Friday, September 21, 2012

Lesson Plan: Enzymes (Unit 2--The Chemistry of Biology)

Student Info:
Lesson: Unit 2, Lesson 4—"Enzymes"
Learning Profiles: Strong Auditory and Kinesthetic Profiles. Also visual. Poor in academic literacy skills.
Interests: varied, but include sports (football, soccer, basketball), parkour, drama, socializing and video games.

Student Connection:
Enzymes catalyze the most important reactions in our bodies.

Enduring Understanding:

Essential Questions:
  1. How do enzymes work?
  2. Why are they important for life?

Instructional Strategies:
Provide content with a PowerPoint presentation, process (think-pair-share in response to questions embedded in PowerPoint, quick-write and share at end of PowerPoint), and product (toothpickase lab, and unit test.

Student Activities:
Provide supports for varied readiness levels (visual and auditory presentation, think-pair-share, small groups to promote peer-teaching), learning profiles (visual and auditory presentation; lab for hands-on learning (kinesthetic).

Content Standards:
Grades 9th Grade Biology
1: “Cell Biology”
b.Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings..” (State Board of Education, 2002).

ELD Standards:
EL students are ELD III/IV
Part I: Interacting in Meaningful Ways
1.      Exchanging information/ideas
2.      Interacting via written English
5. Listening actively
Part II: Learning About How English Works
1.      Understanding text structure
2.      Understanding cohesion

By the end of this unit students will be able to:
  1. List the properties of water.
  2. Explain what acidic and basic solutions are.
  3. List what each organic compound is made of.
  4. Describe the function of each organic compound.
  5. Explain the function of enzymes.

Assessment Plan:
Entry Level—Each student will take a quiz (week 1) on the scientific method to determine their readiness level for designing an experiment. The teacher will use that information to differentiate the assignment to meet the students’ individual needs.

Formative—The teacher will check for understanding periodically by including questions on slides embedded in the PowerPoint presentation. Students will “think-pair-share” in response to these questions. Then, there will be a quick-write at the end of the presentation. The exit ticket will include calling on students at random to answer questions written in the margins of their Cornell-style notes.
  1. What does catalyze mean?
  2. What is the difference between enzymes?
  3. What does substrate mean?
  4. What is activation energy?
  5. How doe enzymes speed up reactions?
  6. What does denature mean? Why is it bad?
1.      What are the monomers for lipids?
2.      What are the monomers and polymers for proteins?
3.      What are some functions of proteins?
Closure Quiz:
1.      What is a substrate?
2.      Draw the toothpickase reaction.
3.      What do enzymes do?

Summative—Students will complete a lab (“Toothpickase”), which will be peer graded as I review the answers in class. Students will also take a Unit 2 test on the Chemistry of Biology at the end of the week to assess whether they have learned the key points of this unit.

Differentiation Strategies:
Check to ensure students are taking Cornell notes during presentation. Be available for extra assistance, if necessary. Allow EL and SN students to pair up during quick-write activity for assistance.
            Teacher will arrange students in groups for the activity.
Teacher will circulate during student activities to answer questions, check for understanding, and guide students in the right direction.
Teacher will review material for Unit 2 test by providing a handout and answering questions during the review session.

            Students will follow handout guidelines for activity.
            Teacher will pair up students to peer-teach each other in the review before the Unit 1 test.
Students who need extra time to finish the test are allowed to complete after class (or another time that fits with their schedules).
Students are allowed to use the resource center to complete their test, as stipulated by their IEPs.

1.      PowerPoint presentation, “Enzymes”
2.      “Toothpickase” lab

Link to the page on Unit 2 on my Biology Teaching Blog.

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