lesson plan green chemistry enzymes rete e-lab for clil

1. ENZYMES
And Green Chemistry
by Mr. Giuseppe Venturi
The AIM of this unit is to study specific aspects of
enzymes through the medium of English.
RETE E-LAB FOR CLIL

2. Content
Teaching objectives: to enable learners to understand that enzymes play an
important role into chemical reactions; to develop learner’s abilities to classify the
different types of enzymes in several reactions; to encourage in students an attitude
of scientific enquiry, of curiosity and self-discovery through individual study,
personal initiative and team work in chemistry lab.
Learning outcomes: by the end of this unit learners will be able to:
KNOW:
the enzymes and their classification
the importance of activation energy and how it can be altered.
the chemical nature of enzymes, how they affect reactions, and the factors that affect
their performance.
BE ABLE TO:
Explain the various ways in which enzymes increase the rate of biological reactions.
Understand how different environmental factors affect enzyme activity
Research enzymes application
BE AWARE
that enzymes have very useful applications in real life (GREEN ECONOMY)

3. Communication:
The students will have expanded their vocabulary in the field related to biochemistry
They will have practiced the use of nouns, verbs and expressions to explain an enzyme-
catalized chemical reaction.
They will have practiced the impersonal language to speculate about scientific and
technological topics.
They will present a ppt presentation in L2 with appropriate vocabulary
They will able to write a short article for the school scientific website
1) ANALYSE: the content can be analysed. This is the language of learning.
2) ADD : strategies for reading and understanding a difficult text. classroom talk, discussion,
task demands. the learning will be scaffolded eg through the use of language frames to
help and support. This is the language for learning.
3) APPLY/ASSURE : tasks and opportunities which enable learners to extend their cognitive
skills and cultural awareness. This will involve exploring how thinking skills have been
incorporated into the lesson plan in order to advance learning..
This is language through learning.
Cognition:
Refers to the critical thinking skills that students use to engage with and understand course
content, to solve problems and to reflect on their learning. Instructing. Predicting. Comparing
and Contrasting.
Culture:Be aware of the role of enzymes and catalyzers in saving time in chemical
reactions of real life . Work individually and in group, to be able to get information from
texts in L2.

4. Students: 5° grade
Time: 16 hours
+4 h(research and selection of texts and materials, creation of
worksheets)
Method: frontal instruction, scientific models on the
web, websites with animations, youtube. E-learning
(whatsapp, google drive, file sharing)
Materials: slides, notes of the teacher, book,
worksheets
https://worksheets.theteacherscorner.net/
Assessment: production of a presentation on enzymes
and an article .

5. step time Objective
1 60’
T to SS
SS to T
PREREQUISITES: get information about learner’s chemistry knowledges.
Use some pictures. Short questions and answers (Speaking) information
gap activities; jigsaw readings and listenings, jumble activity.
2 60’
T to SS
SS to T
SS 30’
WARMING UP (Listening): different videos about catalyst in real life to
familiarize with the topic; (use of website resources)
take notes and answer;
use questions true/false, multiple choice, short answer questions (What?
Where? When? Who? Which? Whose? Why? How?), matching quiz
(writing/speaking)
3 T to SS 30’
SS 15’
SS 15’
SS 60’
PRESENTATION (first part) reading
Skimming (true/false, answer the questions)
Scanning (answer the questions, fill the gap, match)
group activities watching a video (listening/speaking)
4 T to SS 30’
SS 15’
T to SS 15’
PRESENTATION (second part) reading reaction energy graph
Describe graphs (websites and online test)
enzyme classification exercises true-false match (reaction/enzyme)
Additional activities Enzyme in Action (YOUTUBE)
Time-line for lesson plan
8-9-10
11-12-13
14-15-16-17
18-19-20-21

6. step time Objective
5 T to SS 35’
SS 25’
Watching videos (TED)
On line test (Mc Graw and Hill) (check in progress)
6 T to SS 90’
SS to T 30’
SS 30’
PRESENTATION (third part) reading /listening
Enzymes application in real life
enzymes in action
enzymes in washing powders
Ask and answer question, oral report (Check in progress)
Speaking ; research on the net
Writing: short T/F ; match test ; writing short sentences using
the terms of the match exercise , writing short sentences
using the terms of the match exercise (Check in progress)
7 T to SS 90’
SS to T 30’
SS 30’
PRESENTATION (fourth part) reading /listening
Fermentation, biogas production , GREEN INDUSTRY;
application in our country
Ask and answer question, oral report (Check in progress)
Speaking ; research on the net
Writing: short T/F ; match test ; writing short sentences using
the terms of the match exercise
Time-line for lesson plan
24-25-26-27
21
22-23

7. step time Objective
8 SS 60’
T to SS 30 ‘
BRAINSTORMING (speaking) in small groups to research
and explain key words (fill a pivot table)
MORE PRACTICE: word transformation
create MP3 audiofiles with: from text to speech
website enzyme vocabulary, flashcards, crossword,
Tagul is an online word cloud generator, powtoon.
Reading a scientific article (exploiting the text)
GRAMMAR: linking words and connectors
Word transformation
9 SS 120 ‘
SS 60’
for each group
15’
SS work in
pair
PRODUCTION individual work: reading the text analyzing
and rewriting
PRODUCTION 4 groups ; each group is composed by five
students. Students prepare a powerpoint presentation
with 10 slides (oral/written)
PRODUCTION: INFOGRAPHIC
10 ASSESMENT Grading Rubrics
Time-line for lesson plan
28
29-30-31-32-33-34-35
36
37-38-39-40-41

8. Prerequisites
T to SS and SS to T
Get information about what the students know in terms of
Contents obligatory language Content compatible language
The words of chemistry
students are only likely
to come across these
words in particular
lessons:
Molecule
Reactant
Product
Chemical reaction
Macromolecule
Polymer
Monomer
Protein
Aminoacid
Intermolecular forces
Students may come across
such words in a variety of context:
Bond
react
Form
Break
Link
Join
carry out
Observe
set up
Add
Measure
Form
Numbering and ordering words
TIMELINE

9. We can use some visual information...
to bring out necessary prerequisites.
And students can explain what the picture dealing with
What does this picture represent?
Do you remember...?
In which topic did we talk about...? Short answer and questions
TIMELINE

10. Learning ideas on collecting information
Information gap activities provide an opportunity for
extended speaking practice, they represent real communication,
motivation can be high. Typical types of information gap
activities:
describe and draw,
spot the difference,
jigsaw readings and listenings:
Learners hear or read different parts of a text, then exchange
information with others in order to reconstruct the information
in the text.
jumble tasks
In a jumble activity learners need to put sentences or
paragraphs from a text, or pictures illustrating a text, into the
correct order.
TIMELINE

11. WARMING UP
T to SS and SS to T
Listen carefully
And make notes in your
workbook.
You will be quizzed after
every animation so
listen!
I’ll use different youtube animations , with English subtitles and transcription, about
our topic. We can listen the first time and after use the subtitles.
LET’S
LISTENING
AND
READING
ACTIVITY
TIMELINE

12. We can use questions true/false, multiple choice, short answer questions
1) What is a catalyst?
2) The catalyst after the chemical reaction is changed V F
3) In the first chemical reaction of the movie Who is the catalyst added to the
Hydrogen peroxide solution?
4) What gaseous molecule is generated? A) hydrogen B) oxygen C) chloride
5) Why the catalyst speed up the reaction?
6) Where is used three ways catalytic converter?
7) In the second chemical reaction of the movie Who is the catalyst added to the
Hydrogen peroxide solution? A) Cu B) Pt C) Cr
8) What is the difference between the two chemical catalyzed reactions?
9) What are the molecules produced by catalytic converter?
TIMELINE

13. questions after watching video on whatsapp group
(Flipped classroom)
TIMELINE

14. PRESENTATION FIRST PART: READING ACTIVITY
Skimming SS (true/false, answer the questions)
to get only the main ideas and a general overview of the content
Scanning SS (answer the questions, fill the gap, match)
to locate a specific fact or piece of information.
Catalysis is the change in speed (rate) of a chemical reaction due to the help of a
catalyst.
Enzyme is a "biological catalyst." "Biological" means the substance in question is
produced or is derived from some living organism. "Catalyst" denotes a
substance that has the ability to increase the rate of a chemical reaction, and is
not changed or destroyed by the chemical reaction that it accelerates.
Many chemical reactions do proceed but at such a slow rate that their progress
would seem to be imperceptible at normally encountered environmental
temperature. Enzymes allow reactions that are necessary to sustain life proceed
relatively quickly at the normal environmental temperatures.
To catalyze a reaction, an enzyme will bind to one or more reactant molecules,
known as its substrates. In some reactions, a single substrate is broken down
into multiple products. In others, two substrates may come together to create
one larger molecule. For any biological reaction there's probably an enzyme
whose job is to catalyze that reaction!
TIMELINE

15. The part of the enzyme where the substrate binds is called the active site (since
that’s where the catalytic “action” happens). Usually, the active site will be a pocket
or cleft in the enzyme’s surface, and it's often just a small part of the overall
molecule. In a protein enzyme, the active site gets its properties, including its shape
and ability to bind substrates, from the amino acids that make it up. These amino
acids may have side chains that are large or small, acidic or basic, hydrophilic or
hydrophobic. The set of amino acids present in the active site, along with how these
amino acids are organized in 3D, creates a specialized environment in the active site
that can bind to a specific substrate. In other words, the active site is just the right
size, and has just the right pattern of charges, for the correct substrate to fit inside.
This is often referred to as "the lock and key" model.
VIDEO: HOW ENZYMES WORK

16. The general equation for an enzyme reaction is:
Substrate + Enzyme → Substrate:Enzyme → Product:Enzyme → Product + Enzyme
Enzymes lower the activation energy of a reaction by forming an intermediary complex
with the substrate. This complex is called an enzyme-substrate complex
WOW!!!
DOES It looklikea
Pacman???
TIMELINE

17. Key and Lock Demonstration- Specificity of an Enzyme
Group activities of speaking
First activity
1. Start with an introduction that catalyst acts like a lock with a
key.
2. Insert the right key to the lock and open it.
3. Pick another random keys from students, and insert them into
the locker.
4. Ask students why the lock didn’t open this time.
5. link the discussion to the catalyst. Catalysts need the right
“key” to reactSecond activity
1. Distribute any puzzle piece to students. There is one unique puzzle set per
pair of students.
2. Decide what their “reaction” will be when they found their partners. (i.e.
specific dance type, specific facial expression, sport, etc.)
3. Allow students to go around the classroom and figure out their partners.
4. When two students find complementary puzzle pieces, they can start
reaction.
Third activity: problem solving
Student ,working in pair, have to search on the net similar molecules that can link with a
specific enzyme in the same way.
TIMELINE

18. Enzymes perform the critical task of lowering the activation energy of the reaction, the
amount of energy that must be put into the reaction before it can begin. Enzymes lower
activation energy by binding to the reactant molecules and positioning or bending them in a
way that makes the breaking of existing bonds, and the formation of new ones, take place
more readily.
It is important to realize that they don’t change a reaction’s ∆G value (don’t change whether
a reaction is energy-releasing or energy-absorbing overall). This is because they don’t affect
the free energy of the reactants or products. They just reduce the activation energy by
making it easier for molecules to reach the transition state (the unstable intermediate state
at the top of the energy “hill” of the reaction), as shown below.
PRESENTATION SECOND PART: READING ACTIVITY T to SS
TIMELINE

19. Enzymes have been classified by the International Union of Biochemistry into six classes:
Oxido-reductases: catalyse transfer of electrons
Transferases: move functional group from one molecule to another
Hydrolases: add –OH (hydroxyl) group
Lyases: split chemical bonds A-B → A +B
Isomerases: A → B where B is an isomer of A
Ligases: join two large molecules: A+ B → A-B

20. Some enzymes, like those we are discussing in this lesson, are important for breaking
down large macromolecules, such as carbohydrates, proteins, lipids, and nucleic acids
into smaller molecules, such as sugars, water, and the carbon dioxide that we breathe
back into the atmosphere. Such enzymes are essential for digestion of foods. A common
enzyme that may be familiar is lactase; people lacking this enzyme cannot digest milk,
since they are unable to break down the milk sugar, lactose.
Digestive enzymes are classified based on their target substrates:
proteases and peptidases split proteins into small peptides and amino acids.
lipases split fat into three fatty acids and a glycerol molecule.
amylases split carbohydrates such as starch and sugars into simple sugars such as glucose.
nucleases split nucleic acids into nucleotides.
In the human digestive system, the main sites of digestion are the oral cavity,
the stomach, and the small intestine.
Digestive enzymes are secreted
by different exocrine glands including:
Salivary glands
Secretory cells in the stomach
Secretory cells in the pancreas
Secretory glands in the small intestine

21. Additional Activity
Enzyme in Action (T to SS)
1. Distribute one cracker to each students.
2. Instruct the students to put the cracker into their mouth
and chew it up without swallowing.
3. You will notice that as enzymes break down the
carbohydrates in the cracker, the cracker actually starts to
taste sweeter.
Video Demonstration (T to SS)
1. Show a SIMPLY LAB EXPERIMENT ABOUT AMYLASE on
2. Watch enzyme action and hydrolysis of sucrose on
3. Funny video on
Students make the on line test on their pc.(SS on line test)
TIMELINE

22. Catalysts are also important in non-living things.
Because stains are made of different types of molecules,
a range of enzymes are needed to break them down.
Web site:click Enzymes in washing powders
For example, as you saw the last lesson in the second
video, inside a car, there is a catalytic converter. This part
uses combustion reaction. Catalytic combustion is a
chemical process that uses a catalyst to speed desired
oxidation reactions of a fuel and so reduces the
formation of undesired products, especially pollutant
nitrogen oxide gases (NOx) far below what can be
achieved without catalysts.
PRESENTATION THIRD PART: READING ACTIVITY T to SS
CLICK and have a look
to the cleaning glossary
TIMELINE
Enzymes application in real life
enzymes in action

23. Ask and answer question, oral report (Check in
progress)Speaking ; research on the net
Writing: short T/F ; match test ; writing short
sentences using the terms of the match exercise (Check
in progress)
TIMELINE
Proteases break down proteins, so are good for blood V F
Amylases break down starches V F
lipases break down fats and grease V F

24. Fermentation is a process involving enzymes in which a compound rich in energy is
broken down into simpler substances. It also is sometimes identified as a process in
which large organic molecules (those containing hydrogen and carbon) are broken
down into simpler molecules as the result of the action of microorganisms working
anaerobically, or in the absence of oxygen. The most familiar type of fermentation is
the conversion of sugars and starches to alcohol by enzymes in yeast.The process is
sometimes termed alcoholic or ethanolic fermentation.
Numerous enzymes are needed to carry out this sequence of reactions, the most
important being zymase, which is found in yeast cells.
PRESENTATION (fourth part) reading /listening

25. INDUSTRIAL APPLICATIONS:
A mixture of about 90% gasoline and 10% alcohol, gasohol burns more cleanly
that gasoline alone and provides a promising method for using renewable
resources (plant material) to extend the availability of a nonrenewable resource
(petroleum). Furthermore, the alcohol needed for this product can be obtained
from the fermentation of agricultural and municipal wastes.
The applications of fermentation span a wide spectrum, from medicines that go
into people's bodies to the cleaning of waters containing human waste. Some
antibiotics and other drugs are prepared by fermentation: for example, cortisone,
used in treating arthritis, can be made by fermenting a plant steroid known as
diosgenin. In the treatment of wastewater, anaerobic, bacteria are used to
ferment organic material. Thus, solid wastes are converted to carbon dioxide,
water, and mineral salts.

26. fermentation
biogas production ; application in our country
enzymes to solve our country issue: xylella
Green economy

27. Check in progress SS to T
Ask and answer question, oral report (speaking)
Which of this things are made using catalysts or enzymes?
If you don’t know the answer research it on the net.
SS : short T/F; match test ; write 5 short sentences using
verbs of exercise 2(Writing)
TIMELINE

28. BRAINSTORMING SS SPEAKING
After READING, you could put a few key words from the
lesson onto the whiteboard and ask students to explain them.
You could then ask them to very quickly brainstorm in small
groups other words they would expect to come across in your
lesson. This has the advantage of creating interest in your topic
and of acting as a diagnostic of what they already know. When
they have finished brainstorming, you can ask groups to call out
words, and write those key words on which you want to focus
on the whiteboard. You can then add other words that you
identified when planning the lesson.
Students can research on the net some unknown key words and
try to define them.
GRAMMAR T to SS
Linking words and connectors
Scientific collocations
GRAMMAR WORD TRANSFORMATION
TIMELINE

33. Students after brainstorming have to fill the pivot table
with Key words (language of CLIL)
Discussing and describing terms (language for CLIL) speaking
word adjective verb Phrasal verb
Catalyst Capable Catalyze Speed up/ accelerate
Substrate Biological join Act on/react
Molecule Unchanged allow Break down/ separate
Enzyme Complex attract Take place/happen
Active site* Tertiary break Take up/accept
Reaction Endergonic become Turn into/change
energy exergonic release ....
Bond Catabolic form ....
Amount anabolic orient ....
Activation energy specific raise ....
shape ... accelerate ....
*If you click on you can listen the definition created with fromtexttospeach

34. On this website it is possible to read and to listen the definition of the term
We can use on another website interactive flashcards for definitions
Students can use TAGUL
to create with key words a funny picture
TIMELINE

35. https://worksheets.theteacherscorner.net/
Let’s solve a crosswork!!!
A C T I V E S I T E

36. PRODUCTION:
1) READING ANALYZING AND REWRITING a short article
SS individual work (language through CLIL)
Students read a scientific text about enzymes and rewrite it anlyzing industrial
and analytical application of enzymes
2) POWERPOINT PRESENTATION
SS ( 4 groups work) for each group 20’
each group is composed by five students.
Students prepare a powerpoint presentation with 10 slides (oral/written)
TIMELINE
3) CREATE AN
INFOGRAPHIC
SS work in pair on
https://piktochart.com/
example 1 example 2
What is an infographic?
Infographics use pictures, images, and colors along with
content to completely illustrate and understand data.
Why use an Infographic?
To communicate a message.
To present large amounts of information in a compact
and easy to understand way.
To reveal the data, discover cause-effect relations, and
identify relationships among data.
To monitor changes or trends in data.

37. A (4) B (3) C (2) D/F (1/0)
1 Focus: Purpose Purpose is clear Shows awareness of
purpose
Shows limited
awareness of purpose
No awareness
2 Main idea Clearly presents a main idea
and supports it throughout
the paper.
There is a main idea
supported throughout
most of the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea
3 Organization: Overall Well-planned and well-
thought out. Includes title,
introduction, statement of
main idea, transitions and
conclusion.
Good overall
organization, includes
the main
organizational tools.
There is a sense of
organization, although
some of the
organizational tools are
used weakly or missing
No sense of
organization
4 Organization:
Paragraphs
All paragraphs have clear
ideas, are supported with
examples and have smooth
transitions.
Most paragraphs have
clear ideas, are
supported with some
examples and have
transitions.
Some paragraphs have
clear ideas, support
from examples may be
missing and transitions
are weak.
Lack clear ideas
5 Content Exceptionally well-presented
and argued; ideas are
detailed, well-developed,
supported with specific
evidence & facts, as well as
examples and scientific
language.
Well-presented and
argued; ideas are
detailed, developed
and supported with
evidence, details and
scientific language.
Content is sound and
solid; ideas are present
but not particularly
developed or
supported; some
evidence, of a
generalized nature.
Content is not
sound
6 Research (if
assignment includes
a research
component)
Sources are exceptionally
well-integrated and they
support claims argued in the
paper very effectively.
Sources are well
integrated and
support the paper’s
claims. There may be
occasional errors.
Sources support some
claims made in the
paper, but might not be
integrated well within
the paper’s argument.
The paper does not
use adequate
research or if it
does, the sources
are not integrated
well.
Grading Rubric for Writing Assignment

38. 7 Style: Sentence
structure
Sentences are clear and
varied in pattern, from
simple to complex, with
excellent use of
punctuation.
Sentences are clear
but may lack
variation; a few may
be awkward and
there may be a few
punctuation errors.
Sentences are
generally clear but
may have confuse
structure or unclear
content; there may a
lot of punctuation
errors.
Sentences aren’t
clear
8 Style: Word
choice, Tone
There is clear use of a
personal and unique style
of writing, suited to
audience and purpose; the
paper holds the reader’s
interest with ease.
There is an attempt
at a personal style
but style of writing
may be unsuited to
audience and
purpose; the reader
may lose interest in
some sections of the
paper.
There is little attempt
at style; reads as flat
and perhaps
uninteresting in
content, which is
usually generalized
and clichéd.
No attempt at
style
9 Style: Details and
Examples
Large amounts of specific
examples and detailed
descriptions.
Some use of specific
examples and
detailed descriptions.
May have extended
examples that go on
for too long.
Little use of specific
examples and details;
mostly generalized
examples and little
description.
No use of
examples
10 Grammar Excellent grammar,
spelling, syntax and
punctuation.
A few errors in
grammar, spelling,
syntax and
punctuation, but not
many.
Shows a pattern of
errors in spelling,
grammar, syntax
and/or punctuation.
Continuous errors
Grading Rubric for Writing Assignment

39. PowerPoint Presentation Grading Sheet
Received final version of presentation three days before the date of presentation. (0 or 5)
Technical Content (50%)
Covered major issues (0 – 15)
Avoided unrelated issues (0 – 15)
Began with an introduction (0 – 5)
Ended with a summary (0 – 5)
Technical terms are well-defined in language appropriate for the target audience.(0-10)
Style (45%)
Voice was loud and clear. (0 – 3)
Maintained eye contact with audience. Did not read from screen. (0 – 4)
Avoided reading the entire presentation. Appeared comfortable with subject matter. Appropriate reliance
on notes. (0 – 5)
Speaker uses body language appropriately. (0 – 2)
Slides had easy to read color scheme. (0 – 3)
Used transition between slides. (0 – 3)
Slides had appropriate animation effects. (0 – 3)
Clip art used to “dress up” presentation. (0 – 5)
Avoided wordy slides, (0 – 3)
Stayed in 7 – 10 minute range. (0 – 5)
Appropriate self -confidence(0 – 2)
Limited use of filler words (“umm,” “like,” etc.). (0-2)
Graphs/figures are clear and understandable. (0-5)
Total 0

40. Student Self Evaluation Form for Group Work
Rating scale: Poor 1-2 Below average 3-4 Average 5-6 Above average 7-8 Superior
9-10
MEMBER’S NAMES Your
name:
Member
name
Member
name
Member
name
1. Attendance : At all group meetings in and out of class
time
2. Attitude : Open-minded, objective, respected other’s
ideas, positive, didn’t complain
3. Contribution to the group’s task functions: Provides or
asks for information and opinions, initiates discussion,
clarifies, summarizes, evaluates, energizes, etc.
4. Contribution to the group’s maintenance functions:
Serves as encourager, harmonizer, compromiser,
tension releaser,
5. Contribution to effective and efficient group process:
Avoids self-centered roles, follows the agenda, respects
and adapts to member traits and differences, etc.
6. Readiness to contribute: Well-prepared
7. Willingness to contribute: Level of commitment to
group’s goal; willingness to share, listen, adapt, exercise
responsibility, etc.
8. Ability to contribute: Communication skills and
technical skills
9. Ability to deal with difficulties: Apathy, deviant
members, hidden agendas, etc.
10. Overall Effectiveness

41. TIMELINE INFOGRAPHIC GRADING SHEET

42. TO ALL STUDENTS OF 5° A
ENVIRONMENTALBIOTECHNOLOGY
FOR SUPPORTING ME ANDCOOPERATING
WITHME.