1. From Standards to Assessments

2. Deconstruction of Standards Program of Studies: SC-H-UD-U-2 Students will understand that within every cell are specialized parts for the transport of materials, energy transfer, protein building, waste disposal, information feedback and even movement. In addition, most cells in multi-cellular organisms perform specialized functions that others do not. SC-H-UD-S-7Students will describe and classify a variety of chemical reactions required for cell functions. SC-H-UD-S-8Students will describe the processes by which cells maintain their internal environments within acceptable limits. Core Content: SC-HS-3.4.3 Students will: describe cell regulation (enzyme function, diffusion, osmosis, homeostasis); predict consequences of internal/external environmental change on cell function/regulation. Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division. DOK 2 Remember from last meeting. Deconstruct into KNOWLEDGE, REASONING SKILLS, PROCESSING SKILLS, AND PRODUCTS

3. Deconstructed KnowledgeReasoning Skills Process Skills Products - Chemical reactions occur in the cell, and some are regulated by enzymes. -Cell functions are regulated. -Regulation occurs through many processes such as: Diffusion, osmosis, enzyme function, active transport, endocytosis, exocytosis, feedback loops such as the lac operon - Enzymes operate in a narrow range of temperature and pH. Conditions out of this range can cause the three-dimensional shape of the enzyme to change thus changing its function. This is called denaturation. -Enzymes have an area called the active site to which the substrate binds. The enzyme then causes a change in the substrate but is itself unchanged. If denaturation occurs, the active site is changed resulting in the substrate being unable to bind. -Enzymes are proteins that regulate chemical reactions by lowing the activation energy needed to get the reaction started. -Inhibitors are molecules other than the substrate that bind to the active site of an enzyme. They prevent the substrate from binding thus stopping the enzyme from working. -Coenzymes - Predict consequences of internal/external environmental changes on cell function/regulation -Describe the processes by which cells maintain their internal environments within acceptable limits. -Describe and explain the role proteins/enzymes play in the movement of materials across the plasma membrane. -Design an experiment and predict the effects of various factors on enzyme activity. -Apply knowledge of enzyme activity to authentic situations such as fevers, hot tub use, snake and insect bites, etc. N/A They are not perfect, that’s okay!! These are not student friendly, that’s okay because they are not for the students.

4. From Decoding to Targets KnowledgeReasoning Skills Process Skills Products - Chemical reactions occur in the cell, and some are regulated by enzymes. -Cell functions are regulated. -Regulation occurs through many processes such as: Diffusion, osmosis, enzyme function, active transport, endocytosis, exocytosis, feedback loops such as the lac operon - Enzymes operate in a narrow range of temperature and pH. Conditions out of this range can cause the three-dimensional shape of the enzyme to change thus changing its function. This is called denaturation. -Enzymes have an area called the active site to which the substrate binds. The enzyme then causes a change in the substrate but is itself unchanged. If denaturation occurs, the active site is changed resulting in the substrate being unable to bind. -Enzymes are proteins that regulate chemical reactions by lowing the activation energy needed to get the reaction started. -Inhibitors are molecules other than the substrate that bind to the active site of an enzyme. They prevent the substrate from binding thus stopping the enzyme from working. -Coenzymes - Predict consequences of internal/external environmental changes on cell function/regulation -Describe the processes by which cells maintain their internal environments within acceptable limits. -Describe and explain the role proteins/enzymes play in the movement of materials across the plasma membrane. -Design an experiment and predict the effects of various factors on enzyme activity. -Apply knowledge of enzyme activity to authentic situations such as fevers, hot tub use, snake and insect bites, etc. N/A Essential Vocabulary words that they MUST have!!

5. From Deconstruction to Targets Unit Title: EnzymesUnit Length: 10 days 10 th -Biology Created/Revised: September, 2008 Program of Studies: SC-H-UD-U-2 Students will understand that within every cell are specialized parts for the transport of materials, energy transfer, protein building, waste disposal, information feedback and even movement. In addition, most cells in multi-cellular organisms perform specialized functions that others do not. SC-H-UD-S-7 Students will describe and classify a variety of chemical reactions required for cell functions. SC-H-UD-S-8 Students will describe the processes by which cells maintain their internal environments within acceptable limits. Core Content: SC-HS-3.4.3 Students will:  describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);  predict consequences of internal/external environmental change on cell function/regulation. Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division. DOK 2 Unit Components Function of Enzymes Variables That Impact Enzyme Function Vocabulary: Enzyme Protein SubstrateVocabulary: Denaturation Inhibitor Active Site Everything Starts HERE!! From the decoding identify key vocabulary that is ESSENTIAL to student understanding (3-5) Take your decoding and break it into sections (if needed)

6. Learning Targets * I can use data and models to determine the function of enzymes. * I can use data and models to define and characterize enzyme and substrate. * I can describe why enzymes can be useful to cells. * I can use data to determine what happens to the rate of a reaction when enzyme is added or taken away from a substance. * I can use data to determine what happens to the rate of a reaction when an enzyme is heated up or cooled down. * I can use data and models to define and characterize denaturation. * I can use data and models to define and characterize inhibitor. * I can use models to define and characterize active site. * I can use animations/models to determine that the shape of an enzyme is important to its function. * I can predict (using a graph) what will happen to enzymatic reactions when different conditions are changed. * I can explain how/why changing different variables will change the rate of enzymatic reactions. Evidence/Assessment * Formative assessment of students as they work on models and develop their definitions. * Multiple choice summative assessment. * Open response summative assessment. * Exit (formative) dealing with sucrase enzyme to determine groupings for follow-up activity. *Enzyme (informative) assessment. * Formative assessment of students as they make graphical predictions and explain their rationale. * Multiple choice summative assessment. * Open response summative assessment. From the decoding create you targets (not activities) Finally how do you plan to measure your impact. PLAN THIS BEFORE YOU START!!!

7. Now What Deconstructed Standards Created Learning Targets, Essential Vocabulary, and Planned Assessments Teach the material Summative Assessment Differentiated Activity to check understanding of targets

8. Differentiated Formative Assessment Sucrose is table sugar. We often eat it in candy bars and other sweets. Sucrase is responsible for the breakdown of sucrose into glucose and fructose in the body. Identify the enzyme and the substrate in this example. How is sucrase able to change sucrose into glucose and fructose. Sucrase is found in the human body and works best under these conditions. Predict what would happen to the sucrase in a person's body if a person had a very high fever for a long period of time. Exit Slip given after instruction. Identify which targets are they having trouble with

9. Differentiated Formative Assessment Unit Components Function of Enzymes Variables That Impact Enzyme Function Vocabulary: Enzyme Protein Substrate Vocabulary: Denaturation Inhibitor Active Site Learning Targets * I can use data and models to determine the function of enzymes. * I can use data and models to define and characterize enzyme and substrate. * I can describe why enzymes can be useful to cells. * I can use data to determine what happens to the rate of a reaction when enzyme is added or taken away from a substance. * I can use data to determine what happens to the rate of a reaction when an enzyme is heated up or cooled down. * I can use data and models to define and characterize denaturation. * I can use data and models to define and characterize inhibitor. * I can use models to define and characterize active site. * I can use animations/models to determine that the shape of an enzyme is important to its function. * I can predict (using a graph) what will happen to enzymatic reactions when different conditions are changed. * I can explain how/why changing different variables will change the rate of enzymatic reactions. Knowledge of all essential vocabulary is necessary and these two targets in order to address this exit slip.

10. Group the Students 3 groups: – 1- students who showed very little understanding – 2- Big picture but lack details – 3-GOT IT! Let’s push them Why group like this?

11. Follow Up Group Work- Group 1 Recognizing Enzymes and Substrates Instructions: Look at the animation or diagrams. Discuss what enzymes and substrates do in your group. Write your group idea below. Example Diagram Case 1: Amylase is found in saliva (spit) and is responsible for breaking down carbohydrates into simpler sugars. 1. Identify which one is the substrate and which is the enzyme in the following two cases. 2. Explain how you know. Case 2: DNA and RNA can be broken down into their component parts by a substance known as nuclease. 1. Identify which one is the substrate and which is the enzyme in the following two cases. 2. Explain how you know. 3. Using the animation called "Enzymes" as well as your lab notes from yesterday, explain how a person getting a high fever or a person's body pH being too low could affect the activity of the amylase and nuclease in their bodies. No grasp of the essential vocabulary Once vocabulary is addressed push them

12. Follow Up Group Work- Group 2 How Enzymes Work and What Causes Them Not to Work Amylase is found in saliva and is responsible for breaking down carbohydrates into simpler sugars. Describe the steps that amylase would have to go through to break down the carbohydrates (Hint: Think about the animation you saw the other day or look at the drawing). Using the animation called "Enzymes" as well as your lab notes from yesterday, explain how a person getting a high fever or a person's body pH being too low(acidic) could affect the activity of the amylase in their body. Explain why the above problem would occur. Little less scaffolding than group 1. We want to push them.

13. Follow Up Group Work- Group 3 Interpretation of Enzyme Data Amylase is found in saliva and is responsible for breaking down carbohydrates into simpler sugars. The amount of amylase being released into the body is being measured. Look at the information for a patient in a hospital. 9:00 AM - Amylase levels were measured and found to be normal. 11:00 AM - Amylase levels were measured and found to be higher than normal. 12:00 PM - The patient has developed a very high fever. 1:00 PM - The patient's fever is still dangerously high. Sketch a graph showing the change in the amount of simple sugars being released into the patient's body during this period of time.Justify your answer. DNA and RNA can be broken down into their component parts by a substance known as nuclease. A patient began developing a condition that resulted in a very low pH (acidic) in the body. Before this condition occurred, DNA and RNA were being broken into their component parts in the body when appropriate. Sketch a graph showing the activity of the nuclease before the condition and how it changed after the condition developed. Justify your answer. This group has it, but we don’t want to waste their time. PUSH THEM TOO!!!

14. Now What? Exit Slip Placed into groups They worked together and tried to master the targets again Give them another shot to hit it out of the park

15. Another Shot!!Show me what you know now. Enzyme Informative Assessment Look at the graph below as well as the information. Use it to answer the following three questions. Lactase helps to break down lactose into simpler sugars. 1. Identify which substance is the enzyme and which is the substrate, and justify your answer. lactose: lactase: 2.Propose two possible scenarios that could have caused the results seen from 3 to 6 in the graph. 3. Explain how high fevers (temperature) and acids cause enzymes not to work. This can be taken for a formal grade and you can easily allow the students to reflect on their growth.

16. Feedback and Reflection It’s important that students be given multiple opportunities and time to reflect on their own learning. Focus on improvement