UNIT PLAN
Subject/Grade Level:
Unit #:
Unit Name:
Biology I 10th Grade
4B
Cell Energetics- Photosynthesis and Respiration
Big Idea/Theme: The student will demonstrate an understanding of the flow of
energy within and between living systems.
Culminating Assessment:
Photosynthesis: The student will demonstrate the factors that affect the rate of
photosynthesis in an ivy leaf.
Cell Respiration: The student will demonstrate the factors that affect the rate of
cell respiration in pea seeds.
Unit Understanding(s)
Unit Essential Question(s):
Students will understand that…
What are the components of ATP?
ATP is the most important biological
What is the chemical equation for
molecule that supplies energy to the
photosynthesis?
cell.
What are light dependent and
All organisms need a constant
independent reactions?
source of energy to survive.
What is the balanced equation for
The process of photosynthesis is
respiration?
generally represented using a
What is glycolysis?
balanced chemical
What is the difference between
The ultimate goal of respiration is to
aerobic and anaerobic respiration?
convert the chemical energy in
nutrients to chemical energy stored
in ATP.
Aerobic respiration is generally
represented by a balanced
chemical equation.
If no oxygen is available, cells can
obtain energy through a process of
anaerobic respiration.
Students will know… / Students will be able to…
That ATP is composed of adenine (nitrogen base), sugar (ribose) and
phosphate groups.
Describe how the energy is found in the phosphate bonds.
Explain how each reactant of the photosynthesis equation is broken down
and each product is formed.
Describe how solar light is needed to break down water molecules.
Explain how ATP and NADPH are formed.
Describe how ATP and NADPH are used to assimilated carbons from
carbon dioxide
Explain how glucose must be broken down slowly (enzymatic) to capture
energy
That glycolysis is a series of reactions that changes glucose into pyruvic
acid and releases two ATP molecules.
Explain how oxygen availability dictates the direction that respiration takes
place.
Aerobic respiration involves the Kreb’s cycle, which releases 2 ATP, CO2
and water.
Most energy is formed during the electron transport chain which produces
34-36 ATP.
Explain the different forms of anaerobic respiration (fermentation): Lactic
Acid and Alcoholic Fermentation.
South Carolina Academic Standards:
B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)-namely,
adenine, the sugar ribose, and three phosphate groups-and summarize its
function (including the ATP-ADP [adenosine diphosphate] cycle).
B-3.1 Summarize the overall process by which photosynthesis converts solar
energy into chemical energy and interpret the chemical equation for the
process.
B-3.2 Summarize the basic aerobic and anaerobic processes of cellular
respiration and interpret the chemical equation for cellular respiration.
Interim Assessment (formative)
Note Quizzes
Lab activity participation
Exit slips
Call outs
Student investigations
Group investigations
Exam
Vocabulary
Photosynthesis
Light-dependent reaction
Light-independent reaction
Thylakoid
Stroma
Cell respiration
Adenosine triphosphate
Glycolysis
Aerobic respiration
Kreb’s cycle
Electron transport chain
Anaerobic respiration
Fermentation
Lactic acid fermentation
Alcohol fermentation
Nitrogenous base
Ribose
Key Criteria (to meet the standard/rubric)
Photo Finish
CATEGORY
Components of the report
4
All required elements
are present and
additional elements
that add to the report
(e.g., thoughtful
comments, graphics)
have been added.
3
All required elements
are present.
2
One required
element is missing,
but additional
elements that add to
the report (e.g.,
thoughtful
comments, graphics)
have been added.
The purpose of the
lab or the question to
be answered during
the lab is partially
identified, and is
stated in a
somewhat unclear
manner.
Did the lab but did
not appear very
interested. Focus
was lost on several
occasions.
1
Several required
elements are
missing.
Question/Purpose
The purpose of the lab
or the question to be
answered during the
lab is clearly identified
and stated.
The purpose of the
lab or the question to
be answered during
the lab is identified,
but is stated in a
somewhat unclear
manner.
Participation
Used time well in lab
and focused attention
on the experiment.
Used time pretty
well. Stayed focused
on the experiment
most of the time.
Summary
Summary describes
the skills learned, the
information learned
and some future
applications to real life
situations.
All materials and setup
used in the experiment
are clearly and
accurately described.
Summary describes
the information
learned and a
possible application
to a real life situation.
Summary describes
the information
learned.
No summary is
written.
Almost all materials
and the setupu used
in the experiment are
clearly and
accurately described.
Most of the materials
and the setup used
in the experiment
are accurately
described.
Many materials are
described
inaccurately OR are
not described at all.
The relationship
between the variables
is discussed and
trends/patterns
logically analyzed.
Predictions are made
about what might
happen if part of the
lab were changed or
how the experimental
design could be
changed.
Conclusion includes
whether the findings
supported the
hypothesis, possible
sources of error, and
what was learned from
the experiment.
The relationship
between the
variables is
discussed and
trends/patterns
logically analyzed.
The relationship
between the
variables is
discussed but no
patterns, trends or
predictions are made
based on the data.
The relationship
between the
variables is not
discussed.
Conclusion includes
whether the findings
supported the
hypothesis and what
was learned from the
experiment.
Conclusion includes
what was learned
from the experiment.
No conclusion was
included in the report
OR shows little effort
and reflection.
Scientific Concepts
Report illustrates an
accurate and thorough
understanding of
scientific concepts
underlying the lab.
Report illustrates a
limited
understanding of
scientific concepts
underlying the lab.
Report illustrates
inaccurate
understanding of
scientific concepts
underlying the lab.
Appearance/Organization
Lab report is typed and
uses headings and
subheadings to
visually organize the
material.
Report illustrates an
accurate
understanding of
most scientific
concepts underlying
the lab.
Lab report is neatly
handwritten and
uses headings and
subheadings to
visually organize the
material.
Lab report is neatly
written or typed, but
formatting does not
help visually
organize the
material.
Lab report is
handwritten and
looks sloppy with
cross-outs, multiple
erasures and/or
tears and creases.
Materials
Analysis
Conclusion
The purpose of the
lab or the question to
be answered during
the lab is erroneous
or irrelevant.
Participation was
minimal OR student
was hostile about
participating.
Cell Respiration
CATEGORY
Components of the report
4
All required elements
are present and
additional elements
that add to the report
(e.g., thoughtful
comments, graphics)
have been added.
The purpose of the lab
or the question to be
answered during the
lab is clearly identified
and stated.
3
All required elements
are present.
2
One required element
is missing, but
additional elements
that add to the report
(e.g., thoughtful
comments, graphics)
have been added.
The purpose of the lab
or the question to be
answered during the
lab is partially
identified, and is stated
in a somewhat unclear
manner.
1
Several required
elements are missing.
Participation
Used time well in lab
and focused attention
on the experiment.
Used time pretty well.
Stayed focused on the
experiment most of the
time.
Did the lab but did not
appear very interested.
Focus was lost on
several occasions.
Participation was
minimal OR student
was hostile about
participating.
Summary
Summary describes
the skills learned, the
information learned
and some future
applications to real life
situations.
All materials and setup
used in the experiment
are clearly and
accurately described.
Summary describes
the information learned
and a possible
application to a real life
situation.
Summary describes
the information
learned.
No summary is written.
Almost all materials
and the setupu used in
the experiment are
clearly and accurately
described.
Most of the materials
and the setup used in
the experiment are
accurately described.
Many materials are
described inaccurately
OR are not described
at all.
The relationship
between the variables
is discussed and
trends/patterns
logically analyzed.
Predictions are made
about what might
happen if part of the
lab were changed or
how the experimental
design could be
changed.
Conclusion includes
whether the findings
supported the
hypothesis, possible
sources of error, and
what was learned from
the experiment.
The relationship
between the variables
is discussed and
trends/patterns
logically analyzed.
The relationship
between the variables
is discussed but no
patterns, trends or
predictions are made
based on the data.
The relationship
between the variables
is not discussed.
Conclusion includes
whether the findings
supported the
hypothesis and what
was learned from the
experiment.
Conclusion includes
what was learned from
the experiment.
No conclusion was
included in the report
OR shows little effort
and reflection.
Scientific Concepts
Report illustrates an
accurate and thorough
understanding of
scientific concepts
underlying the lab.
Report illustrates an
accurate
understanding of most
scientific concepts
underlying the lab.
Report illustrates a
limited understanding
of scientific concepts
underlying the lab.
Report illustrates
inaccurate
understanding of
scientific concepts
underlying the lab.
Appearance/Organization
Lab report is typed and
uses headings and
subheadings to visually
organize the material.
Lab report is neatly
handwritten and uses
headings and
subheadings to visually
organize the material.
Lab report is neatly
written or typed, but
formatting does not
help visually organize
the material.
Lab report is
handwritten and looks
sloppy with cross-outs,
multiple erasures
and/or tears and
creases.
Question/Purpose
Materials
Analysis
Conclusion
The purpose of the lab
or the question to be
answered during the
lab is identified, but is
stated in a somewhat
unclear manner.
The purpose of the lab
or the question to be
answered during the
lab is erroneous or
irrelevant.