Name: _________________________________
Class: _______________________________
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6.2 Grading Explaining Other Examples of Decomposers Growing, Moving, and
Functioning – All Decomposers
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 26 points total on this
worksheet for mold and shelf fungus and 22 points total for the bacteria.
All decomposers use digestion, cellular respiration, and biosynthesis to grow, move, and function.
Drawing and labeling arrows:
1. Draw lines from the cell pictures to the mold picture to show the location of each cell in the mold.
2. Draw arrows to show how carbon-containing molecules move through the mold 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).
Note: for the bacteria sheet, all arrows will be going, into, through or out of the bacterial cell as all processes happen in the single cell.
There should be labeled arrows on each of the four drawings:
Macroscopic scale whole decomposer drawing (1 point for each line or labeled arrow: 5 points total for mold and shelf fungus, 1 point total for
bacteria)):
• 3 lines connecting each cell to an appropriate place in the decomposer (not needed for bacteria example)
• Small organic molecules (or monomers: amino acids, sugars, glycerol, fatty acids) moving into and through the decomposer (not
needed for bacteria example)
• CO2 leaving the decomposer
Hyphal cell drawing for digestion (1 point for each labeled arrow: 3 points total):
• Large organic molecules (or polymers: proteins, fats/lipids and/or carbohydrates) in the detritus
• Small organic molecules (or monomers: amino acids, sugars, fatty acids and glycerol) going into and through the hyphal cells
Cellular respiration (1 point for each labeled arrow: 4 points total):
• Arrow labeled “glucose,” “sugar,” or “C2H12O6” going into the cell
• Arrow labeled “oxygen” or “O2” going into the cell
• Arrow labeled “carbon dioxide” or “CO2” going out of the cell
• Arrow labeled “water” or “H2O” going out of the cell
Biosynthesis (1 point for each label or labeled arrow: 2 points total):
• An arrow showing small organic molecules (or monomers) going into the cell
• A label showing large organic molecules (or polymers) staying in the cell.
Decomposers Unit, Activity 6.2
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
Write explanations of the cellular processes that allow a bird to move, grow, and function in the boxes. Remember to answer the Three
Questions and follow the conservation rules! Be sure to connect digestion to cellular respiration and digestion to biosynthesis.
Digestion
Level 4 responses should include answers
to each of the four numbered steps on the
Three Questions poster and handout:
1. Matter movement: Large organic
molecules (or polymers:
carbohydrates, fats/lipids, proteins)
are in the detritus.
2. Matter change: Enzymes, released
by the fungus, break large organic
molecules into small organic
molecules (or monomers: amino
acids, sugars, fatty acids, glycerol)
outside of the fungus.
3. Energy change: The chemical
energy of the C-C and C-H bonds in
the large organic molecules remains
in the C-C and C-H bongs of the
small organic molecules.
4. Matter movement: The small organic
molecules enter into the hyphal cells
and travel to the rest of the fungus.
1 point for each correct part of the answer: 4
points total
Biosynthesis in all decomposer 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) enter the cell.
2. Matter change: The small organic molecules 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 decomposer 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.
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).
Decomposers Unit, Activity 6.2
Carbon: Transformations in Matter and Energy
Environmental Literacy Project
Michigan State University
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