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OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT

Lesson: Cellular Process/ Enzymes


Grade/subject: 12
th
Grade/ Biology

Objectives:
Students will be able to:
Describe the various molecules that make up cells and identify the building
blocks of each class of molecules
Explain the role of enzymes as catalysts in carrying out cellular processes
Learn about the function of enzymes inside the body.
Learn how enzymes break down macromolecules during digestion.
Demonstrate the properties and functions of enzymes by designing and carrying
out an experiment.
Procedure:
1. Introduction to lesson: discuss important terms, background information
(lecture), provide examples of enzymes in real-world terms (i.e. car catalytic
converter)
2. Lock and key demonstration/discussion- students will try out various locks and
keys to find the correct match and demonstrate that only specific keys fit in
certain locks, as with enzymes and substrates
3. Complete enzyme and substrate reaction activity- students will be given a puzzle
piece and must find their partner with the correct matching piece. Once they are
joined, the partners will complete a task (reaction) that has been assigned. This
will demonstrate how complementary enzymes and substrates must pair to begin
a reaction
4. Students will actively participate in an enzyme activity- Each student is given a
saltine cracker and instructed to put it in their mouth and chew it completely
without swallowing. They will notice that as the enzymes break down
carbohydrates in the cracker, it begins to taste sweeter. (watch video-
http://www.youtube.com/watch?v=6VN9nS65sFs)
5. Video- Student will watch a video of an enzyme activity in lab experiment
(http://www.youtube. com/watch?v=3b7Nuy0Xuuw)
6. Research- Students will be given time to use their textbook, resource materials,
and/or the internet to read about enzyme functions and laboratory tests
7. Students will be instructed to design and, after approval, carry out an experiment
that demonstrates the properties of enzymes

NJ Core Content Curriculum Standards:
5.3.12.A.1- Cells are made of complex molecules that consist mostly of a few
elements. Each class of molecules has its own building blocks and specific
functions.
5.3.12.A.2- Cellular processes are carried out by many different types of
molecules, mostly by the group of proteins known as enzymes.

Assessment Method(s):
Open task/constructed response- Students will design and carry out an experiment that
demonstrates the properties and functions of enzymes.
Informal assessment- Students will be observed for participation and performance
OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT
Lesson: Cellular Process/ Enzymes
Grade/subject: 12
th
grade/ Biology
Open Task/ Constructed Response Assessment Rubric

Experimental Design
Criteria 3 2 1 Score

Idea/ Question
Independently
identified a
question which was
interesting to the
student and which
could be
investigated.

Identified, with
adult help, a
question which
could be
investigated.
Identified a
question that
could not be
tested/
investigated or one
that did not merit
investigation.


Development
of Hypothesis

Independently
developed a
hypothesis well-
substantiated by a
literature review
and observation of
similar phenomena.
Independently
developed a
hypothesis
somewhat
substantiated by a
literature review
or observation of
similar
phenomena.

Needed adult
assistance to
develop a
hypothesis or to do
a basic literature
review.


Description of
Procedure
Procedures were
outlined in a step-
by-step fashion that
could be followed
by anyone without
additional
explanations. No
adult help was
needed to
accomplish this.
Procedures were
outlined in a step-
by-step fashion,
but had 1 or 2 gaps
that require
explanation even
after adult
feedback had been
given.

Procedures that
were outlined were
seriously
incomplete or not
sequential, even
after adult
feedback had been
given.


Variable
identification
Independently
identified and
clearly defined
which variables
were going to be
changed
(independent
variables) and
which were going to
be measured
(dependent
variables).
With adult help,
identified and
clearly defined
which variables
were going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).

Adult help needed
to identify and
define almost all
the variables.

Carrying out of Experiment

Data
Collection
Data was collected
several times. It
was summarized,
independently, in a
Data was collected
more than one
time. Adult
assistance was
Data was collected
only once and
adult assistance
was needed to

OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT
way that clearly
describes what was
discovered.
needed to clearly
summarize what
was discovered.
clearly summarize
what was
discovered.

Diagrams
Provided an
accurate, easy-to-
follow diagram with
labels to illustrate
the procedure or
the process being
studied.
Provided an easy-
to-follow diagram
with labels to
illustrate the
procedure or
process, but one
key step was left
out.

Did not provide a
diagram OR the
diagram was quite
incomplete.


Conclusion
Student provided a
detailed conclusion
clearly based on the
data and related to
previous research
findings and the
hypothesis
statement(s).

Student provided a
conclusion with
some reference to
the data and the
hypothesis
statement(s).

No conclusion was
apparent OR
important details
were overlooked.




Total Points (out of 21 possible)




Total score (out of 100%)


Lesson: Cellular Process/ Enzymes
Grade/subject: 12
th
grade/ Biology
Informal Assessment Rubric
Criteria 3 2 1 Score

Quality of
Work

Provides work of the
highest quality.
Provides work that
occasionally needs
to be checked/
redone by other
group members to
ensure quality.
Provides work
that usually needs
to be checked/
redone by others
to ensure quality.


Contribution
to class
Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A
definite leader who
contributes a lot of
effort.
Usually provides
useful ideas when
participating in
the group and in
classroom
discussion. A
strong group
member who
demonstrates
effort

Rarely provides
useful ideas when
participating in
the group and in
classroom
discussion. May
refuse to
participate.

OPEN TASK/CONSTRUCTED RESPONSE & INFORMAL ASSESSMENT

Time
Management

Routinely uses time
well throughout the
project to ensure
things get done on
time.
Usually uses time
well throughout
the project, but
may have
procrastinated on
one thing.
Rarely gets things
done by the
deadlines; group
has to adjust
work
responsibilities


Problem
Solving Skills

Actively looks for
and suggests
solutions to
problems.
Does not suggest
or refine solutions,
but is willing to try
out solutions
suggested by
others.
Does not try to
solve problems or
help others solve
problems. Lets
others do the
work.


Attitude

Never is publicly
critical of the project
or the work of
others. Always has a
positive attitude
about the task(s).
Occasionally is
publicly critical of
the project or the
work of other
members of the
group. Usually has
a positive attitude
about the task(s).
Often is publicly
critical of the
project or the
work of other
members of the
group. Often has
a negative
attitude about the
task(s).


Focus

Consistently stays
focused on the task
and what needs to
be done. Very self-
directed.
Focuses on the
task and what
needs to be done
most of the time.
Other group
members can
count on this
person.

Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.


Preparedness

Brings needed
materials to class
and is always ready
to work.
Almost always
brings needed
materials but
sometimes needs
to settle down and
get to work.

Often forgets
needed materials
or is rarely ready
to get to work.


Collaboration
Skills
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.
Often listens to,
shares with, and
supports the
efforts of others,
but sometimes is
not a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others.
Often is not a
good team player.



Total (out of 24 points)



Total out of 100%