What are the building blocks of life?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
8 I can use standard experimental tests to predict the macromolecular content of a given substance. (1) 9 Given a model, schematic, or diagram, I can differentiate macromolecules based on common characteristics. (1) 10 I can build a model of a carbohydrate and describe its role in biological processes, such as photosynthesis and cellular respiration. (1) 11 I can build a model of a lipid and describe its role in biological processes, such as cell membrane function and energy storage.(1) 12 I can build a model of a nucleic acid and describe its role in biological processes, such as transmission of hereditary information. (1) 13 I can build a model of a protein and de- scribe its role in biological processes, such as enzyme function or structural functionality. (1) 14 I can compare and contrast the structure of each macromolecule and can predict the function of each from its structure. (1)
This series of experiences builds on the introduction to macromolecules (carbohydrates, lipids, nucleic acids, proteins) described in learning target #2. Students begin by using standard
15 I can draw conclusions from evidence of matter cycling through living and nonliving components of an ecosystem. (8) 16 I can describe the term biogeochemical by breaking it into its root, prefix, and suffix. (8)
Students are introduced to the key concept that matter cycles through systems. Broadly known as the biogeochemical cycle, students return to this topic multiple times throughout the course. Students dissect the phrase “biogeochemical cycles” for meaningful roots, prefixes and suffixes to develop a concept of the term’s meaning. Simple experiments or visualizations are used to highlight the cycling process in the water or carbon cycle. The focus is not on details but the overarching ideas that (1.) matter enters one system, is used, and then leaves that system to be incorporated elsewhere and (2.) cycles involve both living and nonliving components. Students are introduced to the key concept that matter cycles through systems.
laboratory tests to identify the presence of macromolecules in a food item. Several investigation options are included in the resources. Students could either identify macromolecules from a fast food combo meal or use macromolecule identification to solve a mystery. The data students generate in this introductory lab experience is referenced multiple times throughout the remainder of the content sweep. Following the lab experiences, students construct models of the four major biomolecules (sample model activities included). Students analyze the models to identify the monomer unit that repeats across the macromolecule polymer and relate molecular structure to biological function. The types of macromolecules are compared in terms of structure and function. The section concludes with a content check to assess macromolecule knowledge. Students are shown a model or image of an unfamiliar biomolecule and challenged to infer the molecule’s function based on its component parts.
Teacher Resources
Transpiration Demo Several days before the demonstration, secure a plastic bag around a leaf of a houseplant. Water plant thoroughly and place in a sunny location. Over time, moisture collects in the bag to demonstrate that water has exited through the leaves.
Teacher Tip This set of experiences is intended to briefly introduce the concept of matter cycling. It is not intended to deeply delve into biogeochemical cycles as this will be addressed much later. Early in the year, students should be introduced to matter and energy cycling as this theme recurs throughout the course.
V Proteins are only found in muscles. V DNA is made of proteins. Misconceptions Teacher Tips Students benefit from seeing many examples of specific macromolecules and how they are utilized in living cells and organisms. These topics are revisited in many subse- quent units (cellular respira- tion, photosynthesis, cellular components, DNA, protein synthesis). Teachers are reminded that mastery of this standard will not be achieved until individual biomolecules have been examined in other contexts later in the course. Teachers may want to use some note-taking for the four macromolecules, i.e, four-
Teacher Resources
Sample Transpiration Activity Nuffield Foundation bit.ly/transpiration-plants
MacroMolecules: Structure and Function — Alabama Science in Motion M1MacMol Students use the Pre-Lab chart lab while watching Amoeba Sisters macromolecules video. Activity investigates the structure and function of the four organic macromolecules: carbohydrates, lipids, nucleic acids, and proteins. Students will build models of each macromolecule and compare the structures. Macromolecules in Food — Alabama Science in Motion L4MacMol Students use chemical tests to determine the macromolecules that are found in Students learn how to test foods for lipids, glucose, starch, and protein and then use these tests to solve a mystery. Simple protein models can be constructed using colorful plastic beads and floral wire or pipe cleaners. These protein models can be stored and used multiple times throughout the course. Paper Biomolecule Templates — Explore Biology Website bit.ly/paper-biomolecule Enzymes Help Us Digest Food — Serendip Studio Students examine models of carbohydrates and lactase and do an activity to test the action of the enzyme. goo.gl/Ay77JI Molecular Model Kits —for purchase from Ward’s, Carolina Biological, 3D Molecular Design and Flinn. food. Both resources at bit.ly/AMSTI-ASIM McMush — NMSI Laying the Foundation Lesson
Carbon Cycle Diagram Annotate a simplified carbon cycle diagram illustrating carbon storage in living and nonliving things.
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flap paper manipula- tive or Cornell notes.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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