Teacher s Name Ms. Kadie Calac. Lesson Title: Chemical Reactions. I. Identification. Course title: Agriculture Biology

Transcription

1 Lesson Title: Chemical Reactions Teacher s Name Ms. Kadie Calac I. Identification Course title: Agriculture Biology Teaching unit: The Chemistry of Life CDE Standards Addressed: 1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature that have an effect on enzymes. Lesson number in this unit: 4 of 6 Length (time): 51 minutes Best month: Anytime II. III. IV. Specific Instructional Objective(s) (All three components): Given the proper instruction and materials the students will watch the Bill Nye video and complete the notes worksheet as they watch. The students will also explain what a chemical reaction is and identify the products and reactants in a chemical reaction by completing the cornel notes provided. Equipment, materials, supplies, books, resources needed for this lesson (attach handouts): cornel notes (35), powerpoint presentation, Bill Nye video, Bill Nye Notes (35), study guide for test (35) Academic Language: chemical reaction reactant, product activation energy catalyst enzyme V. Teaching procedures: a. Anticipatory set: Bill Nye Chemical Reactions Video: This video introduces chemical reactions. There are numerous chemical reactions that happen throughout the video and they should intrigue the students and get them excited about chemical reactions. b. Stated objective(s): Today we are going to watch Bill Nye! You will complete the notes provided as you watch the video so be sure to listen and watch closely. After the video we will start our cornel notes on chemical reaction and then at the end of class I will pass out a study guide for our test next week. c. Purpose: Chemicals make up everything. We rely on chemical reaction everyday to survive. Its important to understand how chemical reactions work since that is how your survive. There are also really cool experiments you can do with chemical reactions and we have one planned for the end of the unit.

2 d. Input (presentation): Subject Matter (outlined) Bill Nye: Chemical Reactions Chemistry - all living things are made up of chemical compounds. Video Lecture Teaching Methods Chemical Reactions - What is it? - Reactants & Products - Energy Review What is a chemical reaction? Write the reactants and products of this chemical reaction: CO2 + H2O H2CO3. How did you know which were the reactants and products? Exit In this chemical reaction what is the reactants and what is the product? NA + Cl2 NACl Silent Read middle of pg. 50 What significance do these energy changes have for living things CFU: Random Call using name cards. Exit CFU: e. Check for understanding (write it out fully): What is a chemical reaction? Write the reactants and products of this chemical reaction: CO2 + H2O H2CO3. How did you know which were the reactants and products? f. Guided practice (application bullets or paragraph): When the review session come up in the PowerPoint presentation the students will slide to their partners to complete the questions together. The questions are already typed out I their cornel notes on the left hand side. On the right hand side there are blank spaces for the students to write their responses. As the students are completing the questions walk around the class to check in and answer any questions. Be sure to review the questions as a class by having students answer out loud. g. Quest activities (optional, if time permits): Vocabulary Card Completion h. Review / Summary: You now have been introduced to chemical reactions with the help from Bill Nye and a few cornel notes. Chemical reactions are happening everyday around us and inside of us. Remember they are reversible too! The key from today is that a chemical reaction has reactant and products. In order to figure out which is the product and which is the reactant your look at which direction the yield arrow is pointed. i. Assessment (of lesson s objectives): Review question (CFUs) throughout the lesson. j. Closure (Synthesis, Prep for tomorrow.): Tomorrow, we will review real quick about chemical reactions and then discuss how enzymes play a role in chemical reactions. Think about some things that you see throughout your day that might involve a chemical reaction and come prepared to share them tomorrow! k. Independent practice (homework): Study Guide l. ELL / Special Needs: The needs of ELL and special need students are addressed in several ways throughout this lesson. The lesson includes several different learning styles that allow visual, auditory, and kinesthetic learners to gain stimulation from the various parts of this lesson. There is an interactive and colorful PowerPoint presentation and a handout, which allows for students to be involved both visually and kinesthetically. The instructor will be present to assist with any areas of the project that present a problem for a given student.

3 Lesson Title: Chemical Reactions Teacher s Name Ms. Kadie Calac VI. Identification Course title: Agriculture Biology Teaching unit: The Chemistry of Life CDE Standards Addressed: 1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature that have an effect on enzymes. Lesson number in this unit: 5 of 6 Length (time): 51 minutes Best month: Anytime VII. Specific Instructional Objective(s) (All three components): Given the proper instruction and materials the students will describe how enzymes play their role in chemical reactions by completing the cornel notes provided. VIII. Equipment, materials, supplies, books, resources needed for this lesson (attach handouts): cornel notes (35), PowerPoint presentation, study guide part 2 for test (35). IX. Academic Language: chemical reaction reactant product activation energy catalyst enzyme substrate X. Teaching procedures: f. Anticipatory set: Place some pennies in a jar and fill the jar with vinegar and salt (idea from the Bill Nye Video from lesson 4). Let it sit there throughout the class period and at the end of class have the students come up and see if the chemical reaction really worked and the pennies are free of any grime. g. Stated objective(s): Today we will finish up our lecture on chemical reactions/enzymes and you will complete your cornel notes and see if the pennies experiment from the video works for us. I will then pass out the second part of your study guide for the test next week. h. Purpose: Chemicals make up everything. We rely on chemical reaction everyday to survive and there are special enzymes that help our body to chemical react so we can survive. Its important to understand how chemical reactions work since that is how organisms live. There are also really cool experiments you can do with chemical reactions, which we get to see a few this week! i. Input (presentation): Subject Matter (outlined) Teaching Methods

4 Admit Are chemical reactions reversible? Activation Energy - Page 50 Lets Read - What does activate mean? - What is activation energy then? - (use an example of trying to move the lab table across the room) Catalysts - Page 51 - Is a substance that speeds up the rate of a chemical reaction. - Some reactions can harm you CO2 build up in the blood stream of your body. - (use creating a snowboarding club to give an example of what a catalyst is as a non scientific term) Enzymes - these are used to speed up chemical reactions - they do NOT change what happens in a chemical reaction, just make it happen faster! - Require ph ranges! - (go back to the example of moving the lab table I need a table moving enzyme to help me move the table.) - (Example: Eskimo living Atwater during the summer or me living in Antarctica neither one of us will function well since that is not our own environment.) Weekly Log Admit - CFU Read Activation Energy on pg. 50 Lecture CFU: Thumbs up or Down/finger rubric system. CFU: Think A Minute What do you think is a more acidic environment, your mouth or your stomach? WHY? CFU: Random Call using name cards. Review What is a catalyst? Why is an enzyme known as a catalyst? Can a chemical reaction be reversed? What is the energy needed to start a chemical reaction called? What does an enzyme do? What has an effect on how an enzyme works, what do they need? Weekly Log Exit: CFU Exit Question - Describe what enzymes are, why are they important to living things, and what can affect the way they function? j. Check for understanding (write it out fully): Are chemical reactions reversible? What is a catalyst? Why is an enzyme known as a catalyst? Can a chemical reaction be reversed? What is the energy needed to start a chemical reaction called? What does an enzyme do? What has an effect on how an enzyme works, what do they need? Describe what enzymes are, why are they important to living things, and what can affect the way they function? m. Guided practice (application bullets or paragraph): When the review session comes up in the PowerPoint presentation the students will slide to their partners to complete the questions together. The questions are already typed out I their cornel notes on the left hand side. On the right hand side there are blank spaces for the students to write their responses. As the students are completing the questions walk around the class to check in and answer any questions. Be sure to review the questions as a class by having students answer out loud. n. Quest activities (optional, if time permits): None.

5 o. Review / Summary: We have now covered chemical reactions and enzymes. Enzymes are catalysts, which speed up chemical reactions. Enzymes are proteins and remember from our last chapter and from today that proteins are specific so they must fit like a lock and key. Think back to what proteins are made of They are made of amino acids and each amino acid needs to have a specific sequence and number to fit correctly in the keyhole. Your enzymes that function in your mouth are not going to work in your stomach and the same goes for your stomach enzymes not being able to work in your mouth. p. Assessment (of lesson s objectives): Review question CFUs throughout the lesson. q. Closure (Synthesis, Prep for tomorrow.): Chemical reactions are everywhere! How did our pennies turn out? Make sure you work on the study guide and be ready for our exciting lab tomorrow with diet coke and mentos! It may get a little messy so be prepared. r. Independent practice (homework): Study Guide Part 2 s. ELL / Special Needs: The needs of ELL and special need students are addressed in several ways throughout this lesson. The lesson includes several different learning styles that allow visual, auditory, and kinesthetic learners to gain stimulation from the various parts of this lesson. There is an interactive and colorful PowerPoint presentation and a handout, which allows for students to be involved both visually and kinesthetically. The instructor will be present to assist with any areas of the project that present a problem for a given student.

6 Teacher s Name: Ms. Kadie Calac Lesson Title: Menots & Diet Coke Lab XI. Identification Course title: Agriculture Biology Teaching unit: The Chemistry of Life CDE Standards Addressed: 1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature that have an effect on enzymes. Lesson number in this unit: 6 of 6 Length (time): 51 minutes Best month: anytime XII. Specific Instructional Objective(s) (All three components): Given the proper instruction and materials the students will describe, collect data and analyze the reaction that happens with you drop mentos into diet coke by completing the lab worksheet provided. XIII. Equipment, materials, supplies, books, resources needed for this lesson (attach handouts): mentos/diet coke lab worksheet (35), three 2 liter diet cokes, 3 rolls of mentos, table, yard stick, large grassy area for the lab. XIV. Academic Language: Hypothesis Analyze Data Experiment Conclusion Reaction XV. Teaching procedures: k. Anticipatory set: Diet Coke and Mentos Explosion! l. Stated objective(s): Today we are finally going to do the mentos and diet coke lab! We will be doing this outside in the grass. You will need to bring your lab worksheet and a writing utensil with you so you can collect your data from the experiment. Once we complete all three trials we will come back inside and complete the rest of the lab worksheet in groups. m. Purpose: To see a reaction happen in real life and to practice our scientific method skills while conducting an experiment. n. Input (presentation): Subject Matter (outlined) Teaching Methods

7 Weekly Log How high do you predict the soda will go depending on each set of mentos trial? Diet Coke and Mentos Lab - describe the mentos - State the problem (What do we want to know?) - Form a hypothesis - Describe how we will conduct the experiment - Go outside and complete trials Complete lab worksheet Weekly Log Was your hypothesis correct? Why or why not? What would you change about this experiment if you were to do it again? Weekly Log Admit: Class discussion about question 1 4 on the worksheet. Instructor completes the trials while students record their data. Students work individually or in a group to analyze and graph their data on the worksheet. Weekly Log Exit: o. Check for understanding (write it out fully): How are we going to complete the experiment? What is our problem? What is the hypothesis that you all came up with? p. Demonstration-Modeling: Steps 1. Set the three 2 litter bottles on the table outside. 2. Open the first bottle and funnel in three mentos to complete trial one. 3. Open the second bottle and funnel in 7 mentos to complete trial Open the third bottle and funnel in 14 mentos to complete trial 3. Key Points - Before adding mentos in each trial, ask the students how many mentos I should be putting in. Make sure you have the students pay attention to how high the soda goes using the meter stick as a guide to measure the height. - After each mentos explosion trial take a minute to let the students write their data on the lab worksheet. Guide them in understanding what happened. Tell them not only to pay attention to the height but to look at how much soda is left in the bottles? Did any mentos fly out while the soda was exploding? Was there a breeze/wind? What other effects could come into consideration when getting the data? q. Check for understanding again (write it out fully): How many mentos are we putting in each trial? What should you be writing down for the data? r. Guided practice (application bullets or paragraph): The students will watch the experiment three trials of mentos being dispersed into the diet coke. After each trial the students should be collecting data on each trial. Once we get through three trials the students will go back to the classroom and complete the lab worksheet by analyzing and coming up with a conclusion. s. Quest activities (optional, if time permits): None. t. Review / Summary: We have now put into action a reaction! Pretty exciting stuff! Ask some students to share what their hypothesis was and if it was correct or incorrect. Discuss some of the data that was collected and describe some of the graphs that were used to show their data. u. Assessment (of lesson s objectives): Lab Worksheet (specifically the analysis and graph)

8 v. Closure (Synthesis, Prep for tomorrow.): For extra credit I want you to go home and find out what exactly the mentos and coke lab is. What happens? We will discuss this tomorrow and you may be very surprised on what you find! w. Independent practice (homework): Extra Credit to find out what actually happens in the mentos and diet coke lab. x. ELL / Special Needs: The needs of ELL and special need students are addressed in several ways throughout this lesson. The lesson includes several different learning styles that allow visual, auditory, and kinesthetic learners to gain stimulation from the various parts of this lesson. There is a step by step worksheet that maps out the entire lab process with questions to answer as we go The instructor will be present to assist with any areas of the project that present a problem for a given student.