LESSON PLAN #3
Carbon Compounds – Macromolecules, Chemical Reactions &
Enzymes
Chapter 2.3 and 2.4
* Healthy Habits Project *
Biology
2013
September 24,
Learning Goal:
Students understand and can demonstrate that there are macromolecules (large
combinations of elements) that make up lipids, proteins, carbohydrates and
nucleic acids. Students understand the role these macromolecules play in their
daily dietary consumption.
Week’s Academic Content Objectives:
Students understand, can discuss and demonstrate that living organisms are
made up of many different molecules consisting largely of carbon, hydrogen,
nitrogen, oxygen phosphorus and sulfur and that these molecules can be all
sizes. Students understand and can demonstrate that macromolecules are
synthesized from smaller parts.
Content Standards:
Academic Language
8 6.b Students know that living
 Organic chemistry
organisms are made of molecules
 Macromolecules
consisting largely of carbon, hydrogen,
 Polymerization
nitrogen, oxygen, phosphorus and
 Organic compounds
sulfur.
 Carbohydrates
8 6.c Students know that living
 Saccharide
organisms have many different kinds of
 Monosaccharide
molecules, including small ones, such
 Disaccharide
as water and salt, and very large ones,
 Polysaccharide,
such as carbohydrates, fats, proteins,
 Lipids
and DNA.
 Nucleic acids
BI 1.h Students know most
 Proteins
macromolecules (polysaccharides,
 Synthesize
nucleic acids, proteins, lipids) in cells
 Chemical reactions
and organisms are synthesized from a
 Reactants
small collection of simple precursors.
 Products
 Energy changes
 Enzymes
Assessment:
Informal:
The Journal Write in Students Science
Notebook is an opportunity to check for
understanding of the textbook reading
from the previous days lesson.
Reviewing, as a class the Macromolecule
graphic organizer, is an informal
assessment of student understanding.
White Board responses during the
PowerPoint provides immediate
assessment of understanding of the
textbook reading and PowerPoint Lecture
Presentation.
Formal:
On Friday, Students will be responsible
for having completed and turned in, for
assessment, their Cornell Notes, the
Crossword Puzzle and the Organic
Molecules of Life Chart graphic organizer
(in SNB) and Questions.
Instruction (engaging students in the construction of meaning):
How will you begin the lesson?
Journal Write - Teacher Talking Points
min
In their Science Notebooks, Students will respond to the following prompt:
10
What is the relationship between monomers and polymers?
How does this relate to macromolecules?
Student’s entries will be signed off (initialed directly in their Science Journal) by
the Teacher to assure completion.
Following Student’s allotted time to complete the Journal Entry, the Teacher will
randomly select Students to read their entry. Teacher, typically, will select 4
students (2 female and 2 male) to read their entries.
Teacher Talking Points:
 Monomers make larger molecules called polymers.
 Train as an example (monomers – cars, polymers – entire train.).
Body of Lesson
30
min
Lecture Day: Teacher will present a lecture, using a PowerPoint, to review and
reinforce the reading from the previous days lesson. The PowerPoint will be
visual support of the previous days reading. White Board response will be used
as a check for understanding (PowerPoint slides attached).
During the Lecture, Students will be treated to a healthy breakfast/lunch. This will
be done by the Teacher to model healthy eating.
Following the PowerPoint, the class will review the Organic Macromolecules
graphic organizer assigned on Monday. As a class and using Equity Sticks, the
chart portion of the organizer will be discussed and completed. Students will be
required to complete the questions on the back of the Chart on their own.
Reminder: Students must use complete sentences in answering questions on the
back of their Macromolecule grahic organizer.
During the remaining of the time in the class period, Students will be allowed to
work, individually, on the Cornell Notes/Vocab, the Macromolecules Chart
graphic organizer and the Crossword Puzzle. Encourage Students to complete
the Cornell Notes prior to doing the Crossword Puzzle. Inform them that the
Crossword will be much easier with an understanding of the Academic
Language.
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Monitoring for Understanding/ Accommodations
While Students are writing in their Journal, Teacher will circulate in the
room to assure Students understand the Daily Question, are completing
the Journal Write in their Science Notebook (SNB) and understand
previous days textbook reading.
Signing off on Student’s SNB entry (teacher’s initials in the Science
Notebook) assures Students consider and complete the entry.
The PowerPoint provides a review and reinforcement of the main
concepts of the previous days’ textbook reading. Additionally, the visual
depiction of the content will provide access for visual learners.
White Board response during the PowerPoint will allow the Teacher to
assess Student understanding of the content. Additionally, it provides an
opportunity to reteach important concepts and correct misconceptions.
Review of the Organic Molecules of Life Chart graphic organizer is
another means of checking for understanding and will allow access to the
information for those Students who need assistance.
Placing this graphic organizer in the Science Notebook allows future
access to the information by Students as the Teacher builds on the
concepts from this lesson in future lessons.
Closure
5 min
Teacher will ask if there are any questions on the Organic Macromolecules
graphic organizer. Remind Students that there is an Extra Credit opportunity.
Extending the Lesson (HW, Think about …, Ask …):
2 min
Remind Students they need to complete their work as homework, if not
completed in class. Quick discussion of time management is appropriate, if time
permits.
Reminder
EXTRA CREDIT: Students are provided an opportunity to participate in extra
credit points. This week, Students can read 2.4 of the textbook (Chemical
Reactions and Enzymes) and complete “Enzymes in Action” (attached). This
extra credit is worth 20 points. This extra credit opportunity should also be posted
in the classroom (in the Extra Credit location, near the computer lab).
Reflection/Next Steps (What worked? What did not work? What will you do
tomorrow? Why?):
Whiteboard
Responses
LESSON PLAN #4
Carbon Compounds – Macromolecules, Chemical Reactions & Enzymes
Chapter 2.3 and 2.4
* Healthy Habits Project *
Biology
September 25, 2013
Learning Goal:
Students understand and demonstrate that there are macromolecules (large
combinations of elements) that make up lipids, proteins, carbohydrates and
nucleic acids. Students understand the role these macromolecules play in their
dietary consumption.
Week’s Academic Content Objective:
Students understand, can discuss and demonstrate that living organisms are
made up of many different molecules consisting largely of carbon, hydrogen,
nitrogen, oxygen phosphorus and sulfur and that these molecules can be all
sizes. Students understand and can demonstrate that macromolecules are
synthesized from smaller parts.
Content Standards:
Academic Language
8 6.b Students know that living
 Organic chemistry
organisms are made of molecules
 Macromolecules
consisting largely of carbon, hydrogen,
 Polymerization
nitrogen, oxygen, phosphorus and
 Organic compounds
sulfur.
 Carbohydrates
8 6.c Students know that living
 Saccharide
organisms have many different kinds of
 Monosaccharide
molecules, including small ones, such
 Disaccharide
as water and salt, and very large ones,
 Polysaccharide,
such as carbohydrates, fats, proteins,
 Lipids
and DNA.
 Nucleic acids
BI 1.h Students know most
 Proteins
macromolecules (polysaccharides,
 Synthesize
nucleic acids, proteins, lipids) in cells
 Chemical reactions
and organisms are synthesized from a
 Reactants
small collection of simple precursors.
 Products
 Energy changes
 Enzymes
Assessment:
Informal:
Questioning leading into the lab and
during review of laboratory procedures
allows for a check of Student
understanding of content objectives and
lab procedures.
Formal:
Friday, following Day 2 of the lab,
Students will turn in their lab report for
formal assessment.
While Students are conducting the Lab,
the Teacher will conduct informal
assessment of understanding by
observing Student work and questioning
while visiting lab stations.
Instruction (engaging students in the construction of meaning):
How will you begin the lesson?
In their Science Notebooks, Students will respond to the following quick prompt:
What element must be present in a molecule for that molecule to be
considered organic?
Answer: Carbon. Assure Students understand the presence of the element
carbon in protein, lipids, carbohydrates and nucleic acids. Refer to the textbook
to examine structures of the 4 macromolecules and the presence of carbon in
each.
Prior to beginning the lab, Teacher will discuss the following Healthy Habits
connection:
 The presence of macromolecules in all the foods we eat
 The importance of monitoring the intake of these macromolecules
 The connection between macromolecule intake and exercise
Body of Lesson
45 min
Pre-Lab Set Up – Teacher: TESTING FOR CARBOHYDRATES
Set up: label 8 locations on the demonstration lab station with a number 1
through 8. (Do not label the food items. Students, either today or in
tomorrow’s lab, will be encourage to guess the food items and include their
guess on their lab worksheet.) Fill a 50 ml beaker to approximately the
halfway point with the following items:
 Butter (melted in the microwave)
 Mash Potato Flakes (2 to 3 scoops and add 3 ML of water)
 Small Curd Cottage Cheese (2 scoops)
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Chicken Broth
Vegetable Oil
Saltine Crackers, finely crushed (2 to 3 scoops and add 3 ML of water)
Egg Whites
Milk
NOTE: Place a beaker with water next to the mash potatoes and crackers with a
pipette in each. On the Number Labels, include a note to add the additional water
as described above.
Place a pipette (marked with a Sharpie at 1 ML and 2 ML) in the butter, chicken
broth, vegetable oil, egg whites and milk.
Place an ice cream stick in the mash potatoes, cottage chees and crackers.
Each lab station (7 stations) will have the following lab equipment set up prior to
Students entering the classroom:
2 Test Tube Racks
8 Test Tubes label 1 to 8 (marked with a Sharpie)
Test Tube brush for cleaning
Extra pipettes (for indicator).
NOTE; Students will test for carbohydrates on Wednesday (early release day),
and protein and lipids on Thursday.
With Students:
Give Students a quick overview of the lab (testing for carbohydrates, proteins
and lipids). Question for understanding by asking:
1. What are the four macromolecules?
2. What element must be present in order for that macromolecule to be
considered organic?
3. How do these macromolecules relate to your daily eating habits?
4. Ask Students if Lab Safety Rules need to be re-addressed. If so, see page
26 of Science Notebook. Remind Students, anyone not abiding by our Lab
Safety Rules will be asked to seat at their desk and work on homework
rather than participate in the lab.
5. Explain how to use a pipette
a. Before submerging, squeeze out the air
b. Slowly release and fill pipette to 1 or 2 ML. For 3 ML, obtain 2 ML,
then 1 ml (due to efficiency of pipettes).
c. Squeeze completely to get all liquid out
6. Provide additional explanation of the indicator (iodine) to be used for
carbohydrate testing. Be sure to:
 Discuss with Student’s that iodine is poisonous and should be handled
with care.
 If you get it on your skin, wash off immediately.
 It stains clothing so avoid contact.
7. Review with Students techniques for avoiding cross contamination of
solutions and specimens:
 Don’t use pipettes in more than one solution.
 Never put the pipette into the test tube but rather drip the fluids in
from above the rim of the test tube.
o A demonstration of this technique will assist in
understanding.
- Each Student will turn in a lab report Distribute the Lab Worksheet and as a class, read the precursor (Teacher can
read or call on Students to read).
Discuss the procedures for carbohydrate testing as outlined on the Lab
Worksheet.
Require Students to circle 2 ML for increased understanding and future
reference.
 Be sure to discuss the Data Table and the recording of their results (a
simple yes or no).
Confirm with Students recognition of the questions on the back of the Lab
Worksheet. Remind Students that upon completion of the lab on Day 2, Students
will be required to answer, using complete sentences, the questions.
Lab Groups: Students will work in lab groups of 2 to 3 as outlined on the attached
list.
 For time management reasons, Students should all participate in the
collection of their specimens (dividing the test tubes up between the lab
group). Teacher or Collaborating Teacher should provide guidance during
specimen collection.
 After collecting specimens, Students will return to their lab station.
 Teacher will bring iodine to the lab station for Student use once all 8
specimens have been collected.
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Monitoring for Understanding/Accommodations
Reading before the lab provides knowledge of the upcoming lab.
The warm up questions are to check for understanding.
The questioning during review of lab procedures provides for monitoring
for understanding.
Demonstrating proper lab techniques (pipette usage and specimen
collection) provides an informal visual check for understanding.
Using the lab as a means to understanding macromolecules visually to
connect the reading and discussions with the concept for all types of
learners.
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Groups have been organized to accommodate Students varied
achievement levels.
Closure
5 min
Students will be responsible for cleaning the test tubes and their lab stations. The
test tubes should be cleaned thoroughly using dish soap and rinsing placing the
test tubes upside down on the test tube rack (for draining of water).
The Teacher can visit lab stations and provide soap on the rim of the sink for
clean up purposes.
The Teacher will circulate in the classroom to assure clean up is proceeding
according to Teacher expectations (especially in light of the following class
starting immediately).
Extending the Lesson (HW, Think about …, Ask …):
There will be no extension of the Lesson other than to remind Students that the
following day’s lab will include testing for proteins and lipids. Additionally, a
reminder about the lab related questions on the back of the lab report and the
necessity to complete them using complete sentences.
Reflection/Next Steps (What worked? What did not work? What will you do
tomorrow? Why?):