Lesson Plan Industry Sector
Health Science and Medical Technology

Lesson Plan Originally Created By: Daniel Raffa

Making Apple Juice

Part of Unit: The Role of Biotechnology

Lesson Plan Overview / Details

In this lesson students will see how the Biotechnology industry has changed how apple juice is produced.  Students will participate in a demonstration of how apple juice was made in the past. They will then experiment to see which of 4 enzymes give the most amount of juice production from applesauce. Students will graph and analyze their data. 

Lesson Time

Three Class Periods
50 Minutes

Objectives and Goals

  • Students will learn how the apple juice industry has changed due to the impact of Biotechnology.
  • Students will learn how enzymes work on plant cells.
  • Students will analyze individual and class data on production of juice.
  • Students will work in teams to collaborate on proper lab techniques.

Activities in this Lesson

  • As students walk into the classroom there is a bottle of apple juice and a full glass that the teacher is drinking.  Ask students how do we get apple juice?  Students will come to the conclusion that we smash apples and collect the juice.  Ask for a volunteer to take an apple, cut it up into small pieces, and then place it in a strong plastic container.  Have the student crush up the apple and collect the liquid and put it into a glass.  Ask students about the amount of juice compared to the apple?  Ask students what happens to the mashed up part?  Students should come to the conclusion that it becomes apple sauce.  Ask students what is apple sauce.  Teacher may have to guide students that they are plant cells and the juice is the liquid inside the cell.  Ask students if there a way to get anymore liquid out?  Help students to start thinking on a molecular level.  Present the four types of enzymes that we will be using.  Have students write a hypothesis on the enzyme amount that will give the most amount of juice.

  • Juice-o-meter Demo / Modeling

    Take 5 mL of applesauce and put a 800 uL of enzyme into a beaker.  I use pectinase as the example because it is the enzyme with the best results.  Tell students it will have to sit for 5 minutes but for demo you can just model.  Model how to make a juice-o-meter, a graduated cylinder with a funnel on top.  Take filter paper and fold three times to put in the funnel. Make sure filter paper is has one layer on one side, three on the other.  Then place applesauce and enzyme in filter paper and tell students we will let it sit for 30 minutes.  The liquid will drain to the bottom of the juice -o-meter.  Take measurement of liquid in mL.  Tell students they must make three trials.  Show students how to make a data table to take down data on three trials. 

    Resources and Materials

  • Lab Lab / Shop

    Students create their juice-o-meter in a group of two.  Teacher makes the groups be dividing up into enzyme groups and then different volume amounts of each enzyme. 

    Teacher moves through room checking for proper technique. 

    During the 30 minutes when the apple juice is draining.  Teacher can present the class data table on the board and how each student must figure out their average data and then put that numerical value on the data table.  

    Concept:  This is a great time while you are waiting for the liquid to drain to talk about how enzymes work.  I use the analogy of chemical scissors or glue.  Enzymes put molecules together or break them down. 

    Resources and Materials

  • Students must then take the class data table and work with their partner on graphing the data.  Have students make a column graph to easily represent the amount of juice production. I usually have the data table up on the SMART board and students go and put their information in.  Students need to take the enzyme amount and the volume and put them into a seperate columns and then graph the data.  I let them explore on how to make this graph correctly rather than showing them step by step. 

  • Use the data table and graph to analyze what enzyme provided the most amount of juice production.  Ask questions to the students about the results of different enzymes.  Ask students on their thoughts about the different enzymes amount compared with the juice produced.  Ask about the possible errors that could have occurred during this experiment.  How could we reduce those errors the next time we do this lab?  How important are those errors.

    Resources and Materials


Assessment Types:
Writing Samples, Demonstrations, Observations,

Students will have taken a picture of their juice-o-meter in action. Students can either print picture out and put in notebook or you could have them upload it on a google site. 

Students will have an individual data table with three trials and average data. Students can print these data tables and graphs up or they can upload them on to google site.

Students will write a three paragraph conclusion on the lab. Students can turn in essay to you or they can upload on to google site. 

This is an excellent lab to do a formal lab write up with.  I have attached an example. 

  • Lab Report Format final version.docx Lab Report Format final version.docx [ Download ]