From Standards to Assessments
Deconstruction of Standards
Program of Studies:
SC-H-UD-U-2 Students will understand that within every cell are specialized parts for the
transport of materials, energy transfer, protein building, waste disposal, information
feedback and even movement. In addition, most cells in multi-cellular organisms perform
specialized functions that others do not.
Remember from last meeting.
KNOWLEDGE,
SC-H-UD-S-7Students will describe andDeconstruct
classify a varietyinto
of chemical
reactions required for
cell functions.
REASONING SKILLS, PROCESSING
SKILLS, AND PRODUCTS
SC-H-UD-S-8Students will describe the processes by which cells maintain their internal
environments within acceptable limits.
Core Content:
SC-HS-3.4.3 Students will:
describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);
predict consequences of internal/external environmental change on cell
function/regulation.
Cell functions are regulated. Regulation occurs both through changes in the activity of the
functions performed by proteins and through selective expression of individual genes.
This regulation allows cells to respond to their internal and external environments and to
control and coordinate cell growth and division. DOK 2
Deconstructed
Knowledge
Reasoning Skills
-Chemical reactions occur in the cell, and some are regulated by
enzymes.
-Predict consequences of
environmental
These are not student friendly, internal/external
changes on cell
-Cell functions arethat’s
regulated.
okay because they are function/regulation
not for the students.
-Regulation occurs through many processes such as:
Diffusion, osmosis, enzyme function, active transport,
endocytosis, exocytosis, feedback loops such as the lac operon
- Enzymes operate in a narrow range of temperature and pH.
Conditions out of this range can cause the three-dimensional
shape of the enzyme to change thus changing its function. This
is called denaturation.
N/A
N/A
-Describe and explain the role
proteins/enzymes play in the
movement of materials across
the plasma membrane.
-Design an experiment and
predict the effects of various
factors on enzyme activity.
-Enzymes are proteins that regulate chemical reactions by lowing
the activation energy needed to get the reaction started.
-Apply knowledge of enzyme
activity to authentic situations
such as fevers, hot tub use,
snake and insect bites, etc.
-Coenzymes
Products
-Describe the processes by
which cells maintain their
internal environments within
acceptable limits.
-Enzymes have an area called the active site to which the
substrate binds. The enzyme then causes a change in the
substrate but is itself unchanged. If denaturation occurs, the
active site is changed resulting in the substrate being unable to
bind.
-Inhibitors are molecules other than the substrate that bind to
the active site of an enzyme. They prevent the substrate from
binding thus stopping the enzyme from working.
Process
Skills
They are not perfect,
that’s okay!!
From Decoding to Targets
Knowledge
Essential Vocabulary
-Chemical reactions occur in the cell, and some are regulated by
words that they MUST
enzymes.
have!!
-Cell functions are regulated.
-Regulation occurs through many processes such as:
Diffusion, osmosis, enzyme function, active transport,
endocytosis, exocytosis, feedback loops such as the lac operon
- Enzymes operate in a narrow range of temperature and pH.
Conditions out of this range can cause the three-dimensional
shape of the enzyme to change thus changing its function. This
is called denaturation.
Reasoning Skills
-Predict consequences of
internal/external environmental
changes on cell
function/regulation
-Describe the processes by which
cells maintain their internal
environments within acceptable
limits.
-Describe and explain the role
proteins/enzymes play in the
movement of materials across
the plasma membrane.
-Enzymes have an area called the active site to which the
substrate binds. The enzyme then causes a change in the
substrate but is itself unchanged. If denaturation occurs, the
active site is changed resulting in the substrate being unable to
bind.
-Design an experiment and
predict the effects of various
factors on enzyme activity.
-Enzymes are proteins that regulate chemical reactions by lowing
the activation energy needed to get the reaction started.
-Apply knowledge of enzyme
activity to authentic situations
such as fevers, hot tub use, snake
and insect bites, etc.
-Inhibitors are molecules other than the substrate that bind to
the active site of an enzyme. They prevent the substrate from
binding thus stopping the enzyme from working.
-Coenzymes
Process
Skills
Products
N/A
N/A
From Deconstruction to Targets
Unit Title: Enzymes
Unit Length: 10 days
10th-Biology
Created/Revised: September,
2008
Everything Starts HERE!!
Program of Studies:
SC-H-UD-U-2 Students will understand that within every cell are specialized parts for the transport of
materials, energy transfer, protein building, waste disposal, information feedback and even movement.
In addition, most cells in multi-cellular organisms perform specialized functions that others do not.
SC-H-UD-S-7 Students will describe and classify a variety of chemical reactions required for cell
functions.
SC-H-UD-S-8 Students will describe the processes by which cells maintain their internal environments
within acceptable limits.
Core Content:
SC-HS-3.4.3 Students will:
 describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);
 predict consequences of internal/external environmental change on cell function/regulation.
Cell functions are regulated. Regulation occurs both through changes in the activity of the
From
theperformed
decodingbyidentify
functions
proteinskey
and through selective expression of individual genes. This
Take your decoding and break it
vocabulary
thatcells
is ESSENTIAL
regulation allows
to respond tototheir internal and external environments and to control and
into sections (if needed)
coordinate
cell growth and (3-5)
division. DOK 2
student
understanding
Unit Components
Function of Enzymes
Variables That Impact Enzyme Function
Vocabulary: Enzyme Protein Substrate
Vocabulary: Denaturation
Inhibitor
Active Site
Learning Targets
Learning Targets
* I can use data and models to
* I can use data to determine what happens to the rate of a reaction
determine the function of
when enzyme is added or taken away from a substance.
enzymes.
* I can use data to determine what happens to the rate of a reaction
From the decoding
create you
* I can use data and models to
when an enzyme is heated up or cooled down.
targets (not activities)
define and characterize enzyme
* I can use data and models to define and characterize denaturation.
and substrate.
* I can use data and models to define and characterize inhibitor.
* I can describe why enzymes
* I can use models to define and characterize active site.
can be useful to cells.
* I can use animations/models to determine that the shape of an
enzyme is important to its function.
Finally how*do
youpredict
plan to
I can
(using a graph) what will happen to enzymatic
measure your
impact.
PLAN
THIS conditions are changed.
reactions
when
different
BEFORE YOU
* ISTART!!!
can explain how/why changing different variables will change the
rate of enzymatic reactions.
Evidence/Assessment
Evidence/Assessment
* Formative assessment of
students as they work on models
and develop their definitions.
* Multiple choice summative
assessment.
* Open response summative
assessment.
* Exit (formative) dealing with sucrase enzyme to determine
groupings for follow-up activity.
*Enzyme (informative) assessment.
* Formative assessment of students as they make graphical
predictions and explain their rationale.
* Multiple choice summative assessment.
* Open response summative assessment.
Now What
Deconstructed
Standards
Differentiated Activity to
check understanding of
targets
Created Learning Targets ,
Essential Vocabulary, and
Planned Assessments
Teach the material
Summative Assessment
Differentiated Formative Assessment
Sucrose is table sugar. We often eat it in candy bars and other
sweets.
Sucrase is responsible for the breakdown of sucrose into glucose
and fructose in the body.
• Identify the enzyme and the substrate in this example.
• How is sucrase able to change sucrose into glucose and fructose.
Exit Slip given after instruction.
Identify which targets are they having
trouble with
• Sucrase is found in the human body and works best under these
conditions. Predict what would happen to the sucrase in a
person's body if a person had a very high fever for a long period
of time.
Differentiated Formative Assessment
Unit Components
Function of Enzymes
Variables That Impact Enzyme Function
Vocabulary: Enzyme Protein Substrate Vocabulary: Denaturation
Inhibitor
Active Site
Learning Targets
Learning Targets
* I can use data and models to determine the
function of enzymes.
* I can use data and models to define and
characterize enzyme and substrate.
* I can describe why enzymes can be useful
to cells.
* I can use data to determine what happens to the rate of a
reaction when enzyme is added or taken away from a
substance.
* I can use data to determine what happens to the rate of a
reaction when an enzyme is heated up or cooled down.
* I can use data and models to define and characterize
denaturation.
* I can use data and models to define and characterize
inhibitor.
* I can use models to define and characterize active site.
* I can use animations/models to determine that the shape
of an enzyme is important to its function.
* I can predict (using a graph) what will happen to
enzymatic reactions when different conditions are
changed.
* I can explain how/why changing different variables
will change the rate of enzymatic reactions.
Knowledge of all essential
vocabulary is necessary and these
two targets in order to address
this exit slip.
Group the Students
• 3 groups:
– 1- students who showed very little understanding
– 2- Big picture but lack details
– 3-GOT IT! Let’s push them
• Why group like this?
Follow Up Group Work- Group 1
Recognizing Enzymes and Substrates
Instructions: Look at the animation or diagrams.
Discuss what enzymes and substrates do in your group. Write your group idea below.
Example Diagram
Case 1: Amylase is found in saliva (spit) and is responsible for breaking down carbohydrates into simpler sugars.
1. Identify which one is the substrate and which is the enzyme in the following two cases.
2. Explain how you know.
No grasp of the
essential vocabulary
Case 2: DNA and RNA can be broken down into their component parts by a substance known as nuclease.
1. Identify which one is the substrate and which is the enzyme in the following two cases.
2. Explain how you know.
Once vocabulary is
addressed push them
3. Using the animation called "Enzymes" as well as your lab notes from yesterday, explain how a person getting a high
fever or a person's body pH being too low could affect the activity of the amylase and nuclease in their bodies.
Follow Up Group Work- Group 2
How Enzymes Work and What Causes Them Not to Work
Amylase is found in saliva and is responsible for breaking down carbohydrates into simpler
sugars.
Describe the steps that amylase would have to go through to break down the carbohydrates
(Hint: Think about the animation you saw the other day or look at the drawing).
Using the animation called "Enzymes" as well as your lab notes from yesterday, explain how
a person getting a high fever or a person's body pH being too low(acidic) could affect the
activity of the amylase in their body.
Explain why the above problem would occur.
Little less scaffolding than
group 1. We want to push
them.
Follow Up Group Work- Group 3
Interpretation of Enzyme Data
Amylase is found in saliva and is responsible for breaking down carbohydrates into simpler sugars.
The amount of amylase being released into the body is being measured. Look at the information for a
patient in a hospital.
9:00 AM - Amylase levels were measured and found to be normal.
11:00 AM - Amylase levels were measured and found to be higher than normal.
12:00 PM - The patient has developed a very high fever.
1:00 PM - The patient's fever is still dangerously high.
This group has it, but
Sketch a graph showing the change in the amount of simple sugars being released into the patient's
we don’t want to waste
body during this period of time.Justify your answer.
their time. PUSH THEM
DNA and RNA can be broken down into their component parts by a substance
TOO!!!known as nuclease.
A patient began developing a condition that resulted in a very low pH (acidic) in the body. Before
this condition occurred, DNA and RNA were being broken into their component parts in the body
when appropriate.
Sketch a graph showing the activity of the nuclease before the condition and how it changed after the
condition developed. Justify your answer.
Now What?
Exit Slip
Placed into groups
They worked
together and tried to
master the targets
again
Give them another shot
to hit it out of the park
Another Shot!!Show me what you know now.
Enzyme Informative Assessment
Look at the graph below as well as the information. Use it to answer the following three questions.
Lactase helps to break down lactose into simpler sugars.
Change in Enzyme Activity Over Time
5
4
3
2
1
0
This can be taken for a formal grade
and
yousubstrate,
can easilyand
allow
the your
1. Identify which substance is the enzyme and which
is the
justify
students to reflect on their growth.
answer.
1
2
3
4
5
6
lactose:
lactase:
2. Propose two possible scenarios that could have caused the results seen from 3 to 6 in
the graph.
3. Explain how high fevers (temperature) and acids cause enzymes not to work.
Feedback
and
Reflection
It’s important that students be given
multiple opportunities and time to
reflect on their own learning. Focus on
improvement