Author: Jocelyn Svengsouk
Unit: Evolution
Topic: Enzymes (Day 2)
NYS Standard/Performance Indicators Addressed:
5.1f Biochemical processes, both breakdown and synthesis, are
made possible by a large set of biological catalysts called enzymes.
Enzymes can affect the rates of chemical change. The rate at which
enzymes work can be influenced by internal environmental
factors such as pH and temperature.
5.1g Enzymes and other molecules, such as hormones, receptor
molecules, and antibodies, have specific shapes that influence
both how they function and how they interact with other
molecules.
Data used to inform decisions made within this lesson
Regents Exams
Big Idea (Unit): T
How does information get passed from one generation to the next?
Learning Targets – Learning objectives
Content LT: I can describe what an enzyme is and why enzymes are
important.
Literacy LT: I can verbally outline enzyme function.
Skill LT: I can create my own enzyme, name it, and show how it works
on a substrate to create a product.
Essential/Critical Vocabulary: enzyme, substrate, lock-and-key, shape
specificity, reactant, product, catalyst, catalyze
-----------------------------------------------------------------------------------------
Essential / Focus Question: How does your body carry out chemical
reactions?
Course: Living Environment
Date: April 27, 2018
Focus of Lesson Components
List only the specific standard that is
emphasized in the lesson. The learning
targets are created from the standards.
State exactly what the student will know
and be able to do as a direct result of the
instruction. Include all categories
(content, skill, & literacy). Start each
learning target as follows: “I can…..”
Consider essential vocabulary & other
literacy skills embedded in the lesson.
List an open-ended question that will
focus the student on the unifying
concept & skill of the lesson as well as
promote higher-level thinking. The
ability to answer the EQ should
demonstrate a strong understanding of
content and the ability to apply the
process skills involved in making sense
of new ideas.
State exactly what the students will do
to expose their existing knowledge,
understanding, & skills required to
support both the teacher and the student
in connecting to the lesson. The Bridge
exposes preconceptions, draws the
student into the lesson, allows the
opportunity for the student and teacher
to build on existing knowledge and
clearly see learning evolve throughout
the lesson.
Bridge:
Regents Questions
1
Mini Lesson:
Teacher will explain what an enzyme is (students will take notes on a
capture sheet) and how it works by shape-specificity on a certain substrate,
to make a chemical reaction happen in the body. Some examples of
enzymes are amylase, DNA polymerase, catalase, pepsin, and lipase. There
are pictures of these enzymes showing how the substrate fits into the
enzyme, and the enzyme can either break the substrate down into parts or
build something up out of parts. Enzymes usually (but not always) end in –
ase. Enzymes catalyze reactions, meaning that they speed them up. Without
enzymes, we would not be able to digest our food, replicate our DNA, or do
cellular respiration. The enzyme remains unchanged and can be used again
to do another chemical reaction.
Describe exactly what you will do to
connect the Bridge, Learning, Targets,
& the Essential/Focus Question to the
Workshop in order to guide students to
construct meaning during the lesson.
This part of the lesson often requires
the teacher to briefly/succinctly model
how students will learn while clearly
guiding them to understand what &
why they are learning.
Workshop:
List the tasks students will carry out to
construct meaning. Here, students
spend the majority of the lesson
involved in student-centered activity
that
promotes
learning
for
understanding. At the end of the
workshop, students should be prepared
to summarize what they have learned
and (specific process skill/event
involved) that defines how they learned.
Students will have access to various colors of play-dough. They will create
their own enzyme, give it a name for the reaction it catalyzes (should end in
–ase), and create substrate(s) that the enzyme works on (must be shape
specific to the enzyme), and show what products the enzyme makes in the
biochemical reaction. They must accurately verbally describe the enzyme,
substrate, chemical reaction, and products that result to the teacher to get
credit for the lab activity. Also, they should explain what happens to the
enzyme after it catalyzes the reaction (it remains unchanged and can do
another reaction by binding to another substrate material).
Summary:
Explain how you will guide students to
pause and reflect on the learning that
has occurred during the workshop.
What is an enzyme, and why is it important?
Closure:
Regents Questions
Learning Extension: (HW)
None
PURPOSE: Understand protein function (enzymes are proteins that catalyze
chemical reactions) and how shape determines function.
RETEACHING PLAN:
Area of lesson being retaught/revisited from previous lessons:
Protein shape is important.
Why is this being readdressed?
The enzyme’s shape determines what substrate it can bind to and what
chemical reaction it can catalyze.
New strategies applied in this lesson to reteach the skill/content:
List the format in which students will
answer the Essential/Focus Question
shared at the beginning of the lesson.
This element of the lesson is critical to
supporting long term memory /
retention of the knowledge and skills
addressed in the lesson.
Describe the activity students will
complete to apply (further reject or
confirm) their understanding of the
knowledge and skills (in a different
context) presented in the lesson.
Kinesthetic—making your own enzymes with play-dough
2
3