Title: Research Enzymatic Reactions in Biomass conversion to Biofuels.
Length of Time: 2 class periods of 50 minutes.
This activity is required. Students will have a choice for which reactions they investigate and flexibility in the presentation rubric.
Objective: Students will research, analyze, and share important reactions in the conversion of biomass to biofuels. Students also find two possible contacts to ask questions about biomass and biofuels.
Standards:Biomass Standards:
Indiana Biology Standards: B.1.1.1 and B.1.1.2
Students will know that it takes a reaction (possibly enzyme catalyzed) to convert biomass into a more usable form.
Students will understand that biomass is composed of different plant parts that contain energy in their bonds.
Materials:
-Computers, possible tools like glogster, google docs,
-Whiteboards, dry erase markers,
-Rubric, alternative rubric.
-Extra scaffolding for research sheet.
General Procedure:
Day One:
1.) Debrief: Pose “What ways can I improve as a team member and problem solver?” To prepare for today’s research.
2.) Pass out rubric and describe task: Give the students the following question: What reactions are important in the conversion of Biomass to Biofuels? What types of environmental variables influence the conversion reactions?. Students also find two possible contacts to ask questions about biomass and biofuels.
3.) End of day one reflection/exit slip: What questions to do have about biomass converting to biofuels?
Day Two:
1.) Debrief: What did we learn during yesterday’s research? Addressing issues that were raised during the reflections/exit slip at the end of the class yesterday. Class discussion.
2.) Quick review of rubric to re-establish expectations.
3.) Describe Task: Students finish research, analyze, and share important reactions in the conversion of biomass to biofuels.
4.) Students share research in 2-3 minute descriptions using whiteboards.
5.) Extra Time: What will we remember from this week? How does that relate to the driving question?
Assessment: Students will summarize their findings and share them with the class using whiteboards and be done during a boardroom discussion. Shorter Rubric for Assessing Whiteboarding Session, Optional Longer Rubric for assessing whiteboards.
Length of Time: 2 class periods of 50 minutes.
This activity is required. Students will have a choice for which reactions they investigate and flexibility in the presentation rubric.
Objective: Students will research, analyze, and share important reactions in the conversion of biomass to biofuels. Students also find two possible contacts to ask questions about biomass and biofuels.
Standards:Biomass Standards:
Indiana Biology Standards: B.1.1.1 and B.1.1.2
Students will know that it takes a reaction (possibly enzyme catalyzed) to convert biomass into a more usable form.
Students will understand that biomass is composed of different plant parts that contain energy in their bonds.
Materials:
-Computers, possible tools like glogster, google docs,
-Whiteboards, dry erase markers,
-Rubric, alternative rubric.
-Extra scaffolding for research sheet.
General Procedure:
Day One:
1.) Debrief: Pose “What ways can I improve as a team member and problem solver?” To prepare for today’s research.
2.) Pass out rubric and describe task: Give the students the following question: What reactions are important in the conversion of Biomass to Biofuels? What types of environmental variables influence the conversion reactions?. Students also find two possible contacts to ask questions about biomass and biofuels.
3.) End of day one reflection/exit slip: What questions to do have about biomass converting to biofuels?
Day Two:
1.) Debrief: What did we learn during yesterday’s research? Addressing issues that were raised during the reflections/exit slip at the end of the class yesterday. Class discussion.
2.) Quick review of rubric to re-establish expectations.
3.) Describe Task: Students finish research, analyze, and share important reactions in the conversion of biomass to biofuels.
4.) Students share research in 2-3 minute descriptions using whiteboards.
5.) Extra Time: What will we remember from this week? How does that relate to the driving question?
Assessment: Students will summarize their findings and share them with the class using whiteboards and be done during a boardroom discussion. Shorter Rubric for Assessing Whiteboarding Session, Optional Longer Rubric for assessing whiteboards.