Week 4 Week 5 – May 20 May 29 – Learning Standards Instruction Resources Products, Projects, Labs Assessment The student knows the Essential Vocabulary: significance of various Activation energy, active site, catalyst, competitive Use the following to EVALUATE molecules involved in support Students will describe an inhibition, enzymes, enzyme-catalyzed reaction, Human Digestive students’ metabolic processes and understanding and enzyme in terms of its feedback inhibition, induced fit, noncompetitive System. Students energy conversions that knowledge function in chemical inhibition, pH, product, substrate will trace nutrients occur in living organisms. reactions and through the human substrate/product digestive system The student is expected Use the following by ENGAGE students daily by relationships. to: TEKS to address identifying Make some Knox or Jell-O. Cut into small cubes after targeted concept for the enzymes, solidifying. Place one cube in each of two petri dishes. Identify and investigate the week. substrates, and role of enzymes. SE 9C S Place the two dishes on each table and have students origin of the make initial observations of both cubes. Have Test the effects of the enzyme. students liberally cover one of the cubes with digestive enzyme lactase Adolph© meat tenderizer and leave it for 15 – 20 Reflection on milk protein. Make a minutes. After the time, have students make Students will write a table to record the results observations and record. Ask the following probing letter to a friend of the tests. giving him/her question: What do you think is in Adolph meat instructions tenderizer that allows it to tenderize meat? Jell-O or explaining how to Knox has protein as an ingredient. Based on this use a dichotomous information, account for your observations key. Using this quick and easy to introduce students to
Week 4 – Week 5 May 20 – May 29 Learning Standards Instruction Resources Products, Projects, Labs Assessment The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: Identify and investigate the role of enzymes. SE 9C S Essential Vocabulary: Activation energy, active site, catalyst, competitive inhibition, enzymes, enzyme-catalyzed reaction, feedback inhibition, induced fit, noncompetitive inhibition, pH, product, substrate ENGAGE students daily by Make some Knox or Jell-O. Cut into small cubes after solidifying. Place one cube in each of two petri dishes. Place the two dishes on each table and have students make initial observations of both cubes. Have students liberally cover one of the cubes with Adolph© meat tenderizer and leave it for 15 – 20 minutes. After the time, have students make observations and record. Ask the following probing question: What do you think is in Adolph meat tenderizer that allows it to tenderize meat? Jell-O or Knox has protein as an ingredient. Based on this information, account for your observations Using this quick and easy to introduce students to Use the following to support students’ understanding and knowledge Use the following by TEKS to address targeted concept for the week. Students will describe an enzyme in terms of its function in chemical reactions and substrate/product relationships. Test the effects of the digestive enzyme lactase on milk protein. Make a table to record the results of the tests. EVALUATE Human Digestive System. Students will trace nutrients through the human digestive system identifying enzymes, substrates, and origin of the enzyme. Reflection Students will write a letter to a friend giving him/her instructions explaining how to use a dichotomous key.
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