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Key Concepts in Science
ORGANIC MOLECULES
TEACHER GUIDE
© 2015 Sally Ride Science
ORGANIC MOLECULES: CONTENTS
Student handouts are at the back of the Teacher Guide.
Correlation to Standards ............................................................................................................................. 3-4
Sally Ride Science Teacher Guides ................................................................................................................ 5
Organic Molecules: About the Book ............................................................................................................... 6
Getting Started: In Your World .........................................................................................................................7
Preview Organic Molecules, read the introduction, and discuss key concepts.
Chapter 1: Carbon ............................................................................................................................................. 8
Model taking notes as you read, read Chapter 1, and make elements flash cards.
Students: Chapter 1 handout
Chapter 2: Carbohydrates and Lipids .......................................................................................................9-10
Model asking questions as you read, read Chapter 2, and discuss key concepts in the chapter.
Students: Chapter 2 handout
Science Writing ................................................................................................................................................ 11
Write about the role of fats in a healthy diet.
Students: Science Writing handout
Read Chapter 3: Proteins and Nucleic Acids ............................................................................................... 12
Model summarizing with concept map, read Chapter 3, and discuss key concepts in the chapter.
Students: Chapter 3 handout
Thinking Like a Scientist................................................................................................................................. 13
Compare Nutrition Facts labels for two different foods.
Students: Thinking Like a Scientist handout
How Do We Know?
> Read How Do We Know? ........................................................................................................................ 14
Read about nutritionist Sonia Vega-López and answer the questions.
Students: How Do We Know? handout
> Invention Connection .............................................................................................................................. 15
Plan a meal that meets certain nutritional requirements.
Students: Invention Connection handout
> Write Interview Questions ...................................................................................................................... 16
Come up with questions to ask a nutritionist.
Students: Interview Questions handout
Study Guide: Hey, I Know That! ................................................................................................................ 17-18
Complete the study guide questions.
Students: Hey, I Know That! handout
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Correlation to Science Standards
For information on alignment to state science standards and NGSS, visit
https://sallyridescience.com/learning-products/product-standards
Correlation to Common Core
Sally Ride Science’s Key Concepts and Cool Careers book series provide students with authentic literacy experiences
aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language
as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. Organic Molecules: The Molecules of Life and the accompanying activities align to
the following standards:
Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST), Grades 6-8
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in
a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Range of Reading and Level of Text Complexity
10.By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band
independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (WHST),
Grades 6-8
Text Types and Purposes
1. Write arguments focused on discipline-specific content. a.-e.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. b., d., f.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
© 2015 Sally Ride Science
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CORRELATION TO STANDARDS
Range of Writing
10.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Standards 6-12 (SL), Grades 6-8
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 6, grade 7, and grade 8 topics, texts, and issues, building on others’ ideas and expressing their
own clearly. a.-d.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 6
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation. Grade 7
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation. Grade 8
Language Standards 6-12 (L), Grades 6-8
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6, grade
7, and grade 8 reading and content, choosing flexibly from a range of strategies. a.-d.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
© 2015 Sally Ride Science
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SALLY RIDE SCIENCE TEACHER GUIDES
The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books
and eBooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books.
More information: sallyridescience.com/learning-products
*Book pages pictured in the Teacher Guides are from eBook editions. Some pages in the print books have different images or layouts.
Cool Careers
Cool Careers in Biotechnology
Cool Careers in Earth Sciences
Cool Careers in Engineering (Upper Elementary)
Cool Careers in Engineering (Middle School)
Cool Careers in Environmental Sciences (Upper Elementary)
Cool Careers in Environmental Sciences (Middle School)
Key Concepts in Science
Adaptations
Biodiversity
The Biosphere
Cells
Earth’s Air
Earth’s Climate
Earth’s Energy
Earth’s Natural Resources
Earth’s Water
Elements and Compounds
Energy Basics
Energy Transformations
Cool Careers in Green Chemistry
Cool Careers in Information Sciences
Cool Careers in Math
Cool Careers in Medical Sciences
Cool Careers in Physics
Cool Careers in Space Sciences
Flowering Plants
Food Webs
Forces
Genetics
Geologic Time
Gravity
Heat
Life Cycles
Light
Motion
Organic Molecules
Photosynthesis and Respiration
Physical Properties of Matter
Plant and Animal Systems
Plate Tectonics
The Rock Cycle
Solids, Liquids, and Gases
Sound
Space Exploration
Sun, Earth, and Moon
Units of Measurement
Vertebrates
The Water Cycle
Weathering and Erosion
Sally Ride Science provides professional development and classroom tools to build students’
passion for STEM fields and careers. Founded by Dr. Sally Ride, America’s first woman in space,
the company brings science to life for upper-elementary and middle school students.
Visit us at SALLYRIDESCIENCE.COM for more information.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: The Molecules of Life
About the Book
Organic Molecules: The Molecules of Life introduces students to the four major kinds of molecules that make
up living things. It then guides them to understanding the important roles that these organic molecules play in all
living things. Students learn that just six chemical elements make up most organic molecules and that among them,
carbon plays a pivotal role. At the end of each two-page spread, a brief statement called The Bottom Line reinforces
students’ understanding by summing up the key ideas about organic molecules covered in those pages.
In Your World captures students’ attention with a close-up photo of a green-eyed spider. Like all living things, the
spider is made of molecules containing carbon. The spider serves as a surprising invitation to students, who may
initially think that chemistry has little to do with life. Instead, students discover that carbon-containing molecules
create the blueprint for life, form the building blocks of every cell, and even supply vital energy.
Chapter 1 introduces students to the six elements that serve as the fundamental ingredients of most organic
molecules. The chapter describes the essential role of carbon and explains how carbon can bond with other elements
to create thousands of different organic molecules.
Chapter 2 discusses carbohydrates and lipids. The chapter introduces different forms of carbohydrates and
describes their biological roles. Students also learn about fats and oils, as well as other lipids that have structural
functions.
Chapter 3 introduces students to form and function in proteins. Students also discover how the nucleic acids DNA
and RNA provide instructions for cells to build proteins.
Thinking Like a Scientist shows how Nutrition Facts labels reveal the types and amounts of organic molecules in
packaged foods. Students have an opportunity to study the information in two Nutrition Facts labels to analyze two
different snacks.
How Do We Know? profiles the work of nutritionist Sonia Vega-López, whose research in food chemistry has
examined the connection between fiber-rich foods and lower cholesterol levels. In Invention Connection, students
plan a meal that helps achieve targeted daily values for saturated fat, fiber, and calories.
Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks related to the
key concepts covered in Organic Molecules.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: GETTING STARTED
In Your World
Preview the book
Ask students to browse through the book. Encourage them to look at the cover photo of the
peacock, the photo of woodpeckers on page 2, the table of contents, chapter titles, special
features, photographs, and diagrams. Explain that paying attention to these different parts
of the book will help them to understand the text. Prompt students to think about what the
book is about:
What do you think the images on the cover and page 2 have to do with organic molecules?
Then say, If you are not sure why these images have been selected, read the captions
for clues.
Call on several students to share their ideas.
Read In Your World (pages 4 and 5) and discuss key concepts
Tell students to read In Your World. Then ask,
Why do you think the writer chose to show a spider on this page?
Encourage students to express their ideas and
to raise their own questions.
How can you tell the spider is alive? [Sample
answer: I know the spider is alive because it
can move. It can capture insects to eat. And it
can run away from a predator. A spider grows
during its life, and it can produce more of its
own kind.]
How can you tell a stone is not alive? [Sample
answer: The stone doesn’t move. It doesn’t
react to its surroundings. It can’t grow, and it
can’t reproduce.]
What are the building blocks that make living
things different from nonliving things? [Living
things are made of organic molecules.]
Tell students that as they read the book, they
will learn about the different kinds of organic
molecules that make up living things.
SCIENCE BACKGROUND
Picture a spider walking across a stone. Without even thinking about
it, you know the spider is alive and the stone is not. But why? Both
the spider and the stone are made out of atoms that follow the same
physical laws. These atoms react with each other to form molecules.
Interactions among the molecules hold the stone together and they
hold the spider together, too. But that’s where the similarities end!
Living things share certain characteristics that set them apart from
the nonliving world. One of these signs of life is that living things are
highly organized. Living things are able to organize particular atoms
into particular molecules and particular molecules into cells. Stones
and other nonliving things cannot do this.
All living things are made of cells—from one-celled microbes to
many-celled mammals. Cells are composed of 70 to 95 percent water,
and most of the rest consists of carbon-based compounds, or organic
molecules. Organic molecules such as proteins, DNA, carbohydrates,
and fats distinguish living things, like spiders, from nonliving things,
like stones. These organic molecules are all made up of carbon
(C) atoms bonded to one another and to atoms of other elements.
Hydrogen (H), oxygen (O), nitrogen (N), sulfur (S), and phosphorus (P)
are other common ingredients of organic compounds.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: CHAPTER 1
Carbon
Read Chapter 1: Carbon
Before reading: Model taking notes as you read
Before students begin reading Chapter 1: Carbon, model how to take notes while reading.
Have students go to page 6 and call on a student to read aloud the first two paragraphs.
Then reread the second paragraph and think aloud how you would figure out the gist of the
paragraph. Say,
This paragraph says that most organic
molecules contain only six elements out of
the 92 elements that occur in nature. I’ll
write that down in my notes.
Call on another student to read aloud the
third paragraph. Then ask students what
the gist of the information is. Listen to their responses and then say,
Okay, if I just remember CHNOPS, it will help me remember the six most important
elements in living things. In my notes, I’ll write, The six elements that make up organic
molecules are carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. CHNOPS will
help me remember these elements.
Explain to students that taking notes will help them concentrate as they read. The goal of
taking notes is to summarize what is important and how ideas relate to each other. Point
out that notes can consist of outlines, concept maps, sketches, and combinations of words
and diagrams—whatever makes the notes meaningful.
Give students the Chapter 1 handout. Tell them that using it while reading Chapter 1 will
help develop their note-taking skills.
Read Chapter 1: Carbon (pages 6-9)
Ask students to read Chapter 1: Carbon, taking notes on the Chapter 1 handout as they read. Point out that the
handout has a chart for them to complete with information about the elements that make up organic molecules.
After reading: Make flash cards
After student read Chapter 1, have pairs of students share their notes, discuss the main ideas of Chapter 1, and refine
their notes if they wish. Then ask students to look at the Periodic Table on page 6. Ask,
What are the six elements that make up most of the molecules in living things? [The six elements are carbon,
hydrogen, nitrogen, oxygen, phosphorus, and sulfur.]
Tell students to work in pairs to make six flash cards, one card each for carbon, hydrogen, nitrogen, oxygen,
phosphorus, and sulfur. Have students write the name of the element on one side of each card. On the other side of
the card, they should draw a circle labeled with the one-letter symbol for the element. They can add facts about the
elements to the flash cards as they read the book.
Then ask students to examine the table on page 7. Tell them to take turns arranging the six flash cards in descending
order based on the percentage of each element that makes up a person. [The order of the elements based on the
percentage in a person is oxygen, carbon, hydrogen, nitrogen, sulfur, and phosphorus.]
© 2015 Sally Ride Science
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ORGANIC MOLECULES: CHAPTER 2
Carbohydrates and Lipids
Read Chapter 2: Carbohydrates and Lipids
Before reading: Model asking questions as you read
Begin by asking students to turn to page 10 in Chapter 2. Read aloud the title and subtitle
of Chapter 2—Carbohydrates and Lipids: Energy to Burn. Call on a student to read the first
two paragraphs of the chapter. Then say,
This says that a sugar molecule is the building block of every carbohydrate. That makes me
wonder—is that table sugar, like the kind I put in my coffee? I’ll write down that question.
On the board, write, What kind of sugar makes up carbohydrates? Then call on a student to
read the rest of the text on page 10. Say,
Well, that answers my question. Glucose is a simple sugar that is abundant in
carbohydrates. And table sugar, or sucrose, is made of glucose and another simple
sugar, fructose. But that makes me wonder—what happens to these sugars when I eat
carbohydrates? As I read, I’ll look for the answer to my question.
Tell students that an effective reading comprehension strategy
is to ask questions while they read, and then to look for
answers in the text or in other resources.
Read Chapter 2: Carbohydrates and Lipids (pages 10-17)
Ask students to read Chapter 2: Carbohydrates and Lipids.
Give them the Chapter 2 handout and tell them to use it to
write down any questions that occur to them as they read and
any answers that they find. Point out that the handout also
has a chart for them to fill in summarizing key ideas about
carbohydrates and lipids.
After reading: Discuss key concepts
After students read Chapter 2, check their comprehension by asking,
What is an example of a food that you have eaten recently that
was rich in carbohydrates? [Sample answer: The toast that I ate
for breakfast had a lot of carbohydrates.]
What happened to the carbohydrate molecules after you ate
them? [After I ate the toast, my digestive system broke down
the carbohydrate molecules in the bread into molecules of
glucose, a simple sugar.]
ADDRESS MISCONCEPTIONS
Some students may think that digestion is the process
that releases energy from food for our bodies to use.
When we eat food—fruits, vegetables, grains, or
meat—it is not in a form that our bodies can use as
nourishment. The food (and beverages) we consume
must be broken down into smaller molecules before
it can be absorbed into the bloodstream and carried
to the cells throughout our bodies. Digestion is the
process by which the large organic molecules that
make up food are broken down into smaller molecules
that can pass into cells. Cells then use these small
organic molecules to repair cell parts, to build new
cells, and to synthesize new organic molecules.
Cells also use these molecules to carry out cellular
respiration—the process that releases the energy
stored in glucose and other organic molecules. This
process consumes oxygen and produces carbon
dioxide and water. With every breath, we provide
our busy cells with oxygen to break down glucose
and release energy. This energy is used to keep our
cells healthy and alive and, in turn, to keep our whole
bodies healthy and alive.
How did your body use that simple sugar? [Cells use this
glucose as an energy source. The blood delivers oxygen and
glucose to the cells, and the cells use the oxygen to break apart
the glucose molecules into carbon dioxide and water. Energy stored in the bonds of the glucose molecules is released
during this process, called cell respiration. This energy powers all of the cell’s activities.]
© 2015 Sally Ride Science
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ORGANIC MOLECULES: CHAPTER 2
Carbohydrates and Lipids
What happens to the glucose that your body does not use right away? [The glucose that my body does not use right
away is stored for short-term use as starch-like molecules of glycogen. For longer-term storage, the body converts
the extra glucose into fats.]
Call on students to share their ideas, and encourage students to expand on each other’s answers.
© 2015 Sally Ride Science
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ORGANIC MOLECULES
Science Writing
Fats in a healthy diet
Give students the Science Writing handout. It asks them to write a paragraph based on this
prompt:
Imagine one of your friends says foods that contain fat are “bad.” You reply that it is
incorrect to think of fats as “bad.” Write a paragraph defending your statement.
In their paragraphs, students should be sure to:
> describe the roles that lipids play in the body.
> discuss why it is important to include limited amounts of fat in a healthy diet.
> suggest ways that people can include healthy fats in their meals.
ANSWER KEY
[Sample paragraph: Some people believe that all fats are bad, but our bodies need some fats.
Fats and oils belong to the group of organic molecules called lipids. Our bodies use lipids to build
cell membranes, protect nerves, and make certain hormones. A healthy diet should contain only
small amounts of saturated fats, such as butter and lard. That’s because eating lots of saturated
fats may lead to heart problems. Unsaturated fats are better choices. These include fats that come
from plants, such as sunflower oil and olive oil. When it comes to fats, we should eat them in
moderation, but we don’t need to avoid them completely.]
© 2015 Sally Ride Science
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ORGANIC MOLECULES: CHAPTER 3
Proteins and Nucleic Acids
Read Chapter 3: Proteins and Nucleic Acids
Before reading: Model summarizing with a concept map
Before students read Chapter 3: Proteins and Nucleic Acids, give them the Chapter 3
handout. Point out that it has a space for students to make concept maps of the key ideas
in the chapter. To get students started, model how to make a concept map. Say,
I can tell from the title that this chapter has two main subjects—proteins and nucleic acids.
On your handout, you will make a concept map for each of these subjects. Let’s start with a
concept map for proteins.
Draw a circle on the board and write Proteins in it. Draw another level with three or four
circles connected by lines to the first circle. Then call on a student to read aloud the text on
page 18. Ask,
What are the important concepts about proteins on this page?
Listen to students’ answers and guide them to agree on the main ideas. Then, in the
second level of circles, write ideas such as, Proteins are second only to water in making up
living things, Proteins make up a large part of every cell, and The building blocks of proteins
are amino acids.
Tell students to copy the concept map on their handouts,
leaving room for a second concept map about nucleic acids.
Tell students that as they read, they can add to the second level
of the concept map and add a third level of circles giving more
detail about the second level.
Read Chapter 3: Proteins and Nucleic Acids (pages 18-23)
Ask students to read Chapter 3: Proteins and Nucleic Acids,
taking notes on their handouts and completing the concept
maps as they read.
After reading: Discuss key concepts
Then allow students to demonstrate their understanding of how
proteins are made. Ask,
What kinds of organic molecules control the process of making
proteins? [Nucleic acids are in charge of protein production.]
What are the two types of nucleic acids, and what are they
made of? [The two types of nucleic acids are DNA and RNA.
Both types of nucleic acids are made of nucleotides. Each
nucleotide contains one of five different bases—adenine,
guanine, cytosine, thymine, and uracil.]
SCIENCE BACKGROUND
The shape of a protein (or other organic molecule)
is what makes it work. For example, hemoglobin
carries oxygen, enzymes speed up chemical
reactions, and receptors respond to signals. These
proteins function as long as they stay coiled in their
characteristic three-dimensional shapes. Heat,
shifts in pH, and other conditions can disrupt the
weak attractions between amino acids that maintain
a protein’s shape. Without the bonds that hold
them in their three-dimensional shapes, proteins
denature—their shape unravels and they no longer
function. For some proteins, denaturation can be
reversed when conditions return to normal. But for
others, there is no return to normal. When you have
an infection, one line of defense is for your body to
raise its temperature. The fever kills the invaders
(for example, viruses or bacteria) by denaturing
their proteins. Your doctor won’t want you to have a
fever for very long, though, because it can disrupt
your own proteins and other organic molecules, and
cause them to unravel, too.
How do nucleic acids direct a cell to build a certain protein?
[The sequence of nucleotides along a segment of DNA contains
the coded instructions for building a certain protein. When the protein is needed, a cell makes an RNA copy of these
instructions and uses it to assemble amino acids in the correct order to make the protein.]
Call on students to share their ideas and add to each other’s explanations.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: THINKING LIKE A SCIENTIST
Compare Nutrition Facts Labels
Read Thinking Like a Scientist (pages 24-25) and answer the
questions
Ask students to read Thinking Like a Scientist. Give them the
Thinking Like a Scientist handout and have them use it to
answer the questions on page 25. Have students work in small
groups to discuss the questions and come to agreement on the
answers. Then ask each group to present to the class—group
members should go through one question and show how they
arrived at their answer.
Interpreting Data
School’s out! Your stomach is growling and you want a snack.
You have two choices—potato chips or grapes. Compare the
Nutrition Facts label for grapes to the label for potato chips. Use the
information to answer the questions.
Nutrition Facts
Serving Size 1 ounce (28 g)
Amount Per Serving
Calories 153
% Daily Value *
Total Fat 10 g
ANSWER KEY
1. How many Calories are in one serving of potato chips? One serving
of grapes? [One serving of potato chips (28 grams) has 153
Calories. One serving of grapes (151 grams) has 104 Calories.]
Calories from Fat 92
15%
Saturated Fat 3 g
15%
Trans Fat 0 g
Cholesterol 0 mg
0%
Sodium 147 mg
6%
Total Carbohydrate 14 g
5%
Dietary Fiber 1 g
5%
Sugars 0 g
2. If you were only concerned with carbohydrates, would it matter
which of the two foods you chose? Explain. [If all you cared about
was limiting your carbohydrates, you might choose the potato
chips. They have 14 grams of carbohydrates per serving, while the
grapes have 27 grams of carbohydrates per serving.]
3. If you wanted to limit fat, which food would you choose and why?
[If you wanted to limit your fat intake, your choice would be easy.
You would opt for the grapes. They have zero grams of fat, while the
potato chips have 10 grams of fat in a serving.]
4. The “Calories from Fat” entry says that in one serving of chips, 92
Calories out of 153 total come from fat. Calculate the percentage of
Calories that come from fat in a serving of chips. [The percentage
of Calories from fat in a serving of chips is 60 percent. (92 ÷ 153 =
0.60 x 100 = 60 percent)]
Protein 2 g
Vitamin A
0%
Vitamin C
9%
Calcium
1%
Iron
3%
*Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs.
Nutrition Facts
Serving Size 151 g
Amount Per Serving
Calories 104
Calories from Fat 2
% Daily Value *
Total Fat 0 g
Saturated Fat 0 g
0%
0%
Trans Fat 0 g
Cholesterol 0 mg
0%
Sodium 3 mg
0%
Total Carbohydrate 27 g
9%
Dietary Fiber 1 g
5%
Sugars 23 g
Protein 1g
Vitamin A
2%
Vitamin C
27%
Calcium
2%
Iron
3%
*Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: HOW DO WE KNOW?
Meet nutritionist Sonia Vega-López
Read How Do We Know? (pages 26-29)
Give students the How Do We Know? handout for Organic Molecules. Have them look at
the questions on the handout for the first section, The Issue (page 26). Then have them
read that section and answer the questions. Have them complete the rest of the sections
(The Expert, page 27; In the Field, page 28; Technology, page 29) in the same way. Then go
over each question as a class. Call on two or three students to share their answers to each
question.
ANSWER KEY
1. How did the science writer help you understand the topic? [Sample answer: The science
writer explained the topic of nutrition by writing easy-to-understand sentences and
by using specific examples such as a meal composed of a cheeseburger, fries, and a
milkshake.]
2. How did the science writer capture your interest? [Sample answer: The writer captured
my interest in the first sentence by writing, “You are what you eat.” It was interesting
because the writer explained how fatty foods can push more nourishing foods, such as
fruits, whole grains, and vegetables, out of our diets.]
3. What does Sonia Vega-López recommend people eat? [Sonia recommends that people
eat fewer foods with animal fat and more whole grains with lots of fiber.]
4. What does Sonia hope to learn in her research on diet and cholesterol levels? [Sonia hopes to find out what foods
people could eat to help lower the amount of cholesterol in their blood if it is too high.]
5. What is a source of fat in Mexican dishes in the U.S. that is not found in traditional Mexican food? [Sonia says that
the orange cheese melted on Mexican dishes made in the U.S. is not found in traditional Mexican food.]
© 2015 Sally Ride Science
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ORGANIC MOLECULES: INVENTION CONNECTION
Making Dinner
Do the Invention Connection activity (page 29)
Give students the Invention Connection handout and ask them to use it to plan a meal that
meets certain nutritional requirements.
Invention Connection: Making Dinner
A daily menu should provide about 2,000 Calories and include at most 20 grams of
saturated fat and at least 25 grams of fiber. Picking from the foods in the chart, plan a
single meal that
> provides between 30% and 40% of the typical daily Calorie intake.
> contains at most 40% of the daily value for saturated fat.
> contains at least 30% to 40% of the daily value for fiber.
ANSWER KEY
First, calculate how many Calories and how much saturated fat
and fiber the meal should have.
[Calories: A meal meeting these criteria would contain 600 to 800
Calories. (0.30 x 2,000 = 600. 0.40 x 2,000 = 800)
Saturated fat: The meal should have a maximum of 8 grams of
saturated fat. (0.40 x 20 = 8)
Fiber: The meal should have at least 7.5 grams of fiber. (0.30 x 25 =
7.5. 0.40 x 25 = 10)]
Now plan your meal:
[Sample answer: A meal consisting of baked salmon, a baked potato, a pear, and a frosted
cupcake will provide 668 Calories, 4.0 grams of saturated fat, and 11.1 grams of fiber.]
© 2015 Sally Ride Science
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ORGANIC MOLECULES
Interview Questions
What would you ask a scientist?
Give students the Interview Questions handout. Tell them to imagine
that they are journalists for a kids’ science magazine. They are
assigned to write an article about nutritionist Sonia Vega-López and
her work. Students’ job: prepare a list of 10 questions to ask Sonia
during an interview.
Have students work in pairs. Tell them to reread the How Do We
Know? feature on pages 26-29 of Organic Molecules and to look back
through the rest of the book to get ideas for questions.
Tell students that their questions should cover a variety of topics,
including Sonia’s experiences as a nutritionist, her personal
characteristics, and what advice she has about eating a healthy diet.
Tell them that good journalists use the 5W’s and H—what, who, why,
where, when, and how—to gather information.
After 10 minutes, have pairs gather in groups of four to six students.
Each group should choose the five best questions from among the
pairs in the group. Then have each group read their questions aloud as
you (or one or two student helpers) record all original questions on the
board. Then as a class, choose the five best questions.
© 2015 Sally Ride Science
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ORGANIC MOLECULES: HEY, I KNOW THAT!
Study Guide
Complete the Hey, I Know That! study guide (page 30)
Give students the Hey, I Know That! handout and tell them to use it to answer the questions
on page 30 of Organic Molecules. When students have finished answering the questions,
have pairs of students exchange and discuss their work. Encourage students to discuss
any answers about which they do not agree. Finally, as a class, go over the answers to the
questions.
ANSWER KEY
1. What are organic molecules, and what elements do all organic molecules contain?
(pages 6-8) [Organic molecules are the molecules that make up all living things—
their cells, tissues, and organs. There are four major types of organic molecules:
carbohydrates, proteins, lipids, and nucleic acids. These organic molecules consist
of combinations of six elements—carbon, hydrogen, nitrogen, oxygen, phosphorus,
and sulfur. Together their chemical symbols spell CHNOPS. The essential ingredient
of organic molecules is carbon—carbon forms the backbone of these molecules. All
organic molecules also contain hydrogen atoms.]
2 Explain the relationship between the simple sugar glucose and complex carbohydrates,
like starch. (page 10) [The basic building block of every complex carbohydrate is a
simple sugar molecule, which contains atoms of just three elements—carbon, hydrogen, and oxygen. Glucose is
one of the most abundant of these simple sugars. When lots of glucose molecules are strung together, they form
starches and fibers, which are kinds of complex carbohydrates. Some of these carbohydrates are hundreds of
sugar molecules long.]
3. Give examples of three different kinds of lipids and write a one-sentence description of each, including where you
might find it. (pages 15 and 17) [Possible examples: Animal fats, like butter and lard, are examples of saturated
fats, which are lipids in which the carbon atoms are packed—or saturated—with hydrogen atoms. Phospholipids,
which consist of two fatty acids and a group of atoms that include phosphorus, are lipids that are a major
component of the membranes surrounding cells. Natural waxes,
which form protective coatings on plant leaves, insect bodies, and
the insides of our ears, are also lipids.]
4. Got milk? This chart shows the total Calories and Calories from fat
in a serving (1 cup, or 237 mL) of four types of milk. Recall that fat
contains 9 Calories per gram.
a. How many grams of fat does a serving of whole milk have? [A
serving of whole milk has about 8 grams of fat. Each serving of
whole milk gets 71 Calories from fat, and each gram of fat has 9
Calories. (71 ÷ 9 = 7.88)]
b. Which types of milk get 30 percent or less of their Calories from
fat? [Fat-free milk and 1 percent milk get less than 30 percent of their calories from fat. Fat-free milk gets none
of its Calories from fat. A serving of 1 percent milk gets 21 of its 105 Calories, or 20 percent, from fat (20 ÷
105= 0.2 x 100 = 20 percent). A serving of 2 percent milk gets 43 of its 125 Calories, or 34 percent, from fat
(24 ÷ 125 = 0.34 x 100 = 34 percent). A serving of whole milk gets 71 of its 149 Calories, or 48 percent, from
fat (71 ÷ 149 = 0.48 x 100 = 48 percent).]
© 2015 Sally Ride Science
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ORGANIC MOLECULES: HEY, I KNOW THAT!
Study Guide
5. Make a diagram showing how DNA, RNA, and ribosomes work together to make proteins. (pages 22 and 23) [The
diagrams on pages 22 and 23, shown here, give an idea of what students’ diagrams should show.]
Caption: Fill in the missing information in this chart. (pages 10, 15, 18, and 21) [For carbohydrates, the building-block
molecules are sugars. Fatty acids are the building-block molecules of lipids. For nucleic acids, the building-block
molecules are nucleotides. Proteins are the fourth kind of organic molecules, and their building blocks are amino
acids.]
Lipids
Sugars
Proteins
Nucleotides
Amino Acids
© 2015 Sally Ride Science
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Key Concepts in Science
ORGANIC MOLECULES
STUDENT
HANDOUTS
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Chapter 1
Carbon: Notes for Chapter 1
As you read each section of Chapter 1, write down the most important information you come across. Resist the urge to
write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
LIFE’S ESSENTIAL ELEMENT
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__________________________________________________________________________________________
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CHECKING OUT CHNOPS
__________________________________________________________________________________________
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CARBON AT THE CORE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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CHAINS, BRANCHES, AND RINGS
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__________________________________________________________________________________________
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© 2015 Sally Ride Science
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ORGANIC MOLECULES • Chapter 1
PICTURE THIS
As you read Chapter 1, fill in this chart about the six elements that make up organic molecules.
Element
Symbol
Percentage in
the human body
PUT IT ALL TOGETHER
Use your notes and chart to help you identify and list the most important ideas—the key concepts—in Chapter 1.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Chapter 2
Carbohydrates and Lipids: Notes for Chapter 2
As you read each section of Chapter 2, write down any questions that occur to you. Also write down any answers to your
questions that you find.
ENERGY TO BURN
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ENERGY FOR CELLS
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SUGAR’S SOURCE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
CAN’T USE IT? STORE IT
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
OTHER CARBOHYDRATES
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
LIPIDS
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Chapter 2
LIPIDS ARE ESSENTIAL
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
OTHER LIPIDS
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
PICTURE THIS
Summarize Chapter 2 by completing the chart about carbohydrates and lipids.
Carbohydrates
Lipids
Building-block molecule
Where do we get it?
How do we use it?
How do we store it?
What are some different types?
PUT IT ALL TOGETHER
Use your notes and chart to help you identify and list the most important ideas—the key concepts—in Chapter 2.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Science Writing
Science Writing: Fats in a Healthy Diet
Imagine one of your friends says foods that contain fat are “bad.” You reply that it is incorrect
to think of fats as “bad.”
Write a paragraph defending your statement.
In your paragraph, be sure to:
> describe the roles that lipids play in the body.
> discuss why it is important to include limited amounts of fat in a healthy diet.
> suggest ways that people can include healthy fats in their meals.
Title: _________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
© 2015 Sally Ride Science
ORGANIC MOLECULES • Chapter 3
Proteins and Nucleic Acids: Notes for Chapter 3
As you read each section of Chapter 3, write down the most important information you come across. Resist the urge to
write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading.
FROM CODES TO COILS
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__________________________________________________________________________________________
__________________________________________________________________________________________
FORM AND FUNCTION
__________________________________________________________________________________________
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__________________________________________________________________________________________
AMINO ACID CHAINS
__________________________________________________________________________________________
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__________________________________________________________________________________________
PROTEIN PLANS
__________________________________________________________________________________________
__________________________________________________________________________________________
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BLUEPRINT FOR LIFE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
MOLECULES OF LIFE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Chapter 3
PICTURE THIS
Review your notes for Chapter 3. Summarize your notes by making two concept maps. Start each map with a central
circle, one labeled Proteins and the other labeled Nucleic acids. For each concept map, add a second level of circles
connected by lines to the first circle. In the second level, write key ideas related to the central circle. Then add a third
level of circles with details about the ideas in the second level.
PUT IT ALL TOGETHER
Use your notes and concept maps to help you identify and list the most important ideas—the key concepts—in Chapter 3.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Thinking Like a Scientist
Thinking Like a Scientist: Compare Nutrition Facts Labels
Read Thinking Like a Scientist on pages 24-25 of Organic Molecules.
Then use this sheet to answer the questions on page 25.
Nutrition Facts
Interpreting Data
Amount Per Serving
Serving Size 1 ounce (28 g)
School’s out! Your stomach is growling and you want a snack.
You have two choices—potato chips or grapes. Compare the Nutrition
Facts label for grapes to the label for potato chips. Use the information
to answer the questions.
Calories 153
1. How many Calories are in one serving of
potato chips? One serving of grapes?
Cholesterol 0 mg
0%
Sodium 147 mg
6%
Total Carbohydrate 14 g
5%
_____________________________________
% Daily Value *
Total Fat 10 g
15%
Saturated Fat 3 g
15%
Trans Fat 0 g
Dietary Fiber 1 g
_____________________________________
_____________________________________
Calories from Fat 92
5%
Sugars 0 g
Protein 2 g
____________________________
2. If you were only concerned with carbohydrates,
would it matter which of the two foods
you chose? Explain.
_____________________________________________________
Vitamin A
0%
Vitamin C
9%
Calcium
1%
Iron
3%
*Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs.
_____________________________________________________
_____________________________________________________
3. If you wanted to limit fat, which food would you choose and why?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Nutrition Facts
Serving Size 151 g
Amount Per Serving
Calories 104
% Daily Value *
Total Fat 0 g
0%
Saturated Fat 0 g
___________________________________________________________
4. The “Calories from Fat” entry says that in one serving of chips,
92 Calories out of 153 total come from fat. Calculate the
percentage of Calories that come from fat in a serving
of chips.
Calories from Fat 2
0%
Trans Fat 0 g
Cholesterol 0 mg
0%
Sodium 3 mg
0%
Total Carbohydrate 27 g
Dietary Fiber 1 g
9%
5%
Sugars 23 g
__________________________________________
Protein 1g
__________________________________________
Vitamin A
2%
Vitamin C
27%
__________________________________________
__________________________________________
__________________________________________
Calcium
2%
Iron
3%
*Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher or
lower depending on your calorie needs.
© 2015 Sally Ride Science
ORGANIC MOLECULES • How Do We Know?
How Do We Know? The Skinny on Fat
Review the questions below for each section of How Do We Know? Then read each
section in the book and answer the questions.
THE ISSUE
As you read, analyze the writing by thinking about these questions:
1. How did the science writer help you understand the topic?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How did the science writer capture your interest?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
THE EXPERT
3. What does Sonia Vega-López recommend people eat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
IN THE FIELD
4. What does Sonia hope to learn in her research on diet and cholesterol levels?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
TECHNOLOGY
5. What is a source of fat in Mexican dishes in the U.S. that is not found in traditional Mexican food?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
ORGANIC MOLECULES • Invention Connection
Invention Connection: Making Dinner
A daily menu should provide about 2,000 Calories and include at most
20 grams of saturated fat and at least 25 grams of fiber. Picking from the
foods in the chart, plan a single meal that
> provides between 30% and 40% of the typical daily Calorie intake.
> contains at most 40% of the daily value for saturated fat.
> contains at least 30% to 40% of the daily value for fiber.
First, calculate how many Calories and how much saturated fat and
fiber the meal should have.
Calories: ______________________________________________
______________________________________________________
Saturated fat: __________________________________________
______________________________________________________
Fiber: _________________________________________________
______________________________________________________
Now plan your meal:
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© 2015 Sally Ride Science
ORGANIC MOLECULES • Interview Questions
Interview Questions: What Would You Ask a Scientist?
Imagine you are a journalist for a kids’ science magazine. You are assigned to write
an article about nutritionist Sonia Vega-López and her work.
Your job: Prepare 10 questions to ask Sonia in an interview.
Your questions should cover a variety of topics, such as:
> Sonia’s experiences as a nutritionist.
> Sonia’s personal characteristics.
> what advice Sonia gives about eating a healthy diet.
Remember, good journalists use the 5W’s and H—what, who, why, where, when,
and how—to gather information.
Interview questions
1. _______________________________________________________________________________________
_______________________________________________________________________________________
2. _______________________________________________________________________________________
_______________________________________________________________________________________
3. _______________________________________________________________________________________
_______________________________________________________________________________________
4. _______________________________________________________________________________________
_______________________________________________________________________________________
5. _______________________________________________________________________________________
_______________________________________________________________________________________
6. _______________________________________________________________________________________
_______________________________________________________________________________________
7. _______________________________________________________________________________________
_______________________________________________________________________________________
8. _______________________________________________________________________________________
_______________________________________________________________________________________
9. _______________________________________________________________________________________
_______________________________________________________________________________________
10. _______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
ORGANIC MOLECULES • Hey, I Know That!
Hey, I Know That! Study Guide
Use this sheet to answer the Hey, I Know That! questions on page 30 of Organic Molecules.
1. What are organic molecules, and what elements do all organic molecules contain? (pages 6-8)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Explain the relationship between the simple sugar glucose and complex carbohydrates, like starch. (page 10)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Give examples of three different kinds of lipids and write a one-sentence description of each, including where you
might find it. (pages 15 and 17)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Got milk? This chart shows the total Calories and Calories from fat
in a serving (1 cup, or 237 mL) of four types of milk. Recall that fat
contains 9 Calories per gram.
a. How many grams of fat does a serving of whole milk have?
__________________________________________________
__________________________________________________
__________________________________________________
b. Which types of milk get 30 percent or less of their Calories from fat?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© 2015 Sally Ride Science
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ORGANIC MOLECULES • Hey, I Know That!
5. Make a diagram showing how DNA, RNA, and ribosomes work together to make proteins. (pages 22 and 23)
Caption: Fill in the missing information in this chart. (pages 10, 15, 18, and 21)
© 2015 Sally Ride Science
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