Digital biomolecules escape room with 5 stations + decoders.
This digital escape-room style activity provides cumulative review of key organic compounds and biochemistry concepts through a sequence of structured problem-solving stations. Students apply previously learned knowledge to unlock codes by analyzing data, classifying molecules, and interpreting chemical evidence.
Students work through five stations that target major unit concepts:
Defining organic in scientific and consumer contexts
Identifying the four major classes of biomolecules
Interpreting food nutrient test results
Classifying substances as acidic, neutral, or basic using pH evidence
Applying knowledge of enzymes and their function
At each station, students use their answers to generate part of an escape code. Correct codes must be combined and formatted accurately to complete the challenge, reinforcing both content understanding and procedural precision.
This activity is designed to:
assess understanding of organic compounds and biomolecules
require application rather than recall
integrate multiple biochemistry skills in a single task
function as an end-of-unit review or synthesis activity
A teacher key is included to support efficient implementation. This lesson works well as a biomolecules or organic compounds unit review.
Middle School: Grades 7–8 (advanced students studying chemistry/biology connections)
High School: Grades 9–10, particularly in Living Environment, Biology, or Introductory Chemistry courses.
To preview this escape room, click here.
Mathematics: Logical reasoning and code-breaking reinforce analytical thinking.
ELA: Students interpret clues and follow procedural text to complete tasks, promoting reading comprehension and sequencing.
Technology Integration: Use of Google Forms promotes digital literacy and self-paced online assessment.
Extension Idea: Students could design their own “escape room” challenges explaining other biological processes (e.g., photosynthesis, genetics).
MS-LS1-7 – Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth or release energy.
MS-PS1-2 – Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction occurred.
MS-LS1-6 – Construct a scientific explanation based on evidence for the role of photosynthesis and biomolecule creation in the cycling of matter.
HS-LS1-6 – Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and other large carbon-based molecules.
HS-LS1-7 – Use a model to illustrate that cellular respiration is a chemical process whereby bonds are broken and formed to release energy.
HS-PS1-6 – Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
Analyzing and Interpreting Data: Students analyze food testing results (Benedict’s, Lugol’s, Biuret’s, Sudan Red) to classify organic compounds.
Developing and Using Models: Chemical bonding and macromolecule identification act as conceptual models for understanding structure and function.
Constructing Explanations: Students use test outcomes to infer macromolecular composition and predict reactions.
Engaging in Argument from Evidence: Students justify their reasoning when determining compound classes and pH levels.
Structure and Function: Students connect molecule structure (carbohydrates, proteins, lipids, nucleic acids) to biological function.
Energy and Matter: Exploration of chemical tests reveals how atoms rearrange but are conserved in reactions.
Patterns: Recognizing chemical indicators (color changes, reactions) reinforces pattern identification in experimental data.
CCSS.ELA-LITERACY.RST.9-10.3 – Follow precisely a complex multistep procedure when carrying out experiments or taking measurements.
CCSS.ELA-LITERACY.RST.9-10.7 – Translate quantitative or technical information expressed in words into visual form (and vice versa).
Digital biomolecules escape room with 5 stations + decoders.
This digital escape-room style activity provides cumulative review of key organic compounds and biochemistry concepts through a sequence of structured problem-solving stations. Students apply previously learned knowledge to unlock codes by analyzing data, classifying molecules, and interpreting chemical evidence.
Students work through five stations that target major unit concepts:
Defining organic in scientific and consumer contexts
Identifying the four major classes of biomolecules
Interpreting food nutrient test results
Classifying substances as acidic, neutral, or basic using pH evidence
Applying knowledge of enzymes and their function
At each station, students use their answers to generate part of an escape code. Correct codes must be combined and formatted accurately to complete the challenge, reinforcing both content understanding and procedural precision.
This activity is designed to:
assess understanding of organic compounds and biomolecules
require application rather than recall
integrate multiple biochemistry skills in a single task
function as an end-of-unit review or synthesis activity
A teacher key is included to support efficient implementation. This lesson works well as a biomolecules or organic compounds unit review.
Middle School: Grades 7–8 (advanced students studying chemistry/biology connections)
High School: Grades 9–10, particularly in Living Environment, Biology, or Introductory Chemistry courses.
To preview this escape room, click here.
Mathematics: Logical reasoning and code-breaking reinforce analytical thinking.
ELA: Students interpret clues and follow procedural text to complete tasks, promoting reading comprehension and sequencing.
Technology Integration: Use of Google Forms promotes digital literacy and self-paced online assessment.
Extension Idea: Students could design their own “escape room” challenges explaining other biological processes (e.g., photosynthesis, genetics).
MS-LS1-7 – Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth or release energy.
MS-PS1-2 – Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction occurred.
MS-LS1-6 – Construct a scientific explanation based on evidence for the role of photosynthesis and biomolecule creation in the cycling of matter.
HS-LS1-6 – Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and other large carbon-based molecules.
HS-LS1-7 – Use a model to illustrate that cellular respiration is a chemical process whereby bonds are broken and formed to release energy.
HS-PS1-6 – Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
Analyzing and Interpreting Data: Students analyze food testing results (Benedict’s, Lugol’s, Biuret’s, Sudan Red) to classify organic compounds.
Developing and Using Models: Chemical bonding and macromolecule identification act as conceptual models for understanding structure and function.
Constructing Explanations: Students use test outcomes to infer macromolecular composition and predict reactions.
Engaging in Argument from Evidence: Students justify their reasoning when determining compound classes and pH levels.
Structure and Function: Students connect molecule structure (carbohydrates, proteins, lipids, nucleic acids) to biological function.
Energy and Matter: Exploration of chemical tests reveals how atoms rearrange but are conserved in reactions.
Patterns: Recognizing chemical indicators (color changes, reactions) reinforces pattern identification in experimental data.
CCSS.ELA-LITERACY.RST.9-10.3 – Follow precisely a complex multistep procedure when carrying out experiments or taking measurements.
CCSS.ELA-LITERACY.RST.9-10.7 – Translate quantitative or technical information expressed in words into visual form (and vice versa).
