CROSS-SPECIALIZATION

TRAINING FOR GRADES 7-10

SCIENCE TEACHERS

Session 9
biomolecules

SCIENCE DOMAIN: MATTER

Prepared by:

DOMINGO A. LOZNDE
Head Teacher III, TIC
National Capital Region, Division of Valenzuela
Department of Education
Objectives
At the end of the session, the teachers should be able to:
1. recognize the major categories of biomolecules such as carbohydrates, lipids,
proteins and nucleic acids;
2.distinguish a biomolecule based on its structure;
3. detect the presence of carbohydrates, lipids and proteins in food samples
based on reaction test;.
4. appreciate the importance of biomolecules; and
5. create a concept map of the major categories of biomolecules.

Key Understandings

1. Biomolecules are organic molecules that made up a living organism. The

common elements that made up these molecules are Carbon, Hydrogen
and Oxygen with other elements such as Nitrogen, Sulfur and others.
2. Biomolecules are made up of monomer units linked together by bonds.
They are formed by either dehydration or condensation and broken down
with the process called dehydration.
3. Several reaction test may be conducted to detect the presence of this
molecules. Among these are Iodine and Benedict’s Test for the presence
of sugar, Emulsion Test for Lipids, and Biuret’s Test for proteins.
4. There is a vast amount of importance of these molecules in living
organism which includes energy source, protection, structural component,
genetic control and many more.

Materials Time Allotment

curriculum guide, manila paper,

concept strips, marker pens, role tags,
plastic straws, electric kettle, Iodine’s
solution, Benedict’s Solution, Biuret’s
Solution, test tube, test tube rack, test 2 hours
tube holder, test tube brush, beaker
(500 mL, 250 mL, 50 mL), dropper,
brown paper towel, cooked pasta,
cracker, cooked rice, cornstarch, table
sugar, apple juice, potato juice, egg
white, egg yolk, cooked fish, cooked
meat, milk, taho, water, oil, butter
References
Spiral progression Approach - Catholic Educational Association of the Philippines.
Accessed September 25, 2018.
(http://ceap.org.ph/upload/download/201210/16161413860_1.pdf)

The Spiral Progression Approach.

Accessed September 25, 2018.
(http://ceap.org.ph/upload/download/20137/137150183_1.pdf)

Department of Education, Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic

Education Curriculum (BEC) Effective School Year 2012-2013.
Accessed September 25, 2018
(http://www.deped.gov.ph/wp-content/uploads/2012/04/DO_s2012_31.pdf)

Science BiologyUnit 03Exemplar Lesson 01: Introduction to Biomolecules

Accessed September 28, 2018
(http://www.bsisd.esc18.net/documents/Lesson%20Ideas/LESSONS%20&%20RESOURCES/
SCIENCE/BIOLOGY/Science_Biology_Unit_02_Exemplar_Lesson_03__Ecosystem_Stability.pdf)

Hafalla, Juliana R., et. al. 1998. Essentials of Biological Sciences, Far Eastern University

Politano, Alma D., 2011. Biochemistry, Bulacan State University.

Procedure
1. The facilitator will greet the participants, and made a roll call of attendance
by asking them to present a yell.
2. Then for the task of the members of the group the facilitator will give and
explain the role tags.

Preliminary Activity (15 mins)

a. Motivational Activity
“Build Me Up”!

1. Using plastic Straws and two chairs ask the participants to create a
bridge.
2. No other materials like tape, pins, etc. will be used except for the straws
and two chairs.
3. The participants will be given 2 minutes to plan and 5 minutes to create
their bridge.
4. The bridge will be judge based on its appearance and strength.
5. After a given time, each group will present their constructed bridge while
some invited judges check the groups output.
6. After all the groups have presented, relate the activity in the building of
 compounds particularly molecules to macromolecules. Ask the
participants what do they think the straw represents and the whole
bridge represents. Then, introduce the topic about biomolecules.

b. Topic introduction
Biomolecules are macromolecules that are essential for different
processes in living organisms such as growth and development, repair,
reproduction and many more. These includes carbohydrates, proteins,
lipids, and nucleic acids.
c. Curriculum overview
1. The chemistry curriculum shows a spiral progression of topics from
elementary to high school. From grade 3 to 7 concepts are encountered by
the students in the contexts and life situations that they were most familiar
with. The focus was more on the ‘macro’ view (the tangible and visible).
Such approach is how science concepts should be taught initially. While
from Grade 8 to Grade 10 there is an increase in complexity in ideas and
concepts. The students begin to explain some everyday situations at the
sub-microscopic level (atomic level).
2. In Grade 7, students learn the properties of matter as basis of classification
or concentration.
3. In Grade 8, students learn the structure and properties of matter based on
the type of particles and attraction between particles. They also learn about
changes of state in terms of motion, relative distance and attraction
between particles.
4. In Grade 9, students learn about the structure and interaction of matter.
They were able to explain how atoms form bonds and compounds.
5. In Grade 10, the students learn about the structure and interaction of matter
in a deep understanding. In this level students learn how compounds react
or how a reaction take place.

Reactions and
Macromolecules

Forming
Compounds/
Molecules
Structure of
the Atom

Properties of
Matter

ACTIVITY 1 ( 15 mins)
 1. Ask the participants to perform the activity on the test of the presence of
simple and complex sugar on food samples (see Annex A).
2. Remind the participants of the safety precautions that they need to
follow in conducting the activity.
SAFETY PRECAUTION:
 Handle chemicals with caution. Iodine solution can leave stain on hands
and cloth.Benedict’s solution contains sodium hydroxide. Though diluted,
sodium hydroxide is still corrosive and can damage your skin.
 In heating test tubes in a hot water bath, remind your learners to arrange it
properly to avoid “bumping” and spillage of water.
 Use test tube holder in handling hot test tubes and place it in a test tube
rack
 Dispose materials and used reagents properly.
3. Let them perform the activity, and instruct them to answer the questions
and discuss among their group.
4. Discuss also how some reagents can be prepared like Benedict’s
solution. Explain also that some materials can be localized.
ANALYSIS 1 (10 mins)
The facilitator will present the questions and ask the participants to
share their group’s output.
1. Which of the food samples has the presence of simple sugars?
Explain your answer.
2. Which food samples has the highest presence of simple
sugars?
3. From the activity how can you define simple sugars?
4. Which of the food samples contain starch? What is the evidence
that supports your answer?
5. What happened to the table sugar when you place a drop of
tincture of iodine? What do you think is the reason?
ACTIVITY 2 ( 15 mins)
1. Ask the participants to perform the activity on the test of the presence
of lipids (see Annex B).
2. Remind the participants of the safety precautions that they need to
follow in conducting the activity.
SAFETY PRECAUTION:
 Handle chemicals with caution.
 Dispose materials and used reagents properly.
3. Let them perform the activity, and instruct them to answer the
questions and discuss among their group.
ANALYSIS 2 (10 mins)
The facilitator will present the questions and ask the participants to
share their group’s output.
a. Which food samples are lipids?
b. In which food sample do you think has the highest amount of
lipid?
ACTIVITY 3 ( 15 mins)
1. The facilitator will ask the participants to perform the activity on the
test of the presence of proteins (see Annex C).
2. Remind the participants of the safety precautions that they need to
 follow in conducting the activity.
SAFETY PRECAUTION:
 Handle chemicals with caution. Biuret’s solution is corrosive and can
damage your skin.
 In heating test tubes in a hot water bath, remind your learners to arrange it
properly to avoid “bumping” and spillage of water.
 Use test tube holder in handling hot test tubes and place it in a test tube
rack.
 Dispose materials and used reagents properly.
3. Let them perform the activity, and instruct them to answer the
questions and discuss among their group.
ANALYSIS 3 (10 mins)
The facilitator will present the questions and ask the participants to
share their group’s output.
a. Which of the following food samples have highest amount of
proteins?
b. Which of the following food samples have the lowest amount of
proteins?
ABSTRACTION (20 mins)
1. From the result of the activity ask the participants of their knowledge of the
composition of the given biomolecules.
2. Using the bridge that they created discuss how biomolecules are formed,
and what elements are present in each molecule.
The bridge represent the biomolecule and the straws represent the
molecule/ monomer unit.
3. Present a chemical structure of the different biomolecules then ask the
participants what made up the structure.
The biomolecule examples presented represents a carbohydrate, lipid,
protein and a nucleic acid. These are organic molecules of living organisms
primarily macromolecule which is made up of different elements commonly
Carbon, Hydrogen and Oxygen.
Monomer unit consists of single unit of molecule which is the basic block of
the macromolecule. A series of monomer units forms the macromolecule
which is the polymer. It is formed by the process called dehydration or the
loss of a water molecule, and it is broken apart by the process called
hydrolysis or the addition of a water molecule.
4. Then, the facilitator will discuss the structure, examples and function.
(Show the structure during the discussion)
 Carbohydrates are organic molecules made up of the elements C,
H, and O in a general formula of (CH2O)n where n is an integer. The
basic unit is called monosaccharide such as Glucose, Fructose and
Galactose. Combination of two monosaccharide forms the
disaccharide such as sucrose, maltose, lactose, and combination of
more monomer units forms the polysaccharide such as starch,
glycogen, cellulose and chitin. Some functions of carbohydrates
includes energy source, structural support, cell wall, cell membrane
marker.
 Lipids are complex organic compounds containing the elements C,
H, O like carbohydrates, however the proportion of H to O is greater
 than 2:1. Lipids include fats, oils, phospholipids, steroids and waxes,
and the basic unit is called fatty acid. (Present the list of fatty acids
with their structure.)Some important functions of lipids includes
energy storage, insulation, part of cell membrane, hormones.
 Proteins are the most abundant organic compounds in living cells.
They are the fundamental constituent and functional framework of
the cell protoplasm. C,H, O with the addition of N atoms made up
the proteins. Other atoms may also be present like Sulfur (S),
Phosphorus (P), or Iron (Fe). The major building blocks of
proteins are long chain amino acids which are covalently bonded
together. Proteins of animal origin have the highest biological value
because they contain a greater amount of the essential amino acids.
Examples of foods that are rich in protein are whole eggs, milk,
soybeans, meats, vegetables and grains.
The function of includes enzymes (speed rate of chemical reactions),
structural components in cells, mechanical functions in muscles and
cytoskeleton, cell signaling and immune response.
 Nucleic acids are DNA (deoxyribonucleic acid) and RNA (ribonucleic
acid), and the basic units are called nucleotides.
(Present a structure of the DNA and RNA)
The functions of nucleic acids includes the following:
- DNA contains the genetic material or hereditary
information of living things.
-DNA is the ultimate source of proteins and enzymes.
-DNA and RNA controls the organization of enzymes,
hence, it determines the chemical activities and reactions
in the cell.
-RNA is produced from DNA and works as the organizer of
protein molecules.
5. After the discussion, the facilitator then presents some misconception
and ask the participants for clarification.
Misconception: Students may think the molecules in the food they eat are
utilized
by the body in the same form.
6. Then, discuss other strategies that the teachers may use in teaching
biomolecules. The participants may also share their ideas or insights.
APPLICATION (15 mins)
1. The facilitator will ask the participants to create a concept map of what they
learned about biomolecules.
2. Then, ask each group to briefly discuss their concept map.
Closing (5 mins)
The facilitator will present a quote and relate it to the topic.
“It is the harmonious and synchronous progress of chemical reactions in body
which leads to life” (http://ncert.nic.in/textbook/pdf/lech205.pdf)

“Health is like money, we never have a true idea of its value until we lose it.”

Annex A
Grade 10 Activity Sheet on Biomolecules

Activity No. 1: Test for the Presence of Carbohydrates, Lipids and Proteins

Objective:
Detect the presence of carbohydrates (simple and complex) using Lugol’s and
Benedict’s test.

Materials
Iodine’s solution, Benedict’s Solution, test tube, test tube rack, test tube holder, test
tube brush, beaker (500 mL, 250 mL, 50 mL), dropper, cooked pasta, cracker,
cooked rice, cornstarch, table sugar, apple juice, potato juice, milk

Procedure
A. Simple Sugar Test
NOTE:
Observe safety precaution, Benedict’s solution is corrosive.
Benedict’s solution has varying color changes. From blue to green (trace
amount of reducing sugar), to yellow (higher amount of reducing sugar) to
orange/red (highest amount of reducing sugar).
1. Place a pinch of food samples in their separately labeled test tubes. Transfer 1
ml of the sample if it is liquid.
2. Add 3 drops of Benedict’s solution in each test tube.
3. In a hot water bath, place the test tubes inside the beaker for 2 minutes.
4. Transfer the hot test tubes in test tube rack and let it cool. Observe the
changes in its color, and for the presence of simple sugar use the symbol below:

Symbol Interpretation
0 No sugar present
+ Traces of sugar is found
++ Higher Amount of Sugar
+++ Very High Amount of Sugar

5. Record your observations in Table No. 1

Table No. 1
Presence and Amount of
Food Sample Observations Sugar
(0, +, ++, +++)
Water
Cooked Pasta
Cracker
Cooked Rice
Cornstarch
Table Sugar
Apple Juice
Potato Juice
Questions:
 1. Which of the food samples has the presence of simple sugars? Explain your
answer.
2. Which food samples has the highest presence of simple sugars?
3. From the activity how can you define simple sugars?

B. Complex Sugar Test

NOTE: Iodine is used to test the presence of starch in food. Starch is made up
of many monosaccharide units.
1. Place a pinch of each food sample in their labeled test tubes.
2. Use your calibrated dropper to add two to three drops of tincture of iodine in
each test tube.
3. Observe the color change of the solution inside the test tube.
4. Complete Data Table No. 2

Table No. 2
Presence of
Food Sample Observations Complex Sugar
( √ or X )
Water
Cooked Pasta
Cracker
Cooked Rice
Cornstarch
Table Sugar
Apple Juice
Potato Juice

Questions:
1. Which of the food samples contain starch? What is the evidence that supports
your answer?
2. What happened to the table sugar when you place a drop of tincture of iodine?
What do you think is the reason?

Annex B
Grade 10 Activity Sheet on Biomolecules

Activity No. 2: Test for the Presence of Lipids

Objective:
Detect the presence of lipids in food samples.

Materials
test tube, test tube rack, test tube holder, test tube brush, beaker (500 mL, 250 mL,
50 mL), dropper, brown paper towel, water, oil, butter, egg white, egg yolk,

Procedure
1. On a brown paper towel add one drop of the liquid food sample.
2. Allow the sample to dry and observe.
3. A stain or mark indicates a positive test for lipids.
4. Record your observation on Data Table No. 1

Table No. 1
Presence of Lipids
Food Sample Observations
( √ or X )
Water
Oil
Egg White
Butter
Milk
Fish Puree
Egg Yolk

Questions:
1. Which food samples are lipids?
2. In which food sample do you think has the highest amount of lipid?

Annex C
Grade 10 Activity Sheet on Biomolecules

Activity No. 3: Test for the Presence of Proteins

Objective:
Detect the presence of proteins in food samples using Biuret’s test.

Materials
Biuret’s Solution, test tube, test tube rack, test tube holder, test tube brush, beaker
(500 mL, 250 mL, 50 mL), dropper, egg white, egg yolk, cooked fish, cooked meat,
milk, taho

Procedure
NOTE: Biuret is clear or light blue in the absence of protein and pink or blue – violet
in the presence of protein.
1. Place 10 drops of the sample in separate test tube.
2. Add 10 drops of Biuret’s solution to each test tube.
3. Place the test tubes in a water bath for 2 mins.
4. Transfer the hot test tubes in test tube rack and let it cool. Observe the changes in
its color, and for the presence of protein use the symbol below:

Symbol Interpretation
0 No protein present
+ Traces of protein is found
++ Higher Amount of Protein
+++ Very High Amount of Protein

5. Record your observations in Table No. 1

Table No. 1
Presence and Amount of
Food Sample Observations Protein
(0, +, ++, +++)
Water
Egg white
Egg yolk
Taho
Cooked Fish
Cooked Meat
Milk

Question:
1. Which of the following food samples have highest amount of proteins?
2.Which of the following food samples have the lowest amount of proteins?