Biochemistry: Macromolecules: Lab(Day 6 of 6)

Name: Kayla Wipf

Grade Level: 10
School: Sioux Valley HS
Date: 10-5-17
Time: 1 (8:20-9:14), 4 (11:05-11:56), 5 (12:51-1:42)

Contextual factors/learner characteristics: (What do you need to keep in mind as you plan and deliver
this lesson? About the students? The facility? Time restraints? Technology? Group formation? Etc?)

● available to me: projector, computer, lab, printer, internet

● available to students: computers (1:1), internet
● time: 54 min periods
● group info: 1st hour works faster than 4th and 5th hour; 4th hour asks lots of questions; 5th hour
has 4 ELL students
● 2 students with 504s; 1 on IEP
Standards: (Include the information that tells what the student is to master)

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen
from sugar molecules may combine with other elements to form amino acids and/or other large carbon-
based molecules.

Performance Expectation
Science and Engineering
Practice
Disciplinary Core Idea
Crosscutting Concepts
CCSS ELA / Math
Students will complete pre-lab and lab questions and do post-lab
questions after or as homework.
Construct and revise an explanation based on valid and reliable
evidence obtained from a variety of sources (including students’ own
investigations, models, theories, simulations, peer review) and the
assumption that theories and laws that describe the natural world
operate today as they did in the past and will continue to do so in the
future.
As matter and energy flow through different organizational levels of
living systems, chemical elements are recombined in different ways to
form different products.
The sugar molecules thus formed contain carbon, hydrogen, and
oxygen: their hydrocarbon backbones are used to make amino acids
and other carbon-based molecules that can be assembled into larger
molecules (such as proteins or DNA), used for example to form new
cells.
Changes of energy and matter in a system can be described in terms of
energy and matter flows into, out of, and within that system.
ELA: RST.11-12.1, SL.11-12.5, WHST.11-12.9, WHST.9-12.2, WHST.9-
12.5
Math: HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3, MP.2, MP.4
ABCD Objective Assessment I Can / Target Statement
Audience Students will be able to
Behavior expected (outcome) complete the graphic organizer
Conditions at the end of the section with
Degree 85% or greater accuracy.
Students will be able to
complete the Kahoot at the end
of the section with 85% or
greater accuracy.

Materials and Resources needed:

Myself: printouts, foods

Students: handout and pencil

The Lesson – (Provide a brief summary here) Students will complete a lab about reading nutrition labels
and how macros apply to it.

1. Introduction (Engage) (Script what you plan to say – include how you plan to get attention,
access prior knowledge, assess knowledge, create a need to know and share the objective)
2 minutes

If you haven’t already turned in your graphic organizer and the homework from yesterday, do it now.
Now that you are experts on macromolecules, we’re going to do a lab about how to read your food’s
nutrition labels!

2. (continue your “actor’s script”) Core of the Lesson

What you Tell what me what you are doing, what you will say or ask.
are doing / If you are asking a question put in acceptable student responses.
Methodology Tell me what the students are doing. This is the area for your script.
(time
allotment)

Lab Today your knowledge on macromolecules will be put to good use, and we’ll
be using what you learned about the metric system and conversions, as well!

(Hand out lab packets)

We are going to start this lab by reading through the introductory information
together before you do the pre-lab questions. This will be good review for you.
Make sure you circle, highlight, or underline important info as we’re reading
so you can find it quickly when you need it for the questions.

(Read first part of lab and explain how to read food labels.)

Now, read directions for your pre-lab questions and get started answering
them!
 I’m going to number you off into groups. (groups of 3ish) There are 7 different
foods for you to look at. Each group needs to start in a different place. It
doesn’t matter which order you do them in. Make sure you write the name of
the food on the lines!

Only after you have finished the lab questions can you begin the post-lab
questions. Part of the post lab questions you MUST complete at home. You
will see why when you get to that part.

Get started!

(Walk around and monitor. Answer any questions.)

What were some surprising things you discovered about the foods?

(toss candy to those that answer)

Now you get to see what your daily nutrition should look like. Get your
computers out and go to the site on the board and click on the following
things:

www.choosemyplate.gov/myplate-daily-checklist-input

Go to the tab that says “Online tools,” then click on “Daily Checklist,” and
scroll down to see the table with calories on it. Just above that there is a link
that says “MyPlate Daily Checklist.” Click on that and input your information
to see the number of calories you should consume daily. Once you’ve
calculated it, click on the button that shows your calories and it will take you
to a page that shows you serving suggestions for you! Take a look at that while
I grab this video.

This video shows some more information on the 3 macros from the lab.

www.youtube.com/watch?v=cKRf53I737E

You have the remaining time to work on your post lab questions.

3. (continue your “actor’s script”) Closure (1-2 min) (A good closure includes allowing students to
gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about
what is to come.)
2 min

There are just a few minutes left. Make sure you look at 2 foods at home tonight and answer the rest of
you post lab questions. Review your macros tonight so I can put your knowledge to the test tomorrow!
4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)

Long: Continue the lab Friday.

Short: Finish all lab questions and do the final Kahoot. If still short, start notes on enzymes.

https://create.kahoot.it/#quiz/da7b8013-0aae-4c8f-9754-9117dfeae555

Resources: (What resources did you use which would be of interest to the classroom teacher? You most
likely did not create this lesson from scratch?)

lab, Kahoot, YouTube, MyPlate