Teacher:
Lesson:
Total Time:
Miss Stoner
Chemistry of Life: Biological
Macromolecules
6- 45 minute periods
Standards:
3.1.B.A2: Identify the initial reactants, final products, and general purposes of photosynthesis
and cellular respiration. Explain the important role of ATP in cell metabolism. Describe the
relationship between photosynthesis and cellular respiration in photosynthetic organisms.
Explain why many biological macromolecules such as ATP and lipids contain high energy bonds.
Explain the importance of enzymes as catalysts in cell reactions. Identify how factors such as pH
and temperature may affect enzyme function.
Eligible Content:
BIO.A.2.2.1: Explain how carbon is uniquely suited to form biological macromolecules
BIO.A.2.2.2: Describe how biological macromolecules form from monomers.
BIO.A.2.2.3: Compare and contrast structure and function of carbohydrates, lipids, proteins, and
nucleic acids in organisms.
Essential Question(s):
How does life result from chemical structure and function?
Objectives: SWBAT…..
1.
2.
3.
4.
Summarize the characteristics of organic compounds.
Compare the structures and function of different types of biological macromolecules
Describe the components of RNA and DNA
Explain why carbon is so important in living things.
Materials:
1. Chapter 2 Study Guide
2. Weekly Record Sheets
3. Ball and Stick Molecular Model Kits
4. PowerPoint Presentation on Chemistry of Life
5. Review Sheet on Chemistry of Life
6. Food Items: cooking oil, sugar, nuts
7. 400 mL beaker with honey and water
8. 400 mL beaker with egg whites and water
9. 400 mL beaker with oil
10. 400 mL beaker with gelatin
11. 400 mL beaker with lettuce and water
12. 400 mL beaker with water
13. 400 mL beaker with apple juice
14. 400 mL beaker with melted butter
15. 400 mL beaker with blended potato and water
16. 400 mL beaker with peanut butter mixed with mater
17. 400 mL beaker of sugar and water (unknown substance)
18. Needed per group:
a. 11 test tubes
b. Test tube rack
c. Test tube holder
d. Masking tape
e. Hot plate
f. Iodine Solution
g. Sudan III Solution
h. Biuret Solution
i. Benedict’s Solution
j. 600 mL beaker
19. Mashed up stomach contents: corn(not sweetened), beans, potato, noodles, vegetable oil
Procedures:
1. Question(s) of the Day:
a. Give 3 examples of a protein?
b. What are the two main types of nucleic acids? Explain the “jobs” of each one.
c. What are the four types of biological macromolecules?
d. Give 3 characteristics of lipids.
e. Give 3 characteristics of carbohydrates.
f. What 4 elements make up proteins?
2. Beginning Activity: Show students several food items, such as cooking oil, sugar, and a
piece of meat. Have students write down what they think all of these substances have in
common. Emphasize that all food contain the element carbon. Carbon is the most
important element in living things.
3. Beginning Activity: Give students a ball and stick model kit. Tell them to look at a carbon
atom. Ask them: How many holes does carbon have? Tell them it can bond with 4
different things. Tell students to build whatever they want with their carbon molecule.
Make sure to tell them they cannot have any “holes” open. Once they have built a
molecule, tell them to hold it up and look at others in the room. They should be different,
this allows you to emphasize that carbon is so important to living things because it can
make so many different molecules. Also show how it can make double and triple bonds.
Have several examples of carbon molecules available to show students.
4. PowerPoint notes on Chemistry of Life.
a. Throughout the presentation ask students questions concerning the material.
5. Students should complete the review sheet on Chemistry of Life. When they are finished
go over the information together as a class.
6. Organic Macromolecules Lab
a. Part 1: Students are making models of lipids, carbohydrates, and proteins using the
molecular model kits.
1. They should work in groups of 2-3. Put them into groups.
2. Set up the lab based on the lab paper.
b. Part 2: Identifying Organic Compounds in food.
1. Students are testing various food items to see what macromolecules are contained
within them. They should work with the same groups from part 1
2. Set-up the lab based on the lab paper.
3. They should hand this lab when they complete it.
7. Murder and a Meal Lab
a. Students will be using the information they learned in the previous lab, to determine
where the victim of a crime ate their last meal.
b. Set-up lab based on lab paper
c. Students should hand in their lab paper when completed.
8. Ticket out Questions
a. Describe the three parts of a nucleotide and how they are attached to one another.
b. Do lipids dissolve in water? Why or why not?
Homework:
1. Read pages: 34-37 in your book.
2. Make flashcards for the vocab words in this lesson: Students need to make vocab cards
(following the Collins writing method) for Chemistry of Life. These cards will be collected
at the end of the chapter on test day.
3. Finish Organic Macromolecules lab: If students do not finish the discussion questions in
class they need to complete them for homework – collected the next day.
4. Finish Murder and a Meal: If students do not finish the discussion questions in class they
need to complete them for homework – collected the next day.
Assessment:
Informal:
1. Question of the Day
2. Ticket Out Questions
3. Discussion of water and solutions
4. Review sheet
Formal:
1. Organic Macromolecules Lab
2. Murder and a Meal Lab
3. Chapter 2 Test
Reflection/Modification: