Stage One: Lesson Planning Considerations

CONSIDERSATIONS RESPONSES (Respond in this column)

Grade (Age) 17-18 (Year 2 DP)

Subject (Course) Biology

Unit Biochemistry

Focus/Topic Enzyme Activity & Factors Influencing Activity

IB DP Biology Guide (p.42)

4.2 Enzymes
- Temperature, pH and substrate concentration affect the
rate of activity of enzymes. (p.42)
- Enzymes can be denatured. (p.42)
- Skill: Experimental investigation of a factor affecting
enzyme activity. (Practical 3) (p.42)

Ontario Science Curriculum (p.79)

B2.5 plan and conduct an investigation related to a cellular
process (e.g., factors that affect enzyme activity; factors that
affect transport of sub- stances across cell membranes), using
appropriate laboratory equipment and techniques, and report the
results in an appropriate format [IP, PR, C]

Origins/Rationale Enzymatic function is a very interesting topic, and is always one

that I enjoyed learning about. I choose this lesson because it
demonstrates the connections within the body, showing them
that changes occurring at a molecular level have a large impact
on the rest of the body, showing the interactions of all the
systems within the body.

I have not taught this lesson yet due to my limited school

placement experience, but I will be teaching grade 12 biology in
my upcoming placement, so teaching this lesson soon is a
possibility.

Class/School Setting (if This lesson is particularly made for classes with a size of 25-30
applicable) students. There is no technology or other resources required
from the students, but a laptop and projector is required on the
teachers end.
 The teacher must have access to the materials needed in order
to complete the lab activity.

Prior Learning Students should have learned about the structure of proteins
prior to this lesson.
- 2.4 Proteins (p.40) IB DP Biology Guide
Students should have knowledge of the pH scale, and an
understanding of chemical reactions (they begin with substrates
or reactants, and end with products).

Prior to this class, students will go through a power point lesson

discussing the benefits, mechanisms, and purposes of enzymes,
and will explore different enzyme examples within the body as a
class. This lesson will give them the background information they
need in order to complete the lab activity for the current lesson.

Next steps Assessment of learning → Critical thinking and understanding will be

assessed through the lab report which will be handed in following the
completion of the lab. A portion of this assessment will consider
students ability to connect the learned information to everyday life
(Example- when you are sick with a virus your body temperature
increases in the form of a fever to prevent the use of enzymes in the
body and to slow down viral replication)

This lesson will prepare students to further discuss the role of

enzymes within the body, which is important to understand
before proceeding to higher level biology courses.

Stage Two: Lesson Plan

Part I: Basics
Focus/Topic

Enzyme Activity & Factors Influencing Activity

IB DP Biology Guide (p.42)

4.2 Enzymes
- Temperature, pH and substrate concentration affect the rate
of activity of enzymes. (p.42)
- Enzymes can be denatured. (p.42)
- Skill: Experimental investigation of a factor affecting enzyme
activity. (Practical 3) (p.42)
 Ontario Science Curriculum (p.79)
B2.5 plan and conduct an investigation related to a cellular process
(e.g., factors that affect enzyme activity; factors that affect transport
of sub- stances across cell membranes), using appropriate
laboratory equipment and techniques, and report the results in an
appropriate format [IP, PR, C]

Aims & Objectives Enzyme Activity & Factors Influencing Enzyme Activity

Aim 2-acquire a body of knowledge, methods and techniques that

characterize science and technology

Aim 4- develop an ability to analyze, evaluate and synthesize

scientific information

Aim 5- develop a critical awareness of the need for, and the value
of, effective collaboration and communication during scientific
activities

Aim 7- develop and apply 21st century communication skills in the

study of science

Objectives

- Explore and identify different factors influencing the

function and efficiency of enzyme activity

Part II: Key IB Elements

In the lesson plan there should be evidence of several key IB elements, as identified below.
Select 2-3 of these elements (though certainly not all of the following, as might be required in a
unit plan) and specify what/how they will be employed. Again, cite guides (with page numbers,
where possible)
· Concepts
· Global context/authentic (real world) connection (PYP: Transdisciplinary Themes)
· Inquiry statement/questions
· Approaches to Learning (PYP: Transdisciplinary Skills), Service as Action, TOK connections

Key IB Element Specific details re: what/how

TOK- Critical Thinking
This lesson explores TOK concepts by having students critically
think and make connections to build their own knowledge. TOK
suggests the best way to do this is to “encourage students to
analyze knowledge claims and explore questions about the
construction of knowledge” (DP Biology Guide, p. 3). Students
are asked to take their previous knowledge along with the
information they learned during this lesson and apply it during
the group activity.

“The TOK course plays a special role in the DP by providing an

opportunity for students to reflect on the nature of knowledge,
and to make connections between different areas of
knowledge.” (principles into practice p61)

During this lab students will have to reflect on knowledge

previously learned, applying it to a new, but related situation. For
example, students will have previously learned about the
influence of temperature on reactions in chemistry, as well as
the influences of pH on the body. Students should be able to
connect this information, hypothesizing that temperature and pH
may have an influence on enzymatic activity.

“The task of TOK is to emphasize connections between areas of

shared knowledge and link them to personal knowledge in such
a way that an individual becomes more aware of his or her own
perspectives and how they might differ from others.” (principles
into practice p.62)

Students will be working in groups during this lesson, and are

encouraged to share their personal knowledge, but also
consider others opinions as well. Students will first brainstorm
their own thoughts about what steps they would like to take
throughout the “design your own lab”, and will then share their
thoughts, and collaborate with group members. It is important
that students approach this lesson with an open mind, and
realize that their ideas may differ from one another, which is key
during collaboration.

Inquiry
In this lesson students will be exploring and hypothesizing which
factors they think influence enzymatic activity.
 Framing: The teacher begins the lesson by discussing what the
students will be doing in the class on that day. Starting off, the
teacher will have students brainstorm, and show brief videos
about enzymes to refresh their memory, and to get them
thinking about enzymes. The teacher will also walk students
through the first part of the lab to ensure the students have an
understanding of the function of the enzyme catalase.

Tuning In: While completing the second part of the lab activity,
students will have to think about what they already know about
factors influencing reactions. For example, when deciding on
what factors to text on enzyme activity, students may recall from
chemistry class that increasing or decreasing the temperature at
which a reaction takes place influences the ability of the reaction
to proceed. They may decide to test the influence of increasing
or decreasing temperature on enzyme activity.

Finding Out: By designing their own lab, students will be using

collaborative methods involving trial and error brainstorming
exercises to decide on what steps they will take during their
experiment. Students will have to pull on previously learned
knowledge, and possibly use procedures from previous labs.

Sorting out: Students will comprehend and make sense of the

results they receive once the lab is complete, allowing them to
generate conclusions to their proposed questions and
hypotheses which they made at the beginning of the lab.

Approaches to learning Having students work in groups encourages them to collaborate

and share ideas with their peers, allowing them to further build
on and develop their communication skills. The group activity
also encourages students to think and make connections to
other systems within the body, demonstrating how processes
occurring at a smaller level have an impact on a larger scale as
well. (DP From principles into practice, p. 66).

Scaffolding- This lesson uses scaffolding methods to make sure

students are proceeding in the right direction while designing
their own experiments. Students will all complete part 1 of the
experiment together, with the teacher reviewing the purpose and
background of catalase enzyme in the body. The teacher will
also be circulating the classroom, asking groups to explain their
 thought process, and briefly giving feedback and advice for each
group. The teacher will also approve the procedure each group
decides on before groups are able to proceed.

Part III: Lesson Activities (in sequence)

(assume 60 minutes duration; indicate time allocation breakdown per item below):
i) Opening
(5 minutes) Minds on Activity (5 minutes)

Students will complete a 30 second rapid write based on what they

remember about enzymes from the previous lecture

https://www.youtube.com/watch?v=UVeoXYJlBtI
https://www.youtube.com/watch?v=ueup2PTkFW8&t=6s

The class will begin with two short videos reviewing the way enzymes
function and why they are important.

ii) Main Part Activity: Lab (50 minutes) **this is the revised version
(50 minutes)
During this lesson, students will perform a lab to explore different
conditions influencing enzyme activity. The enzyme of interest during
this lab will be Catalase, which is used in the peroxisomes within the
cell to break down hydrogen peroxide.

Students will break up into groups of 3 or 4, and assign roles to each

of the group members (director, materials manager, safety director
and technical manager).

Part 1- Catalase

Each group will complete the same activity during step 1.

Students will observe what happens in a test tube when catalase
breaks down hydrogen peroxide to water and oxygen.

Students will record their observations from this experiment, and use it
as a comparison for their reactions in part 2.

Part 2- “Design your own experiment”

Students will use their knowledge from chemistry class and knowledge
 from previous labs to hypothesize factors that will influence enzyme
activity. They will be given a specific set of materials, and have to
design three different experiments to test how enzyme activity
changes.

Students will be given 5 minutes to work independently and brainstorm

experiment possibilities, and will then work for 5 minutes with their
group to solidify the method and steps which they will proceed with.

**if students are struggling, the teacher can prompt them with a hint
telling them there should be THREE mini experiments which each
group should perform (three variables should be tested)

Materials:

● Test tubes
● Catalase (from potato)
● Hydrogen peroxide
● Distilled water
● Hot plate (for boiling water)
● Ice
● Acidic pH solution
● Basic pH solution
● Thermometer
● Ruler and wax pencil

Students must clearly state their hypotheses (there will be 3), clearly
outline which materials will be used and which steps will need to be
taken, and must receive approval from the teacher to move on and
tackle their experiment. Students must also demonstrate how they are
going to record their observations (chart, table, etc.) and include over
what interval the results will be recorded.

iii) Conclusion Exit Ticket

(5 minutes)
Students will write one thing they liked about the lab, and one thing
they disliked about the lab (can also include what they struggled with,
or what they found straight forward)

(student feedback is something that is extremely important to me

which I take into consideration for the upcoming years)
Assessment Students will be assessed on their contribution within their group.

Once the lab is completed, students will submit one lab report per
group which will be marked.

The lab report will include an introduction, methods, their results, and
a discussion. Students will explain their thought process during the
“design your own lab” portion of the lab, making sure to include any
challenges they faced (including any disagreements between group
members).
Students are also encouraged to make connections to the real world,
for example; why may it be beneficial to have enzyme function vary in
high/low pH or temperature?