1. Opening Activity: Oct 16, 2017
Have food molecule handout ready for stamp.
Review your lab #4, did you get a stamp? If not, get one NOW!
Pick up Zooming Into Food Notes and tape in.
List a food item you ate in the last 24 hours.
What food molecules do you think were in your food you ate?
What smaller subunits or molecules were in the food you ate?
I can… Describe atoms and molecules in cells. Create a conceptual model for a cell membrane.
Homework:
SS Retake Advisory 10/18 or Before School 10/20

2. Pet or Animal Photos- Bring in this week!!
Copper

3. Facts and questions about organisms
Some things we know:
Some unanswered questions
All organisms are made of cells
All the functions of organisms are done by cells working together
All cells are made of molecules
All molecules are made of atoms
What kinds of molecules are cells made of?
How do those molecules move and change when cells do their functions, such as:
Growing
Moving
Changing matter and energy?
Review ideas and unanswered questions from Activity 2.1.
Show Slide 4 of the PPT:
Review some things we know in the left column
Review unanswered questions in the right column
This activity focuses on the question in red: “What kinds of molecules are cells made of?”

4. What kinds of molecules are cells made of?
We can find out what materials cells are made of by reading nutrition labels for plants, animals, and decomposers that we eat.
We will use labels with a serving size of 100 g.
This means that
1 g = 1% of the materials in the food
Present and discuss how to interpret nutrition labels
Have students follow on 2.2 Reading Nutrition Labels Handout as you present Slides 5-18 in the PPT. Each slide points toward parts of the nutrition labels that are also presented on the handout:
Slide 5 points out that (unlike nutrition labels on most foods) these labels use a standard serving size of 100g.

5. What makes up our food? FATS
Beef
Food Label Credit: Michigan State University
Molecule Credit: Craig Douglas, Michigan State University
Use Slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they discuss each organic material.
1 glycerol
3 fatty acids
Fat molecule

6. What makes up our food? CARBOHYDRATES
fiber
glucose
Molecule Credit: Craig Douglas, Michigan State University
Use Slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they discuss each organic material.
starch molecule

7. What makes up our food? PROTEIN
Beef
Amino acids
Molecule Credit: Craig Douglas, Michigan State University
Food Label Credit: Michigan State University
Use Slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they discuss each organic material.

8. Organic food molecules
CARBOHYDRATES:
SUGAR (GLUCOSE)
FATS
STARCH
Molecule Credit: Craig Douglas, Michigan State University
Use Slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they discuss each organic material.
FIBER
PROTEINS

9. Adding up materials in food
Beef
Organic materials in beef:
Fat: 21% (21 g out of 100 g)
Carbohydrates: 0%
Protein: 18%
Cholesterol and vitamins: less than 1%
Inorganic materials in beef:
Minerals (calcium, sodium, iron): less than 1%
What’s left?
WATER: about 60%
Biomass – mass of living matter that is NOT water (used for energy).
Food Label Credit: Michigan State University
Use Slide 8 to discuss the other substances on the nutrition labels. Tell students that these are all important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Show them how to calculate the amount of water: 100 g minus total organic materials. Students can fill in “less than 1 g” for Vitamins and Minerals and 59 g for Water on the worksheet.

10. Chemical energy in food
Calories are a measurement of chemical energy in food, the energy available from high-energy bonds in organic molecules.
Specifically - the amount of energy to raise 1g of water 1 ⁰ C
Beef
Food Label Credit: Michigan State University
Molecule Credit: Craig Douglas, Michigan State University
Use Slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds.
High-energy C-C and C-H bonds are yellow. This color represents the usable energy stored in these bonds.

11. Try it yourself!
Use the food label cards to fill in the table showing the materials in different kinds of cells on the 2.2 Food Labels worksheet.
What patterns do you notice when you compare a food made of animal cells (beef) with foods made of plant cells (carrots, celery, spinach)? Explain the patterns you found on the worksheet.
Show Slide 20. Check to make sure that all pairs successfully completed the first row.
Discuss the last question on the worksheet: How are plant and animal cells different? Students should note that plant cells tend to have more carbohydrates and water and less fat and protein than animal cells (with seeds such as peanuts being the exception).

12. Goals for next 20 minutes…
Complete food label calculations 1-9 from worksheets at table (caution: potato is different).
Use REAL food labels in classroom to complete 3 more calculations.
HOMEWORK if not completed!!

13. Opening Activity: Oct 17, 2017
Find stamp your homework (#10-#12) from yesterday.
Finish the following on your worksheet from yesterday:
Complete the calculations #1-9 using the packet.
Caution: Potato is NOT 100g per serving.
Complete the question on the bottom of the w/s in journal. What trends do you noticed with animal products? Plant products?
Homework:
SS Retake Advisory 10/18 or Before School 10/20
Food Molecule quiz 10/25
I can… Create a conceptual model for a cell membrane. Plan an investigation to test the function of a cell membrane.

14. History of cell biology
1665 – Cells are discovered by Robert Hooke using the new invention… the microscope
1839 – Cell biology starts when Schwann and Schleiden discover that plants and animals are made of cells
Late 1950’s – First electron microscope photograph of the cell membrane
2017 – Hamilton Biology class time travels to 1960 to analyze the first photos of the cell membrane

15. Time warp! The year is 1960…

16. LAB #5 Investigating Cell Membrane: Imagine your lab just took the first electron microscope photograph of a cell membrane.

17. LAB #5 Investigating Cell Membrane:
Zoom into the atomic –molecular scale of the cell membrane.
Describe what the membrane might look like if you zoomed in and viewed the molecules and atoms.
What molecules might interact with the membrane?
How are the molecules found in food related to the parts of the cell membrane?
Write a question that you have about the cell membrane?

18. Think... Pair Share Think through the pre-lab questions
Share your ideas with your partner
Discuss everyone’s ideas all together at your lab tables (use discussion norms)

19. Collaborate and create your model
Goal: At your table, working in groups to draw a model of a cell and it’s membrane. Use 1 color only. Make sure to show the details of cell membrane.
How are the molecules in food related to your model?
What’s inside the cell?
What’s outside the cell?
Is anything moving?
Label anything else we need to know about how the cell membrane works

20. Lab 5: Cell Membrane
Purpose: Design an investigation to test the function of a cell membrane.
Materials: Fake cell materials, protein, glucose, starch, iodine and fats
Making a Prediction: With your lab group, brainstorm some ideas.
And make a prediction in your journal:
You may choose TWO solutions to test, which will you use? Write them in your journal. Use sentence stems to help guide you.
Describe an experimental control condition that might be set up to compare your results. STAMP!!

21. Homework if NOT completed in class
Investigation set up: Draw and label your experimental set up. Add draw arrows to indicate MOVEMENT OF MATTER. Materials: Two pieces of 4cm dialysis tubing, 2 plastic cups 4 strings, Pipettes or graduated cylinder, Up to 10 mL or 2 solutions: Protein, Glucose, Fats, Starch

22. Opening Activity: Oct 18, 2017
Review your predictions. Do your predictions include WHAT you are testing, HOW the molecule will move and WHY. I will stamp.
Review your drawings. Please to check if you have the following:
Picture of a fake cell in water (see whiteboard)
Labels that show what is in the fake cell.
Arrows to indicate movement of molecules.
Homework: SS Retake Advisory 10/18 or Before School 10/20
Food Mole. quiz 10/25
I can… Explore how biomolecules move in and out of cells by conducting a lab investigation

23. Supplies and how to make a “cell”
Teacher demonstration and control set up

24. Today’s Goals Set up your lab today with TWO fake cells with solution.
Be sure to rinse your cells before putting in water solution.
Label cup with masking tape (pd and table number)
Place your set ups on the bookshelf at back of room.

25. Testing Reagents: Solution Testing Reagent Positive Test Negative Test
Glucose
Glucose Test Strip
Starch
Iodine
Protein
Biurets Reagent
Fat
Paper Bag

26. Thursday Oct. 19th SUB DAY
Video “CAN I EAT THAT? - NOVA - Discovery Science Food 
Video Handout to Complete
Video Link

27. What is an experimental control condition?
Opening Activity: Oct 20, 2017
What is an experimental control condition?
What would be a good control group for our cell membrane lab?
In what ways did we try to make lab #5:
Valid?
Reliable?
Homework:
Food Mole. quiz 10/25
I can… Collect, share and analyze my data about biomolecules

28. Collect Data and Record Class Results
Share Results
Analyze Data
Connect to scientific concepts

29. Collect and record your DATA
Collect lab set ups from bookshelf
If testing for protein, starch or put approx ml of solution into a clean test tube (pour into tube or use clean pipet).
If testing glucose put the test strip directly into the solution.
If testing fat collect a sample with at pipet directly from the solution.
Record results in your data table.
Clean up
Fake cells will go in the garbage.
Rinse cups and pipets and return to supply table.
c. Clean test tubes with brush and leave to dry at your table.

30. New Vocabulary
Semi-permeable
Concentration gradient
Diffusion
Osmosis

31. : Why would water and glucose move through the membrane but not starch or proteins?
SUGAR (GLUCOSE)
CARBOHYDRATES:
FATS
STARCH
Molecule Credit: Craig Douglas, Michigan State University
Use Slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they discuss each organic material.
FIBER
PROTEINS

32. HW: Read Cell Membrane Article and Define New Vocab
Semi-permeable:
Diffusion:
Osmosis:

33. The structure of the cell membrane
Together we will use a worksheet to label the parts of the cell membrane (overhead projector)

34. New vocabulary
Semi-permeable: some molecules move through membrane but other’s cannot (protein/starch)
Diffusion: the movement of a molecules from high concentration to low concentration.
Osmosis: Movement of water across a semi-permeable membrane, from high to low concentration.