Unit Outline – Biomacromolecules

Lesson

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Key knowledge

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Links to Study Design

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Student Objectives

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Lesson Outline/

Activities

1 / Monomer/subunitPolymer
Monosaccharide  Carbohydrates
AminoAcidProtein
Triglyceride and chains of fatty acids  Lipid
Nucleotide  Nucleic acid
Condensation polymerisation:
Hydroxyl group of one monomer reacts with hydrogen atom of another monomer producing a water molecule / Synthesis of biomacromolecules through condensation reaction / - Demonstrate their understanding of the subunits needed to make up each macromolecule
- Have an understanding of how macromolecules are synthesised / Slideshow(theory)
*Students are to fill in handout/ fill in gaps from the slideshow for their notes
Student activity:students construct either a cartoon, concept map or other which must include the relationship between the four types of macromolecules and the elements and subunits that make them
Student Tools/Resources:

Homework:Students are to complete this task for homework and hand in at the end of the unit as part of their assessment. Read the next section of the textbook about carbohydrates
2 / Classes:
MonosaccharaidesTriose, Pentose, Hexose, Glucose, Fructose
Disaccharides  Maltose, Sucrose, Lactose
Polysaccharides  Cellulose, Starch, Glycogen, Chitin
Functions:
Starch  Energy storage in plants
Glycogen  Energy storage in animal muscle
Cellulose  Structural support in plant cells / Examples of polysaccharides and their glucose monomer / -Have an understanding of the three classes of carbohydrates and give examples of each
-Have an understanding of how carbohydrates are synthesised via a condensation reaction
-Have an understanding of the functions of polysaccharides / Formation Animation:

resources/animations.cfm?id=6
Formation Function Animation:

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Carbohydrates/05_A01s.swf
*Students are to fill in handout/ fill in gaps from the animation
Student activity:Students are to complete the carbohydrates jigsaw activity worksheet (Appendix 1)
Homework: Students are to answer Q’s 23-27 on page 21 and read the next section of the textbook on proteins
3 / Types of proteins, function and examples (Table 1.7 page 26 textbook)
Eg: Enzymes catalyse biochemical reactions - DNA polymerase duplicates genetic information
Hormones  signalling between different cells types – Insulin trigger uptake of glucose / The nature of the proteome, the functional diversity of proteins / -have an understanding of the different types of proteins and their functions / Slideshow (Theory-have pictures of different types of proteins)
Student Activity:each student will create their own game relating to protein type and function
Eg: Dominoes or memory game
Students need to write the definition of each and match them up during the game. Students can then pair up and play their games.
Homework: Answer Q 35 from textbook and read the section on protein structure
4 / Basic structure of Amino Acids:
Hydrogen atom, carboxyl acid, amine group and an R group
Primary structure amino acid sequence
Secondary structure coiling and folding
α-helices and β-sheets
Tertiary structure proteins functional shape or conformation
Denature lose its shape due to increase or temperature or pH / The structure of proteins in terms of primary, secondary, tertiary and quaternary levels of organisation / -have an understanding of the functional groups of amino acids
-explain how proteins are formed via a condensation reaction
-describe the different levels of organisation in terms of structure in a protein / Slideshow(theory)
amino acids and protein structure

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*Students are to fill in handout/ fill in gaps from the slideshow
Student Activities: Students are to complete crossword (Appendix 1) on proteins then write a post on the class padlet wall about proteins

Conclusion:Play protein circle game (Appendix 1) which relates back to the key concepts
Homework: Answer Q’s 37 and 38 on page 32 of the textbook
5 / Functions:
-Energy source
-Structural component of membranes
-specific biological functions
Hydrophilic polar region, soluble in water
Hydrophobic non-polar region, insoluble in water
Saturated  single bonds between carbon atoms
Eg: butter
Unsaturated  double bonds between carbon atoms Eg: oil / -Lipids and their subunits
-The roles of lipids in the plasma membrane / -have and understanding of the function of lipids in cells
-differentiate between saturated and unsaturated triglycerides
-have an understanding of the lipid molecule and differentiate between hydrophobic and hydrophilic / Slideshow (theory)
Structure of lipids

The Plasma Membrane (1.24min)

*Students are to complete lipids student notes handout(Appendix1)
Student activity: Students are to answer the questions 28-32 on page 25
Conclusion: Play macromolecules jeopardy which involves students to revise the main concepts covered in this lesson
Homework: students are to read the next section of the textbook on nucleic acids
6 / Nucleotide:
Five carbon sugar
Phosphate group
Nitrogen base
Adenine, thymine, guanine, cytosine
DNA function found in nucleus of cell, contains genetic code
RNA function carry code out of the nucleus and into the cytoplasm to produce proteins / Structure and function of DNA and RNA, their monomers, and complementary base pairing / -demonstrate their understanding of structure of nucleic acids
-differentiate between RNA and DNA
-have an understanding of the function of DNA and RNA / Slideshow(theory)
*Students are to fill in handout/ fill in gaps from the slideshow
Student Activities: Students are to create a model of DNA using liquorice, marshmallows and toothpicks
Homework: Answer Q’s 39-44 on page 35
7 / Revision / -students are demonstrate their understanding of the concepts covered in this unit / As a class go through the flashcards as revision for the topic

Student Activities: Students are to complete the questions on page 37 – Apply Understanding
Conclusion: Play macromolecules jeopardy which involves students to revise the main concepts covered in this topic
**Students are to hand in their final assessment task on macromolecules started in lesson 1
8 / Test / -apply understandings to familiar and new contexts
-make connections between concepts / -students are demonstrate their understanding of the concepts covered in this unit / Students are to complete a test for this unit of work. The test will include a range of multiple choice and short answer questions