Carbon TIME:
Decomposers Unit
2016-17 Field Test Version
The Decomposers unit builds on what students learned
about organic and inorganic materials, how all systems
exist at multiple scales, and transformation of materials
and energy during chemical change in the Systems and
Scale and Animals units. In the Decomposers unit
students learn how the processes of digestion and
biosynthesis transform food molecules into the biomass of
an organism during growth, and how the process of
cellular respiration transforms organic materials to
inorganic materials and chemical energy to energy for
function and movement of organisms.
Principal Authors
Kirsten Edwards, Department of Teacher Education, Michigan State University
Hannah K. Miller, Education Department, Johnson State College
Christa Haverly, Department of Teacher Education, Michigan State University
Christie Morrison Thomas, Department of Teacher Education, Michigan State University
Nick Verbanic, Department of Teacher Education, Michigan State University
Charles W. “Andy” Anderson, Department of Teacher Education, Michigan State University
Contributing Authors
Craig Kohn, Jennifer H. Doherty, Wendy Johnson, Allison Freed, Jenny Dauer, Emily Scott,
Elizabeth Tompkins
Illustrations
Craig Douglas
This research is supported in part by grants from the National Science Foundation: A Learning
Progression-based System for Promoting Understanding of Carbon-transforming Processes
(DRL 1020187) and Sustaining Responsive and Rigorous Teaching Based on Carbon TIME
(NSF 1440988). Any opinions, findings, and conclusions or recommendations expressed in this
material are those of the author(s) and do not necessarily reflect the views of the National
Science Foundation or the United States Department of Energy.
This unit is also available online at http://carbontime.bscs.org/. Contact the MSU Environmental
Literacy Program for more information: [email protected].
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
1
Table of Contents
Principal Authors ....................................................................................................... 1
Contributing Authors ................................................................................................. 1
Illustrations ................................................................................................................ 1
Table of Contents ...................................................................................................... 2
General Unit Information ........................................................................................... 2
Unit Goals ................................................................................................................. 2
Unit at a Glance ........................................................................................................ 3
Next Generation Science Standards ......................................................................... 6
Table 2: Observations, Patterns, Models & Instructional Model ............................... 7
Materials List ............................................................................................................. 8
General Unit Information
For students who have studied Plants and Animals, the most important idea to learn from the
Decomposers unit is this: The answers to the Matter and Energy Questions are essentially the
same for animals and decomposers. This will be a surprising conclusion, because students
generally view decay as an entirely different process from animals eating and moving! What
students need to learn from the Decomposers unit is that the Movement Question is different for
decomposers and animals: decomposers digest food outside their bodies, then move small
organic molecules through their bodies for biosynthesis (growth) and cellular respiration (energy
for growth and functioning). Students already know the answers to the Matter Change Question
and the Energy Question from studying Animals. So, in this unit students just need to learn how
to apply their knowledge to different organisms that are a lot more like animals than they
thought!
Unit Goals
The tables below show goals for this unit in two forms. Table 1 shows unit learning objectives
aligned with inquiry and application practices. Table 1 also contrasts the goal performance with
performances of students at lower learning progression levels.
This table is followed by a list of Next Generation Science Standards (NGSS) addressed by this
unit.
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
2
Unit at a Glance
Note: Symbols designate activities where there are options about which activities to do:
Repeating activities: The same activities are also in the Plants and Animals units
Turtle symbols indicate more and less demanding activities. See
http://media.bscs.org/carbontime/files/Turtles_07.05.16-1.pdf.
Lesson 1 – Pretest and Expressing Ideas (50 min)
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Activity 1.1: Decomposers Unit Pretest (20 min)
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Activity 1.2: Expressing Ideas about How Things Decay (30 min)
Lesson 2 – Foundations: Zooming into Decomposers (2 hr 5 min)
Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)
Activity 2.2: Molecules Cells Are Made of (45 min)
Activity 2.3: Molecules in Cells Quiz (20 min)
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Activity 2.4: Questions about Decomposers (20 min)
Lesson 3 – Investigating Bread Molding (2 hr 40 min)
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Activity 3.1: Predictions about Bread Molding (50 min)
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Activity 3.2: Observing Bread Molding (60 minutes over 2 days)
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Activity 3.3: Evidence-Based Arguments about Bread Molding (50 min)
Lesson 4 –Explaining How Decomposers Move and Function (1 hr 20 min)
Activity 4.1: Molecular Models for Fungi Moving and Functioning: Cellular
Respiration (40 min)
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Activity 4.2: Explaining How Fungi Move and Function: Cellular Respiration (40
min)
Lesson 5 – Explaining How Decomposers Grow (1 hr 20 min)
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Activity 5.1: Tracing the Processes of Fungi Growing: Digestion and Biosynthesis
(40 min)
Activity 5.2: Molecular Models for Fungi Growing: Digestion and Biosynthesis (40
min)
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Activity 5.3: Explaining How Fungi Grow: Digestion and Biosynthesis (40 min)
Lesson 6 – Explaining Other Examples of Decomposers Growing, Moving, and
Functioning (varies)
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(Optional) Activity 6.1: Exploring Different Kinds of Decomposers (varies)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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Activity 6.2: Explaining Other Examples of Decomposers Growing, Moving, and
Functioning (50 min)
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(Optional) Activity 6.3: Explaining How All Decomposers Grow, Move, and
Function (50 min)
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Activity 6.4: Decomposers Unit Posttest (20 min)
Table 1: Unit Learning Objectives
Type of Objective
Learning Objective
Challenges for Level 2
Students
Challenges for Level 3
Students
Inquiry: Measurement
3. Planning and carrying
out investigations
4. Analyzing and
interpreting data
5. Using mathematics and
computational thinking
8. Obtaining, evaluating,
and communicating
information
Measure mass changes
in molding bread and
other materials.
Detect changes in CO2
concentration in
chambers with decaying
materials.
Level 3 students may have
trouble accounting for tare
mass and interpreting
small fluctuations in
readings on digital
balances. They will have
difficulty identifying threats
to accuracy and precision
in measurement.
Inquiry: Arguments from
evidence
2. Developing and using
models
3. Planning and carrying
out investigations
4. Analyzing and
interpreting data
5. Using mathematics and
computational thinking
6. Constructing
explanations
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Inquiry: Collective
validation
3. Planning and carrying
out investigations
4. Analyzing and
interpreting data
5. Using mathematics and
computational thinking
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Construct arguments
that use evidence about
changes in mass of
decaying materials and
carbon dioxide
concentration to defend
claims about movements
of atoms and chemical
changes during decay.
Level 2 students may have
trouble reading digital
balances and attaching
meaning to measurements
in small fractions of grams.
Level 2 students will not
think of air as a mixture of
different gases, so while
they can understand that
BTB detects carbon
dioxide, they will not think
of carbon dioxide as one of
the mix of gases in the air.
Level 2 students will not
interpret changes in mass
as evidence of movements
of atoms, believing instead
that materials “break down”
or are destroyed when they
decay. Level 2 students
are also likely to be
unaware that gases are
involved in the decay
process.
Level 2 students may focus
primarily on their own
results rather than seeing
the value of multiple
measurements.
Level 3 students will
understand that multiple
measurements are
valuable, but they will
have few strategies for
finding patterns across
multiple trials.
Find patterns in data
collected by multiple
groups about changes in
mass of decaying
materials and carbon
dioxide concentration.
Level 3 students will see
the relevance of evidence
to claims, but they will not
systematically consider
alternate hypotheses or
show how evidence
supports or refutes
specific claims.
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
4
Type of Objective
Application: Matter
Movement question
2. Developing and using
models
6. Constructing
explanations
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Application: Matter
Change question
2. Developing and using
models
6. Constructing
explanations
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Application: Energy
Change question
2. Developing and using
models
6. Constructing
explanations
7. Engaging in argument
from evidence
8. Obtaining, evaluating,
and communicating
information
Learning Objective
Challenges for Level 2
Students
Challenges for Level 3
Students
Describe systems and
processes in fungi in a
hierarchy of scales,
including atomicmolecular and
macroscopic scales.
Draw and explain
movements of materials
during 1) growth of fungi
and 2) function/
movement of an
organism, including
oxygen and food
entering fungal cells, and
carbon dioxide and water
vapor leaving fungus.
Identify the most
abundant organic
materials in decaying
matter, including
proteins and
carbohydrates, and use
food labels to find out
how concentrated they
are in different foods and
animal tissues.
Explain the chemical
changes that occur when
a fungus digests food
and creates new
biomass.
Explain the chemical
changes that occur
during cellular
respiration, representing
the changes with
molecular models and
chemical equations.
Identify forms of energy
involved in decay:
chemical energy,
movement, and heat
energy.
Explain energy
transformations during
decay processes. In
particular, chemical
energy stored in C-C
and C-H bonds of
organic molecules is
used to support life
processes in
decomposers and is
ultimately converted to
heat.
Level 2 students will
explain decay as a natural
process in which dead
things disappear or are
recycled. They will not
interpret mass loss as
evidence that atoms are
moving. They will
understand that
decomposers are agents of
decay, but not that
decaying materials are
moving into and through
decomposers.
Level 3 students will
recognize that materials
are moving during decay,
but they are likely to
explain mass loss as
being caused by matterenergy conversions,
leaving carbon dioxide, in
particular, out of their
accounts.
Level 2 students will
explain what happens as a
natural process (the
decaying material breaks
down or is recycled) rather
than as a chemical change
in which atoms and mass
are conserved. They may
recognize that
decomposers are involved,
but they will not consider
decaying materials to be
food sources for the
decomposers.
Level 3 students will
recognize that a chemical
change is taking place, but
they will not be able to
successfully trace all the
materials through the
decay process. They may
say that the decaying
matter is converted to
energy or that all the
matter is recycled through
the soil.
Level 2 students will
recognize that living
organisms have energy,
but may associate that
energy with vitality (dead
organisms have no energy)
rather than with organic
materials.
Level 2 students will not be
committed to conservation
of energy—the idea that
decay processes MUST
produce heat.
Level 3 students are likely
to identify dead things as
energy sources for
animals, but they may not
consider the same
materials to be energy
sources for decomposers.
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
5
Next Generation Science Standards
Middle School
• MS. Structure and Properties of Matter. MS-PS1-1. Develop models to describe the
atomic composition of simple molecules and extended structures.
http://www.nextgenscience.org/msps-spm-structure-properties-matter
• MS. Chemical Reactions. MS-PS1-2. Analyze and interpret data on the properties of
substances before and after the substances interact to determine if a chemical reaction
has occurred.
http://www.nextgenscience.org/msps-cr-chemical-reactions
• MS. Chemical Reactions. MS-PS1-5. Develop and use a model to describe how the total
number of atoms does not change in a chemical reaction and thus mass is conserved.
http://www.nextgenscience.org/msps-cr-chemical-reactions
• MS. Matter and Energy in Organisms and Ecosystems. MS-LS1-7. Develop a model to
describe how food is rearranged through chemical reactions forming new molecules that
support growth and/or release energy as this matter moves through an organism.
http://www.nextgenscience.org/msls-meoe-matter-energy-organisms-ecosystems
• MS. Matter and Energy in Organisms and Ecosystems. MS-LS2-3. Develop a model to
describe the cycling of matter and flow of energy among living and nonliving parts of an
ecosystem.
http://www.nextgenscience.org/msls-meoe-matter-energy-organisms-ecosystems
High School
• HS. Chemical Reactions. HS-PS1-4. Develop a model to illustrate that the release or
absorption of energy from a chemical reaction system depends on the changes in total
bond energy.
http://www.nextgenscience.org/hsps-cr-chemical-reactions
• HS. Chemical Reactions. HS-PS1-7. Use mathematical representations to support the
claim that atoms, and therefore mass, are conserved during a chemical reaction.
http://www.nextgenscience.org/hsps-cr-chemical-reactions
• HS. Matter and Energy in Organisms and Ecosystems. 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/or other large
carbon-based molecules.
http://www.nextgenscience.org/hsls-meoe-matter-energy-organisms-ecosystems
• HS. Matter and Energy in Organisms and Ecosystems. HS-LS1-7. Use a model to
illustrate that cellular respiration is a chemical process whereby the bonds of food
molecules and oxygen molecules are broken and the bonds in new compounds are
formed resulting in a net transfer of energy.
http://www.nextgenscience.org/hsls-meoe-matter-energy-organisms-ecosystems
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
6
Table 2: Observations, Patterns, Models & Instructional Model
Like all Carbon TIME units, this unit consists of an instructional model designed to teach for a
mastery of the unit’s inquiry and application goals. For more information about this, see the
“Carbon TIME Instructional Model” document at http://carbontime.bscs.org/resources.
Observations, Patterns, and Models in the Decomposers unit (layers of the triangle)
Decomposers)use)food)in)two)ways)
Materials)
for)growth:)
Biosynthesis)
Food)
Diges6on)
Energy:)
Cellular))
respira6on)
Observations and patterns: Students
investigate bread molding. Key
patterns in their observations:
• The combined mass of the bread
and the growing fungus goes down
as the mold grows.
• Molding bread emits CO2 into the
air.
5)
Models (and Explanations): Students explain digestion,
biosynthesis, and cellular respiration by connecting
macroscopic and atomic-molecular scales, and by answering
the Three Questions:
• Movement: Unlike animals, decomposers digest food
outside their bodies and absorb digested food.
• Matter change and energy:
o Like animals, fungi cells get the materials they need to
grow and divide through digestion and biosynthesis.
o Like animals, fungi cells get energy they need to move
and function through digestion and cellular respiration.
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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Materials List
Materials You Provide:
Activity 1.1: Decomposers Unit Pretest (20 min)
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pencils (1 per student, for paper version)
computer with an Internet connection (1 per student, for online version)
Activity 1.2: Expressing Ideas about How Things Decay (20 min)
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sticky notes (1 per student)
Time Lapse Videos of Decomposition:
http://www.plantpath.cornell.edu/PhotoLab/timelapse.html
Activity 2.3: Molecules in Cells Quiz (20 min)
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Pencils (1 per student)
Activity 2.4: Questions about Decomposers (20 min)
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(From previous lesson) 2.1 Comparing Plants, Animals and Decomposers Worksheet
Activity 3.1: Predictions about Bread Molding (50 min)
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(From previous lesson) Students’ ideas and questions they shared in Activity 1.2 Expressing
Ideas about How Things Decay
(From previous lesson) 1.2 Expressing Ideas Tool for Things Decaying
Time-lapse videos of decomposition:
http://www.plantpath.cornell.edu/PhotoLab/timelapse.html
Activity 3.2: Observing Bread Molding (60 min over 2 days)
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bromothymol blue (BTB) solution (less than 1 cup per group of four students)
digital balance (1 per group of four students)
plastic Petri dish (1 per group of four students)
labeled Petri dishes with moldy bread from the Pre-Lesson (1 per student)
(From previous lesson) Completed Pre 0.1 Bread Mold Investigation Set Up Worksheet
(From previous lesson) Bread Mold Investigation Class Results 11 x 17 Poster (or
Spreadsheet)
Activity 3.3: Evidence-Based Arguments about Bread Molding (50 min)
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(From previous lesson) Bread Mold Class Results 11 x 17 Poster (or Spreadsheet)
(From previous lesson) 3.2 Observing Bread Molding Worksheet
Activity 4.1: Molecular Models for Fungi Moving and Functioning: Cellular
Respiration (40 min)
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(From previous lesson) Students’ unanswered questions they shared in Activity 3.3
Evidence-Based Arguments for Bread Molding
(From previous lesson) 3.3 Evidence-Based Arguments Tool for Bread Molding
molecular model kit (1 per pair of students)
scissors (1 per pair of students)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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twist ties (at least 12 per pair of students)
video of decomposers moving, such as here
https://www.youtube.com/watch?v=3CPCFV46HDs
Activity 4.2: Explaining How Fungi Move and Function: Cellular Respiration (40
min)
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(From previous lesson) 3.3 Evidence-Based Arguments Tool for Bread Molding
Activity 5.1: Tracing the Process of Fungi Growing: Digestion and Biosynthesis
(40 min)
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pennies (10 per pair of students)
nickels (3 per pair of students)
video of a fungi growing, such as here:
http://www.plantpath.cornell.edu/PhotoLab/TimeLapse2/Amanita1_credits4_FC.html
Activity 5.2: Molecular Models for Fungi Growing: Digestion and Biosynthesis (40
min)
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scissors (1 per pair of students)
removable or re-stick tape (1 dispenser per pair of students)
Activity 5.3: Explaining How Fungi Grow: Digestion and Biosynthesis (40 min)
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(From previous lesson) 3.3 Evidence-Based Arguments for Bread Molding
(Optional) Activity 6.1: Exploring Different Kinds of Decomposers (varies)
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Spontaneous combustion of hay video: https://www.youtube.com/watch?v=zRNCrHqD0zE
Paper for writing answers to questions on 6.1 Exploring Different Kinds of Decomposers
Handout
Molecular model kits for modeling fermentation (if you do 6.1 Decomposers Without
Oxygen Reading and Modeling)
Activity 6.2: Explaining Other Examples of Decomposers Growing, Moving, and
Functioning (50 min)
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(from previous lesson) 1.2 Expressing Ideas Tool for Bread Molding
(from previous lesson) Bread Molding Class Results 11 x 17 Poster (or Spreadsheet)
(from previous lesson) 3.3 Evidence-Based Arguments Tool for Bread Molding
(Optional) Activity 6.3: Explaining How All Decomposers Grow, Move, and
Function (50 min)
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(From previous lesson) 6.2 Explaining Other Examples of Decomposers Growing, Moving,
and Functioning
computers (1 per pair of students, for option 2 in step 6)
blank posters (1 per pair of students or small group, for option 3 in step 6)
Activity 6.4: Decomposers Unit Posttest (20 min)
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pencils (1 per student, for paper version)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
9
•
computers with an Internet connection (1 per student, for online version)
Materials Available on the Website:
Activity 1.1: Decomposers Unit Pretest (20 min)
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Decomposers Unit Pretest (1 per student, for paper version)
Assessing the Decomposers Unit Pretest
Activity 1.2: Expressing Ideas about How Things Decay (20 min)
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1.2 Expressing Ideas about how Things Decay PPT
1.2 Expressing Ideas Tool for Things Decaying (1 per student)
1.2 Assessing the Expressing Ideas Tool for Things Decaying
Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)
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2.1 Comparing Plants, Animals, and Decomposers Worksheet (1 per student)
2.1 Assessing the Comparing Plants, Animals, and Decomposers Worksheet
2.1 Zooming Into Plants, Animals, and Decomposers PPT
Three Questions 11 x 17 Poster (1 per class)
Activity 2.2: Molecules Cells are Made of (45 min)
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2.2 Food Labels Worksheet (1 per student)
2.2 Grading the Food Labels Worksheet
2.2 Molecules Cells Are Made of PPT
2.2 Reading Nutrition Labels Handout (1 per pair of students)
2.2 Food Label Cards (1 per pair of students)
(Optional for more demanding classes) Posters about large organic molecules:
o Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class)
o Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class)
o Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)
Molecule 11 x 17 Poster (1 per class)
Metabolic Pathways Poster: http://www.sigmaaldrich.com/content/dam/sigmaaldrich/docs/Sigma/General_Information/metabolic_pathways_poster.pdf (1 per class)
Activity 2.3: Molecules in Cells Quiz (20 min)
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2.3 Molecules in Cells Quiz (1 per student)
2.3 Grading the Molecules in Cells Quiz
Activity 2.4: Questions about Decomposers (20 min)
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2.4 Questions about Decomposers PPT
Activity 3.1: Predictions about Bread Molding (50 min)
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3.1 Predictions about Bread Molding PPT
3.1 Predictions Tool for Bread Molding (1 per student)
3.1 Assessing the Predictions Tool for Bread Molding
Three Questions 11 x 17 Poster (1 per class)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
10
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Three Questions Handout (1 per student)
Carbon TIME Bread Molding Video
Activity 3.2: Observing Bread Molding (60 min over 2 days)
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3.2 Observing Bread Molding Worksheet (1 per student)
3.2 Grading the Observing Bread Molding Worksheet
3.2 Observing Bread Molding PPT
(Optional) BTB Color Handout (1 per group)
Carbon TIME Bread Molding Video
Activity 3.3: Evidence-Based Arguments for Bread Molding (50 min)
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3.3 Evidence-Based Arguments Tool for Bread Molding (1 per student)
3.3 Assessing the Evidence-Based Arguments Tool for Bread Molding
3.3 Evidence-Based Arguments Tool for Bread Molding PPT
Instructional Model Poster (1 per class)
Three Questions Handout (1 per student)
Activity 4.1: Molecular Models for Fungi Moving and Functioning: Cellular
Respiration (40 min)
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Molecular Models 11 x 17 Placemat (1 per pair of students)
4.1 Molecular Models for Fungi Cellular Respiration Worksheet (1 per student)
4.1 Grading the Molecular Models for Fungi Cellular Respiration Worksheet
4.1 Molecular Models for Fungi Cellular Respiration PPT
(Optional) 4.1 Cellular Respiration Handout (1 per student)
Decomposer 11 x 17 Poster (1 per class)
Three Ways to Represent Glucose 11 x 17 Poster (1 per class)
Forms of Energy Cards (1 set per pair of students)
Activity 4.2: Explaining How Fungi Move and Function: Cellular Respiration (40
min)
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4.2 Explanations Tool for Fungi Cellular Respiration (1 per student)
4.2 Explaining How Fungi Move and Function: Cellular Respiration PPT
4.2 Grading the Explanations Tool for Fungi Cellular Respiration
Decomposer 11 x 17 Poster (1 per class)
Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (1 per student)
Activity 5.1: Tracing the Processes of Fungi Growing: Digestion and Biosynthesis
(40 min)
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5.1 Tracing the Processes of Fungi Growing: Digestion and Biosynthesis PPT
5.1 Tracing Atoms and Energy in Decomposers Worksheet (1 per student)
5.1 Grading the Tracing Atoms and Energy in Decomposers Worksheet
Decomposers 11 x 17 Poster (1 per pair of students)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)
Metabolic Pathways 11 x 17 Poster (http://www.sigmaaldrich.com/content/dam/sigmaaldrich/docs/Sigma/General_Information/metabolic_pathways_poster.pdf) (1 per class)
Activity 5.2: Molecular Models for Fungi Growing: Digestion and Biosynthesis (40
min)
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5.2 Molecular Models for Fungi Growing: Digestion and Biosynthesis PPT
5.2 Polymers for Cutting Handout (1 copy for every four students)
Molecular Models 11 x 17 Placemat (1 per pair of students)
Forms of Energy Cards (1 per pair of students)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)
Decomposer 11 x 17 Poster (1 per class)
Activity 5.3: Explaining How Fungi Grow: Digestion and Biosynthesis (40 min)
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5.3 Explaining How Fungi Grow: Digestion and Biosynthesis PPT
5.3 Explanations Tool for Fungi Digestion (1 per student)
5.3 Explanations Tool for Fungi Biosynthesis (1 per student)
5.3 Grading the Explanations Tools for Fungi Digestion
5.3 Grading the Explanations Tools for Fungi Biosynthesis
Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (1 per student)
Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class)
Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)
(Optional) Activity 6.1: Exploring Different Kinds of Decomposers (varies)
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6.1 Exploring Different Kinds of Decomposers (1 per student)
6.1 Bacteria Handout
6.1 Dr. Death Handout
6.1 Decomposers Without Oxygen Reading and Modeling
Activity 6.2: Explaining Other Examples of Decomposers Growing, Moving, and
Functioning (50 min)
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6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT
6.2 Explaining Other Examples of Decomposers Growing, Moving, and FunctioningBacteria
6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning- Bread
Mold
6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning- Shelf
Fungus
6.2 Grading Explaining Other Examples of Decomposers Growing, Moving, and Functioning
Three Questions 11 x 17 Poster (1 per class)
Three Questions Handout (1 per student)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
12
(Optional) Activity 6.3: Explaining How All Decomposers Grow, Move, and
Function (50 min)
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6.3 Explaining How All Decomposers Grow, Move, and Function PPT
6.3 Explaining Functions that All Decomposers Share Worksheet (1 per student for option 1
in step 6)
6.3 Grading the Explaining Functions that All Decomposers Share Worksheet
Activity 6.4: Decomposers Unit Posttest (20 min)
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6.4 Grading the Decomposers Unit Posttest
6.4 Decomposers Unit Posttest (online or paper version)
Decomposers Unit
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
13