What are the building blocks of life?
Learning Experiences
Learning Targets
Learning Experiences
Learning Targets
Misconceptions
V Cells are not made of atoms. V Biological materials
3 I can conduct several short investigations to predict the unique properties of water. (5a) 4 I can build a model of a water molecule that illus- trates hydrogen bonding. (5a) 5 I can use that model to illustrate how water molecules interact with each other and with other polar and non-polar molecules, based on oppositely charged parts of the molecule. (5a) 6 I can design and conduct an experiment, including controls and variables, that provides data regarding a property of water. (5a) 7 I can communicate the results of my investigation in one or more modes. (5a)
1 I can describe the particles that compose an atom and relate these particles to types of chemical bonding such as covalent, ionic, and hydrogen and describe Van der Waals forces. 2 I can identify patterns in the elements that compose each macromolecule and the arrangement of mono- mer units in carbohydrates, proteins, nucleic acids, and lipids. (1)
Students explore the unique properties of water (polarity, surface tension, capillarity, adhesion, and cohesion) through a combination of observation, modeling, and experimentation. Students initially encounter water’s properties with a set of simple experiments set up as stations around the classroom (potential station ideas are included in the ASIM Thirsty for Water Lab). As students rotate through the stations, they develop a working list of the properties of water. As each experiment is completed, students explain in written or verbal form how the results highlight that particular property of water. In addition, students may annotate text that includes a description of the properties and relate the description to the properties observed in the water stations. Students also design and assemble physical or virtual models of water molecules. These are used to explain the properties at a molecular level, reinforcing the observations at each station. The models are also used to illustrate chemical interactions between water molecules and other polar and non-polar compounds. Once students have explored properties of water at the macro and molecular level, they design and conduct a novel experiment showcasing one or more of the properties of water. Student-designed experiments should follow standard experimental design parameters with appropriate variables and controls. Experimental design, results, and conclusions are communicated using print or electronic formats.
Active learning strategies re-acquaint students with basic chemistry con- cepts from prior science courses, such as elements, atomic structures and types of bonding. Sample strategies are included in the resource list. Students also review the four macromolecules that compose life and identify the elements that compose the monomer subunits that combine to form each macromolecule polymer. The focus of this introductory experience is to review general biochemistry knowledge rather than a deep dive into detailed content.
are not made of matter.
Teacher Tip The intent of these learning targets is to review basic
chemistry concepts during the first few days of school. The targets can be incorporated into other first days of school activities.
Teacher Resources
Students may need a brief review of basic chemistry concepts. The following videos can serve as brief reviews: Dogs Teach Chemistry — YouTube ® This video clip uses cute dogs to review simple chemistry concepts: bit.ly/dogs-teaching-chemistry This video clip reviews basic information about bonding and molecules: bit.ly/dogs-teaching-chemistry-bonding Chemistry Basics — Science with the Amoeba Sisters Video clip of animated amoeba cartoons reviews basic chemistry: bit.ly/chemistry-basics-amoebas
Teacher Tip The structure and function of biomolecules will be
Teacher Resources
investigated in greater depth later in the sequence. At this point in the instructional progression, teachers are introducing the
Misconceptions
V Water only evaporates from large bodies of water such as lakes, rivers, or the ocean. V Changes in the state of water (ice, liquid water, water vapor) do not involve energy.
Thirsty for Water — Alabama Science in Motion M12ThH2O Students complete activities at five water investigation stations to discover the properties of water and to relate those properties to cell processes, such as homeostasis and cellular respiration. bit.ly/AMSTI-ASIM Students construct a model of a water molecule and illustrate chemical interactions that describe the relationship between water molecules with one another and other compounds. Paper Water Molecule Template — Clear Biology Website bit.ly/paper-water-molecule Water Kit — 3D Molecular Designs Magnetic water molecules and associated teacher materials available for pur- chase. bit.ly/water-kit
biomolecules and their elemental composition.
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Teacher Tip Model may be made with paper, molecular models, or candy. Multiple examples and teach- er resources for molecular models can be found with a simple Internet search.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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