1. Happy Monday! No DO NOW 11/7 write: QUIZ
Prepare for Quiz over Cellular Respiration Can you answer the Three Questions? (5 minutes)
Where are molecules moving? (Matter Movement)
How are the atoms being rearranged to form new molecules? (Matter Change)
How is energy being transformed? (Energy Change)
Take out TedTalk Worksheet for stamps
Debrief TedTalk and Cellular Respiration (10 minutes)
Quiz (20 minutes)
Debrief carbohydrates, lipids, and proteins worksheet (if there is time remaining)

5. DO NOW 11/8 Cellular Respiration: -Who does it? -What is it?
-Where does it happen?
-Why does it happen?

6. Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Animals Unit Activity 5.1: Tracing the Processes for Cows Growing: Digestion and Biosynthesis
Image Credit: Craig Douglas, Michigan State University
Have students start to think about how cows grow.
Tell students that in today’s activity they will learn about how cows grow through digestion and biosynthesis.
Open 5.1 Tracing the Processes of Cows Growing: Digestion and Biosynthesis PPT.

7. Unit Map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 5.1 Tracing the Processes of Cows Growing: Digestion and Biosynthesis PPT. PPT.

8. Connecting Questions about Processes at Different Scales: Digestion
Unanswered Questions
Macroscopic Scale
How to cows get food to all of their cells?
Microscopic Scale
How do food molecules get into a cow’s blood?
Atomic-Molecular Scale
How are molecules in food changed chemically so that cow cells can use them?
Image Credit (mealworms): FableVision
Image Credit (cow, baby): Craig Douglas, Michigan State University
Discuss Connecting Questions about Processes at Different Scales for Digestion
Display slide 3 in the PPT. Show students the short clip of a cow growing. Follow the link in the PPT, in the materials list, or here ( You can opt to only play thirty seconds.
Introduce students to the macroscopic driving question: How to cows get food to all of their cells?
Connect this question at the macroscopic scale to an unanswered question at the microscopic scale: How do food molecules get into a cow’s blood?
Connect this question at the microscopic scale to an unanswered question at the atomic-molecular scale: How are molecules in food changed chemically so that cow cells can use them?
Assure students that we will be able to answer several of their unanswered questions by the end of today’s activity.

9. Food molecules are in the grass
Image Credit: Craig Douglas, Michigan State University
Have students think about what happens to the food cows eat (digestion).
Display Slide 4 to introduce the parts of a cow, focusing on the stomach, intestines, and leg muscle. Tell students the cow eats large food molecules in grass.
Give each pair of students a Cow 11 x 17 Poster, 2 nickels and 5 pennies.
Have students place their nickels in the grass. They should set their pennies to the side.
Explain that they will be using their nickels and pennies to trace the path of food in the cow throughout the lesson.
Display Slide 5 to show students that animals use digested food in two ways. Tell students they have learned about one of those uses (cellular respiration). Today they’ll be focusing on what happens to the food cows eat before the food molecules are used for cellular respiration, digestion, and later in the lesson the second way that animals’ use digested food.
Place two nickels here: large food molecules (grass).

10. What happens to the food cows eat?
Digestion
Energy: Cellular respiration
Image Credit: Craig Douglas, Michigan State University
Display Slide 5 to show students that animals use digested food in two ways. Tell students they have learned about one of those uses (cellular respiration). Today they’ll be focusing on what happens to the food cows eat before the food molecules are used for cellular respiration, digestion, and later in the lesson the second way that animals’ use digested food.

11. Food is mostly water and large organic molecules
CARBOHYDRATES:
STARCH
LIPIDS (FAT)
Image Credit (molecules): Craig Douglas, Michigan State University
Remind students that what food is made up.
Display Slide 6 to show students that food is mostly water and large organic molecules.
Remind students of the large organic molecules that make up food/cells that they learned about in Lesson 2.
GLUCOSE (SUGAR)
PROTEINS
CELLULOSE (FIBER)

12. These large organic molecules cannot enter the cells
LIPIDS (FAT)
How do animals digest, or break down, these molecules into smaller molecules the cells can use to do work?
Image Credit: Craig Douglas, Michigan State University
Tell students that these large organic molecules in food are broken down into small organic molecules during digestion.
Display slide 7 to show students large organic molecules in food cannot enter the cells.
Have students think about how animals might break down these large molecules.
PROTEINS

13. Exchange one nickel for 5 pennies (small organic molecules)
Digestion occurs
in stomach and small intestines
Note: digestive cells produce molecules (enzymes) that can break large organic molecules up into small organic molecules.
Put nickels here: Large food molecules break into small molecules in intestines
Image Credit: Craig Douglas, Michigan State University
Discuss with students that digestion occurs in stomach and small intestine.
Display Slide 8 to show students that large food molecules in grass are broken down into small molecules in the stomach and intestines.
Have students move the nickels on their Cow 11 x 17 Poster to the cow’s intestines.
Have students represent digestion by exchanging one of their nickels for 5 pennies. The pennies should be placed in the small intestine and the nickel set aside.
Students should now how 5 pennies and 1 nickel in the intestine.
Exchange one nickel for 5 pennies (small organic molecules)

14. During digestion, large organic molecules are broken down into small organic molecules
STARCH
Image Credit: Craig Douglas, Michigan State University
Show what happens at the atomic-molecular scale.
Display slide 9 to show students large organic molecules are broken down into small organic molecules during digestion.
Show students the Digestion and Biosynthesis 11 X 17 Posters to help students visualize the process.
GLUCOSE (SUGAR)

15. Animals don’t digest all the food that they eat
Our digestive systems cannot break down some large organic molecules (such as fiber).
These molecules leave our bodies as feces.
Image Credit: Craig Douglas, Michigan State University
Explain that animals don’t digest all the food that they eat.
Display Slide 10 to show students that some large organic molecules our digestive systems cannot break down leave our bodies as feces.
Have students move the remaining nickel (large organic molecule) in the intestines on their Cow 11 x 17 Poster out of the cow as feces.
Have the remaining nickel leave the cow as feces

16. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Show an animation of the process of digestion.
Display slide to show an animation of what happens to the molecules and chemical energy during digestion.
When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved in the C-C- and C-H bonds through digestion.
Large organic molecules (+ water)
Small organic molecules
Reactants
Products

17. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Show an animation of the process of digestion.
Display slide to show an animation of what happens to the molecules and chemical energy during digestion.
When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved in the C-C- and C-H bonds through digestion.
Carbon atoms stay in organic molecules with high-energy bonds
Large organic
molecules (+ water)
Small organic molecules
Reactants
Products

18. Move Pennies: Small molecules move through circulatory system
Small molecules move from intestines to blood, and the heart pumps blood and small molecules to all parts of the body.
Image Credit: Craig Douglas, Michigan State University
Show students where digested small organic molecules go in the body.
Use slides 13 and 14 to explain blood carries digested small organic molecules to all parts of animals’ bodies.
Have students move the 5 pennies to the cow’s heart on the Cow 11x17 Poster to represent that the molecules are in the blood, traveling in the circulatory system.
Use slide 14 to explain how small molecules are carried by the blood to every cell in the animal’s body. Because the molecules are small they can pass through the intestinal walls and into the blood.
Move Pennies: Small molecules move through circulatory system

19. Where do the small molecules go?
glucose
fatty acid
Image Credit: Craig Douglas, Michigan State University
Show students where digested small organic molecules go in the body.
Use slides 13 and 14 to explain blood carries digested small organic molecules to all parts of animals’ bodies.
Have students move the 5 pennies to the cow’s heart on the Cow 11x17 Poster to represent that the molecules are in the blood, traveling in the circulatory system.
Use slide 14 to explain how small molecules are carried by the blood to every cell in the animal’s body. Because the molecules are small they can pass through the intestinal walls and into the blood.
glycerol
amino acid

20. Connecting Questions about Processes at Different Scales: Biosynthesis
Unanswered Questions
Macroscopic Scale
How do cows grow?
Microscopic Scale
How do cows’ cells use small organic molecules to grow?
Atomic-Molecular Scale
How do cells make their large organic molecules?
Transition students to talk about biosynthesis.
Use slides 15 and 16 in the PPT to transition to biosynthesis.
Tell students that food can also be used for growth, which is done through a process called biosynthesis.

21. How do cows’ cells use food to grow?
Materials for growth: Biosynthesis
Food
Digestion
Energy: Cellular respiration
Image Credit: Craig Douglas, Michigan State University
Transition students to talk about biosynthesis.
Use slides 15 and 16 in the PPT to transition to biosynthesis.
Tell students that food can also be used for growth, which is done through a process called biosynthesis.

22. What happens during biosynthesis?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Discuss the process of biosynthesis.
Use Slides 17 and 18 in the PPT and explain that during biosynthesis small organic molecules enter the cells but don’t leave.
Explain that in the cells the small organic molecules are combined into large organic molecules.
Prompt students to move the pennies from the circulatory system to the leg muscle, one place where biosynthesis occurs, on the Cow 11 x 17 Poster. Note: biosynthesis occurs in all cells, but here we use a muscle as an example.
Have the students exchange their 5 pennies for a nickel to represent the small organic molecules being combined into a large organic molecule.

23. Place your pennies here: Large molecules are built here
Biosynthesis is the process of small organic molecules becoming large organic molecules in individual cells.
Place your pennies here: Large molecules are built here
Image Credit: Craig Douglas, Michigan State University
Discuss the process of biosynthesis.
Use Slides 17 and 18 in the PPT and explain that during biosynthesis small organic molecules enter the cells but don’t leave.
Explain that in the cells the small organic molecules are combined into large organic molecules.
Prompt students to move the pennies from the circulatory system to the leg muscle, one place where biosynthesis occurs, on the Cow 11 x 17 Poster. Note: biosynthesis occurs in all cells, but here we use a muscle as an example.
Have the students exchange their 5 pennies for a nickel to represent the small organic molecules being combined into a large organic molecule.
Exchange your 5 pennies (small organic molecules) for a nickel (large organic molecule)

24. During biosynthesis, small organic molecules are built into large organic molecules
GLUCOSE (SUGAR)
Image Credit: Craig Douglas, Michigan State University
Show what happens at the atomic-molecular scale.
Display slide 19 to show students small organic molecules are built into large organic molecules during biosynthesis.
Show students the Digestion and Biosynthesis 11 X 17 Posters to help students visualize the process.
STARCH

25. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Show an animation of the process of biosynthesis.
Display slide to show an animation of what happens to the molecules and chemical energy during biosynthesis.
When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved in the C-C- and C-H bonds through biosynthesis.
Small organic molecules
Large organic molecules (+ water)
Reactants
Products

26. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Show an animation of the process of biosynthesis.
Display slide to show an animation of what happens to the molecules and chemical energy during biosynthesis.
When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved in the C-C- and C-H bonds through biosynthesis.
Carbon atoms stay in organic molecules with high-energy bonds
Small organic molecules
Large organic molecules (+ water)
Reactants
Products

27. Where do the atoms in animals come from?
Transition to have students consider the atoms that make up animals.
Show slide 24 of the PPT. Pass out 5.1 Tracing the Atoms and Energy in Animals Worksheet to each student.
Tell students that now they have considered how molecules move through and are used by a cow they will now consider the atoms that make up animals.
Read the top portions of the worksheet with students.
Have students work with a partner to complete the first chart on the worksheet about atoms.

28. DO NOW 11/9
Compare and contrast the atoms that make up carbohydrates, lipids, and proteins. Fill in the Venn Diagram below:
Carbohydrates
Lipids
Proteins

29. Discuss (1 minute) Animal cells don’t make starch or cellulose.
-How do they use the glucose?
Discuss how animal cells use sugar molecules.
Use slides 22 and 23 to discuss how animal cells use sugar molecules.
Use slide 22 to point out the problem: Lots of sugar molecules reach animal cells, but they are not made into starch or fiber polymers in animal cells.
Use slide 23 to explain the two main ways that animals use sugar molecules: (a) they are used to make glycerol and fatty acids and eventually fat (this explains why eating lots of starch and sugar can make someone gain weight), and (b) they are used for cellular respiration, which uses sugar and oxygen to release energy.

30. Animal cells use glucose in two ways
Animal cells can combine glucose molecules with oxygen to release chemical energy in cellular respiration.
This is how all cells get the energy they need for their functions.
Animal cells can make fat molecules from glucose molecules.
Glycerol and fatty acids are made of the same atoms—C, H, and O—as glucose molecules
Animals use fats to store chemical energy in C-C and C-H bonds
Discuss how animal cells use sugar molecules.
Use slides 22 and 23 to discuss how animal cells use sugar molecules.
Use slide 22 to point out the problem: Lots of sugar molecules reach animal cells, but they are not made into starch or fiber polymers in animal cells.
Use slide 23 to explain the two main ways that animals use sugar molecules: (a) they are used to make glycerol and fatty acids and eventually fat (this explains why eating lots of starch and sugar can make someone gain weight), and (b) they are used for cellular respiration, which uses sugar and oxygen to release energy.

31. Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Animals Unit Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis
Image Credit: Craig Douglas, Michigan State University
Have students start to think about how cows grow.
Tell students that in today’s activity we will use molecular modeling to think more about how cows grow through digestion and biosynthesis.
Open 5.2 Molecular Models for Cows Growing: Digestion and Biosynthesis PPT.

32. Unit Map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 5.2 Molecular Models for Cows Growing: Digestion and Biosynthesis PPT.

33. Materials for growth: Biosynthesis
Food
Digestion
Energy: Cellular respiration
Image Credit: Craig Douglas, Michigan State University
Transition students to talk about biosynthesis.
Use slides 15 and 16 in the PPT to transition to biosynthesis.
Tell students that food can also be used for growth, which is done through a process called biosynthesis.

34. glucose monomers (sugar)
During digestion, large organic molecules are broken down into small organic molecules
LARGE = POLYMER
small = monomers
Image Credit: Craig Douglas, Michigan State University
Tell students that these large organic molecules in food are broken down into small organic molecules during digestion.
Display slide 5 to show students large organic molecules are broken down into small organic molecules during digestion. Tell students large organic molecules are called polymers and small organic molecules are called monomers. It may help students to remember these words by explaining the meaning of the words’ prefixes (poly means many and mono means one).
Tell students that they’ll be using molecular models to model the process of digestion, which will help them answer several of their unanswered questions.
STARCH POLYMER
glucose monomers (sugar)

35. Carbon: 4 Oxygen: 2 Hydrogen: 1 Nitrogen: 3
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Image Credit: Craig Douglas, Michigan State University
Review the “rules” of molecular bonding in digestion.
Use slide 6 to remind students how atoms bond to make molecules.
Oxygen atoms bond to carbon or hydrogen (not other oxygen atoms) whenever possible. This will help students decide which monomer will bond to an –OH and which will bond to an –H.
Nitrogen forms three bonds.
Point out that digestion will not make or break "high energy" C-C or C-H bonds. Students can use this information to determine where to attach the –H vs. –OH in the activity.

36. Breakdown Protein Molecules (Digestion)
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Digest PROTEIN molecules by cutting the protein into individual amino acids.
-Notice that after you cut the protein apart there are bonds without atoms.
-Cut up water molecules to tape an –H and –OH to every amino acid.
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Chemical change

37. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Protein polymer (+ water)
Amino acid monomers
Reactants
Products

38. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Carbon atoms stay in organic molecules with high-energy bonds
Protein polymer (+ water)
Amino acid monomers
Reactants
Products

39. Breakdown of Starch Molecules (Digestion)
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Digest STARCH molecules by cutting the starch into individual glucose monomers.
-Notice that after you cut the starch apart there are bonds without atoms.
-Cut up water molecules to tape an –H and –OH to every glucose.
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.

40. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Starch polymer (+ water)
Glucose monomers
Reactants
Products

41. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Carbon atoms stay in organic molecules with high-energy bonds
Starch polymer (+ water)
Glucose monomers
Reactants
Products 41

42. Breakdown of Fat Molecules (Digestion)
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Digest FAT molecules by breaking the fat into individual fatty acid and glycerol monomers.
-Notice that after you cut the fat apart there are bonds without atoms.
-Cut up water molecules to tape an –H and –OH to each fatty acid and glycerol.
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.

43. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Fat (+ water)
Fatty acids
+ glycerol
Reactants
Products

44. What happens to carbon atoms and chemical energy in digestion?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model digestion.
Give each pair of students a Molecular Models 11 x 17 Placemat, one set of Forms of Energy Cards, one pair of scissors, a removable tape dispenser, and one protein molecule, one carbohydrate molecule, one fat molecule, and eight water molecules (from the 5.2 Polymers for Cutting Handout).
Have students place a “chemical energy card” on the reactants side of their placemat, along with their water, protein, carbohydrate, and fat molecules.
Coach students to simulate the process of hydrolysis by cutting a water molecule each time they make a cut in the polymer. This helps show that each time a bond between two monomers is broken, the chemical reaction requires water and new bonds form.
Protein: Show slide 7. Have students cut one protein polymer into amino acid monomers. Then, cut the water molecules and attach an –H and an –OH to each amino acid. Watch the animation on slides 8-9.
Carbohydrate: Show slide 10. Have students cut one starch polymer (a type of carbohydrate) into glucose monomers. Then cut the water molecules and attach an –H and an –OH to each glucose. Watch the animation on slides
Fat: Show slide 13. Have students cut one fat polymer into glycerol and fatty acid monomers. Then, cut the water molecules and attach an –H and an –OH to each monomer. Watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. When watching the slides, ask students what is happening to energy. Listen to see if they notice that chemical potential energy is conserved through digestion.
Show the students the Digestion and Biosynthesis 11 x 17 Posters as a visual of the process.
Carbon atoms stay in organic molecules with high-energy bonds
Fat (+ water)
Fatty acids
+ glycerol
Reactants
Products

45. Where do digested monomers go?
glucose
fatty acid
Image Credit: Craig Douglas, Michigan State University
Show students where digested monomers go in the body.
Use slide 16 to remind students that blood carries digested monomers to all parts of animals’ bodies.
Because the molecules are small they can pass through the intestinal walls and into the blood.
glycerol
amino acid

46. PROTEIN FAT
Image Credit (molecule): Craig Douglas, Michigan State University
Remind students what is in cow muscle.
Show slide 19 to remind students of the information they learned from beef nutritional labels: cow muscles are made primarily of protein (18g) and fat (21g). This means that the cells in the animal’s leg muscle are going to make fat and protein molecules so the muscle cells can grow bigger and divide.
Tell students that they will use the placemat and molecules to model the process of biosynthesis, which is what happens when animals build polymers from monomers
Point out that when they are modeling, they should remember that during biosynthesis, no "high energy" C-C or C-H bonds will be made or broken. The chemical energy is conserved!
Refer to the Digestion and Biosynthesis 11 x 17 Posters in your classroom to help students visualize the biosynthesis of monomers to polymers.

47. Build Cow Muscles (Biosynthesis)
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Build PROTEIN molecules by taping 4 amino acid monomers together.
-Notice you will need to remove an –H and –OH from each amino acid.
-Tape these (-H and –OH) back together to make water.
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.

48. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.
Amino acid monomers
Protein polymer (+ water)
Reactants
Products

49. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.
Carbon atoms stay in organic molecules with high-energy bonds
Amino acid monomers
Protein polymer (+ water)
Reactants
Products

50. Build Cow Muscles (Biosynthesis)
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Nitrogen: 3
*Oxygen will bond with Carbon or Hydrogen before another Oxygen
Build FAT molecules by taping 3 fatty acid monomers to 1 glycerol molecule.
-Notice you will need to remove an –H and –OH from each glycerol and fatty acid.
-Tape these (-H and –OH) back together to make water.
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.

51. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.
Fatty acids + glycerol
Fat (+ water)
Reactants
Products

52. What happens to carbon atoms and chemical energy in biosynthesis?
Chemical change
Image Credit (molecule): Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Protein: Show slide 20. Have students tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 23. Have students tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Carbohydrate: Tell students that animals don’t make starch (though they make other carbohydrates)!
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.
Make the connection to cell division: cells have to both get bigger and also divide in order for animals to grow. This is why we perform biosynthesis: to make our cells get bigger (growth) so they can divide.
Carbon atoms stay in organic molecules with high-energy bonds
Fatty acids + glycerol
Fat (+ water)
Reactants
Products

53. Happy Friday! Introduction to Baby Mason
Review Digestion and Biosynthesis of macromolecules: carbohydrates, lipids, proteins

54. Digestion and Biosynthesis Debrief Directions: Respond to the following prompts in your notebook.
Explain the process of digestion.
What molecule aids in the digestion of macromolecules (carbohydrates, lipids, proteins)?
Explain the process of biosynthesis.
In addition to the formation of polymers, such as carbohydrates, lipids, and proteins, what other molecule is also formed during biosynthesis?
What is happening to energy during digestion and biosynthesis?

55. Matter entering and leaving animals
Materials in grass
(entering cow)
minerals
Materials in a cow
Protein
H2O
Carbohydrates
minerals
Protein
Fat
H2O
Fat
Protein
H2O
Carbohydrates
minerals
Image Credit (grass): Hannah Miller, Michigan State University
Image Credit (cow): Craig Douglas, Michigan State University
Conclude by having students think about the composition of materials that enter, stay in, and leave the cow.
Use slide 26 to have students consider the composition of materials that enter, stay in, and leave a cow.
Students may point out that there is fat in the cow, but not in the grass. Ask them “Where did the fat in the cow come from?” After the lesson, they should be able to answer that question as they “built” fat molecules in their model biosynthesis.
H2O
CO2
minerals
Materials leave a
cow through respiration,
urination, feces, and perspiration.
From lungs
Feces

56. Glucose  Starch (monomer) (polymer)
Which chemical process does the following?
Glucose  Starch (monomer) (polymer)