Title: Understanding Digital Literacy Through Trivia

Games.
Elizabeth Par
Sarah Barrick
Grade: 9-12
Overall Goal: Digital literacy in the classroom is an important trait to have. For example, when
doing a classroom project or research paper, it is important to verify that the information and facts
used in the project are accurate and reliable.
First, the students will be given a worksheet with all of the macromolecules on it. They will
have to fill out the worksheet with information like what makes up the macromolecule, what the
functions of the macromolecule are, etc. They will use the internet to find this information and cite
their sources. This worksheet will be their resource to use before and during the game, if
needed.
By using this trivia game, students are being taught to choose the most reliable answer or
the most true statement in order to win the game. The trivia game helps because students are
playing a game, but also being taught the lesson and being taught how to understand the
difference between reliable and unreliable information.

Standards Learning Objective Assessment

B.1.1 Compare and contrast the 1. Comprehend the different Describe here, or
shape and function of the building blocks of each reference your
essential biological macromolecule rubric(s) below
macromolecules (i.e. 2. Understand the function of
carbohydrates, lipids, proteins, each macromolecule
and nucleic acids), as well as, 3. Compare the shapes of the
how chemical elements (i.e. different macromolecules
carbon, hydrogen, oxygen, and recognize them.
nitrogen, phosphorus, and
sulfur) can combine to form
these biomolecules.

Digital citizenship: 1. Differentiate between

Information Literacy reliable information and
unreliable information from
the internet
Key Terms & Definitions:
Monomer: A single part of an amino acid
Hydrophobic: The avoidance of water by an amino acid
Hydrophilic: The attraction to water by an amino acid.
Denaturing: The act of breaking apart a protein
Enzyme: A type of protein that speed up decay
Peptide bonds: Holds the amino acids in the protein together
Translation: The process of making mRNA into amino acids
Amino acids: The building blocks of proteins.
Polymer: Formed by monomers coming together
Glycogen: A polysaccharide found in animal cells
Starch: A polysaccharide found in plant cells
Polysaccharides: Polymers of monosaccharides
Carbohydrates: A main energy source for the body that help uphold structure of a cell
Sugars: A type of carbohydrates
Monosaccharide: A monomer of a carbohydrate
Phospholipids: Lipids that are a main component of the cell membrane
Triglycerides: Another name for fat
Lipids: Fats that do not mix well with water
Saturated fatty acid: Have only single bonds
Unsaturated fatty acid: Have double bonds
Phospholipids: A very important part of the cell membrane
Steroids: A type of lipid
Cholesterol: The most common steroid
DNA: Genetic material found in animals
Nucleic acids: Macromolecules made out of Nucleotides
RNA: The genetic material found in some viruses

Lesson Introduction (Hook, Grabber):

Hook: Macromolecules Song(Gangnam Style Parody)

https://www.youtube.com/watch?v=nt9u7CfVoc4

The video is parody of a widely known pop music that is sure to get students attention. Students
can share what they already know about macromolecules before the song is played. The next
step will be to identify two facts they were familiar with and two new things they learn from the
video.
Lesson Main:

Day one:
The lesson will start by asking student to describe what they know about
macromolecules, and to share that with their seat partners. The discussion will then be brought
back to the presentation and the whole class will participate in the discussion. The hook video
will then be played and after student will be asked to share 2 things they knew, and 2 things that
they learned.
We will then discuss the major parts of the video and the key points that the students
should pay attention to. They should pay attention to the 4 major macromolecules, (proteins,
carbs, lipids, and nucleic acids) and know their function, make-up, and examples of the
macromolecule.
After the lesson, the worksheet will be given out for the student to fill out. This will be a
reference sheet for studying, comprehension, and to reference if needed during the board game.
The worksheet will consist of the 4 macromolecules and list out the things that should be known
about the molecule.
The worksheet will need to be filled out by looking up the information needed on the
internet. After filling out the information on the worksheet, the students will need to list their
references at the end of each section to prove that they used reliable sources and understand
what a good source consists of.
If students do not finish the worksheet in class, it will then be homework and they should
finish it before the next class.
If students still do not understand all of the information completely, give them the
edpuzzle linked and the DNA Journey activity for further help.
Day Two:
The next class period, students should bring their finished worksheets in. They will then
trade their worksheet with their neighbor and they will check their answers to see if they are
similar, and they will look over each others sources to see if they are reliable or not.
After checking each other's worksheet, the students will break up into groups of 3-4
people. Each group will get a board game to play, and they will use the information that they
used from the worksheet to play the game. They will also be given a set of rules that go along
with the game and explain how to play the game. The winner of each group will go and tell the
teacher that they won and will receive a prize of some sort, like a candy bar or small pack of
pens, whatever the teacher would like to give out. Giving out a prize to the winner will motivate
the kids to play the game correctly and win.
Tell the students that there will be a small quiz over the information on the worksheet the
next class.
Day Three:
Students should turn in their finished worksheets, and they will take the quiz.
Lesson Ending:
The lesson will end by the students turning in their worksheet and taking the quiz. This
will show what they learned about the subject and showcase their knowledge of the
macromolecules.

Assessment Rubric: Board Game

Great (3 points) Average ( 2 points) Poor (1 point)

Research All sources are reliable 4 or 5 unreliable More than 5 unreliable

sources sources

Explanation Correct answer with clear Correct answer with Correct answer with no
explanation of how you some explanation explanation
get the answer

Completion Get all 4 colors Get 3 colors colors Get less than 3 colors

Team work Shows that both both member show Shows little efforts
members work together mediocre efforts on from the team
to the best of their ability the activity
to complete the work

Final Score /12

Resources / Artifacts:

Macromolecules Song(Gangnam Style Parody) (Elizabeth)

https://www.youtube.com/watch?v=nt9u7CfVoc4
Worksheet (Sarah)
https://docs.google.com/document/d/1ZpRwtMOUfvJgtXClZA113Y0J1S0M6U3SOA
BZEruMIjU/edit?usp=sharing
Quiz: (Sarah)
https://docs.google.com/document/d/1iFSUiqwlhkA1HVoiOYqA0jdBajqGbtBVt-
njbHdVEQU/edit?usp=sharing
Ed Puzzle: (Elizabeth Par)
https://edpuzzle.com/media/59e667d753b5c741138109d3
 DNA Journey: (Elizabeth Par)
https://www.youtube.com/watch?v=tyaEQEmt5ls
Game rule sheet (Sarah)
https://docs.google.com/document/d/1RupMq4O26fn0nDxCFZ6LOE81WhRdSvtW
s6OzeGUjco8/edit?usp=sharing

Differentiation:

This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

High ability learners, low ability learners
Pair the students with a higher ability learners with a lower ability learners into
groups of two to be partners while playing the game. This way, the higher ability
kids can help the lower ability learners to complete the game as a team. This can
also ensure communication among the kids to build that sense of community.

2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
Start the class by mentioning that everyone have a little bit of DNA from
somewhere around the world that they probably do not realize. Show them this
video to support the claim https://www.youtube.com/watch?v=tyaEQEmt5ls
Make sure to acknowledge the fact that there are people from different
backgrounds in the class and that education should be a priority in the class.

3. Differentiation for languages

ESL, EFL, ENL
As a non-english speaking immigrant, I went through the struggles of language
barriers a lot which will help me have patients and understandings to interact with
these groups of students.
Also there are schools that have interpreters, and if that was the case, I will allow
my students to go to their office during work times, test, and quizzes, in case they
need help interpreting.

4. Differentiation for access & resources

 Computers, Internet connection, and/or Wifi access
The works will be very dependent on internet access but for students who might
not have access to these, there will be alternative worksheet that they can
complete and I will make sure to have the materials needed for the activity. Also
whiteboards and chalkboards are a good alternatives when technical difficulties
take place during class.

Some schools have started providing chromebooks to their students. If this is the
case and the students do not have access to internet/ wifi I will have the materials
needed in flash drives that the students can use to complete their assignments.

Anticipated Difficulties:

- Students with language barriers can get help from the interpreters or be allowed to use
translators and dictionaries.
- Technicals difficulties in class will be replaced by lecture using boards.

Reference:

Rnde, Jeppe, director. Momondo The DNA Journey. 1 June 2016,

www.youtube.com/watch?v=tyaEQEmt5ls.

F. (2014, January 24). Retrieved October 17, 2017, from

https://www.youtube.com/watch?time_continue=8&v=v17QAXXCn08

Macromolecules. Khan Academy, Khan Academy,

www.khanacademy.org/science/biology/macromolecules.