UF-CPET SSI & STARTS Lesson Plan

Transcription

1 1 Name: SARA CUARESMA Lesson Title: WHAT IS AN ENZYME? Lesson Length (2 CLASS PERIODS) Grade Level(s): 9 TH GRADE BIOLOGY SSI Topic: SSI Topic: SC.912.L Explain The role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature, and their effect on enzyme activity. Appropriateness for Middle/High School Students Students will be able to observe a chemical reaction, identify the substrate and the product of the chemical reaction involving an enzyme from the liver called amylase. By measuring the initial volume of the substrate and the final volume of the product they can find out how much oxygen and water was produced. Background The 2 concepts cover in this lesson. 1- The students will be able to identify if the reaction is exothermic or endothermic reaction by measuring the temperature before, during and after the reaction. 2- The students will be able to observe the role of enzymes as catalysts in this case the liver by lowering the activation energy of a biochemical reaction. 3- The students will be able to test different amount of substrate to investigate if the amount of the products will vary. The will also measure temperature and if the temperature varies with the concentration of the substrate. 4- Students will also be able to use the metric system by using thermometers, ( centigrade), and measuring the volume of the substrate in ml, with a measuring cylinder. Florida State Standard SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and Earth/space science, and do the following: 1. pose questions about the natural world; 2. conduct systematic observations; 3. examine books and other sources of information to see what is already known; 4. review what is known in light of empirical evidence; 5. plan investigations; 6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs); 7. pose answers, explanations, or descriptions of events; 8. generate explanations that explicate or describe natural phenomena (inferences); 9. use appropriate evidence and reasoning to justify these explanations to others; 10. communicate results of scientific investigations; and 11. evaluate the merits of the explanations produced by others.

2 2 SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (Also assesses SC.912.L ) SC.912.L Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature, and their effect on enzyme activity. Students will describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids in organisms. Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction s activation energy. Students will identify and/or describe the effect of environmental factors on enzyme activity. Performance Objectives Measure and collect data. Predict, compare and evaluate data. Do science following the scientific method. Materials List and Student Handouts 30 ml, 40ml, 50 ml, and 60 ml of hydrogen peroxide per group of 8. 4 pieces of 10 cm x 10 cm of filter paper Beef liver Include the quantities required per group and/or per student. 5E Lesson Template In the left column, list all activities you are planning. Also include information on how the class will be organized (grouping; individual work). The right column contains only probing questions you intend to ask of your students to guide their learning. For each phase, complete a brief (2-3 sentence) overview of what will occur in the space provided. Consider the following during the Engage: Include an interesting attention grabber that focuses students interest and attention on the lesson content and activities. Introduce a guiding question that students should be able to answer at the end of the lesson. : Elicit prior knowledge and students experiences. ENGAGE 1- Review vocabulary (amino acids, proteins, fatty acids, lipids, monosaccharide, carbohydrates), chemical reaction, substrate and product, enzyme, activation energy. 2-Background knowledge, Q/A: What is the liver? Where is it located?, what functions does

3 3 it have? What is an enzyme and what does it do in your body? 3- Demonstration: show the students a piece of beef liver, explain that is a smooth muscle tissue, and explain some of the important functions of it and diseases. To observe the chemical reactions of hydrogen peroxide and beef liver. To measure the volume of hydrogen peroxide before and after the reaction. To measure the temperature of hydrogen peroxide before and after the chemical reaction H2O2 + enzyme = H 2O +O 2 1-Predict if the volume of hydrogen peroxide will be higher or lower after the reaction. Explain why? 2-Infer if the temperature will increase, decrease or stay the same during and after the chemical reaction? Is it an exothermic or endothermic reaction? Consider the following during the Explore: Explain how your students will explore the concept(s), relating specifically to SSI- LPAI elements when appropriate, including students interests shared during the Engage. : Design questions that guide student explorations, evaluate student understanding, and facilitate student interaction and group collaboration. EXPLORE 1 -To observe and relate the substrate and product of the chemical reaction. Students will observe the bubbles and the gas released. 1- Describe the chemical reaction between hydrogen peroxide and liver? Deduce what the gas released is? 2 - How much gas was produced? Consider the following during the Explain: Have students share and explain the results of their investigation. Connect to relevant SSI-LPAI elements.

4 4 Add additional content, including definitions, explanations, and new vocabulary in the context of concepts explored. : Ask probing questions to deepen students conceptual understanding and skills of the concepts that the lesson is based upon. EXPLAIN 1- Explain what type of reaction it is, if it absorbs energy ( endothermic reaction) or if it releases energy ( exothermic reaction) To measure the temperature before and after the investigation Why does the temperature increases or decreases? Is it absorbing or releasing energy? Consider the following during the Elaborate: Opportunity to provide students with the chance to transfer and extend (apply) the concepts and skills they have just learned to their interests and new situations. : Connect and apply the lesson to students interests outside the classroom. ELABORATE Elaborate a line graph of the amount of gas released using the data collected from the other students. On the X axis you will write the volume of hydrogen peroxide and the Y axis the amount of gas in ml. Did the amount of substrate affect the amount of gas release?

5 5 Consider the following during the Evaluate: Utilize the grading rubric you designed for the formative assessment tool (during session 4) to assess the students mastery of all benchmarks. EVALUATE 1- Students are asked to draw conclusions based on the quantitative data. 2- Allows the students for meaningful discussion that further conceptual understanding. 3- There are opportunities for the students to analyze quantitative and qualitative data. 4- Allows the students to reflection or summation that furthers conceptual understanding. Students will investigate for five more different functions of the liver and do a report on a disease of the liver. The will investigate for an inherited genetic disease of the liver, write a report, explaining the cause and consequences of that particular disease of the liver. Based on your knowledge now about enzymes and the liver, how is biotechnology applied on treating these genetic diseases?