Biology 20 Lesson Plan
Date: March 14, 2012
Grade/Subject/Topic: Biology 20, Unit D: Human Systems
Time Allotted: 80 mins
Learning Objectives:
GLO #1:
Explain how the human digestive and respiratory systems exchange energy and matter with the environment.
SLO: (20- D1.2k) Describe the chemical nature of carbohydrates, lipids and proteins and their enzymes.
(20-D1.3k) Explain enzyme action and factors influencing their action.
Resources
Ritter, B., Burley, K.L.,& Fraser, D. (2007). Biology. Toronto: Thomson Nelson.
Mr. Hansen’s notes
http://www.woodrow.org/teachers/bi/1991/enzymes.html (jello lab idea)
http://www.learnalberta.ca/content/sec20/openMovie.html?title=&movie=smil/proteinsstructure_woc_enzymes.smil (Enzymes video)
Materials Needed:
PowerPoint on memory stick, Jell-O, fresh pineapple, pineapple juice, canned pineapple juice, plates and water.
Assessment Strategies
Informal questioning throughout the lesson
Student predictions on the Jell-O enzyme demo
Procedure:
Introduction (20 total mins):
Attendance and review the days schedule
Review, ask: What are the four structures of proteins? What is an enzymes structure?
Reminder: Food additives research assignment is due tomorrow
Body (55 total mins):
PowerPoint: enzyme notes
Jello-O lab: on the front table have 4 Jell-O squares sitting on 4 different plates. Add a different pineapple juice to each of the 3 plates and water and the 4thplate.
Record what happens to the Jell-O after 5 minute increments. Record the data on the table that will be on the board. (Table is below)
Describe the procedure for the enzyme lab to the students and have them make a prediction. What is going to happen to the jell-O? are the different variables, (types of juice) going to make a difference to the jell-O?
Ask the students what they think the control is and why
When we begin to talk about factors affecting enzymes start the Jell-O lab
Ask: why is a fever of 39ºC dangerous?
Ask: in a solution there are 100 enzymes, and we added 1000 substrates.
Would the reaction rate increase? The reaction would increase and plateau at 100 substrates.
Check the jell-O every 5 minutes between notes and write the results on the board.
Watch the video: Enzymes on Discovery Education
At the end of class discuss the results of the lab
Ask: why would the fresh pineapple digest the Jell-O but not the other pure pineapple mixtures?
Review: what is the purpose of enzymes in our body? What are the factors affecting enzyme reaction rate?
Closure (5 total mins):
Ask students to predict what the jell-O will look like in 24 hours.
Discuss what we will be doing next class.
Friday we will be moving onto ingestion
Put this table on the board before the class begins. Every 5 minutes describe the jell-O for each pineapple variable.
Reflection
This lesson went very well. The students were engaged and enjoyed the Jell-O demonstration. If I were to do this lab again I would already have a premade Jell-O/fresh pineapple mixture for the students to see the long term affect of the fresh pineapple.
This lesson went very well. The students were engaged and enjoyed the Jell-O demonstration. If I were to do this lab again I would already have a premade Jell-O/fresh pineapple mixture for the students to see the long term affect of the fresh pineapple.