Kenneth O’Rourke
Biol 501 lesson plan
Topic: I teach physical science and I am incorporating a biological application into my
chemical bonding unit. I am putting it into two different sections. I am using the
formation of a disaccharide to demonstrate how covalent bonding works in a biological
process. I am also going to use the same reaction in a future lesson to demonstrate
endothermic and exothermic reactions.
Audience: 9th grade physical science students (from low level to honors classes)
Context: I am including my unit lesson plans to illustrate the progression of topics and
the types of activities used for the lessons. I have highlighted the biological sections.
Biology background research: Covalent bonding in sugars
Carbohydrates are essential components of all living organisms. The basic units of all
carbohydrates are the monosaccharides. They can be synthesized from simpler
substances in a process called gluconeogenesis, but ultimately nearly all biological
molecules are the products of photosynthesis. (An endothermic reaction that uses energy
from the sun to make sugars from carbon dioxide and water) Polysaccharides consist of
many covalently linked monosaccharide units and have molecular masses ranging into
the millions of Daltons. One major role of carbohydrates is in energy reserves such as
starch in plants and glycogen in animals. Although carbohydrates play a passive role in
the cell they are essential elements in many if not most biological processes. I am using a
simplified form of carbohydrates in this lesson, and it does not take into account all the
varied configurations of carbohydrates in nature. Carbohydrates are made up of
monosaccharides linked together into polysaccharide chains by a type of covalent bond
known as a glycosidic bond. These glycosidic bonds are formed in a dehydration
synthesis reaction. It is when one sugar gives up a hydrogen atom from a hydroxyl group
and the other sugar gives up the entire hydroxyl group. As H2O is formed an oxygen
atom is left between two covalent bonds linking the two sugars.
From: http://www.angelo.edu/faculty/kboudrea/index_2353/Notes_Chapter_07.pdf
Monosaccharides can be linked together to form very long polysaccharide chains.
Monosaccharides have a general molecular formula that is some multiple of CH2O. For
example the formula for glucose is C6H2O it has the two trademarks of a sugar: a number
of hydroxyl groups and a carboxyl group. Hydroxyl groups are made up of a hydrogen
atom bonded to an oxygen atom. The oxygen is bonded to the carbon section of a
molecule. Organic compounds containing a hydroxyl group are called alcohols. A
carboxyl group is a carbon atom linked by a double bond to an oxygen atom. Fructose
has the same chemical formula as glucose, but differs in its configuration. The hydroxyl
group makes a sugar an alcohol and the carboxyl group makes it an aldehyde or keytone
based on its location. Glucose is an aldehyde, and fructose is a keytone. Seemingly
minor differences like this give isomers different properties, such as he ability to react
with other molecules. (isomers are two or more chemicals made from the same number
and types of atoms, but have a different geometrical arrangement) In this case, the
differences make fructose taste much sweeter than glucose.
Polysaccharides are very versatile and can be formed into helixes as in starch and
glycogen or in rod shapes as in cellulose. This rod shape links rods together through
hydrogen bonds.
Although they are made from similar molecules (mainly glucose) the hydrogen bonds
between the rod shape of the cellulose makes it difficult to hydrolyzed by animals.
Although cellulose is not absorbed nutritionally, it serves a purpose by providing our
digestive tract with the fiber it needs to remain healthy.
References:
Figure taken from:
http://www.angelo.edu/faculty/kboudrea/index_2353/Notes_Chapter_07.pdf
Donald Voet, Judith Viot, “Biochemistry 2nd edition”
John Wiley & sons inc. NY,NY 1995
ISBN: 0-471-58651
Campbell, Reece, Mitchell, Taylor “Biology Concepts and Connections 4th edition”
Pearson Education inc. San Francisco, CA. 2003
ISBN: 0-8053-6627-x
LESSON PLANS
Chapter 19.1 Molecules and compounds
Teacher: Kenneth O’Rourke
Subject: Physical Science
Dates: 10-25-03 to 10-29-03
Time:
Approx one week
Topic: Chemical bonding
Grade: 9 inclusion classroom
Note: Intelligences- Linguistic, logical math, spatial, kinesthetic, musical, interpersonal,
intrapersonal, naturalist.
Per. Standards- active learning, coherence, critical/creative thinking, real world
connections, reflection, fosters understanding of content
Objectives: Students will be able to:
• Relate chemical bonding to its placement on the periodic table
• Identify how chemical bonds form
• Explain the role of valence electrons in the bonding process
• Identify and diagram ionic and covalent bonds
• To relate and identify the types of bonds used in biological processes
• Discuss the importance of how each bond functions in biological processes
Materials: Notebook, Textbook p.325 – 350, blackboard, computer, PowerPoint,
overhead, TV, Internet, lab equipment, & calculator
Vocabulary: Avogadro number, chemical bond, chemical formula, covalent bond, ionic
bond, formula mass, octet rule, monatomic ion, polyatomic ion
Organizational Structure: Traditional classroom setting, lab, group work
Learning topic 1: Octet Rule
1) Review of valence electrons
2) Students calculate electron configuration
3) Atoms are in their most stable state when they have 8 electrons in their outermost
energy level- Students will be able to explain the connection between the noble
gasses and the octet rule
Learning Topic 2: Periodic table and the octet rule
1) Valence electrons, orbitals, and periodic table worksheet
2) Periodic table & valence electron relative game
1) Students group elements according to valence electrons
2) Students investigate similarities and differences within the groups
Learning topic3: Types of bonds
1) Bonding and molecule lab (atom building set useful for all activities) Atom
building set is a model of an atom where protons, neutrons and electrons are
placed in their proper places. Students can then use them to model the different
kinds of chemical bonds.
2) Lewis dot diagrams
a) PowerPoint
b) Demonstration
c) Student examples done on overhead
3) Ionic bonds
a) Ionic bond PowerPoint
b) Special properties of ionic bonds
c) Ionic bond worksheet
d) Ionic bond/Lewis diagram worksheet
4) Covalent bonds
a) Covalent bond PowerPoint
b) Special properties of covalent bonds
c) Covalent bond worksheet
d) Covalent bond/Lewis diagram worksheet
Learning topic five: Chemical bonding in biological processes
1) Introduction to sugars- (Excerpts from a pdf document found at:
http://www.angelo.edu/faculty/kboudrea/index_2353/Notes_Chapter_07.pdf )
Student handout (attached) In the first part of the lesson is to have an interactive
lecture (in a POGIL style) by reading the document with the students, questioning
them, and answering their questions. Have the students answer the first question,
go over the correct answer identifying the different bonds in the molecule. Have
students answer the second question, then get a good sample of answers from the
class and come up with the best working answer for the question and allow
students time to amend their answer. The final question students should answer
on their own and hand in for you to grade. The questions are designed to see how
well the students understand the concept of chemical bonding, and to see how
well they can apply knowledge in a logical way to answer a question. Hints or
cues may be needed to stimulate their thought process.
2) Identifying the chemical bonds in a monosaccharide and polysaccharides (covered
in question one of the handout)
3) Benefits of the types of bonds and impact on cell function (covered in question 6
& 7 in the handout)
4) Students explain why covalent bonds are used in sugar formation, and why ionic
bonds are not. (covered in question 6 & 7 in the handout)
5) Students build a long polysaccharide from atom building sets The atom building
sets are given to each lab group to build a glucose molecule. The groups then link
them into a polysaccharide chain. Each lab group needs to be supervised to insure
they are making the right molecule. When the sugars are linked, make sure the
water molecules are also formed. Point out to the students that the nature of
covalent bonds makes it possible for living things to string large molecules
together from smaller base units like bricks in a building. The size of the huge
complex molecule model in your classroom should bring home the fact that very
complex things are made up of simpler units, and can be understood when you see
the pattern.
Home Learning: Vocabulary, worksheets, lab reports, reading
Assessment:
1) Question and answer sessions asking students to cite examples
2) Atom building models
3) Worksheets
4) Biological process handout
5) Quizzes
6) MOLP extra help session (one on one evaluation)
7) One thing learned and one thing you don’t get. Write it down & hand in. This is
helpful for the students that will not raise their hand to ask questions. You can get
a good feeling as to what they understand and what confuses them about the
concept.
Reflection:
Chapter 21 Types of Reactions
Teacher: Kenneth O’Rourke
Subject: Physical Science
Dates: 11-15-03 to 11-20-03
Time: 5 to 7 days
Topic: Chem. reactions
Grade: 9 inclusion classroom
Note: Intelligences- Linguistic, logical math, spatial, kinesthetic, musical, interpersonal,
intrapersonal, naturalist.
Per. Standards- active learning, coherence, critical/creative thinking, real world
connections, reflection, fosters understanding of content
Objectives: Students will be able to:
• Classify reactions as: addition, Decomposition, Single displacement, Double
displacement, and Combustion reactions.
• Predict the type of reaction and the products of that reaction from the reactants
involved.
• Analyze and classify energy changes as exothermic and endothermic.
• Describe how energy changes applies to carbohydrate use and synthesis in
biological systems
Learning Topic one: Classifying reactions
1) Lab 20.1 Double replacement reaction
2) PowerPoint / Scion image interactive presentation on classifying reactions
3) Video on the different classes of reactions
4) Worksheet
Learning Topic 2: Predicting products
1) PowerPoint / Scion Image tutorial
2) Worksheet
Learning topic three: Energy in reactions
1) Lab 20.2 classifying reactions by the energy involved. (Endothermic/exothermic)
2) Cold pack demonstration- ammonium nitrate and water endothermic reaction
3) Combustion demonstration- natural gas and oxygen reaction
4) Examining the energy exchanges in carbohydrate production and decomposition
Learning topic four: Energy exchanges in a biological application
1) Energy in the synthesis of a carbohydrate: Students take out their carbohydrates
handout from lesson 19.1. Students classify the synthesis of a disaccharide. Most
should realize that energy is needed to link the sugars together. Have students
write the chemical equation for the synthesis of maltose. Make sure energy is
included on the proper side of the equation.
2) Energy in a carbohydrate hydrolysis reaction. Students classify the hydrolysis of a
disaccharide. Most should realize that energy is released to break the covalent
bond that holds the sugars together. Have students write the chemical equation
for the hydrolysis of maltose. Make sure energy is included on the proper side of
the equation.
3) Draw a diagram of the energy flow in the synthesis and hydrolysis of a
disaccharide. Students should show a representation of their knowledge of the
processes and byproducts of the cycle.
Home Learning: Vocabulary, worksheets, lab reports, reading
Assessment:
8) Question and answer sessions asking students to cite examples
9) Biological process handout
10) Energy diagram
11) Worksheets
12) Quizzes
13) MOLP extra help session (one on one evaluation)
Reflection: