1. What is Biotechnology? Lesson plan (one class period)
Learning objectives
Students will be able to define the Biotechnology as a branch of science, explain its role in everyday life, and describe how its products affect the overall quality of life.
Materials and teacher-developed resources
- Paper (Student Notebook), pencils, software (ActivInspire / Promethean)
Learning activities
For the first part of the lesson, students will read an article about the history of Biotechnology. Then, the teacher will split the students in groups of three or four and conduct a class discussion about the topics mentioned above. Ask students to describe the applications of biotechnology and give examples of these applications (in agriculture, industry, medicine, nutrition, environmental conservation, cell biology).
Furthermore, the teacher will explain how biotechnology contributes towards the growing public and global health needs by producing new drugs and vaccines. At the end of the lesson, students will complete a Biotechnology timeline worksheet that underlines the most important dates and events in the development of this branch of Science.
2. Organic Compounds - Carboxylic Acids Lesson plan (one class period)
Learning objectives
Students will be able to identify and name the most usual carboxylic acids.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)- Few 100 ml jars containing acetic acid
Learning activities
The teacher will explain that carboxylic acids are organic compounds that contain the carbonyl group C=O bond together with the hydroxyl group –OH. Students will identify the most commonly used organic acids and using IUPAC system, name them (the alkane/ alkyl radical root followed by the termination -oic for each term of the series.) Examples: Ethanoic, Propanoic, Buthanoic acids.
3. Organic Compounds - Amines Lesson plan (one class period)
Learning objectives
Students will be able to identify and name the organic compounds containing the amino- group.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
Learning activities
The teacher will ask the following question: “What do heroine, morphine, tranquilizers, decongestants and dyes have in common?” The answer is that they are all amines, organic compounds that contain the amino- group, -NH2 bond together with an alkyl radical. Students will identify the most commonly used amines and using IUPAC system, name them. The teacher will present some of their physical and chemical properties and mention that they are components of proteins.
4. Protein Test Lesson plan (one class period)
Learning objectives
Students will be able to identify the presence of proteins in two essential food, egg and milk.
Materials and teacher-developed resources
- Paper, pencils- Two small bottles containing sodium hydroxide (NaOH) 1M and copper sulfate CuSO4 1M solutions- One glass of milk- One egg- Two test tubes- Two pipettes- Stirring rod
Learning activities
The teacher will introduce the characteristics of proteins and their role in nutrition.
Then ask students to take one test tube and fill it up to a quarter with milk.
- Using the pipettes, put few drops of each chemical (sodium hydroxide and copper sulfate) into the test tube. Stir the tube using the stirring rod. The solution will change its color from white to violet.
- Crack the egg and fill about a quarter of the second test tube with egg white
- Using the pipettes, put few drops of each chemical (sodium hydroxide and copper sulfate) into the test tube. Stir the tube using the stirring rod. The new solution will also change its color to violet.
- Clean up the stirring rod after each use
- The violet color indicates the presence of proteins in both milk and egg
The teacher will direct the students to write for ten minutes in their journals summarizing the lab and all procedures used in this lesson.
5. Carbohydrates Test Lesson plan (one class periods)
Learning objectives
Students will be able to identify the presence of carbohydrates in glucose and starch.
Materials and teacher-developed resources
- Paper, pencils- Two small bottles containing glucose and starch- Two test tubes- Two pipettes- Stirring rod- One spatula- Plastic gloves
Learning activities
The teacher will introduce the characteristics of carbohydrates and their role in nutrition.
Then ask students to take one test tube and using a pipette, add 10 mL of glucose. In the second test tube, students will add a half spatula of starch. Add about 20 ml of water to each test tube.
- To test for glucose, students will use a test strip with an indicator pad that changes color in the presence of glucose. Dip one test strip into each sample for 1-2 seconds. Remove the strips, put them in the appropriate spot and wait for 3 minutes.
- After 3 minutes, look for a color change in each of the glucose test strips and record the color of each glucose test strip.
- To test for starch, students will use iodine as an indicator. In the presence of starch, iodine changes the color from yellow-brown to blue-black. Add 5 drops of iodine solution to each test tube. Stir the contents of each tube.
- CAUTION: Students must be careful when handling iodine, because it can stain hands and clothing. ALL students must wear gloves.
- Record the color of each solution; the blue-black color indicates the presence of starch.
The teacher will direct the students to write in their journals the summary of the lab and all procedures used in this lesson.
6. Lipids Test Lesson plan (one class periods)
Learning objectives
Students will be able to identify the presence of lipids in two essential food, butter and vegetable oil.
Materials and teacher-developed resources
- Paper, pencils- A small bottle containing vegetable oil- One cube of butter- One glass of water- One brown paper bag- Two pipettes- One spatula- A source of bright light (flashlight)
Learning activities
The teacher will introduce the characteristics of lipids and their role in nutrition.
Then ask students to cut the brown paper bag into 3 sections. Label the sections “butter”, “vegetable oil” and “water”.
- Using the pipettes, put few drops of vegetable oil and water on each labeled piece of paper and rub individually the papers.
- Using the spatula, put few grams of butter on the labeled piece of paper and rub the paper.
- Use a paper towel to rub off any excess substance that may stick to each paper.
- Put each paper aside until the spots appear dry (10 to 15 minutes).
- After all three pieces of brown paper are dry, turn the flashlight “on” and hold each paper up against the bright light.
- Students will notice that the papers labeled “butter” and “vegetable oil” have each a spot that allows the light to go through, while the paper labeled “water” does not.
This type of spot that allows the light to go through a brown paper indicates the presence of lipids.
The students to write in their journals summarizing the lab and all procedures used in this lesson.
7. Fermentation Process Lesson plan (one class periods)
Learning objectives
Students will be able to identify samples of fermented foods, describe the process of fermentation and learn that fermentation is one of the oldest methods of preserving food.
Materials and teacher-developed resources
- Paper, pencils- A small cup of sea salt- One pack sourdough bread- One cup of sauerkraut- One jar of chopped cabbage- Three empty jars- One spatula- Plastic gloves- pH strips- Three thermometers
Learning activities
Students will answer and share responses to the following questions: “What is fermentation?” “Can you name some fermented food products?” Then, the teacher will explain the process of fermentation and share that fermentation is one of the oldest food preservation method used worldwide. Students will analyze and describe the fermented food samples (sourdough bread and sauerkraut) and prepare the fresh cabbage for fermentation.
The teacher will discuss the processes of osmosis, maceration, aerobic and anaerobic respiration. Then, ask students to prepare the fresh food (cabbage) for fermentation.
- Students will divide equally the amount of cabbage between the three empty jars.
- Fill the three jars with fresh water.
- Add two spatulas of sea salt to each jar.
- Mix well the content of each jar.
- Place one jar under the full sun, another jar in the shade and another jar in a refrigerator.
- Ask students to make predictions about the relationship between temperature and speed of fermentation.
Using the pH strips, over the next 10 days students will measure the pH inside of each jar and graph the results. Students will record the results and the summary of the lab in their journals.