You Are What You Eat-4MAT 4 Biology Unit 8

 

This Unit Covers

National Science Education Standards

Matter, energy and organization in living systems
The cell
Form and function
Change, constancy and measurement
Science as inquiry

Big Ideas

Life requires energy.
Matter provides energy.
Structure (or form) determines function.
Absorption relies on breakdown.
Balance depends on feedback.

Knowledge

Role of food as a source of matter and energy
Process of biosynthesis
Role of metabolism, physical activity and diet on health
Structures and functions of digestive system
Enzyme function
Structure and function of biological macromolecules
Role of feedback, glucose and glycogen in food balance

Skills

Identify protein, carbohydrate and fat in foods.
Compare and contrast biological macromolecules.
Interpret qualitative analysis of food.
Identify parts and functions of digestive system.
Explain how enzymes function.
Illustrate and explain the pathway that food follows during digestion.
Explain biosynthesis.
Explain how the body maintains a “food balance”.
Explain the effects of metabolism on weight.
Explain the effects of physical activity and diet on health.

Learning Outcomes

Students will:

Become more amenable to the concept of transformation through open inquiry.
Enhance their understanding that living systems require a continuous input of energy to maintain life.
Enhance their understanding that food is both a source of chemical energy and the matter for building your body (biosynthesis).
Enhance their understanding that metabolism, physical activity and diet affect health.
Enhance their understanding that a variety of organs with specific functions play a role in the digestive system.
Enhance their understanding that enzymes function as biological catalysts and act on specific substrates.
Enhance their understanding that certain organs release enzymes that break down specific macromolecules into necessary end products.
Enhance their understanding that feedback mechanisms, glucose and glycogen all play a role in maintaining food balance.
Become more astute at applying their knowledge of the role of enzymes in catalyzing food during digestion.
Enhance their ability to refine, edit and present their research on the role of transformation in their own lives.

Teacher Notes

This unit should take approximately 16 class periods (50 minutes each).

This is the Transformation unit written by Julia Koble and Joan Baltezore for their 4MAT 4 Biology Curriculum.
To learn more about 4MAT 4 Biology, just one of the programs available in the 4MAT Curriculum Series, visit aboutlearning.com.

Time Frame

Total time : 230 minutes

 

Concept :

Transformation

Content :

Energy from Matter

Bridge :

Release

Essential Question :

What does the statement, “You are what you eat” mean?

Outcomes :

Students will know the role of metabolism, physical activity and diet on health.
Students will be able to explain how the body maintains a "food balance".
Students will understand the transformation that occurs within their own body systems.

1. Connect: Connecting to the Concept Experientially

4MAT 4 Biology Student Activity Book pages 205-208

Use these student pages for this "Connect" activity.

Objective: Students explore the concept of transformation by conducting an inquiry involving the release of sponge animals/shapes from a capsule.
Activity: Students soak foam capsules in different temperature water and observe how they transform into various shapes/animal figures.
Assessment: Student engagement, hypotheses and discussion

Getting ready
This is the “Connect” octant of the unit, Step One. This activity illustrates transformation and the role that energy plays in initiating that tranformation. Foam capsules may be found in craft stores or online. If you cannot find the foam capsule animals, use the alternate Popcorn Activity.

Activity directions
1. Students are given three foam animal capsules. 
2. They place the capsules in three different beakers, each containing different water temperatures. 
3. They will record their observations. [Activity Book p. 205-208] 

Notes
Alternate Popcorn Activity
In the classroom, pop some popcorn in a popper that allows
students to see change occur. Enjoy eating the popcorn as you move into the next step, Attend.

2. Attend: Attending to the Connection

4MAT 4 Biology Student Activity Book page 208

Use this student page for the "Attend" activity. (see below)

Objective: Students reflect on the sponge animal activity and determine what caused the changes(transformation)
Activity: Students discuss in small and large groups the results of their sponge animal inquiry to determine what caused the transformation in the capsules to form sponge animals.
Assessment: Class participation and question responses

Getting ready
This is the “Attend” octant of the unit, Step Two. This activity allows students to question what caused the transformation in the foam animal capsules allowing them to be released from the capsule.

Activity directions
Students answer the following questions in small and large groups. [Activity Book p. 208)
1. What did you observe in each of the three beakers? 
2. Were there any differences? If so, Explain why. 
3. What caused the change in the capsules?

Notes
Alternate Popcorn Activity
Hold up a corn kernel and a popped corn and ask what
happened (changed form). Discuss why, how, etc.
Share other examples of transformation (one student said the foam capsule animals!) Ask for input on the 3 process questions. [Activity Book p. 208]

3. Image: Creating a Mental Picture

4MAT 4 Biology Student Activity Book page 209

Use this student page for this "Image" activity. (see below)

Objective: Students visualize the process of transformation by observing examples of release from matter.
Activity: Students watch examples of famous explosions and determine what characteristics they have in common.
Assessment: Student discussion and analogies

Getting ready
This is the “Image” octant of the unit, Step Three. This activity enables students to see the relationship between transformation and release.

Activity directions
1. Teacher demo: Demonstrate a “mini” explosion using non-dairy creamer and a bunsen burner. This demonstration is commonly done with lycopodium powder, but with some students being
allergic to the powder, the creamer is a safer alternative. A great website that describes the experimental set up and includes video clips of the demo is:   http://www.angelo.edu/faculty/kboudrea/demos/lycopodium/lycopodium.htm

2. Students watch examples of famous explosions.  
Hindenberg disaster (many video clips available on YouTube)
Destroyed in Seconds: Rocket Fuel Blast http://dsc.discovery.com/videos/destroyed-in-seconds-rocket-fuel-blast.html  Runtime: 02:11. An explosion at a Nevada rocket fuel plant generates a massive, earthquake-like shockwave.

Adrenaline Rush Hour: Chemical Plant Explosion
http://dsc.discovery.com/videos/adrenaline-rush-hour-chemical-plant-explosion.html
Runtime: 03:10. A spark  triggers a chain reaction of explosions that send up giant mushroom clouds of toxic flame and smoke.

Adrenaline Rush Hour: Propane Fireballs http://dsc.discovery.com/videos/adrenaline-rush-hour-propane-fireballs.html Runtime: 03:51. A Toronto propane depot goes up in flames, sending out massive shockwaves and 2,000 degree fireballs.

Destroyed in Seconds: Flaming Dragster http://dsc.discovery.com/videos/destroyed-in-seconds-flaming-dragster.html Runtime: 02:12. After a 300 mph start, a dragster at an Australian championship crosses the finish line in a ball of fire.
Use local newspaper clippings and pictures of other explosions that may have taken place in your area if available.

3. Class Discussion Questions:
What do all of the explosions have in common? What is being transformed? What is being released?

4. Students create an analogy: Transformation is to release as _____________________ is to _________________________.

Notes
Students left with the understanding that: when matter is transformed, energy is released.
Ask, “Where do we get our energy?” Students answer, “Our food.” 
Ask, “What is food?”Students answer, “Matter.” 
Ask, “What happens to it when you eat it?” Students answer, “It is transformed and energy is released.”
Also add that the energy is stored in the chemical bonds and talk about potential vs. kinetic. Tell students if they just remember this, they will “get” this unit.

4. Inform: Receiving Facts & Knowledge

4MAT 4 Biology Student Activity Book pages 210-211

Use these student pages for this "Inform" activity.

Objective: Students learn the role of enzymes and biological macromolecules as they pertain to matter, energy and living systems.
Activity: Teacher presentations, video clips, and textbook readings focusing on the digestive system and the role of enzymes and biological macromolecules
Assessment: Student note taking
Suggested time: This step works back and forth with the Step 5 (practice) and together will take about 8-10 class periods (50 minutes each).

Getting ready
This is the “Inform” octant of the unit, Step Four. The information discussed in this section solidifies students’ understanding of the biological macromolecules that make up matter in living things and the role that enzymes and the digestive system play in breaking down these molecules to release energy. 

Activity directions
1. The biological macromolecules, protein, carbohydrates, and lipids, are large molecules composed of smaller subunits. They make up the bulk of the food we eat and each has a unique structure and function. Since they are so large, they cannot diffuse into the bloodstream until they are broken down into their subunits. 
2. Enzymes are proteins that act as biological catalysts by speeding up chemical reactions. Each enzyme binds to a specific substrate to catalyze a specific reaction.   
3. The digestive system is composed of a variety of organs that  secrete enzymes that act on specific substrates (proteins, carbohydrates, and lipids) in the foods we eat.
4. During digestion, larger molecules are broken down into smaller subunits (glucose, amino acids, glycerol and fatty acids) that are then absorbed into the bloodstream and carried to all the cells of the body. Within the cells, mitochondria can break the bonds that hold these molecules together, releasing energy that can be used to do the work of the cell. The energy storage molecule that cells can directly use is called adenosine
triphosphate or ATP. We measure food energy in calories. Proteins, carbohydrates and lipids are the only part of our food that provides us with calories. If you burn all of the calories that you take in, you stay the same weight. If you take in more calories than you burn, you gain weight and vice versa.  
5. The subunits can be reassembled to build new molecules in the body (biosynthesis). Your body is composed of matter and all of the matter comes from the food you eat. Ask the students, “Does it matter, then, what kind of food you eat?” All of your energy also comes from the food you eat. Again, “Do your food choices matter?”
6. Metabolism is the sum total of all chemical reactions that occur in the cell(s) of an organism. Chemical reactions can involve the building of larger molecules (synthesis) which generally require energy input, or the breaking down of large molecules into smaller subunits (decomposition) which involve the release of energy. 
7. Diet and exercise influence food balance and metabolism within an organism and may lead to increased or decreased health.

Notes
Use Activity Book pages 210-211 for student note taking.

5. Practice: Developing Skills

4MAT 4 Biology Student Activity Book pages 212-232

Use these student pages for this "Practice" activity.

Objective: Students apply their understanding of the macromolecules that make up the food they eat and the role of enzymes in catalyzing the reactions that break down the macromolecules during digestion. 
Activity: Students perform several labs and activities with analyses.
Assessment: Class discussion responses, lab reports, worksheets, diagrams and journal entries
Suggested time: This step works back and forth with the Step 4
(Inform) and together will take about 8-10 class periods (50 minutes each). Time truly depends on how in depth your instruction is and how many labs and activities you include.

Getting ready
This is the “Practice” octant of the unit, Step Five. This activity allows students to use hands-on activities and inquiry labs to reinforce their understanding of matter and energy in living systems.

Activity directions
1. Macromolecule Flashcard Activity: Students categorize flashcards into similar groups by analyzing the structural formulas for different macromolecules. Each pair of students will need a set of the macromolecule flashcards. They can find and cut out the cards at the back of their Activity Books [Activity Book p. 267-273]. Laminating the cards and storing each set in a plastic baggie will allow them to last longer. Using their books and other resources, they will determine which group the flashcards belong to: carbohydrates, fats, and lipids. They will then answer questions and complete the triple Venn Diagram concerning characteristics of each. [Activity Book p. 212-213] See answer keys on Teacher Addendum page

2. Enzyme Lab: Students conduct inquiry involving amount of catalase enzyme in plant and animal tissue using hydrogen peroxide as a substrate. For the pre-lab activity each lab group will need a test tube, small container of hydrogen peroxide and a small piece of liver. Cutting the pieces of liver ahead of time will allow uniformity in the pieces as well as ensure the pieces are small enough to fit in the test tube.  For the lab activity, students will need access to test tubes, test tube racks, test tube clamps, graduated cylinder for measuring hydrogen peroxide, hot plate, blender, hydrogen peroxide, tweezers/forceps, pipettes, variety of plant tissues such as potatoes, carrots, etc. and animal tissues such as liver, muscle (cube steak, etc.), heart, etc. To save time, you may already have samples that have been cut into chunks as well as chopped in the blender for the students to choose from. [Activity Book p. 214-218] 

Alternative lab - Gelatin Enzyme Lab: Students conduct inquiry on why certain fruits can't be used in Jello® or what factors influence the function of enzymes using Jello®. Students will need access to graduated cylinders, gelatin, measuring cup, spoons, thermometers, hot plates, beakers, ice, refrigerator, small cups, a variety of fresh fruits (pineapple, kiwi, grapes, apples, oranges, papaya, etc.) as well as canned fruits (pineapple, peaches, pears, mandarin oranges, etc.). Fresh kiwi, pineapple, and papaya will digest the proteins in gelatin resulting in gelatin not setting.  Apples, grapes and oranges will not affect the gelatin. Canned fruits will also have no effect on the gelatin. Heat will denature proteins (including enzymes), so fruits that have been subjected to higher temperatures (canning) should not cause a breakdown of the protein in gelatin.[Activity Book p. 219-222]

3. What's in your lunch?: After conducting tests on known carbohydrates (Benedict’s and Iodine tests), known proteins
(Biuret test), and known lipids (Sudan III test & brown paper spot test), students test a sample school lunch and analyze what types of macromolecules were present. Students will need eight test tubes, test tube rack, test tube clamps, hot plate & beaker of water for hot water bath, monosaccharide solution, polysaccharide solution, Lugol’s iodine, Benedict’s solution, Biuret solution, Sudan III solution, oil, brown paper (paper towels, brown paper grocery bags, etc.), egg whites, pipettes, sample lunch. Prepared indicator solutions can be obtained from biological supply companies. A monosaccharide solution can be prepared by mixing 2-3 spoonfuls of glucose (dextrose) powder and mixing it with 500mL of water. A polysaccharide solution can be made by mixing 1-2 handfuls of cooking oats in 500mL water, allowing it to sit for 10-15 minutes and draining off the milky liquid, discarding the oats. Starch mixed in water can also be used. For a sample lunch you can analyze the lunch offerings in your school lunch program for that day or compare with a meal from a local fast food chain.  A positive test for polysaccharides using the iodine test will result in a dark purple/black color. A positive test for monosaccharides using the Benedict’s test is a change from the aqua-blue color to an orange-red color after being heated in a hot water bath for 2-3 minutes. A positive test for proteins using the Biuret test is a
purple color. A positive test for lipids (fats) using Sudan III is a pink/red color where the Sudan III binds to the lipids.  Lipids rubbed on brown paper will produce a translucent spot. [Activity Book p. 223-227]

4. Anatomy of Digestive System: Using large sheets of paper, students work in teams to draw an outline of a human body and sketch and label the parts of the digestive system and their functions. Student teams will need large sheets of paper or  poster board and markers. Where applicable, students will list what enzymes would be secreted by various digestive system organs and what macromolecules those enzymes would break down. As a final application of their knowledge, students will indicate on their drawing, where each of the food items they tested in their Lunch Lab were broken down. A great website for this activity is a human anatomy online educational resource at
http://www.innerbody.com/image/digeov.html [Activity Book p. 228-229] 

5. Dietary and Physical Activity Analysis: Students keep a journal for 3 days and record the foods they have eaten and the amount and type of physical activity they have done. They will then calculate the amount of calories IN versus the amount of calories OUT. A great online resource for calorie and activity charts is the Dietary Guidelines for Americans, 2005 from the U.S. Department of Health and Human Services at http://www.health.gov/dietaryguidelines/dga2005/document/ also, a nutrition analyzer tool can be found at http://www.nat.uiuc.edu/mainnat.html
[Activity Book p. 230-231

6. RAFT Activity: Students will have a variety of options to demonstrate their understanding of transformation of energy from matter. [Activity Book p. 232]

Notes
Macromolecule Flashcards can be found in the Addedendum of this Teacher Book on pages 149-155. This activity was modified from an activity developed by Katie Reindl, GraSUS Graduated fellow from North Dakota State University (NDSU). Support was provided by the Center for Science and Math Education and the GraSUS project: GraSUS is funded by a $2 million renewal grant to NDSU from the National Science Foundation (DGE-0338128, June 1, 2004-May31, 2009, Dogan Comez, PI).
Enzyme Lab adapted from “Enzyme Action Laboratory Investigation” Holt Biology Visualizing Life by Holt, Rinehart and Winston, Austin TX.
Gelatin Enzyme lab adapted from “Enzyme Labs Using Jello” by Anne McDonald and Michael O’Hare, Woodrow Wilson Biology Institute, 1991. http://www.accessexcellence.org/AE/AEPC/WWC/1991/enzymes.php

6. Extend: Extending Learning to the Outside World

4MAT 4 Biology Student Activity Book pages 233-234

Use these student pages for this "Extend" activity.

Objective: Students demonstrate their understanding of matter and energy by researching a topic of their choice to be presented to their peers.
Activity: Students have a variety of research topics to choose from or come up with a project of their own. Each project will apply what they have learned to an every day issue that interests them.
Assessment: Project outline and performance rubric
Suggested time: 2 50-minute periods, the remaining time is homework

Getting ready
This is the “Extend” octant of the unit, Step Six. By actively engaging in researching a topic on matter and energy of their own choosing, students make a connection between the concept of
transformation in matter and energy as it applies to their life or an area they are interested in.

Activity directions
After selecting a topic to research, students choose from one of the presentation formats listed with which to share their new learning with the class. Projects must show evidence of research above and beyond what was learned in class.

Presentation Formats
When completed, presentations will be shared in teams of 3-4, with each team choosing one to present to the entire class.
1. Written

• a) traditional paper or lab report
• b) journalistic (you are a reporter for ___________)
• c) newsletter with illustrations
• d) brochure with illustrations

 2. Computer production

• a) PowerPoint
• b) Webpage
• c) i-movie

3. Poem or song that clearly shows your new learning (record song on cassette, video or DVD)
4. 3-D models (clay or other materials) with explanations
5.  An educational game with detailed playing instructions
6. Video, micromentary (video documentary through microscope camera), or video field trip.
7. Original drawings with explanations

7. Refine: Refining the Extension

4MAT 4 Biology Student Activity Book pages 235-236

Use these student pages for this "Refine" activity.

Objective: Students refine and edit their projects to evaluate the accuracy of their information.
Activity: Student teams self-evaluate their projects using rubric, then switch with one other group and do a peer evaluation of that project using the rubric.
Assessment: Peer critique form/rubric

Getting ready
This is the “Refine” octant of the unit, Step Seven. Students polish their research presentations, getting constructive feedback from their peers.

Activity directions
1. Using performance rubric, each member of the student team will evaluate their project. They will compare their notes and make any refinements as necessary.

2. Student teams will switch with another group and do a peer critique of the other team's project. Each group will share their suggestions with the research teams so they can make any refinements as necessary.

3. Students reflect on the Essential Question for this unit: What does the statement, “You are what you eat” mean?

8. Perform: Creative Manifestation of Material Learned

Objective: Students demonstrate their new understanding of energy and matter through presentations to their peers.
Activity: Students share their new learning with their classmates through one of a variety of class presentations.
Assessment: Performance rubric

Getting ready
This is the “Perform” octant of the unit, Step Eight. Student understanding of matter and energy is exhibited through class presentations and discussion. 

Activity directions
1. Students will present their research to the class in the format chosen in the 6-Extend section.

2. Peers will be engaged in class discussion as a result of the presentations.

 

1. Level of Engagement, Fascination :

Reflection and discussion.

Students answer the following questions in small and large groups. [Activity Book p. 208)

1. What did you observe in each of the three beakers? 
2. Were there any differences? If so, Explain why. 

3. 4MAT 4 Biology Student Activity Book page 208

   
   
   What caused the change in the capsules?
4. 

2. Seeing the Big Picture :

Release of energy activities

4MAT 4 Biology Student Activity Book page 209

Students left with the understanding that: when matter is transformed, energy is released.

Ask, “Where do we get our energy?” Students answer, “Our food.” 

Ask, “What is food?”Students answer, “Matter.” 

Ask, “What happens to it when you eat it?” Students answer, “It is transformed and energy is released.”

Also add that the energy is stored in the chemical bonds and talk about potential vs. kinetic. Tell students if they just remember this, they will “get” this unit.

3. Success with Acquiring Knowledge :

Information delivered

4MAT 4 Biology Student Activity Book pages 210-211

Quality and understanding of student note taking on these pages.

4. Success with Acquiring Skills :

Skills practice and inquiry labs

4MAT 4 Biology Student Activity Book pages 212-232

Use these student pages for the skills practice assessment.

Refer to the "Practice" octant for more information.

5. Performance, Creative Use of Material Learned :

Performance Assessment

4MAT 4 Biology Student Activity Book pages 235-236

Use these student pages for the Performance Assessment for this unit.

1. Using performance rubric, each member of the student team will evaluate their project. They will compare their notes and make any refinements as necessary.

2. Student teams will switch with another group and do a peer critique of the other team's project. Each group will share their suggestions with the research teams so they can make any refinements as necessary.

3. Students reflect on the Essential Question for this unit: What does the statement, “You are what you eat” mean?

Author : Melinda Zanetich