: Campus: Princeton High School Author(s): Rachella Fannin, Emily Leitnick, Arionne Smith, Matt Bush Date Created / Revised: July 27, 2020 Six Weeks Period: 1st Grade Level & Course: Biology Timeline: 12 days Unit Title: Unit 1: Biochemistry Stated Objectives: TEK # and SE Lesson # 1 B.4 Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: B investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; (READINESS STANDARD) B.5 Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: C describe the roles of DNA, ribonucleic acid (RNA) B.6 Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to: A identify components of DNA (READINESS STANDARD) B.9 Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) C identify and investigate the role of enzymes; D analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life. See Instructional Focus Document (IFD) for TEK Specificity Key Understandings ● ● ● ● ● ● ● Organic compounds are biomolecules made and used by living organisms. The structure of biomolecules determines their function - What are the major biomolecules made and used by living organisms? - What is the structure of carbohydrates, lipids, proteins, and nucleic acids? - What is the function of carbohydrates, lipids, proteins, and nucleic acids? DNA molecule is composed of nucleotides (phosphate, 5-carbon sugar, and a nitrogen base). Base pairing rule DNA is double stranded and coils into a double helix. DNA is located in the nucleus. Know the structure and function of the 4 macromolecules (biomolecules) including lipids, carbohydrates, proteins, and nucleic acids. ● Misconceptions ● Enzymes are an example of an organic compound; they speed up reaction rates and are critical to metabolic processes within living organisms. - How do enzymes speed up reaction rates? - What enzymes are crucial to the human body? Enzymes function best within a certain temperature range, salt concentration, and pH. - How can you determine the correct temperature range, salt concentration, and pH for a specific enzyme? - What happens to an enzyme that is exposed to undesirable conditions such as extreme temperature, salinity or pH? ● ● ● ● ● ● Enzymes are proteins. Know the structure and function of enzymes. Enzymes are not destroyed in a reaction and are reusable. Enzymes are substrate specific. Know factors that enhance/inhibit enzyme function. Know the significance of enzymes involved in metabolic processes. ● ● Know the process of dehydration synthesis in building polymers from monomers Know the process of hydrolysis in breaking down a polymer ● ● ● Students may think that biology and chemistry are separate and unrelated disciplines. Students may think that all chemical reactions occur at the same rate. Students may think the molecules in the food they eat are utilized by the body in the same form (i.e., the fat consumed in food moves directly to storage in the body without any alteration.). Students may think that enzymes are used up or destroyed in chemical reactions. Students may think that enzymes are not important/or understand that living organisms are dependent on them for life. ● ● Key Vocabulary See vocabulary words for each day. Understanding vocabulary is imperative for students if they are going to pass STAAR. Use these words repeatedly. Suggested Day Materials, Resources, Notes, Vocabulary Word Instructional Procedures 5E Model Day 1 (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Topic - First Day of School Materials ● Explain Make copies for each student Objective: Get to know your students Resources Engage - Teacher and student introductions Notes Use your own creativity to introduce yourself and get to know your students. ▪ ▪ Examples: Scavenger hunt, or introduce each other in small groups, or personality test, left or right brained, left or right eyed, left for right foot, perception, puzzle which introduces students. All these are fun for students and no one is exactly like another student. Use this information to help students understand that working together does not mean you will always ● ● First impressions are paramount during the first days of school. Set high expectations the first day in an engaging manner Vocabulary Words agree. Scientist do not work in isolation but as a community. Each person’s perception is different but needed to understand and solve scientific problems. Elaborate Have students write about themselves in a short paragraph. What are their educational/career goals? Collect and read at them at the end of the day. Make positive comments and return the next day. Closing: Have students give you something they learned today. Day 2 Topic – School and Classroom Policies and Procedures ● Engage Explore Materials Objective: Establish classroom rules and daily procedures ● Explain Engage Copy classroom policies and procedure for each student. Large paper/Markers for groups to record their “rules” Resources Ask: What would happen if “company X”, like McDonalds did not follow standard procedures? Ask: What kinds of policies and procedures does a company, like McDonalds, have to be successful? Ask: Why are rules important to any organization? Find a short video (YouTube) that depicts organization at its worse. Notes ● Have students and parents read and sign the policies and procedure form, and return to teacher. Explore In small groups have students discuss what “rules” (at least 5) should be in a high school biology class. Report findings back to the class. Post papers at the front of the room Explain Use group rules as your spring board to present your classroom policies and procedures. ▪ As much as possible draw attention back to the student/group rules to get “buy-in” from the students ▪ Find at least one rule in each group that can be incorporated. Explain school and classroom policies and procedure. ▪ Identify conduct that is most pressing in the classroom (supplies needed, tardy policy, tutorials, absences). Vocabulary Words Have student and parents sign policy and procedure form and return. Closing: Take home expectations to be signed and returned Day 3 Topic – Lab Safety Materials ● Engage Objective: Review safe lab practices vs unsafe Explore Explain B.1A demonstrate safe practices during laboratory and field investigations; and B.1B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Resources Notes ● ● Engage ● Lab safety skit ▪ Give each group equipment card and rule card. ▪ In charade formative demonstrate incorrect and correct lab safety procedures ▪ Students observe and write down what is correct and incorrect in their student notebooks. Explore Use lab safety cartoon to identify unsafe practices or Identify safety equipment (if you have any in your room). Explain Have students identify 10 MUST-DO lab safety practices 1. Goggles 2. No horseplay 3. No food or drinks. Do not drink or eat from lab equipment (glassware) 4. Waft to smell 5. Follow instructions and stay in your assigned group. 6. No unauthorized experiments 7. Report accidents immediately to the teacher 8. Do not abuse/misuse/steal equipment 9. Leave work station clean and neat. Return items as instructed by your teacher. 10. Wash hands. Have students and parents sign Flinn Safety Contract and return to class. Copy 1. Scavenger hunt 2. Lab safety Cartoon 3. Flinn Safety Contract No food or drinks in the lab/classroom. This is a school rule + state rule (OSHA). Goggles are to be worn throughout the experiment. Respect equipment Vocabulary Words ● ● ● ● ● ● ● ● ● ● Waft Beaker Graduated cylinder Test tube Tongs Hot plate Goggles Apron Test tube rack Pipette Closing: Students all share one safe or unsafe activity in the lab Day 4 Topic: Characteristics of Life Materials Engage Objective: Recognize the eight characteristics of life. 1. 2. 3. 4. 5. Explore Explain Elaborate Students will identify the 8 characteristics of life that all living things. All living things 1. 2. 3. 4. 5. 6. 7. 8. are composed of cells maintain homeostasis Obtain and use energy (Metabolism) grow and develop reproduce have DNA (universal genetic code) respond and adapt to their environment are interdependent Engage Show FAUNA (Beautiful PPT with pictures and music) Explore Ask: What makes something alive? Set up 5 stations with 1 organism from each kingdom (picture or live specimen like a bird, plant, mushroom, microscope with Protista, and bacterial culture). Bubble Map: Need large piece of paper for each station with a bubble map drawn on it. Students will rotate through each station and identify characteristics that makes the organism ALIVE. Allow 1-2 minutes/station (use online timer) Explain Post large papers at the front of the room and identify which characteristics are common to ALL the organisms. Have students take notes. Elaborate Have students choose (or assign) an interesting organism to research at home and in the computer lab Identify characteristic of life as it pertains to the chosen (or assigned) organism. Create a poster that accurately depicts the characteristics of life for their organism Save FAUNA to your desktop Large paper Markers Online timer Pictures or live specimen of each kingdom (not archaebacteria) 6. Copy notes for each student Resource: Page 18-19 in textbook Notes: 1. Schedule computer lab for days 8 and 9 2. This activity is the spring board for the topics discussed the rest of the year. 3. Students will Identify 8 characteristics of life that all living things share. 4. Start introducing prefixes, root words and their meaning. a or an – without/not sex – joining of egg & sperm auto - self hetero - opposite homeo – same bio – life ology – study of Key Vocabulary Words (ESL) Biology organism cell unicellular multicellular sexual reproduction asexual reproduction metabolism autotroph heterotroph DNA homeostasis stimuli adapt Closing: Define and give examples of the characteristics of life. Day 5 Engage, Explain Evaluate Topic – Overview of Biomolecules Objective: understand the different parts of the different biomolecules B.9A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) Engage ● Write the word “biomolecules and have students try to define the word. Fill in gaps ● Have students examine food labels and try to determine which are the biomolecules that all living organism are composed of and need. Explain ● All living things are composed of cells, and cells are composed of 4 basic biomolecules ● Notes use graphic organizer to outline and explain 4 types of biomolecules Evaluate ● Card sort puzzle – match the 4 different components of biomolecules Closing: Frayer Model Day 6 Engage Explain Evaluate Topic – Carbohydrates Objective: understand that sugars are found in the common foods that we eat B.9A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) Explain ● Notes – Carbohydrates Explore ● Lab – Use Benedict’s solution to test for monosaccharide in foods ▪ This can be done as a demo but the student really enjoy the lab Evaluate ● Homework: Color glucose molecules and answer 10 questions about monosaccharides Closing: Identify the foods high in sugar Materials ● Collect various types of food labels (30- 50) ● Copy graphic organizer for biomolecule ● Card sort puzzle Resources – pages 45-49 Notes Key Vocabulary Words ● Monomer ● Polymer ● Chemical Bond ● Organic ● Carbon compounds ● Biomolecules ● Macromolecules ● Monomer ● Polymer ● Carbohydrates ● Dehydration synthesis ● Hydrolysis Materials ● Copy notes ● Different types of Sugars o Table sugar o Syrup o Corn syrup o Sprite o Glucose (lab grade) o Apple juice o Etc… ● Benedicts solution in dropper bottles (1 per group) ● Beaker (for hot water bath) ● Hot plate ● test tubes ● test tube racks ● Goggles for every students Resources – pages 45-49 Notes ● Emphasize lab safety ● Goggles are a must Key Vocabulary Words o Monosaccharide o Glucose o “ose” o Mono o Di Day 7 Engage Explain Explore Topic – Lipids Objective: students will be able to identify a fat (lipid) B.9A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) Engage Crisco Demo Explain ● Notes - Lipids Explore ● Use brown paper to test for lipids (translucent) or ● Lab – Magic Milk ● Show YouTube video (Only show instructions. Do NOT show results. Start at 16 seconds and stop at 1 minute and 46 seconds). ● Show the rest of the YouTube video Closing: List 5 common items that contain lipids Materials ● Petri dishes ● Milk o Whole milk o 1% milk (skim milk) o Fat-free milk o Food coloring (4 different colors) o Q-tips (cut in half) o Dish soap ● Copy notes ● Copy lab Resources – pages 45-49 Notes ● Show YouTube video (Only show instructions. Do NOT show results. Start at 16 seconds and stop at 1 minute and 46 seconds). Key Vocabulary Words ● Lipid ● Glycerol ● Triglyceride ● Fatty acid ● Saturated fat ● Unsaturated fat ● Steroids Day 8 Explain Explore Topic – Proteins Objective: understand the basic structure of a protein and foods containing proteins B.9A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) Explain ● Notes – Protein Explore ● Lab – Use Biuret Solution to test unknown foods for the presence of protein Closing: Identify which foods contain proteins Materials ● Test tubes ● Test tube rack ● Different types of proteins o Knox Jello o Egg white o Chicken broth o Etc… o Biuret solution o Dropper bottles o Small graduated cylinder o Goggles ● Copy notes ● Copy Lab Resources – pages 45-49 Notes Key Vocabulary Words o Protein o Amino Acid o Peptide bonds o Primary, secondary, o Tertiary, quaternary structure o Denature o Di o Poly Day 9 Engage Elaborate Topic – Enzymes Objective: Understand the purpose of enzymes 9C identify and investigate the role of enzymes Explain - Notes – Enzymes Elaborate – Enzyme foldable Closing: Students can identify if an enzyme is present and active and explain their findings. Day 10 Explore Topic – Enzymes (cont.) Objective: Understand the purpose of enzymes 9C identify and investigate the role of enzymes Explore Secret Message Lab Materials Colored paper Colored pencils Scissors Resources – page 50 - 53 Notes Key Vocabulary Words o Enzymes o Active site o Activation energy o Catalyst o Denature o Product o Substrate o Lock and Key Theory o Induced fit Theory o “ase” Materials Paper Iodine Plastic shoe box Q-tips Resources - page 50 - 53 Closing: Students can identify enzyme and substrate during a reaction. Notes Key Vocabulary Words o Enzymes o Active site o Activation energy o Catalyst o Denature o Product o Substrate o Lock and Key Theory o Induced fit Theory o “ase” Day 11 Elaborate Topic – Biomolecules Overview Objective: Understand biomolecules are incorporated in all living things and is obtained from the food consumed. B.9 A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; (READINESS STANDARD) Materials: beaker, hot plate, well plate, tongs, test tubes, test tube rack, McMush food slurry, glucose control, starch control, protein control (egg solution), lipid control (oil), distilled water, Benedict’s Solution, Lugol’s Solution, Biuret’s Solution, Sudan Solution Elaborate: In small groups student will explore the content of food samples to determine the quantitative and qualitative presence of carbohydrates and proteins. Day 12 Evaluate Accommodations for Special Populations Evaluate Unit Test Materials Copy test for each student Make appropriate modifications Notify CMC prior to testing date Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
