Teacher: Itzel Carrillo

Lesson Plan (Direct Instruction)

Subject/Grade: Biology 9th

Date:11/6/15

Standard:
S4-C5-PO.2: Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids,
nucleic acids, water, ATP) important to living things.
Objective (Explicit):

SWBAT: Formulate an experiment to show and collect data on how different factors may or may
not affect the rate of enzyme-catalyzed reactions.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Explain why enzyme shape matters.
Explain how different environmental conditions such as temperature, pH and salinity affect enzymes.
Explain how an enzyme can speed up reaction
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
Informal assessment: Walking round while students conduct their experiment and asking them
why they think their chosen substance will speed up or slow down the reaction.
Formal assessment: Check for students understanding of the lab by checking for completion of
all the scientific method steps and correctly answering the questions about how enzymes affect
chemical reactions and how enzymes are affected by temperature and other substances such as
sugar, caffeine, acid, alcohol etc.
Key vocabulary:
Materials:
Enzyme
Lab worksheet
Co-enzyme
Lab materials (beakers, filter paper,
potatoes, hydrogen peroxide, al etc.)
Substrate

Products
Catalyst
Opening:
Teacher will begin by reviewing what enzymes are and why they are important. Teacher
will ask students questions about previous small labs done regarding enzymes. Teacher
will ask students about how they knew whether an enzyme was present or not? What did
they see during the penny and hydrogen peroxide lab? Students should be able to
answer by explaining how there was no reaction (bubbles) when they placed penny in
hydrogen peroxide, which meant there were no enzymes. Teacher will then ask what did
they see when they placed a potato in hydrogen peroxide. Students should be able to
answer that they saw bubbles, which mean that en enzyme was present and was
breaking down the hydrogen peroxide. (This lab was done so students knew what it
looked like if there was an enzyme present and if a reaction was occurring.) Teacher will
then ask about the effects of temperature on enzymes. Teacher will discuss the lab and
focus on how the students will create their own experiment in which they will investigate
how different factors can speed up or slow down the rate of a reaction by using the
following; potato (filter paper), hydrogen peroxide, and another factor of their choice such

Instructional Input
Guided Practice

Teacher Will:
Quickly review the steps of the experiment with
the students and demonstrate how lab should
be done.
*note: students have already done experiment
with teacher the previous day. This lab is more
on their own to experiment different factors that
may affect an enzyme.
Differentiation
Guided, fill in the blank lab worksheet

Student Will:
Make sure they are actively listening to
the review and writing notes if they
need a reminder on how to do their lab.

Independent Practice

as, sugar, acid, caffeine, etc. (anything that they believe will help an enzyme speed up or
slow down a chemical reaction).
Teacher Will:
Student Will:
Provide students with lab worksheet
Actively listen to instructions and
answer any questions regarding the
Review the previous labs and explain
previous labs.
how they relate to their final lab
If not done so should write down a
Explain how students need to make sure
hypothesis (note: hypothesis should
they know what factor they will change in
have been written the day before due
order to help an enzyme slow down or
to limited class time)
speed up a reaction.
Explain that half of the class will be trying
to slow down a chemical reaction and
the other half will try to speed up the
chemical reaction.
Remind students that everyone will be
using a filter paper with potato (catalase)
and hydrogen peroxide which will be the
substance broken down.
Explain the question that students will be
investigation and making sure everyone
has written a hypothesis. Question: How
will different factors help an enzyme
speed up or slow down a reaction?
Differentiation
Providing a video that shows step-by-step procedures

Teacher Will:
Teacher will give students the one thing
they will be needing for the independent
variable, such as sugar, caffeine, etc.
Walk around classroom making sure
students are on task
Walk around classroom and answer

Student Will:
Work with a partner to conduct their
experiment.
Record their data, write a conclusion

questions or assist with lab.

Differentiation
Written out procedures
Pictures of how lab should be set up
Provide extra time/days to complete
Closure/Lesson Summary:
Students will complete a guided conclusion (fill in the blank) explaining how their chosen additive
affected the chemical reaction and why.