OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT
Lesson: Cellular Process/ Enzymes
Grade/subject: 12 th Grade/ Biology
Objectives: Students will be able to: Describe the various molecules that make up cells and identify the building blocks of each class of molecules Explain the role of enzymes as catalysts in carrying out cellular processes Learn about the function of enzymes inside the body. Learn how enzymes break down macromolecules during digestion. Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. Procedure: 1. Introduction to lesson: discuss important terms, background information (lecture), provide examples of enzymes in real-world terms (i.e. car catalytic converter) 2. Lock and key demonstration/discussion- students will try out various locks and keys to find the correct match and demonstrate that only specific keys fit in certain locks, as with enzymes and substrates 3. Complete enzyme and substrate reaction activity- students will be given a puzzle piece and must find their partner with the correct matching piece. Once they are joined, the partners will complete a task (reaction) that has been assigned. This will demonstrate how complementary enzymes and substrates must pair to begin a reaction 4. Students will actively participate in an enzyme activity- Each student is given a saltine cracker and instructed to put it in their mouth and chew it completely without swallowing. They will notice that as the enzymes break down carbohydrates in the cracker, it begins to taste sweeter. (watch video- http://www.youtube.com/watch?v=6VN9nS65sFs) 5. Video- Student will watch a video of an enzyme activity in lab experiment (http://www.youtube. com/watch?v=3b7Nuy0Xuuw) 6. Research- Students will be given time to use their textbook, resource materials, and/or the internet to read about enzyme functions and laboratory tests 7. Students will be instructed to design and, after approval, carry out an experiment that demonstrates the properties of enzymes
NJ Core Content Curriculum Standards: 5.3.12.A.1- Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions. 5.3.12.A.2- Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes.
Assessment Method(s): Open task/constructed response- Students will design and carry out an experiment that demonstrates the properties and functions of enzymes. Informal assessment- Students will be observed for participation and performance OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT Lesson: Cellular Process/ Enzymes Grade/subject: 12 th grade/ Biology Open Task/ Constructed Response Assessment Rubric
Experimental Design Criteria 3 2 1 Score
Idea/ Question Independently identified a question which was interesting to the student and which could be investigated.
Identified, with adult help, a question which could be investigated. Identified a question that could not be tested/ investigated or one that did not merit investigation.
Development of Hypothesis
Independently developed a hypothesis well- substantiated by a literature review and observation of similar phenomena. Independently developed a hypothesis somewhat substantiated by a literature review or observation of similar phenomena.
Needed adult assistance to develop a hypothesis or to do a basic literature review.
Description of Procedure Procedures were outlined in a step- by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this. Procedures were outlined in a step- by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.
Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
Variable identification Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). With adult help, identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).
Adult help needed to identify and define almost all the variables.
Carrying out of Experiment
Data Collection Data was collected several times. It was summarized, independently, in a Data was collected more than one time. Adult assistance was Data was collected only once and adult assistance was needed to
OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT way that clearly describes what was discovered. needed to clearly summarize what was discovered. clearly summarize what was discovered.
Diagrams Provided an accurate, easy-to- follow diagram with labels to illustrate the procedure or the process being studied. Provided an easy- to-follow diagram with labels to illustrate the procedure or process, but one key step was left out.
Did not provide a diagram OR the diagram was quite incomplete.
Conclusion Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).
Student provided a conclusion with some reference to the data and the hypothesis statement(s).
No conclusion was apparent OR important details were overlooked.
Provides work of the highest quality. Provides work that occasionally needs to be checked/ redone by other group members to ensure quality. Provides work that usually needs to be checked/ redone by others to ensure quality.
Contribution to class Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who demonstrates effort
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT
Time Management
Routinely uses time well throughout the project to ensure things get done on time. Usually uses time well throughout the project, but may have procrastinated on one thing. Rarely gets things done by the deadlines; group has to adjust work responsibilities
Problem Solving Skills
Actively looks for and suggests solutions to problems. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work.
Attitude
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus
Consistently stays focused on the task and what needs to be done. Very self- directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Rarely focuses on the task and what needs to be done. Lets others do the work.
Preparedness
Brings needed materials to class and is always ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work.
Often forgets needed materials or is rarely ready to get to work.
Collaboration Skills Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.