1 class periods of 70 minutes each
Students will perform several tests on different foods to determine what types of macromolecules they contain.
- student sheet (attached)
- 3 test tubes
- test tube rack
- mortar and pestle (optional)
- small beakers
- glass marking pen
- hot water
- biuret solution
- Benedicts solution
- IKI solution
- paper towel or bags
- dropper bottles and pipets
- Gather the foods and supplies needed.
- "Hook" students by asking them what they had for breakfast or lunch and what macromolecules they think they ate. Read the introduction with them and discuss what makes a food "bad". There really are no "bad" foods, only bad eating habits that include limited diets, high in a single type of macromolecule.
- Discuss safety issues and procedures.
- Ask students to fill in predictions on their data table for each of the foods available.
- Allow time to work, students do not need to finish every food available.
- Summarize results on the board, overhead or projector.
- After discussion, allow students time to finish the analysis questions and write a conclusion.
1. Students describe function of each macromolecule………..2
2. Students perform lab activity safely and efficiently…………4
3. Students record data and share with class………………….4
4. Analysis questions are answered correctly……………… 4
5. Conclusion is thoughtful and complete………………………2
Answers to analysis questions:
- Nucleic acids are not necessarily found in food, only in foods made of cells.
- Answers vary
- Cereals, breads, crackers, cookies.
- Meats, cheeses, beans
- Snack foods, meats,
- All macromolecules are needed by the body.
- None are bad for you, except in overabundance.
- all should be included in a good diet.
Lesson Design by Jordan School District Teachers and Staff.