Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 64872
Macromolecule Snack Attack
In this MEA, students will be introduced to the four biological macromolecules through common snack foods found in vending machines. They will
act as dietitians selecting and ranking snack foods based on given their nutrition labels and knowledge of the structure and function of the four
biological macromolecules.
Subject(s): Science
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Basic Calculators
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: macromolecule, biological, lipid, protein, carbohydrate, nucleic acid, monomer, polymer
Resource Collection: STEM Lessons - Model Eliciting Activity
LESSON CONTENT
Lesson Plan Template: Model Eliciting Activity (MEA)
Formative Assessment
1. Readiness Questions (see Readiness questions section) are used to check the reading comprehension of client letters and understanding of expectations for the
activity.
2. Guiding/Feedback Questions (see Guiding/Feedback questions section) are used informally by the teacher. They are probing questions to help guide or redirect the
students through the activity.
Feedback to Students
Teacher lead questions are asked after introductory article is read by students.
Students complete readiness and comprehension questions after reading client letter 1 and viewing data set 1.
Teacher circulates room to informally assess understanding before students begin the selection process.
Students complete readiness and comprehensions questions after reading client letter 2 and viewing data set 2.
Teacher circulates room to informally assess understanding before students begin the revision and selection process.
Formal grade is provided to student using the rubric.
Summative Assessment
At the end of lesson a rubric is used a grade two major areas. Area 1 = response letters and Area 2 = Exit ticket. Exit ticket is completed at the end of the lesson after
day 2. It checks for knowledge of the four macromolecules.
Area 1 = Rubric - Macromolecules.docx
Area 2 = Exit Ticket.docx (key included)
Learning Objectives
Students will be able to describe the structure of the four biological macromolecules.
Students will be able to describe the function of the four biological macromolecules.
Students will be able to write a step by step procedure based of their ranking process and provide a reasoning/evidence to support their snack food rankings.
page 1 of 3 Students will be able to write a clear and coherent response letter in which the development, organization, and style are appropriate to task, purpose, and
audience.
Prior Knowledge
Must be able to interpret data from a nutrition label. If not, use supplemental reading 2 from American Heart Association "Reading Food Nutrition Labels."
Must be able to write a persuasive letter.
Should have little background about the four macromolecules of life.
Instructional Suggestions
Day 1
1. Arrange students in groups of four.
2. Students read silently supplemental reading 1 "Four Categories of Biological Macromolecules."
3. Allow 5 minutes to finish reading and then teacher leads a question and answer session. Students answer using context from the article. Example questions: What
are the four major macromolecules of life? Compare the four macromolecules?
4. Distribute Reading passage 1 (Client letter 1) and read aloud as a class. Pass out readiness and comprehension questions with data set 1. Provide instructions to
read silently and answer all questions. Wait for everyone to complete.
5. Instruct the students to create a ranking method agreed upon by the group. Then, complete the ranking process using the group's method and compose a letter of
response to the Senior Marketing Manager. Remind them to include all components when creating their letter, first letter can be handwritten.
6. Walk around and help struggling groups. Use probing questions from the Guiding/Reflective Questions.
7. Students work in groups the remainder of the lesson and work at their own pace.
8. Students turn in one response letter from the group.
Day 2 Introducing the "twist" - Client letter Two
1. Distribute Reading passage 2 (Client letter 2) along with data table 2 and comprehension questions 2. Tell them you will be expecting a second response letter.
2. Students will read client letter two together as a group and should create or revise their ranking method. A new response letter is to be generated with the ranking
procedures, the snack food ranking list, and why they ranked in that order.
3. Again, walk around and help struggling groups. Use probing questions from the Guiding/Reflective Questions.
4. With 5 minutes of class time remaining, collect all response letters from the groups and distribute individual exit tickets.
5. Students complete exit tickets independently and turn in when class is dismissed.
Supplemental Reading
Supplemental Reading 1:
"Four Categories of Biological Macromolecules." Describes the four major macromolecules of life. Gives details on structure of function for each. (Lexile Level = 1340L)
Supplemental Reading 2:
American Heart Association, "Reading Food Nutrition Labels." Brief article that lists key tips for making the most informative choice when selecting food based on their
nutrition label. http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HeartSmartShopping/Reading-Food-Nutrition-Labels_UCM_300132_Article.jsp (Lexile
Level 1230L)
Guiding/reflective Questions
1. What were some limiting factors when ranking the snack foods?
2. Are some categories of higher importance than others?
3. Are you choosing based on your snack food preference?
Reading Passage 1
Reading Passage 1 (Client Letter 1).docx
Readiness Questions
Readiness Questions - Macromolecule Snack Attack (KEY)
1. What does the marketing manager want your committee to do and why? (RANK SNACK FOODS FROM FIRST TO FOURTH. TO INFORM HER ON BEST SNACK FOOD
FOR EMPLOYEE VENDING MACHINE.)
2. What macromolecules and other nutritional facts will you be analyzing before you start the rankings process? (LIPIDS (FATS), CARBOHYDRATES, PROTEINS,
SODIUM, CALORIES, CALORIES FROM FAT.)
3. What three things need to be included in your letter? (RANKING OF SNACK FOODS FROM FIRST TO FOURTH, METHOD OF RANKING, AND REASONING BEHIND
SELECTION.)
Data Set 1
Data Set 1 with questions.docx
Letter Template 1
See Accommodations
Comprehension/readiness questions
Comprehension Questions/Data Set 1 KEY
1. Which macromolecule is represented by fat on the food labels? (LIPIDS)
2. Calculate the total serving size for each snack food (hint: size of single serving x number of servings in package). (CHIPS (1 X 2) = 2; COOKIES (1 X 3) = 3;
CHOCOLATE BAR = (1BAR) = 1; TRAIL MIX (1 PACKAGE) = 1)
3. Which macromolecule is not represented on the nutrition facts food labels? (NUCLEIC ACIDS)
Reading Passage 2
Reading Passage 2 (Client Letter 2).docx
Data Set 2
Data Set 2 with questions.docx
Letter Template 2
See Accommodations
page 2 of 3 Reflection question 2
Reflection Questions 2/Data Set 2 KEY
1. Have you changed your ranking process? Explain. (ANSWERS MAY VARY. IF YES, THEY MAY SUGGEST THE NEW PARAMETERS SUCH AS CUSTOMER REVIEWS
RANKINGS AND/OR ADDITIONAL SNACK FOOD CHOICES.)
2. Does this new process affect your snack food ranking? How? (ANSWERS MAY VARY. IF YES, THEY MAY DEMONSTRATE HOW THE NEW PARAMETERS AFFECTED
THEIR RANKING OF SNACK FOOD.)
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Response Letter Template - MEA Stem Macro.docx
Response letter template could be used to help students draft their first response letter.
Suggested Technology: Basic Calculators
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.WHST.1.2:
LAFS.910.WHST.2.4:
SC.912.L.18.1:
Description
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,
or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Describe the basic molecular structures and primary functions of the four major categories of biological
macromolecules.
Remarks/Examples:
Annually assessed on Biology EOC. Also assesses SC.912.L.18.11.
page 3 of 3