10/15/15 and 10/16/15 1.Lesson 4.1-Activity 2.Plant Project Preparation 3.Driving Questions Board HOMEWORK: Prepare for your Plant Project group presentation on 10/19/15-next Monday. Complete Close Reading 4.1 (GC) and record your vocabulary in your vocabulary log in the back of your binder.

Learning Goals Record and analyze plant data from seed growth. Use indicators to investigate the molecular breakdown of starch.

Lesson 4 (DQ) How do food molecules provide organisms with building materials?

Lesson 4 What type of food molecules would you be eating based on the food label?

Lesson 4 Are Carbohydrates in this cracker made of one subunit or many? How do you know?

Cracker Test The taste of cracker changed because it started the process of chemical digestion in the mouth. Predict: (group-sticky note/ group #)- 2 minute discussion each What happens to the starch molecules in the cracker during chemical digestion? What happens to the atoms in starch when it goes through a chemical reaction?

Lesson 4 Which types of carbohydrates taste sweet? Bland? Why do different carbohydrates have different tastes? (Hint: Reading 3.2)

Lesson 4.1 Teacher Demo (IQWST) Benedict’s solution is the indicator for simple sugars. Iodine solution is the indicator for starch. Benedict’s Solution color changeIodine Solutioncolor change H2O (A1) BlueH2O (B1) Brown Glucose (A2)Orange/RedGlucose (B2)Yellow/Orange Starch (A3)BlueStarch (B3)Black/Purple

Lesson 4.1 Student Activity (IQWST) Review materials needed for set up. Label microcentrifuge tubes Use mortal and pestle to make cracker powder Weigh out 1 gram of powder instead of 0.5 grams Pair of you will complete either the Glucose or Starch test Share results with table

Lesson 4.1 Student Activity (IQWST) Purpose: Understand chemical reactions and the breakdown of starch.

Lesson 4.1 Student Activity (IQWST) Test for Starch Add 1 drop of Iodine Solution to each (B) microcentrifuge tubes Shake and record data in table Test for Glucose Add 10 drops of Benedict’s Solution to each (A) microcentrifuge tubes Set timer for 5 minutes Raise hand for water bath After water bath record data

Lesson 4.1 Student Activity (IQWST) Part 2: Prediction Explain Data Making Sense Question 1

Plant Project Individual Assignments due: 10 question handout Chart of data (all) Graph of data (all) Extra Credit opportunity listed on rubric Group Assignment due: Prepare for a 3-5 minute presentation

Constructing a Line Graph

Driving Questions Board Will be regularly used to add new information, answer questions posted, and to add new questions. All students must participate. Make sure to use the correct color sticky for your class period.

Pack everything up. Please put markers/crayons/col ored pencils back where they belong.