Biology 2015-2016
Unit D: Cellular Energy
Standards Addressed
During Unit
Overview
Students extend and apply their understanding of the metabolic process involved in organisms acquiring
and storing energy for sustaining life. Students will differentiate between the role of aerobic and
anaerobic respiration.
Highlighted Nature of
Science Standards
SC.912.L.18.8
SC.912.L.18.10
Fundamental Skills:
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Aerobic Respiration
Anaerobic Respiration
Role of ATP
Science laboratory safety practices
Coherence
In the grade prior students…
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Textbook Resources
Laboratory Investigations
Pearson Biology
Bromothymol Blue Indicator lab with aquatic plants
Sections 8.1 & 9.1, 9.2, 9.3
Bromothymol Blue Indicator Exercise Quick Lab
Fermentation activity using yeast & balloons
http://www.waterontheweb.org/curricula/bs/student/photo/study.html
Photosynthesis and Cell Respiration with Elodea
Science Assessment Resources
Additional Resources
EOC Success for Me Student and Teacher Resource page
Online Resources
Cellular Energy
http://www.biologycorner.com/ Excellent resources, worksheets, labs and ideas
EOC key terms: EOC Key terms are presented in glossary or flash card format
depending on your preference. You may also access them through Quizet.com at:
http://quizlet.com/_6s71t
http://concord.org/stem-resources/subject/biology  Online investigation for
extension of learning
Literature Connections:
Deeper Learning Opportunities
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
http://www.nature.com/scitable/topicpage/cell-energy-and-cell-functions-14024533
Cellular Energy Overview
http://www.nature.com/scitable/topicpage/yeast-fermentation-and-the-making-ofbeer-14372813 Role of Fermentation
Activity 18: Plants and Energy
POGIL:
Cell Respiration Activity
*Copy of Scientific Argumentation in Biology book and Biology POGIL book
provided to each HS
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit D: Cellular Energy
How is energy transformed to power metabolism?
Standard:
SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
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SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Living organisms require, store, and transport energy in the form of chemical energy.
Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
Organisms transfer energy using two types of respiration: aerobic and
anaerobic.
Identify the products and reactants in the chemical equation of cell
respiration.
Differentiate between the role of aerobic and anaerobic respiration.
Adenosine Triphosphate (ATP) produces and releases energy.
Develop logical argument that connects the role of adenosine triphosphate
(ATP) to energy transfers within a cell.
Trace the path of Oxygen and the movement of electrons throughout the
process
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
Unit D: Cellular Energy
Grade Concept: Respiration (adapted from Dade Schools)
Sample Scale
Score 4.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
Score 3.5
Score 3.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
The student:
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I am able to identify the reactants, products, & basic
functions of aerobic and anaerobic respiration.
Sample Performance Tasks
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Design an experiment using yeast that shows CO2 is a product of both
aerobic and alcoholic fermentation.
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Score 2.5
Score 2.0
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
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Score 1.5
Score 1.0
Construct a Venn diagram that compares and contrast aerobic
and anaerobic respiration giving examples of organisms that
use each process
Create a concept map that shows the reactants and products
of aerobic and anaerobic respiration.
Discuss the function of cellular respiration in organisms and
the different ways in which respiration is accomplished.
label the reactants and products in the equation for cell
respiration.
Identify the cellular organelle responsible for aerobic
respiration
Recognize that all organisms require a source of energy
to maintain metabolism
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
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Concept: Cellular Respiration
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and
Driving Questions
How do cells use cellular respiration to
release stored energy?
Resources
Ch. 9.1-2 – Cellular Respiration
Exercise Quick Lab
Vocabulary
anaerobic cellular respiration.
Glycolysis, NADH, ATP, Electron
Transport Chain
Concept: Types of Respiration
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and
Driving Questions
How are aerobic and anaerobic
respiration differentiated?
Vocabulary
anaerobic cellular respiration.
Resources
Ch. 9.1, 9.3
http://science360.gov/obj/video/fc30
5f06-c8ff-4123-a9db-45ace5080a2e
“Cheeseburger Chemistry: The bun”
Aerobic, Anaerobic,
Fermentation
Concept: Transfer of Energy
SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers
within a cell.
Driving Questions
How is energy cycled using ATP and
ADP?
Vocabulary
ATP, ADP, Phosphorous
Resources
Ch. 8.1
Teacher Background-MIT Blossoms
Video
ATP Student Interactive Tutorial:
The Mystery of Muscle Cell
Metabolism
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016
Biology 2015-2016
BIOLOGY EOC- Content Limits
SC.912.L.18.9
Items will not require the memorization of the stages, specific events, or intermediate molecules produced during these processes.
Items will not require the balancing of equations.
Items will not assess plant structures (under this standard)
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2015-2016