Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76250
Organic Macromolecules
In this lesson students will be learning to recognize and compare and contrast the four different organic macromolecules. This lesson will require the
viewing of a 7 minute video and will require 4 large groups of six students to work cooperatively together in a team effort to complete an organic
macromolecule chart.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: monomer, polymer, organic, macromolecule, carbohydrate, lipid, protein, nucleic acid
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to identify the basic molecular structures of carbohydrates, lipids, proteins and nucleic acids.
Students will describe the primary functions of carbohydrates, lipids, proteins and nucleic acids.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know the basic chemistry of elements and their symbols.
Students will need to have a basic knowledge be of chemical structures and the types and importance of the bonds that hold these structures together.
Students need to be able to read and create simple chemical formulas.
Guiding Questions: What are the guiding questions for this lesson?
What are these four basic organic macromolecules made up of and how does their structure affect their function?
Carbohydrates: Ring, chains, branch chains, 5 carbon or 6 carbon
Lipids: The polar head and non-polar head help regulate the materials which move in and out of the cell membrane,Saturated fatty acid and unsaturated fatty acids
depend on if the lipid has double or single hydrogen bonds.
Proteins: The folded structures allow the molecule to perform numerous functions.
Nucleic Acids: The type of nucleotide attached determines the protein made.
What role do the four basic macromolecules play in all living organisms and why are they so crucial for life?
Carbohydrate: energy
Lipids: long term energy insulation
Protein: Antibodies in immunity, enzymes used in chemical reactions and many more.
Nucleic acids: components of genetic material
page 1 of 4 Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will distribute index cards to the students as they walk in to the room. The index cards will have either the word carbohydrate, lipid, protein or nucleic
acid written on them.
As the students enter the room, they will be instructed to find the corner, Four Corner Posters.docx, of the room, where their word is represented. Each of the four
corners of the room will have illustrations and a description of a particular macromolecules.
The students will have a chance to talk to their corner mates to determine if all the classmates, in that corner, have the same macromolecule written on their card.
Then the students will discuss, with their corner mates, what they may know about that particular macromolecule. Allow five to eight minutes to complete this
opening assignment with the students standing in their corner.
NOTE: The teacher can move through the corners to ask questions and keep the students on task. Examples of probing questions: What makes you think that this
corner actually describes the molecule on your card.? What type of thing do you eat that may be this molecule? Why do you need to have this molecule?
After the allotted time, the students will return to their assigned seats, which are set up in 4 groups of 6 students.
NOTE: The teacher should prepare a seating chart with six students for each group prior to the class session. The lists should include highlighted names in different
color highlights that will indicate who in the group will be the leader in this group activity. The blue highlight would indicate the leader, the green highlight would
indicate the alternate leader if the fist name is absent that day etc. This list should be posted in three or four places throughout the room for easy access for the
students, Although six students in a group is a large group each student will have a specific task that must be completed.
Once seated the teacher will explain to the students that today's lesson is all about organic macromolecules, what they are, how they look and what they do. The
teacher will ask the students to take 2 minutes to discuss and share with their groups what their macromolecule is and any information they know about that
macromolecule.
After the 2 minutes, the teacher will distribute a Organic Macromolecule Concept Map.docx to each student a with the term organic macromolecules in the middle
and the terms carbohydrates, lipids, proteins, and nucleic acids written in the four bubbles. (see attached Organic macromolecule concept map)
The teacher will then define the key vocabulary for this lesson: macromolecule, organic, monomer, polymer
The teacher will instruct the students to use this concept map to write all the information they can as they watch the Amoeba Sisters Organic Macromolecule 7
minute video. The teacher will direct the students to pay close attention and take notes specifically over any of the following information:
types of elements
names of the monomers
names of polymers
examples
function
characteristics
The teacher will pause the video between each macromolecule section to remind the students to write down as much as they can in the correct section of the
organic macromolecule concept map. The teacher will give the students one or two minutes, at each of the pauses, to exchange information with their group and
complete the individual concept maps and answer any questions that they may have.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After viewing the Amoeba Sisters video from the teaching phase, the students will be responsible, as the group of six, to complete the Functions and Characteristics
of Four Organic Macromolecules chart.
Each student in the group will be assigned a certain section to complete on the Functions and Characteristics of Four Organic Macromolecules chart. The jobs will
rotate/change for each macromolecule.
(At this time the teacher will distribute the same colored marker to each of the six students at each table. Each table will receive a different color marker. This will
help distinguish which group wrote which answers on the chart and will help give students ownership of their answers,)
The teacher will give the students, in each group, a number from 1 to 6.
The students will place their numbered card on the table, directly in front of them. The directions for the each number is outlined in the Students Job Chart.docx
Once each student has completed the requirements of the Students Job Chart.docx, the Functions and Characteristics of the Four Organic Macromolecules.docx, the
chart should have some blank and filled spaces scattered throughout.
Note: Allow approximately 6 minutes for this first round. Encourage the students within the group to help each other. This is a team effort. The teacher should walk
around , encouraging the students and assisting with questions and problems.
Once the first round is complete, the students, in each group, will pass their numbers (1 through 6) to the right. Now each student, in the group, has a different job
as directed on Students Job Chart.docx.
After each student learns what their new job is, the teacher directs the group leader to instruct the students to pass the charts to the next group table to the right.
Now each group will have a new chart that was partly filled out by the previous group in a different color marker.
Allow students to check the chart that is now in front of them and discuss what is posted. After about 2 minutes the students should be ready to continue the next
phase of completing the chart.
Now each student, with their new job, must find a macromolecule that has not yet been filled in already by the other group .The options are more limited. Allow
about 6 minutes to complete this round.
NOTE: Students may not be able to choose the molecule of their choice at this point. This will force them to find a macromolecule to complete that may not be as
familiar to them. Again the teacher continues to walk around asking probing questions and addressing any issues.
Repeat the steps above until the chart is complete. This process of rotating the numbers 1-6 to the right within the group and rotating the Functions and
Characteristics of the Four Organic Macromolecules.docx to the next group will repeat for three more rounds. The teacher should allow about six minutes for each
round.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will independently choose one of the four macromolecules, on the opposite side of their Organic Macromolecule Concept Map.docx, and write down what
they know about that particular macromolecule and what they want to know about that macromolecule on a what I know what I want to know chart.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
page 2 of 4 The teacher will project a blank copy of the Functions and Characteristics of the Four Organic Macromolecules on the screen. (the same one as the students
completed) and will as a class complete the chart.
At this time the teacher can clarify any misunderstandings. The teacher can call on students from each group so that each student helps fill out the class chart and
the teacher can evaluate each student's response. The students will compare the answers on their own charts with that projected on the screen as the class's chart
continues to be completed. The teacher may anticipate many questions at his time.
Once the class chart is complete and discussions within the group have ended the teacher will play the Crash course video molecules gone wild.
Summative Assessment
The students will rotate, individually, through stations where they will identify, on the summative assessment.docx, the type of macromolecule that is represented at
that numbered station.
Each of the twenty-five stations will have either a description of a function or structure of one of the macromolecules. The students will have to identify, on their
answer sheet, which of the four macromolecules it is. Example of answer sheet
Formative Assessment
The teacher will circulate the room while the students (working in 4 groups of six) are completing a Functions and Characteristics of Macromolecules Chart listing
carbohydrates, proteins, lipids, and nucleic acids as a round robin assignment. At this time the teacher can access and guide the students as they are working on the
chart.
Examples of probing questions the teacher may ask the group or individual students are:
How are these four macromolecules similar? All are found in living organisms.
What elements do these 4 different macromolecules seem to have in common?Carbon, Hydrogen and Oxygen
Which macromolecule seems to have the most functions? proteins
What prefix is common to most of these macromolecules? Poly- polysaccharride, polypeptide, polynucleotide
What is the relationship between a monomer and a polymer? Monomers are single molecules which bond together to make polymers.
Feedback to Students
The students will have an opportunity to receive teacher's feedback in their groups and individually as needed while the teacher circulates around the groups.
The teacher will give positive feedback to the students as they complete the Functions and Characteristics of Macromolecules Chart and give guidance as to how to
complete the chart to the students that may need it
The students will have an opportunity to check their understanding as they review their groups charts after the round robin activity and then again as the teacher leads
the class in a class discussion as the class completes the Functions and Characteristics of Macromolecules Chart on the blackboard together.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students will be allowed extra time to complete the Organic Macromolecule Concept Map.docx and the What I know, What I Want to Know T Chart assignment or
the assignments may be completed for homework.
Instructions will be repeated consistently.
Peer teaching so that ESE students will have a partner to help explain the directions and chunk the information.
All ESE students will receive a copy of theFunctions and Characteristics of the Four Organic Macromolecules.docx 2 days before the actual lesson is presented.
Extensions:
The students will use their What I Know, What I Want to Know T Chart and complete a one page research paper on one of the macromolecules they want to know
more about. They must be sure to address the specific information they were interested in finding.
Organic macromolecule rubric.docx
Some possible topics may be: Finding out what protein bars or shakes really do for you, Is it the carbohydrates in Gatorade that give you energy? or Why athletes
pre-load carbohydrates before a marathon.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector
Special Materials Needed:
Each of the four groups should have access to their text book or the internet for additional references.
1) The teacher will need to create 4 poster size papers with information about one of the four macromolecules on each paper to be posted on the four corners of the
room( See attached Corners of the room template)
2)For the Functions and Characteristics of the Four Organic Macromolecule Chart activity the teacher will need 6 markers or pens of the same color for each student in
one group and a different color for each of the students in each of the other three groups of students for a total of four different colors. The chart itself should be a s
big as possible so that it will be easier for the students to write on. If the school has the copy machine that has the ability to enlarge papers that would be perfect. If
not the teacher can create the chart on a poster paper.
Further Recommendations:
The teacher may want to bring in an example of each type of macromolecule. ie a potato and fruit to distinguish carbohydrates, oil and butter to distinguish saturated
and unsaturated lipids, some grains or nuts for protein etc.
page 3 of 4 Additional Information/Instructions
By Author/Submitter
The team grouping for this lesson gives the students a greater interest in researching and completing the activity and a greater motivation to compete with the other
groups. The students have a vested interest and take ownership of their completed table. They are also more engaged in the class review of the macromolecule table. It is
highly recommended that the students have prior practice in group and team work and round robin activities to ensure smooth transitions and cooperation.
SOURCE AND ACCESS INFORMATION
Contributed by: abbe aroshas
Name of Author/Source: abbe aroshas
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Describe the basic molecular structures and primary functions of the four major categories of biological
macromolecules.
SC.912.L.18.1:
Remarks/Examples:
Annually assessed on Biology EOC. Also assesses SC.912.L.18.11.
page 4 of 4