Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
EL Worksheets for Animals Unit:
Table of Contents
2013-14 Field Test
This document includes the pre-test and all worksheets for Animals. The name of
each worksheet includes the lesson and activity for which it is intended (e.g., Lesson
3.2 indicates Lesson 3 Activity 2).
Table of Contents
Lesson 1.1 Animals Unit Pretest .................... Error! Bookmark not defined.
Vocab List ................................................................................................................................. 2
Three Questions Handout ................................................................................................. 3
Lesson 2.1 What a Carrot Is Made Of ........................................................................... 4
Lesson 2.1 Exploring Food Labels Worksheet ......................................................... 6
BTB Information and Instructions ................................................................................ 7
Lesson 3.1 Mealworms Initial Predictions and Explanations Worksheet .... 9
Lesson 3.2 Mealworms Observations and Conclusions Worksheet ............ 12
Lesson 4.1 Explaining Mealworms Growing Worksheet .................................. 16
Lesson 4.3 Explaining Digestion and Biosynthesis Worksheet ..................... 19
Lesson 5.1 Explaining Mealworms Using Energy To Move Worksheet ..... 22
Lesson 5.2 What is Cellular Respiration ..... Error! Bookmark not defined.
Lesson 5.2 Molecular Models Worksheet .. Error! Bookmark not defined.
Lesson 6.1 Animals Growing and Using Energy to Move Worksheet ......... 25
This unit is one of six units developed by the Carbon TIME project, a partnership including Michigan State
University, National Geographic Educational Programs, Seattle Public Schools, Mr. Kemmis, and the Natural
Resources Ecology Laboratory. Development is supported by a grant from the National Science Foundation: A
Learning Progression-based System for Promoting Understanding of Carbon-transforming Processes (DRL
1020187). 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.
1
Name _____________________________ Date ____________ Hour
Teacher ______________________
Vocab List
1. Organic material
2. Inorganic material
3. Atom
4. Molecule
5. Element
6. Mass
7. Chemical energy
8. Heat energy
9. Cellular respiration
10.Photosynthesis
11.Polymer
12.Monomer
13.Digestion
14.Biosynthesis
15.Biomass
2
Carbon TIME Animals Unit
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Three Questions Handout
Scientific explanations of processes include answers to
three questions:
3
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 2.1 What a Carrot Is Made Of
The nutrition label for raw carrots tells us about what materials
Since the serving
carrots are made of.
size is 100 g,
1 g = 1%
Calories measure
the amount of
energy in the
bonds of the
This part of the
carrot’s organic
label tells us that
materials
carrots are 0% fat.
Carbohydrates
Cholesterol,
include:
sodium (in salt),
 Sugars like
vitamins, and
glucose: 5% of
minerals all add
the carrot.
up to less than
 Indigestible
1% of the carrot.
fibers like
cellulose: 3%
About 1% of
of the carrot
the carrot is
 Starch: 2% of
the carrot
protein.
If you add up all the materials on the food label, here is what you get:
Fat: 0 g or 0% of the mass.
Cholesterol, sodium, vitamins, and minerals: less that 1 g or 1% of the mass
Carbohydrates (sugar, starch, fiber): 10 g or 10% of the mass
Protein: 1 g or 1% of the mass
Total for all organic materials and minerals: about 12 g or 12% of the mass. This
means that the other 89% of the mass of the carrot is WATER!
4
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Kinds of Molecules in Food
You have probably seen nutrition labels that are found on most food packages.
Scientists use tests to find out what makes up the foods we eat, and then food companies
use labels so that people who buy their products also know what makes up these foods.
The first page of this handout shows a label for carrots. Now, take a closer look at the
label and think about what each of the things provide our bodies.
What are calories?
The label shows that there are 41 calories in every 100 grams of carrots. But what
are calories?
Scientists use “calories” to measure how much chemical energy is found in foods.
Foods that have calories are good sources of chemical energy for our bodies. Things that
do not have calories cannot provide chemical energy for our bodies. Food is our only
source of chemical energy.
What are the main organic materials in food?
The basic building blocks of food—and of all plant and animal bodies—are organic
materials, including carbohydrates, proteins, and fats. These organic materials are made
mostly of carbon, hydrogen, and oxygen atoms and have high-energy bonds.
 Carbohydrates include sugars, starches, and fiber. Carbohydrates are
found in most foods, especially breads, pastas, sweets, and vegetables,
like potatoes.
 Proteins are found in all living things. Some foods, such as meats, beans,
and dairy products, have lots of protein.
 Fats are found in many foods, such as butter that we use for cooking and
baking.
What about water?
All plant and animal bodies and most foods are made mostly of organic materials
and water. You can figure out how much water is in a food by subtracting the mass of the
organic materials from the total mass of the food (100 g for this label).
What about vitamins and minerals?
Look at the label carefully. It also includes other materials that our bodies need in
small amounts (less than 1%) to stay healthy. These include vitamins (vitamin A and
vitamin C), cholesterol, and minerals (sodium and iron) are important for our bodies to stay
healthy. These materials are important for our health, but they make up only a small part
of our food.
Now you will work with a group to look at different nutrition labels. In your group,
you will need to decide which foods have different materials that our bodies need to live
and grow.
5
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 2.1 Exploring Food Labels Worksheet
Compare the foods on the Lesson 2.1 Nutrition Labels Cards.
1. Find the weight in grams of main organic materials in the food: carbohydrates, fats, and proteins.
2. Remember that the total weight of vitamins and minerals is less than 1 gram.
3. Calculate the amount of water by subtracting the mass of the organic materials from the total mass (100 g).
4. Find the amount of chemical energy (calories) in your food.
FOOD NAME
Organic materials
Minerals
Water
Chemical
(grams)
energy
Fat
Carbohydrates
Protein
(Sodium)
(grams)
(grams)
(grams)
(grams)
1
2
3
4
5
6
7
8
9
6
(calories)
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
BTB Information and Instructions
How BTB works:
BTB stands for “bromothymol blue”
which is colorimetric indicator for
solution pH. In Carbon TIME we use
BTB to detect CO2. When CO2
dissolves in water, it forms a weak acid
(carbonic acid), which makes the pH of pure water as low as 5.5. In solutions with
pH > 7.1 BTB is blue. In solutions with pH < 6.4 BTB is yellow. Most tap water had
too many ions in it that buffer the pH of the water, making it slow to acidify with
added CO2, so distilled water is usually necessary.
Yellow
green
blue
Here’s how to mix BTB solutions for your investigations:

BTB works best with distilled water.

Most commonly, purchased stock solution are 0.04 %
aqueous BTB. We recommend diluting the BTB in a
10:1 solution with water as it will conserve your stock.
BTB will work the same way when it is more diluted,
but the color will appear lighter.
7
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________

During the experiments, if you are using petri dishes to contain BTB, you may
want darker (more concentrated) BTB than if you were using a deeper cup as
a container for BTB.

One quick way to make a batch is to use a plastic gallon jug of distilled water,
remove at least 200 mls of water to make space, then and add about 400 mls
of BTB.

Because the pH of distilled water is less than 7, you will most likely need to
add a base to increase the pH to make a blue color. You will need to add a
dilute strong base. (A weak base like baking soda will buffer the solution and
it will not acidify as easily with exposure to CO2.) A gallon of distilled water
and BTB needs just a few drops of 0.1 M NaOH, so add them one at a time
and mix the solution between drops.
Influence of carbon dioxide on the pH of water
Carbon dioxide can change the pH of water. This is how it works:
Carbon dioxide dissolves slightly in water to form a weak acid
called carbonic acid, H2CO3, according to the following reaction:
CO2 + H2O --> H2CO3
After that, carbonic acid reacts slightly and reversibly in water to
form a hydronium cation, H3O+, and the bicarbonate ion, HCO3-,
according to the following reaction:
H2CO3 + H2O --> HCO3- + H3O+
This chemical behavior explains why distilled water, which normally has a neutral pH
of 7 has an acidic pH of approximately 5.5 when it has been exposed to air (and
ambient CO2).
8
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 3.1 Mealworms Initial Predictions
and Explanations Worksheet
You will be doing an investigation of mealworms moving. Here are the tools that
you will have:
One digital balance
A sealable 9.5 cup container
Bromothymol blue (BTB) solution to detect CO2 in the air inside the
container
One plastic petri dish
One small container to hold mealworms
Mealworms (10-15 g or 100-150 mealworms, per group)
Potato (food for mealworms)
Make predictions that will help you answer the three questions. Use the table on the
next page.
9
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Predictions about mass changes: What
The Movement Question: Explaining
are your predictions about objects or
your predictions about mass changes:
materials that will gain or lose mass?
Draw your ideas about how atoms are
What will gain mass?
moving on
the
picture
below.
What will lose mass?
Where are atoms moving from?
Where are atoms going to?
10
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Predictions about changes in BTB: Do
The Carbon Question: Explaining your
you think that BTB will change color if it
predictions about BTB color changes:
is in a closed container with mealworms
What do you think is happening to
eating?
molecules that have carbon atoms in
them?
YES
NO
What color change do you predict?
The Energy Question: Explaining changes in forms of energy: How do you think
that energy is changing from one form to another?
11
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 3.2 Mealworms Observations and
Conclusions Worksheet
A. Procedures to follow
1. ☐ Get a small container for your mealworms during the investigation. Make sure
the container is deep enough for mealworms to not crawl out, or has holes in
the lid for ventilation so your mealworms have air.
2. ☐ If your mealworms are already in their meal bedding and container, you will
need to separate the mealworms from the bedding. Using the end of a pencil,
separate all the worms from the meal. If your worms come already separated
from bedding, skip this step.
3. ☐ Place an empty small container onto the digital balance and “zero” out the
scale. Then gently pour about 15 g of mealworms into this container. Record on
your worksheet the “Mass of the mealworms before” box.
4. ☐ Cut a small piece off of the potato (about 10g) and place on the scale. Record
on your worksheet the “Mass of the potato before” box.
5. ☐ Place the piece of potato that you massed into the container with worms.
6. ☐ Place the small container with the worms and food into a larger sealable 9.5
cup container.
7. ☐ Place a petri dish with about 25 ml of blue BTB into the large sealable 9.5 cup
container near the container with the mealworms. Record the color of the BTB in
the “Color of BTB before” box. Seal the large sealable 9.5 cup container.
8. ☐ Final Mass: After 24 hours you will measure the mass of the potato and the
mass of the mealworms. Use the same “zeroing” procedures as above. Record
mass measurements in the “Measurements After” boxes. Observe the color of the
BTB and record it in the “Changes in color of BTB” box.
12
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
B. Measurements during the investigation. Record your measurements on the
table below.
Measurements Before
Measurements After
Mass of mealworms before
Mass of mealworms after
Time: _____________________
Time: _____________________
Mass: ________________ grams
Mass: ________________ grams
Change in mass: ________________ grams
Mass of potato before
Mass of potato after
Time: _____________________
Time: _____________________
Mass: ________________ grams
Mass: ________________ grams
Change in mass: ________________ grams
Color of BTB before
Time: _____________________
Color of BTB: _________________________
Changes in color of BTB
Time: _______________ Color: ___________
Time: _______________ Color: ___________
Change in color: _______________________
13
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
C. Results for the whole class: Make notes about how the measurements and
observations of other groups in the class compared to yours.
Changes in mass of mealworms
Changes in mass of the potato
Changes in color of BTB
14
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Changes in mass of the mealworm plus potato:
Mass of mealworms plus potato before____________
Mass of mealworms plus potato after _____________
Did the overall change in mass of the mealworms plus potato (circle one):
INCREASE
DECREASE
STAY THE SAME
D. UNANSWERED QUESTIONS: What questions about movement of atoms, about
molecules with carbon atoms, or about changes in forms of energy can you NOT
answer based on evidence from the investigation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Animals must eat food in order to 1) grow and in order to 2) have energy to do
things like moving. You will use the evidence you collected in this investigation to
help explain how animals grow and move.
15
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 4.1 Explaining Mealworms
Growing Worksheet
Mealworms, and other animals, eat food in order to grow. Think about mealworms
GROWING when you are answering the Three Questions below. Here’s how you will
answer the questions:
1. The Location/Movement Question: Where are atoms moving?
a. You will answer the questions below to show the important movements of
atoms into an animal (a mealworm) while it is growing.
2. The Carbon Question: What is happening to carbon atoms?
a. You will use paperclips to make molecules of food and animals, and then
show how the atoms can be rearranged into the bodies of animals.
b. You will use the Matter and Energy Process Tool to explain how carbon
atoms in food can become carbon atoms in animals when food is digested
and animals undergo biosynthesis.
3. The Energy Question: What is happening to chemical energy?
a. You will use the Matter and Energy Process Tool to explain how the
chemical energy in food remains as chemical energy in similar molecules
in animal’s bodies.
A. Answering the Location/Movement question
Use the results from the mealworm investigation to answer the questions below.
16
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Drawing motions of atoms: Draw arrows to show how atoms move into, through,
and out of the mealworm as it grows.
In the mealworm: What kinds of
In the potato: What kinds of molecules
molecules are in the mealworms?
are in the potato?
Where did those molecules come from?
How are those molecules different from
those in the mealworm?
17
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
What atoms are those molecules made
of?
How might these molecules be changed
when the mealworm eats them?
How are the materials of the mealworm’s
body made?
18
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 4.3 Explaining Digestion and
Biosynthesis Worksheet
You used paperclips to show what happens to polymers when they go through
digestion and are used to grow. At each location describe what is happening to the
organic molecules.
Part A
Location #1: DIGESTIVE SYSTEM (STOMACH and SMALL INTESTINES)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Location #2: BLOOD and MUSCLE CELLS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
19
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Part B Revising your answers to the Three Questions. Try revising your answers
to the Three Questions using the Process Tool below for animals DIGESTING food.
20
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Part III Revising your answers to the Three Questions. Try revising your answers
to the Three Questions using the Process
21
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 5.1 Explaining Mealworms Using
Energy To Move Worksheet
4. Mealworms, and other animals, eat food in order to grow. Think about
mealworms MOVING when you are answering the Three Questions below. Here’s
how you will answer the questions:
5. The Location/Movement Question: Where are atoms moving?
a. You will answer the questions below to show the important movements of
atoms into an animal (a mealworm) while it is moving.
6. The Carbon Question: What is happening to carbon atoms?
a. You will use molecular models to make molecules of glucose and oxygen,
then show how the atoms can be rearranged into carbon dioxide and
water.
b. You will use the Matter and Energy Process Tool to explain how carbon
atoms in mealworms can become carbon atoms in carbon dioxide when
an animal moves.
7. The Energy Question: What is happening to chemical energy?
a. You will use molecular models identify high-energy bonds (chemical
energy) in the molecules involved when an animal moves.
b. You will use the Matter and Energy Process Tool to explain how the
chemical energy in glucose is changed into other forms of energy: motion
and heat.
22
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
The Location/Movement Question: Drawing motions of atoms: Draw arrows to
show how atoms move into, through, and out of a mealworm moving.
The Carbon Question: Atoms and
Molecules that mealworm breathes
molecules going into a mealworm:
out: What kinds of molecules does a
What kinds of molecules does a
mealworm breathe out?
mealworm eat?
What atoms are in those molecules?
23
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
What atoms are those molecules made
of?
Where did the atoms come from that a
What kinds of molecules does a
mealworm breathes out?
mealworm breathe in?
What atoms are those molecules made
of?
The Energy Question: What forms of
What changes in forms of energy take
energy are in a mealworm’s body?
place when a mealworm moves?
24
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
Lesson 6.1 Animals Growing and Using
Energy to Move Worksheet
Choosing examples. Choose two examples of animals growing and moving from a
list that your teacher will provide
A. First example: What example did you choose? _____________________
Using the Process Tool to answer the Three Questions. Answer the Three
Questions using the Process Tool below.
CHECKING YOURSELF: Does you account follow the rules?
☐ Atoms last forever: Do your answers to the questions explain how atoms can
move or be rearranged into new molecules, but are not created or destroyed?
☐ Energy lasts forever: Do your answers to the questions explain how energy
changes from one form to another, but there is the same amount of energy after
the process as before?
25
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
BONUS: Making molecular models. Make a molecular model of the material you
chose and show how it can combine with oxygen to produce the products.
BONUS: Writing the chemical equation. Use the molecular formulas and the yield
sign () to write a balanced chemical equation for the reaction:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Second example: What example did you choose? _____________________
Using the Process Tool to answer the Three Questions. Answer the Three
Questions using the Process Tool below.
26
Name _____________________________ Date ____________ Hour
Carbon TIME Animals Unit
Teacher ______________________
CHECKING YOURSELF: Does you account follow the rules?
☐ Atoms last forever: Do your answers to the questions explain how atoms can
move or be rearranged into new molecules, but are not created or destroyed?
☐ Energy lasts forever: Do your answers to the questions explain how energy
changes from one form to another, but there is the same amount of energy after
the process as before?
BONUS: Making molecular models. Make a molecular model of the material you
chose and show how it can combine with oxygen to produce the products.
BONUS: Writing the chemical equation. Use the molecular formulas and the yield
sign () to write a balanced chemical equation for the reaction:
_________________________________________________________________________
27