Assessment Check	- Groups present key points quickly. - Class votes or self-assessment against WILFs. - Teacher reviews key facts, resolves misconceptions. - Exit ticket: One sentence explaining how one macromolecule type is formed and why it is important.	Exit tickets (sticky notes or small cards)

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Teaching Notes

• Use clear, explicit instruction techniques with modelling of scientific language and visuals.
• Reinforce scientific vocabulary: monosaccharide, amino acid, fatty acid, polymerisation, peptide bond, ester bond.
• Provide differentiated support via varied task complexity aligned with star-based WILFs.
• Incorporate Indigenous perspectives on food/nutrition if appropriate (optional elaboration consistent with Queensland Indigenous knowledge encouragement).
• Use everyday examples linking molecular biology to food nutrition (e.g., understanding carbohydrates for energy from bread, proteins in meat, lipids in oils).

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Assessment and Feedback Strategy

• Formative assessment through questioning during guided practice and group activities.
• Peer and self-assessment using WILFs with clear success criteria.
• Exit ticket allows quick informal evaluation of individual student understanding for future lesson adjustments.

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Extensions and Enrichment

• Encourage students to research roles of specific proteins or complex carbohydrates in human health.
• Link to practical lab on testing for macromolecules using Benedict’s (carbs), Biuret (proteins), and Sudan III (lipids) tests in subsequent lessons.

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This explicit instruction lesson plan is structured, attainable in 40 minutes, fully aligned with Queensland standards for Year 11 Biology, and designed to engage a class of 20 students effectively with clear differentiation and measurable outcomes. It balances content delivery, active participation, and assessment for maximal learning impact.