User:Kasha Maslowski/Sandbox 1
From Proteopedia
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===Preparation=== | ===Preparation=== | ||
| - | The instructor will print color copies of each of the unidentified sample molecules, making one set of manipulatives per student group. Each group will also have | + | The instructor will print color copies of each of the unidentified sample molecules, making one set of manipulatives per student group. Each group will also have chart paper on which to arrange the samples and create their classification system. A key to CPK coloring shall be provided to students. Computers or laptops will also be provided to students so that they may access the student page on Proteopedia. After the main activity, students will have access to their textbook and other resources. The instructor may assign appropriate chapters of the textbook to students. |
Prior to the learning segment, students are expected to have a basic understanding of chemistry, including concepts such as bonding, atomic structure, and polarity. | Prior to the learning segment, students are expected to have a basic understanding of chemistry, including concepts such as bonding, atomic structure, and polarity. | ||
===Implementation=== | ===Implementation=== | ||
| - | Students will gather into groups of no more than four and be presented with color copies of Molecules A-E. | + | Students will gather into groups of no more than four and be presented with color copies of Molecules A-E. Students will use a dialogue protocol (such as Talking Sticks) to generate observations of the molecules presented. This is a good opportunity for students to discover the most common elements in biological molecules. |
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| + | Students will be given color copies of Molecules F-P and access to the Proteopedia site. If possible, each student will have access to a computer so that each group can view several molecules simultaneously. Students will be provided with chart paper on which they will organize their classification system. As students work, the instructor will observe student dialogue and ask for reasoning behind student decisions. It is important that the instructor does not make corrections at this point, but rather asks students to justify their decisions by presenting evidence. | ||
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| + | Once students have committed to a classification system, they will create a name for their molecule groups, tape the molecules to the appropriate spot on their chart paper, and explicitly write what features are common to each member of the group. | ||
== Standards == | == Standards == | ||
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*Crosscutting Concept 6: Structure and Function <ref name="ngssG" /> | *Crosscutting Concept 6: Structure and Function <ref name="ngssG" /> | ||
| - | ===AP® Biology Course Framework <ref>AP® Biology |[https://apstudents.collegeboard.org/sites/default/files/2019-05/ap-biology-course-and-exam-description.pdf | + | ===AP® Biology Course Framework <ref>AP® Biology |[https://apstudents.collegeboard.org/sites/default/files/2019-05/ap-biology-course-and-exam-description.pdf Course and Exam Description]</ref>=== |
*Big Idea 2: Energetics | *Big Idea 2: Energetics | ||
**Learning Objective ENE-1.A | **Learning Objective ENE-1.A | ||
Revision as of 17:45, 31 July 2019
Contents |
Biological Molecules Classification Lesson - High School Biology
It is common practice to teach high school biology students about the major classes of biological molecules - carbohydrates, lipids, proteins, and nucleic acids
Objective
Students will construct a classification system of major biological molecules based on structure and function.
Lesson Plan
The instructor will prepare materials and computers to access Proteopedia for students. As the lesson is implemented, the instructor will facilitate student-to-student dialogue and ask high-level questions as students create their own classification system of biological molecules based on observations of compounds in Jmol. Afterwards, students will compare their classification systems to those which have been accepted by the scientific community.
Preparation
The instructor will print color copies of each of the unidentified sample molecules, making one set of manipulatives per student group. Each group will also have chart paper on which to arrange the samples and create their classification system. A key to CPK coloring shall be provided to students. Computers or laptops will also be provided to students so that they may access the student page on Proteopedia. After the main activity, students will have access to their textbook and other resources. The instructor may assign appropriate chapters of the textbook to students. Prior to the learning segment, students are expected to have a basic understanding of chemistry, including concepts such as bonding, atomic structure, and polarity.
Implementation
Students will gather into groups of no more than four and be presented with color copies of Molecules A-E. Students will use a dialogue protocol (such as Talking Sticks) to generate observations of the molecules presented. This is a good opportunity for students to discover the most common elements in biological molecules.
Students will be given color copies of Molecules F-P and access to the Proteopedia site. If possible, each student will have access to a computer so that each group can view several molecules simultaneously. Students will be provided with chart paper on which they will organize their classification system. As students work, the instructor will observe student dialogue and ask for reasoning behind student decisions. It is important that the instructor does not make corrections at this point, but rather asks students to justify their decisions by presenting evidence.
Once students have committed to a classification system, they will create a name for their molecule groups, tape the molecules to the appropriate spot on their chart paper, and explicitly write what features are common to each member of the group.
Standards
Common science teaching standards such as the Next Generation Science Standards and the AP Biology Framework support the content and instructional strategies used in this learning segment.
Next Generation Science Standards
- Performance Expectation HS-LS1-6 [1]
- Disciplinary Core Idea LS1.C: Organization for Matter and Energy Flow in Organisms[1]
- Practice 2: Developing and Using Models [2]
- Practice 6: Constructing Explanations[2]
- Crosscutting Concept 1: Patterns[3]
- Crosscutting Concept 6: Structure and Function [3]
AP® Biology Course Framework [4]
- Big Idea 2: Energetics
- Learning Objective ENE-1.A
- Essential Knowledge ENE-1.A.2
- Learning Objective ENE-1.A
- Big Idea 3: Information Storage and Transmission
- Learning Objective IST-1.A
- Essential Knowledge IST-1.A.1
- Learning Objective IST-1.A
- Big Idea 4: Systems Interactions
- Learning Objective SYI-1.A
- Essential Knowledge SYI-1.A.1
- Learning Objective SYI-1.B
- Essential Knowledge SYI-1.B.2
- Learning Objective SYI-1.C
- Essential Knowledge SYI-1.C.1
- Learning Objective SYI-1.A
References
- ↑ 1.0 1.1 HS-LS1-6 From Molecules to Organisms: Structures and Processes | Next Generation Science Standards
- ↑ 2.0 2.1 Appendix F |Next Generation Science Standards Practices
- ↑ 3.0 3.1 Appendix G |Next Generation Science Standards Crosscutting Concepts
- ↑ AP® Biology |Course and Exam Description
