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The usefulness of carbon atoms in bond arrangements makes carbon important in living organisms.
6a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a
central role in the chemistry of living organisms.
B. Focus Standard(s) - If Applicable [Specific concepts/skills that support the main standard]
6b. Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen,
oxygen, phosphorus, and sulfur.
6c. Students know that living organism have many different kinds of molecules including small ones such as water
and salt, and very large ones such as carbohydrates, fats, proteins, and DNA.
Students will be able to correctly identify the biochemical compounds carbohydrates, lipids, proteins in their evening
meal.
Students will be able to discuss what their assigned biochemical compound is and predict what might happen if an
organism lacked that compound.
Concrete Materials [Visuals, manipulatives, realia use to facilitate engagement with content and help make it
comprehensible]
Textbook
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Language Acquisition Branch
For lower ELs (1’s-2’s) you may want to use pictures to elicit student responses.
Identify what a biochemical compound is, explain its relevance to living organisms, and cite specific examples of
carbohydrates, lipids, and proteins.
Read paragraph one on p. 314 together to elicit the idea that the items in their circle map are more than just favorite foods
—they are all made up of smaller parts we classify as “biochemical compounds.” All living things make and use these
compounds to survive. Change the label at the center of the circle map to “Biochemical Compounds” to reflect the new
learning.
C. Guided Practice [Students engaging with content to develop skills and knowledge]
Divide the class into three groups. Each group will be responsible for reading one section from pages 314-315 in the Holt
text: Carbohydrates (p.314), Lipids (p.315), or Proteins (pp.315-316). Remind students to read the captions when figures
are cited in the reading. Each group is responsible for answering the following question(s): What is it? What would
33186256.doc
Language Acquisition Branch
D. Independent Practice [Students apply the skills and knowledge to meet the content objective independent of the
teacher]
In their science notebooks, students will write down what they eat for their evening meal and classify the food items as
carbohydrate, lipid, or protein.
During the warm-up on the following day, students exchange notebooks and discuss their classifications.
Why do living organisms need biochemical compounds? Why do we call these compounds biochemical?
33186256.doc