
Chances are that I am in the minority of biology teachers who actually prefers teaching the four types of macromolecules over most other topics. I’m also that unique case of someone doing much better in organic chemistry in college than general chem. That might have something to do with the fact that I was a lot more focussed on my classes during my sophomore year (freshman chemistry on a Friday morning at 8am after a Thursday night of shenanigans went together about as well as trying to mix oil and water). Regardless of the reasoning, my passion for teaching organic molecules to my students in both biology and AP biology has helped in our chemistry units and beyond.
Before I jump to some of my tips for teaching the four types of macromolecules, I want to stress that you shouldn’t rush through the process of teaching the importance of macromolecules to your students (unless you really want to spend a lot more time reteaching throughout the school year). Macromolecules are woven through the biology curriculum and I’ve found that when students have a strong understanding of their structure and function, then they will understand future topics much better.
Make Teaching The Building Blocks Of Macromolecules A Priority
By the time I am ready to introduce macromolecules to my students, I have already covered my introduction to chemistry lectures and we have reviewed the properties of water. My students should have the basics under their belt when I begin referring to certain elements (mostly carbon TBO), as we dive into the building blocks of macromolecules. I am always reminding my students to look for the connections between structure and function in biology and the building blocks of macromolecules.

For each macromolecule group I spend a good amount of time explaining their monomers. I make sure students know what they look like (I use plenty of pictures in my lectures) but I don’t stop there. We discuss examples of the building blocks and why they are important. For example, when teaching about nucleic acids, I get the opportunity to review nucleotides which my students learned about in middle school. I know they forgot most of what they learned just a few years earlier, but it allows me to bridge the information. This way when we get to our unit on DNA and RNA, I can also refer back to when we covered macromolecules. One of my favorite resources to support my students on the building blocks is my macromolecule doodle notes worksheet. It’s also differentiated so I can have my students use the version that will help them the most in understanding macromolecules.
Use A Concept Map For Macromolecules To Help Students Make Connections Between Key Terms
After I have covered the four types of macromolecules with our lecture notes and we have built a better understanding with both the doddle notes and my macromolecules worksheet, I often will check for understanding with a concept map for macromolecules. I love to use concept maps as a type of formative assessment in my biology classes. I begin by having students work independently on the concept map without their notes. This can become a great bellringer activity as well to begin class. After 4-5 minutes I let my students work in small groups to help each other. Finally we will review the macromolecules concept map as a class. This activity helps me know if we are ready to move on or if I need to spend more time with any of the four classes of macromolecules.

Build Understanding With A Macromolecules Lab
There are so many engaging labs that can be done during a chemistry unit that it’s hard to pick which ones to complete (time and resources are often limited). My favorite macromolecules lab is a carbohydrate identification lab. It gives me a chance to review the scientific method and the metric system, topics we covered in just a few weeks prior in class. And I also get to review lab safety and make it a point of emphasis considering we will be using chemicals and hot plates during this lab.
My carbohydrate lab gives me another opportunity to connect structure and function and students identify monosaccharides (glucose), disaccharides (sucrose), and polysaccharides (starch) by using Benedict’s solution and an iodine solution to identify various carbohydrates. Another common macromolecules lab is a catalase enzyme lab that converts hydrogen peroxide into water and oxygen. In my class we use the carbohydrate lab when covering macromolecules and then I will include a liver enzyme lab when teaching chemical reactions the following week.
Know When To Test On Macromolecules
My final tip on teaching macromolecules is to reteach as needed before testing. Don’t get married to the idea that because you set a test date on your calendar , you have to stick to it. You have the ability to pivot as needed. As I mentioned before, macromolecules will be a topic that is embedded throughout the curriculum so it’s important that students have a strong understanding. Chances are your next unit will be on cell structures and functions and if students have mastered the four types of macromolecules (carbohydrates, lipids, proteins, and nucleic acids) their comprehension of cells will also be greater. My favorite review lesson before a summative test is to use biology task cards as a pretest. Students can play a review game or you can use the digital version and have students test themselves and report back on how they did. This gives you, the teacher, a better understanding of what topics your students have mastered and which need a more review.
Final Thoughts….
As you dive deeper into your curriculum, teaching the four types of macromolecules has the potential to set you students up for success throughout your class. Macromolecules can be the foundation to cells, photosynthesis, DNA, and many other topics that you will cover in your science class. The time and focus you invest now will pay dividends for the rest of the school year.