Name: _________________________________
Class: _______________________________
Date: _______________
6.1 Explaining Other Examples of Plants Growing, Moving, and Functioning- All
Plants
This worksheet has “grading” in the title because if they discuss these questions in class, students can be held accountable for correct answers.
Level 4 (correct) responses to the questions are in blue bold italics below.
Red italics suggest ways to grade student responses by giving them points for correct or partially correct answers. There are 30 points total on this
worksheet.
All plants use photosynthesis, cellular respiration, and biosynthesis to grow, move, and function.
Drawing and labeling arrows:
1. Draw lines from the cell pictures to the tree picture to show the location of each cell in the tree.
2. Draw arrows to show how carbon-containing molecules move through the tree for each cell to perform its process*
3. Draw arrows into, through, or out of the dark-bordered cells to show how molecules move for the cell’s process.
4. Label the arrows with the kind of molecule (large organic, small organic, CO2).
There should be labeled arrows on each of the four drawings:
Macroscopic scale whole plant drawing (1 point for each line or labeled arrow: 7 points total):
• 3 lines connecting each cell to an appropriate place in the plant
• Sugar traveling from the leaves to the rest of the plant
• Water with dissolved minerals entering the plant through the roots and traveling through the plant
• CO2 leaving the plant (at night/in the dark) and O2 leaving the plant (during the day/in the light)
Leaf cell drawing (1 point for each labeled arrow: 4 points total):
• Arrow labeled “carbon dioxide,” or “CO2” going into the leaf cell
• Arrow labeled “water” or “H2O” going into the leaf cell
• Arrow labeled “glucose,” “sugar,” or “C2H12O6” going out of the leaf cell
• Arrow labeled “oxygen” or “O2” going out of the leaf cell
Stem cell drawing: cellular respiration (1 point for each labeled arrow: 4 points total):
• Arrow labeled “glucose,” “sugar,” or “C2H12O6” going into the stem cell
• Arrow labeled “oxygen” or “O2” going into the stem cell
• Arrow labeled “carbon dioxide” or “CO2” going out of stem cell
• Arrow labeled “water” or “H2O” going out of stem cell
Root cell drawing: biosynthesis (1 point for each label or labeled arrow: 3 points total):
• An arrow showing small organic molecules or monomers going into the root cell
• An arrow stowing minerals going into the root cell
• A label showing large organic molecules (or polymers) staying in the root cell.
Plants Unit, Activity 6.1
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
Write explanations of the cellular processes that allow a tree to move, grow, and function in the boxes. Remember to answer the Three
Questions and follow the conservation rules! Be sure to connect the processes to tell the whole story.
Photosynthesis in a Tree’s Leaf
Cells
Level 4 responses should include answers
to each of the four numbered steps on the
Three Questions poster and handout:
1. Matter movement: Carbon dioxide
and water enter into the leaf cell.
2. Matter change: Carbon dioxide and
water are changed into glucose and
oxygen.
3. Energy change: Light energy from
the sun is changed into chemical
energy stored in the C-C and C-H
bonds in the glucose.
4. Matter movement: Glucose and
oxygen leave the leaf cell and travel
throughout the plant for use in
biosynthesis and cellular
respiration.
1 point for each correct part of the answer: 4
points total
Biosynthesis in all a Tree’s Cells
Level 4 responses should include answers to each of the four numbered
steps on the Three Questions poster and handout:
1. Matter movement: Small organic molecules (or monomers, such as
amino acids, sugars, fatty acids, and glycerol) and minerals enter the
plant’s cell.
2. Matter change: The small organic molecules and minerals are
combined to make large organic molecules (or polymers, such as
carbohydrates, fats/lipids, and proteins).
3. Energy change: The chemical energy stored in the C-C and C-H bonds
in the small organic molecules (monomers) stays in these bonds when
they are combined into large organic molecules (polymers).
4. Matter movement: The cell grows bigger and may eventually divide as
more large organic molecules (polymers) are made.
1 point for each correct part of the answer: 4 points total
Cellular Respiration in all a Tree’s Cells
Level 4 responses should include answers to each of the four numbered
steps on the Three Questions poster and handout:
1. Matter movement: Glucose (and other small organic molecules) come
into the cell from the phloem.
2. Matter change: Glucose reacts with oxygen to produce carbon dioxide
and water.
3. Energy change: Chemical energy in glucose is transformed into
motion and heat energy (and energy for other cell functions).
4. Matter movement: Carbon dioxide and water leave the cell
1 point for each correct part of the answer: 4 points total
Remember: Atoms last forever (so you can arrange atoms into new molecules, but can’t add or subtract atoms).
Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).
Plants Unit, Activity 6.1
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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