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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Biology 9-12
Unit: Energy Transformations
Differentiated Task
Investigating the Roles of Photosynthesis and Respiration in the Processes of Energy
Transfer and Nutrient Cycling in Elodea
Overview: Through laboratory investigations, students model and explain the flow of energy
through ecosystems and describe the cycling of carbon and oxygen through photosynthesis and
respiration.
Standards (Content and Characteristics):
SB3. Students will derive the relationship between single-celled and multi-celled organisms
and the increasing complexity of systems
a. Explain the cycling of energy through the processes of photosynthesis and
respiration.
SB4. Students will assess the dependence of all organisms on one another and the flow of
energy and matter within their ecosystems
b. Explain the flow of matter and energy through ecosystems by
Arranging components of a food chain according to energy flow
Comparing the quantity of energy in the steps of an energy pyramid
Explaining the need for cycling of major nutrients (C,O,H,N,P)
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
c. Explain that further understanding of scientific problems relies on the design and
execution of new experiments, which may reinforce or weaken opposing
explanations.
SCSh2. Students will use standard safety practices for all classroom laboratory and field
investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and
violations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 1 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
SCSh4. Students will use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.
SCSh5. Students will demonstrate the computation and estimation skills necessary for
analyzing data and developing reasonable scientific explanations.
b. Consider possible effects of measurement errors on calculations.
SCSh6. Students will communicate scientific investigations and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data.
c. Use data as evidence to support scientific arguments and claims in written or oral
presentations.
SCSh8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigators control the conditions of their experiments in order to
produce valuable data.
b. Scientific researchers are expected to critically assess the quality of data including
possible sources of bias in their investigations’ hypotheses, observations, data
analyses, and interpretations.
Enduring Understandings:
Energy flows through ecosystems in one direction from photosynthetic organisms to
herbivores to carnivores and decomposers.
Chemical bonds of food molecules contain energy that is released in the process of
cellular respiration; the products are used to synthesize needed molecules.
Photosynthetic organisms use sunlight to combine inorganic molecules to form energy
storing organic molecules and release oxygen that is vital to most living things.
Carbon and oxygen cycle through the processes of photosynthesis and respiration.
The process of photosynthesis provides the vital connection between the sun and the
energy needs of living systems.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 2 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Essential Question(s):
1.
2.
3.
4.
5.
6.
How is energy transferred from sunlight to glucose to ATP?
How is energy stored and released from food molecules?
How are the processes of photosynthesis and respiration related?
How do photosynthesis and respiration contribute to the Carbon cycle?
How are plants and animals dependent upon one another to obtain or cycle matter?
How does photosynthesis serve as the link between the inorganic and organic world?
Pre-Assessment:
Give students a short quiz consisting of 3-5 questions. Possible questions include the following:
How do plants and animals obtain energy?
How energy is stored and released from food molecules?
How is energy transferred from sunlight to glucose to ATP?
What raw materials are required by photosynthesis and cellular respiration?
What processes are involved in the Carbon cycle?
Establish stations for basic, intermediate and advanced groups related to the number correct on
the quiz.
BASIC
INTERMEDIATE
ADVANCED
Describe the conversion of energy within an organism relating the processes of
Outcome/
Performance Level photosynthesis and respiration to energy flow and nutrient cycling.
Indicator
Prepare the 4 test tubes as
follows:
1. bromothymol blue +
elodea plant - Place in the
Teacher
Preparation Notes: dark.
Pre-teaching is
2. bromothymol blue + no
needed to relate gas plant - Place in the dark as
production to
a control.
change in pH to
3. bromothymol blue +
color change. It
plant - Place in the light.
may be necessary to 4. bromothymol blue + no
conduct the
plant- Place in the light as
indicator
a control.
demonstration
described below.
Students will type a lab
report using the template
attached.
Indicator
Demonstration:
Demonstrate how
Teacher Note: Facilitate a
bromothymol blue
class discussion and help
Performance
Task:
Students will be given
the materials listed below
and asked to design an
experiment to determine
how Elodea demonstrates
energy flow. Teacher
approval is required
before conducting the
experiment. Students will
type a lab report using
the template attached.
Teacher Note: Facilitate
a class discussion and
help students focus the
results of this activity
with the interdependence
of the processes of
photosynthesis and
respiration and the
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 3 of 10
Copyright 2007 © All Rights Reserved
Students will design an
experiment to measure
factors affecting the rate
of photosynthesis,
respiration and the impact
on energy flow. Students
will type a lab report
using the template
attached.
Teacher Note: Facilitate
a class discussion and
help students focus the
results of this activity
with the interdependence
of the processes of
photosynthesis and
respiration and the
manner in which carbon
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
can be used as an
indicator of the
production of
carbon dioxide in
this experiment.
Pour some
bromothymol blue
into a flask. From
the flask with the
bromothymol blue
solution, fill two
test tubes about 2/3
full. Create
bubbles in one test
tube by exhaling
into a straw
inserted into the
flask with the BTB
until the liquid
turns yellow-green.
Safety note:
Bromothymol blue
(BTB) is toxic.
Caution students
about the dangers
of ingesting BTB. It
is suggested that the
teacher performs
this demonstration.
Materials
students focus the results
of this activity with the
interdependence of the
processes of
photosynthesis and
respiration and the manner
in which carbon is
recycled in an ecosystem.
Have students discuss the
manner in which energy
flows through ecosystems
in one direction from
photosynthetic organisms
to herbivores to carnivores
and decomposers in the
lab report.
manner in which carbon
is recycled in an
ecosystem. Have students
discuss the manner in
which energy flows
through ecosystems in
one direction from
photosynthetic organisms
to herbivores to
carnivores and
decomposers in the lab
report.
is recycled in an
ecosystem. Have students
discuss the manner in
which energy flows
through ecosystems in
one direction from
photosynthetic organisms
to herbivores to
carnivores and
decomposers in the lab
report. Include factors
that affect the rates of
photosynthesis and
respiration.
Safety
Follow all Chemical, Eyewear, and Glassware Safety Rules that are specified by
your teacher and in all general laboratory experiences, along with all teacher
instructions.
Bromothymol blue (BTB) is toxic. Caution students about the dangers of ingesting
BTB.
Technology
This activity may be modified using computer based data collection tools.
Elodea
Bromothymol blue or other universal indicator
Test tubes
Test tube rack
Parafilm or saran wrap
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 4 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Resources
Homework/
Extension
Instructional
Tasks
Accommodations
for ELL Students
Photosynthesis and Cell Respiration
http://vcell.ndsu.nodak.edu/animations/home.htm
http://www.csetprep.org/MSAT%20SCIENCE/Cellular%20Biology/CellFunctionL
ipids.htm
Video Segments
Energy and Bonds (01:43)
ATP: The Energy Currency of Cells (07:15)
Dark Reactions of Photosynthesis (02:10)
Aerobic Cellular Respiration (05:35)
Energy and the Chemistry of Life. United Learning
(1996). Retrieved June 13, 2007, from
unitedstreaming: http://www.unitedstreaming.com/
Carbon Cycle
http://www.epa.gov/climatechange/kids/carbon_cycle_version2.html
Video Segments
The Importance of Carbon (01:07)
Recycling: The Carbon Cycle (03:15)
Cycle Series, The: The Carbon Cycle. United Learning
(1992). Retrieved June 13, 2007, from
unitedstreaming: http://www.unitedstreaming.com/
Write a narrative to accompany an illustration that addresses one or more
of the enduring understandings for this task.
Research plant adaptations that may affect energy production and flow.
Describe these adaptations and how they relate to photosynthesis and
respiration in an essay or presentation.
Modify language requirements for written assessments
Pair with more advanced native language speaking partner ( allow for
translation in native language for comprehension) as needed
Provide paragraph summary template ( fill in the blank format)
Provide bilingual support using word to word translation such as
dictionaries, and glossaries
Provide native language text books and support material whenever possible
Create a word wall for vocabulary; word wall can be an interactive
whereby students use yarn to make connections with key vocabulary
Include illustrations with the word wall
Use KIM vocabulary strategy (Key word, Illustration, and Meaning student
in students own words
Step by step directions with check off list; restate if needed
Modify template that is already provided for all students using the fill in the
blank format
Allow use of symbols/visuals for the lab report
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 5 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Instructional
Tasks
Accommodations
for Students with
Specific
Disabilities
Instructional
Tasks
Accommodations
for Gifted
Students
Review and Implement IEP accommodations for specific student needs
Additional accommodations may include:
Step by step directions with check off list. Check for understanding
Highlight/color code key steps
Modified template provided with more direction, less words, fill in the
blank format for lab report
Create a word wall for vocabulary; word wall can be an interactive
whereby students use yarn to make connections with key vocabulary
Include illustrations with the word wall
Use KIM vocabulary strategy ( Key word, Illustration, and Meaning
student in students own words
Students will design their own experiment adding the fermentation aspect
of the lab
Report Template
Date Due
Group Members You Worked With
Period
Investigating the Roles of Photosynthesis and Respiration in the Processes of Energy Transfer
and Nutrient Cycling in Elodea
Introduction
The introduction should total one paragraph. State the Purpose of the lab by answering the
following two questions as STATEMENTS. Do not write the questions and answer them. Just
answer these two questions as complete STATEMENTS to form a paragraph. (1) Why did you to
do this lab? (2) Discuss carbon cycling and plants (3) What were you looking to find or confirm?
Hypothesis
State your possible solution to the (Title Question) above as a complete general statement
Materials
LIST all materials used in this experiment.
Procedures
In paragraph form write step by step what you did to conduct this lab.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 6 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Results
Write a paragraph describing what you observed (seen happen) such as changes. Use the
observations from your table to write this results paragraph. Do not explain why things happened
in this section.
Conclusion
In paragraph form EXPLAIN WHY your observations occurred. Just answer these two questions
as complete STATEMENTS to form a paragraph. Do not write the questions and answer them.
(1) For each test tube in which a color change occurred name tell whether photosynthesis or
cellular respiration occurred? (2) For each test tube what gas (CO2 or O2) was produced and how
do you know this? Based on your findings in this experiment, discuss the manner in which
energy flows through ecosystems in one direction from photosynthetic organisms to herbivores
to carnivores and decomposers?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 7 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Laboratory Reports
Laboratory experiences are an important part of science education. These experiences in the
classroom allow students the opportunity to practice the processes of scientific inquiry in order to
promote scientific literacy and problem solving skills necessary to develop an understanding of
scientific concepts. Skills employed while doing lab include reading, writing and critical
thinking as well as the appropriate use of laboratory equipment, precision and accuracy of
measuring and organizing data.
Lab Focus Question:
What is the purpose of this lab? Why is the lab being done? The lab group is responsible for
developing an appropriate lab focus question.
Lab Procedure:
You are expected to write a descriptive paragraph explaining how the lab was conducted. You
may not use any personal pronouns such as I, we, us, etc. The narrative should contain only that
information a reader would need to be able to explain how the lab was conducted. Be sure to
include all equipment and/or solutions, chemicals, etc., needed to complete the lab. Make sure
that no “understood” procedures are included (i.e. materials were gathered).
Lab Questions:
You are expected to answer all questions in a lab. The questions should be answered in complete
sentences and be correct. Calculations, when required, are clearly shown. Specific formulas or
equations for reaction during the lab are shown.
Safety:
All safety procedures are expected to be followed and all safety equipment is expected to be
worn while anyone in the lab is still working.
Work Ethic:
Group works together cooperatively, is continually on-task and all members of group are
participating. There is no horseplay or wasted time.
Format:
Blue or black ink is recommended with no whiteout. Proper spelling and grammar is followed
and no 1st or 3rd person personal pronouns are used. Conclusion is written in such a way that lab
focus question is easily identifiable. All sections are written in proper paragraph form,
(remember, one sentence is not a paragraph).
Conclusion:
The conclusion should be written in paragraph form and should answer the lab focus question
using data obtained as supporting evidence. Be sure to identify the data as either qualitative or
quantitative or both. Also, explain how the skills and concepts studied in today’s lab are relevant
in today’s society.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 8 of 10
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
A sample Rubric for lab reports is attached below that allows for self, peer and teacher
evaluation.
Laboratory Report Rubric
Teacher
Criteria
Lab Focus Question:
Peer
10
5
0
Present and relevant to the topic
Present and closely related to the topic
Absent or not directly related to the topic
10
5
0
5
3
Written as a descriptive paragraph with relevant steps and materials included
Written as a list with relevant steps and materials included
OR Written as a paragraph but missing relevant steps and or materials
Absent or more than 50% of relevant steps and or materials missing
Lab Procedure:
0
5
3
0
Lab Results:
5
3
0
All results are clearly written; proper units are used when necessary
Results are present, some without proper units or some results are missing
No results are included OR less than 50% of the results are included
5
Answered in complete sentences, calculations, when required are clearly shown; specific formulas or
equations for reactions during the lab are shown
Answers not in complete sentences, most calculations, formulas or equations are shown OR less than
80% of these are shown correctly
Answers, calculations formulas and/or equations missing OR less than 50% of these are shown
directly.
5
3
0
Lab Questions:
3
0
5
3
0
Safety:
5
3
All safety procedures were observed; all safety equipment was used correctly; group was not cited for
a safety violation
Safety procedures were observed, safety equipment was used; group cited for ONE safety violation.
Safety procedures were not observed; safety equipment was not used; group was cited for more than
one safety violation.
0
5
3
0
Lab Conclusion:
10
5
0
Written in paragraph form answering the lab focus question using data as supporting evidence, also
explains how the information discovered in the lab is applicable in today’s society, data is identified
as either qualitative or quantitative
Paragraph format absent but lab focus question is addressed using appropriate data OR paragraph
format present and application to today’s society is missing OR data is not properly identified as
qualitative or quantitative
Paragraph format absent, lab focus question is not addressed using appropriate data and application to
today’s society is missing and data is not identified as qualitative or quantitative
10
5
0
Format:
5
3
0
Neatly presented, uses appropriate grammar, and adheres to format.
Neatly presented, few grammar mistakes, minor format mistakes
Neatness absent, frequent grammar mistakes, does not follow format
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 9 of 10
Copyright 2007 © All Rights Reserved
5
3
0
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Work Ethic:
5
3
0
Group is on task; no horseplay; works cooperatively; all members actively participate
Group is redirected one time; 80% of members work cooperatively and actively participate
Group is redirected more than one time, 50% of members work cooperatively and actively participate.
Total points earned = Lab grade
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Differentiated Task
August 7, 2007  Page 10 of 10
Copyright 2007 © All Rights Reserved
5
3
0