Macromolecule Mania

Transformation 2013 PBL 5E Planning Form Guide PBL Title: Macromolecule Mania Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: In this unit, students will learn the four types of biomolecules. Furthermore, students will learn about how each organism converts and utilizes energy.

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Begin with the End in Mind The theme or “big ideas� for this PBL: Students will develop a basic understanding of macromolecules and the important role these molecules play in our lives. Students will also learn how plants and animals use and convert energy.

TEKS/SEs that students will learn in the PBL: (9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to: (A) compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids; (B) compare the energy flow in photosynthesis to the energy flow in cellular respiration.

Key performance indicators students will develop in this PBL: Develop vocabulary (carbohydrate, lipid, nucleic acid, nucleotide, protein, amino acid, deoxyribonucleic acid, ribonucleic acid, monosaccharide, polysaccharide, photosynthesis, cellular respiration), understand how energy is converted in plants and animals in everyday life 21st century skills that students will practice in this PBL: www.21stcenturyskills.org Creativity, innovation, flexibility, adaptability, initiative, self-direction STEM career connections and real world applications of content learned in this PBL:

Careers: Food science, computer programmer, gamer, inventor, and chef Connections: People consume carbohydrates, lipids, and proteins on a daily basis in their diets for energy and enzymatic reactions. Furthermore, each person is comprised of the four major macromolecules (proteins, carbohydrates, lipids, and nucleic acids).

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The Problem Students may choose one of these two problems to solve.

1. You and a partner have been contracted by a large gaming company to create an educational game that teaches students (ages 14 to adult) about the four major macromolecules in our bodies (carbohydrates, lipids, nucleic acids, and proteins), how we consume each in our diets, what each does for our body, and how the macromolecules relate to enzymatic reactions that occur within the body. The game can be in any nature you would like (board game, computer game, card game, etc.), but it must be educational in nature and teach the basic components of each of the four biomacromolecules. You have one week to complete the challenge.

2. You and a partner are asked to host a cooking show on the Food Network©. You both must take on the role of scientists who have become chefs and love to teach science concepts as you teach food preparation. You must create a show (10 – 15 minutes) using video technology by preparing a meal while teaching the four major biomacromolecules located in the bodies of animals (carbohydrates, lipids, nucleic acids, and proteins). While preparing the food you must explain how we consume these macromolecules, what kinds of foods each is located in, and how they are utilized in our bodies. You have one week to complete the challenge.

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Map the PBL Performance Indicators

1. Vocabulary: carbohydrate, lipid, nucleic acid, nucleotide, protein, amino acid, carbon, deoxyribonucleic acid, ribonucleic acid, monosaccharide, polysaccharide, photosynthesis, cellular respiration 2. Develop an understanding how food consumption relates to the process of cellular respiration and photosynthesis 3. Establish a thorough understanding of how each macromolecule (proteins, carbohydrates, lipids, and nucleic acids) is used for structural purposes in our bodies

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Already Learned

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Helium Stick Materials: long thin metal or wooden rod • Deceptively simple but powerful exercise for learning how to work together and communicate in small to medium sized groups.

• Line up in two rows which face each other.

• Introduce the Helium Stick - a long, thin, light rod.

• Ask participants to point their index fingers and hold their arms out.

• Lay the Helium Stick down on their fingers. Get the group to adjust their finger heights until the Helium Stick is horizontal and everyone's index fingers are touching the stick.

• Explain that the challenge is to lower the Helium Stick to the ground.

• The catch: Each person's fingers must be in contact with the Helium Stick at all times. Pinching or grabbing the pole in not allowed - it must rest on top of fingers.

• Reiterate to the group that if anyone's finger is caught not touching the Helium Stick, the task will be restarted. Let the task begin....

• Warning: Particularly in the early stages, the Helium Stick has a habit of mysteriously 'floating' up rather than coming down, causing much laughter. A bit of clever humoring can help - e.g., act surprised and ask what are they doing raising the Helium Stick instead of lowering it! For added drama, jump up and pull it down!

• Participants may be confused initially about the paradoxical behavior of the Helium Stick.

• Some groups or individuals (most often larger size groups) after 5 to 10 minutes of trying may be inclined to give up, believing it not to be possible or that it is too hard.

• The facilitator can offer direct suggestions or suggest the group stops the task, discusses their strategy, and then has another go.

• Less often, a group may appear to be succeeding too fast. In response, be particularly vigilant about fingers not touching the pole. Also make sure participants lower the pole all the way onto the ground. You can add further difficulty by adding a large washer to each end of the stick and explain that the washers should not fall off during the

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exercise, otherwise it's a restart.

• Eventually the group needs to calm down, concentrate, and very slowly, patiently lower the Helium Stick - easier said than done.

How does it work?

• The stick does not contain helium. The secret (keep it to yourself) is that the collective upwards pressure created by everyone's fingers tends to be greater than the weight of the stick. As a result, the more a group tries, the more the stick tends to 'float' upwards.

Processing Ideas • What was the initial reaction of the group?

• How well did the group cope with this challenge?

• What skills did it take to be successful as a group?

• What creative solutions were suggested and how were they received?

• What would an outside observer have seen as the strengths and weaknesses of the group?

• What did each group member learn about him/her self as an individual?

• What other situations (e.g., at school, home or work) are like the Helium Stick?

References • Booth Sweeney, L. & D. Meadows (1996). The systems thinking playbook: Exercises to stretch and build learning and systems thinking capabilities. The Turning Point Foundation.

• Gass, M. A. (1999). Lowering the bar. Ziplines: The Voice for Adventure Education, Summer, 39, 25-27.

• Gass, M. A. (2001). Lowering the bar. In S. Priest & K. Rohnke (2001) 101 of the best corporate team-building activities. eXperientia.

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5E Lesson Plan PBL Title: Macromolecule Mania TEKS/TAKS objectives: TAKS Objective: 1, 2 ; TEKS: 112.43(c) – 9A,B Engage Activity Divide the class into pairs, and give each pair Lugol’s solution, a dropper, test tubes, crackers, section of potatoes, white bread, butter, oatmeal, sugar, cooked pasta, and any other substance you wish (make sure some of the items do not contain starch). Explain that Lugol’s solution is an indicator of starch – if the solution turns dark blue or black, then starch is present. Then, have the pairs test the foods for the presence of starch. For example, students will crush up the crackers and place them into a test tube and place 5 drops of iodine solution on top of the crackers and observe whether it darkens. Students should list all the items and record whether each item is positive or negative for the presence of starch.

Upon the completion of this engagement piece ask students to reflect in their journals: “Based on what you observed, how can scientists test for the presence of carbohydrates, lipids, and proteins in everyday foods?”

Introduce the students to the challenge: Students may choose one of these two problems to solve.

1. You and a partner have been contracted by a large gamming company to create an educational game that teaches students (ages 14 to adult) about the four major macromolecules in our bodies (carbohydrates, lipids, nucleic acids, and proteins), how we consume each in our diets, what each does for our body, and how the macromolecules relate to enzymatic reactions that occur within the body. The game can be in any nature you would like (board game, computer game, card game, etc.), but it must be educational in nature and teach the basic components of each of the four biomacromolecules. You have one week to complete the challenge.

2. You and a partner are asked to host a cooking show on the Food Network©. You both must take on the role of scientists who have become chefs and love to teach science concepts as you teach food preparation. You must create a show (10 – 15 minutes) using video technology by preparing a meal while teaching the four major biomacromolecules located in the bodies of animals (carbohydrates, lipids, nucleic acids, and proteins). While preparing the food you must explain how we consume these macromolecules, what kinds of foods each is located in, and how they are utilized in our bodies. You have one week to complete the challenge.

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Engage Activity Products and Artifacts List of positive and negative items from starch lab, journal entry Engage Activity Materials/Equipment Iodine, medicine droppers, test tubes, test tube rack, paper, journal, potato, crackers, cooked pasta, sugar, oatmeal, butter, olive oil, lunch meat, and other food substances you want students to test Engage Activity Resources Definition of a starch: http://www.biology-online.org/dictionary/Starch Definition of a carbohydrate: http://www.biology-online.org/dictionary/Carbohydrate Explore Activity Break students up into groups for the project assignment based on the problem that they have opted to solve. Have students do the team building activity and reflect on that activity with the students.

Provide students with a computer and have them use the W.H. Freeman website and review the components of macromolecules in groups. Using chart paper each group will create 4 thinking maps explaining each of the four macromolecules. Each group must illustrate the molecular make-up of each macromolecule, define it, identify where it is located, identify how we obtain it, and answer the question, “What does it do for our bodies?” Each group may use the their biology book or internet to discover common foods that contain these major macromolecules.

Explore Activity Products and Artifacts Thinking maps explaining each of the four macromolecules in animals Explore Activity Materials/Equipment Chart paper, markers, computers with internet access, biology books Explore Activity Resources http://bcs.whfreeman.com/thelifewire/content/chp03/0302002.html

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Explain Activity Have groups present their findings of the macromolecule exploration piece. Clear up any misconceptions that may arise during the presentations about the four major macromolecules. As students explain their concept maps, create a list of common foods that contain carbohydrates, lipids, and proteins that students may eat on a daily basis.

Using the information each group obtains pass out the concept map, “Organic Compounds” (http://www.biologycorner.com/worksheets/conceptmap-organic.html).

Students will continue working with their partner and will fill in the Organic Compounds concept map.

Explain Activity Products and Artifacts Presentation of macromolecules exploration, Organic Compounds concept map Explain Activity Materials/Equipment Textbook, computers with internet access, Organic Compounds concept map Explain Activity Resources http://www.biologycorner.com/worksheets/conceptmap-organic.html

Elaborate Activity

Provide students the opportunity to continue to learn the basic components of macromolecules by performing the Organic Compounds Lab (see below). Have students work with their partners to discover which common food substances they come into contact with that contain carbohydrates, lipids, proteins, and nucleic acids by performing the lab.

After each student has completed the lab with their partner, each group must begin working on their project together. Students must be able to present their project to the classroom upon the completion of the assignment. The games will be played in class and the videos will be viewed in class. Peer evaluations for each project will be performed.

Elaborate Activity Products and Artifacts Organic Compounds Lab write-up

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Elaborate Activity Materials/Equipment Materials needed for the Testing for Organic Compounds lab (follow lab sheet), digital video recorder, computers, VCR or DVD player Elaborate Activity Resources Biology book Organic Compounds lab: http://faculty.baruch.cuny.edu/jwahlert/bio1003/organic_tests.html Evaluate Activity

Have students present their projects to the class. Watch the videos and provide the students opportunities to play the games they created in class. Provide a handout for students to peer review the project (see Rubrics Section below). These peer reviews must be turned in to you before the class is over. Students may not share responses with each other and total anonymity must be preserved. Peer review will count for 1/10th of the total grade of the project.

Upon the completion of each presentation, have the students reflect in their learning journals regarding the following: “What biological concepts did you learn from this project? If asked to improve the project, what would you do differently? What would you do the same? What part of this project gave you the most satisfaction? Which part was the most difficult? Was your partner helpful in this assignment and did he/she do 50% of the work?”

Evaluate Activity Products and Artifacts Games/Videos, Presentations, Journal Reflection Evaluate Activity Materials/Equipment DVD or VCR player, computer, peer review grading form Evaluate Activity Resources None

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ORGANIC MOLECULES—LABORATORY TESTS Materials Equipment: • 6 hotplates • 6 Vortex Genies Glassware: • 6-250 mL beakers with boiling stones • 6-porcelain spot plates • 132-pyrex test tubes (6 groups of 22); each tube holds about 8 mL Solutions in 30 mL Wheaton dropper bottles (6 sets of each): • Sudan red • Benedict’s reagent • Lugol’s iodone • Biuret reagent • distilled water • corn oil • olive oil • whole milk • skim milk • regular soda • glucose (2% solution) • fructose (2% solution) • lactose (2% solution) • sucrose (2% solution) • starch (1% solution) • serum albumin (1% solution) • glycine (1% solution) • lycine (1% solution) Supplies— sufficient for 6 groups: • mashed up potatoes • mashed up beans • egg white • egg yolk Other: • 24 safety goggles • 24 plastic droppers • 6 paper bag squares for grease spot test • 6 grease pencils Themes • Making invisible characteristics visible.

• Identifying common organic molecules in test solutions and foods.

• Controls and standards for comparison.

• Understanding nutrition labels on foods.

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Organic compounds contain carbon atoms linked together to form chains or rings. Four classes of organic compounds—carbohydrates, lipids, proteins and nucleic acids—are found in large amounts in living organisms. The chemical properties of the different classes depend on the presence of specific functional groups. Today we will carry out tests for carbohydrates, lipids, and proteins.

General Instructions to Students 1. Supply solutions and dry chemicals must be kept pure. Never pour extra fluid back into a stock bottle. This direction applies to all labs with chemical experiments.

2. In this laboratory period you will learn about different classes of organic compounds by doing chemical tests for lipids, carbohydrates, and proteins. You will be learning about organic molecules in lecture and will also have the opportunity to discuss the results of today's tests in the lecture/recitation section.

3. For this laboratory period, work in groups of three to four students. Each group will do all the tests and record results in the following tables: Table I. Results of Solubility Test and the Sudan Red Test for Lipids Table II. Results of Grease Spot Test for Lipids in Foods Table III. Results of Benedict's Test for Reducing Sugars Table IV. Results of Lugol's Test for Starch Table V. Results of the Biuret Test for Protein 4. Because it takes time for water to boil on the hotplates, turn on your hotplates as soon as your instructor tells you to begin. By the time you finish testing for lipids, the water should be ready for Benedict's test for reducing sugars. REMEMBER: Bring goggles to your seat before you start heating the water. Once water is boiling, everyone in its vicinity must wear goggles.

I. Lipids Lipids are organic molecules that are insoluble in water and other polar solvents. Lipids are readily soluble in nonpolar solvents, such as chloroform, benzene, and ether.

Note: Because it takes time for the spots in the Grease Spot Test to dry, a pair of students in each group should set this test up while the other pair of students sets up the solubility test. Everyone should observe the results and record them.

Tests for Lipids Solubility in Polar and Nonpolar Solvents: Lipids are insoluble in polar solvents and soluble in nonpolar solvents. For this test, the polar solvent is water; the nonpolar solvent is corn oil: 1 Set up three tubes.

2 Add 1 mL (20 drops) each of the pair of liquids indicated below.

3 Mix the contents of each tube using the vortex genie.

4 Wait 2 minutes.

5 Examine each tube carefully. Has the sample dissolved in the solvent or do you see two separate layers in the tube?

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6 Record your observations in Table I below.

7 Save your tubes for the Sudan red test described below.

Sudan Red Test: Sudan red, dissolved in alcohol, is a lipid soluble dye. When Sudan red is added to a mixture of lipids and water, the dye will move into the lipid layer coloring it red: 1 Add 5 drops of Sudan red dye to each tube from the solubility exercise described above, and 2 Mix the contents of each tube using the vortex genie.

3 Wait 2 minutes.

4 Examine each tube carefully. Where is the red color found?

5 Record your observations in Table I below.

Table I. Results of Solubility Test and the Sudan Red Test for Lipids Is the second Is the second Test Tube One or two substance Test Tube substance Contents layers soluble in # soluble in oil? water?

Water mixed 1 with Water 2

Water mixed with corn oil

3

Corn oil mixed with olive oil

Which layer does Sudan Red dissolve in?

"Grease Spot" Test: You perform this test every time you buy muffins or doughnuts in a paper bag. Lipids make unglazed paper (brown paper, writing paper) translucent: 1 Put a drop of each sample on a piece of unglazed paper.

2 Draw a circle around the spot with a soft pencil.

3 Write the name of the sample in pencil next to the spot.

4 Allow all spots to dry thoroughly.

5 Hold the paper in front of a light source and observe the spots.

6 Record your observations in Table II below.

Table II. Results of Grease Spot Test for Lipids in Foods Samples

Spot # 1 2 3 4 5 6

Is the spot translucent? Y or N

Standards Water Corn Oil Olive Oil Do these foods contain lipids?

Whole Milk Skim Milk Soda

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I. Carbohydrates Carbohydrates are the main energy-storage molecules in most organisms. Polysaccharides are formed by linking many monosaccharides together by a series of dehydration synthesis reactions.

Tests for Carbohydrates Benedict’s Test for reducing sugars: Benedict’s reagent (a blue colored solution containing copper ions) is used to test for the presence of reducing sugars. When a solution containing Benedict’s reagent and a reducing sugar is heated, the copper (II) ions in the Benedict’s reagent are reduced to copper (I) ions and the solution changes from blue to green to orange to redorange to brick-red. A brick-red precipitate (solid), copper (I) oxide (Cu2O), may appear in the bottom of the tube. The more reducing sugar present in the mixture, the more precipitate will form.

The half-reaction for Benedict’s Test for Reducing Sugars can be shown as: 2 Cu+2 + 2 e2 Cu+1 Each copper (II) ion, Cu+2, is reduced to a copper (I) ion, Cu +1, by an electron from the reducing sugar. The reducing sugar is oxidized as a result of giving up its electron.

How to Proceed to Test for Reducing Sugars Note: All groups will set up tubes 1-6 in Table III below. Groups 1,3, and 5 should also set up tubes 7-10, for a total of ten tubes. Groups 2, 4, and 6 should also set up tubes 11-13 for a total of nine tubes. Everyone is responsible for recording and knowing all results, so you should share information.

1 Set up tubes 1-6 and either 7-10 or 11-13, depending on group number. Label each tube with a wax pencil.

2 Add 2 mL (40 drops or one full dropper) of the sample to be tested.

3 Add 2 mL of Benedict’s reagent. What color is the reagent?

4 Mix the contents of each tube using the vortex genie.

5 Record the color of the contents of each tube in the table as soon as you mix them.

6 Place all the tubes in a beaker of boiling water for 1 or 2 minutes.

7 Remove the tubes and allow to cool for 1 or 2 minutes.

8 Observe each tube carefully. Record in Table III the color of any precipitate formed (it may take a few minutes for the precipitate to be visible at the bottom of the tube). Place a star next to the tube with the most precipitate.

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Table III. Results of Benedict's Test for Reducing Sugars Tube Number

1 2

The color of Benedict's Reagent is: __________

Initial color at mixing

Is this a positive result?

Is a reducing sugar present?

Negative control: Water Positive control: Glucose Mono- or disaccharides:

3

fructose

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lactose

5

sucrose Polysaccharides:

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starch Do these foods contain a reducing sugar?

7

whole milk

8

Skim milk

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Soda

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Mashed up potato

11

Mashed up beans

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Diet Soda

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Lugol’s Test (Iodine solution) for Starch: Lugol’s reagent contains iodine and potassium iodide (I2KI). It changes from a yellowish-brown to blue-black in the presence of starch.

How to Proceed to Test for Starch 1 Set up a porcelain spot plate; number each depression in the plate with a wax pencil.

2 Add 3 drops of each sample to be tested to a different well in the spot plate, and make a list of what sample corresponds to what number.

3 Stir with a toothpick.

4 Add 1 drop of Lugol’s reagent to each sample.

5 Record the final color of the contents of each well in Table IV.

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Table IV. Results of Lugol's Iodine Test for Starch Tube Number

1 2

The color of Benedict's Reagent is: __________

Initial color at mixing

Final color after heating

Is this a positive result? Is a starch present?

Negative control: Water Positive control: Starch Mono- or disaccharides:

3

fructose

4

lactose

5

sucrose Do these foods contain starch?

6

whole milk

7

Skim milk

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Soda

9

Mashed up potato

10

Mashed up beans

11

Diet Soda

*Make a wet mount. Put some of the potato mash on a slide, add a drop of Lugol's reagent, and cover with a cover slip. Observe under medium power. Is the starch dispersed everywhere in the cells?

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III. Proteins Proteins are complex, specialized molecules composed of carbon, hydrogen, oxygen, and nitrogen. Many proteins also contain sulfur. The building blocks of proteins are the amino acids.

Biuret Test for Proteins: Biuret reagent is a light blue solution which turns purple when mixed with a solution containing protein. When the copper ions of the Biuret Reagent react with peptide bonds in the polypeptide chains, a purple color complex is formed.

Note: All groups will set up tubes 1-4 in Table V below. Groups 1, 3, and 5 should also set up tubes 5-8 for a total of eight tubes. Groups 2, 4, and 6 should also set up tubes 9-13 for a total of 9 tubes. Everyone is responsible for recording and knowing all results, so you should share information.

1 Label a set of tubes (see note above) with a wax pencil.

2 Add 2 mL (40 drops) of sample to each tube.

3 Add 2 mL of biuret reagent to each tube. What color is the biuret reagent?

4 Mix the contents of each tube using the vortex genie.

5 Wait 2 minutes.

6 Examine each tube carefully. Note the color.

7 Record your observations in the Table V.

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Table V. Results of the Biuret Test for Proteins Test Tube # 1 2

The color of Biuret Reagent is: _____________ Negative Control: water Positive Control: serum albumin

3

Amino acids

4

glycine

Initial color at mixing

Final color after 2 min. at room temp.

Is this positive test? Are peptide bonds present? Y or N

Do these foods contain proteins?

5

Whole milk

6

Skim milk

7

Soda

8

Diet soda

9

Egg white

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Egg yolk

11

Mashed potato

12

Mashed beans

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Plan the Assessment Engage Artifact(s)/Product(s): Positive and negative lab for starches, journal entry

Explore Artifact(s)/Product(s): Thinking map of Organic Compounds

Explain Artifact(s)/Product(s): Presentation of investigation of organic compounds, Handout on organic compounds

Elaborate Artifact(s)/Product(s): Organic compounds lab

Evaluate Artifact(s)/Product(s): Macromolecule Mania presentation, journal entry

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Rubrics Peer Review of Macromolecule Project: Group Members: ___________________________________________________________ Project Title: _______________________________________________________________ In each category circle which best describes this group’s presentation.

Understanding

Presentation

Detail Fun / Exciting

Easy to Comprehend

2 Group showed a through understanding of macromolecules and how they are used in our bodies.

The presentation well put together. You can tell this group went above and beyond what was asked.

The presentation contained small details and explanations.

This presentation was fun and exciting or the game was fun and exciting to play.

The directions or presentation was easy to follow and comprehend. One could perform what was asked with relative ease.

1 Group did not show a through understanding of macromolecules and how they are used in our bodies.

The presentation met the expectations but group did not seem to go above and beyond what was asked.

The presentation did not contain small details.

This presentation was not fun and exciting to play or watch.

The directions or presentation was not easy to follow and comprehend. One could not perform what was asked.

Total

Total number of points received: ____________________________

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Macromolecule Mania: Presentation (Game or Food NetworkŠ show)

Teacher Name:

Student Name:

________________________________________

CATEGORY Detail / Effort

22.5 points Group played significant attention to detail. A strong effort is evident by the quality of the production.

Group went above and beyond what was asked for the assignment.

18 Group played adequate attention to detail. Effort is seen by the production.

Group did enough necessary to complete the assignment.

14 Group did not pay attention to detail. Lack of effort is evident by the lack of quality of the product.

10 Did not meet any of the requirements asked in the assignment, turned in a product that was not completed.

Research

Group did significant research and that research is seen in the product and presentation. Group went above and beyond what was asked for on the project.

The group did adequate research but was lacking that extra detail to signify a deep research was conducted.

Research is lacking and is evident in the lack of production in the assignment.

Did not meet any of the requirements asked in the assignment, turned in a product that was not completed.

Presentation

Presentation was fun and exciting. The game is fun to play or the video was entertaining and full of information that is relevant and real-world.

Presentation was adequate, the game can be played but lacked some creative energy that makes it fun. The information lacked some details needed for full comprehension.

Presentation was lacking and Did not meet any of the failed to keep students requirements asked in the attention and was not assignment, turned in a relevant to real-world product that was not experiences. completed.

Information

Group went above and beyond to present relevant information that teaches the players or the viewers.

Information was accurate and precise.

Information lacking in some focus and was hard to comprehend where the information helped the viewer or the game lacked information needed by the player to fully comprehend the game.

Serverely lacking in information for the players to play the game or for the viewers to comprehend the show.

Teacher Review = Peer Review =

_____________ ___________ (average all the peer reviews together (maximum score is a 10 from the peer review)

Total Score

___________

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Did not meet any of the requirements asked in the assignment, turned in a product that was not completed.

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Week 1 Activities

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Week 2 Activities

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Day 1 Engagement Lab and journal entry (45 min) Partner students up and introduce the project…Play the team building game and allow groups to plan and prepare for the assignment (45 min)

Day 6 Presentations of projects/ videos and peer review (45 min) Play games and peer reviews (45 min)

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Day 2 Explore – have students explore the Freeman website and create concept maps on the four major macromolec ules Explain Ask students to present their concept maps to the class and create a list of macromolec ules located in common foods (90 min) Day 7

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Day 3 Pass out organic compounds thinking map and allow groups to fill in and discover the answers (45 min) Elaborate – Have students perform the lab on organic molecules (45 min)

Day 8

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Day 4 Evaluate – Allow groups to work together to plan and prepare their assignment (2 days)

Day 9

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Day 5 Evaluate – Allow groups to continue to work together to plan and prepare their assignment

Day 10

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