Biology Course Map
The attached document is part of a framework that was designed to support the major concepts addressed in the Biology Curriculum of the
Georgia Performance Standards through laboratory experiences and field work using the processes of inquiry.
This framework is a thematic approach that is divided into the four units outlined below. Within each unit, the unifying themes of cells,
organisms, ecology and evolution reoccur. Concept maps are attached to each unit outlining the understandings derived from the standards that
are addressed for each of the recurring topics. There are several strategies that are common throughout the units such as the use of a laboratory
notebook or field sketchbook, written laboratory reports and common teaching strategies. These strategies are described on the following pages.
Whereas these units are written to be stand alone units that may be taught in any sequence, it is recommended that the organization unit be taught
first and the equilibrium unit taught last.
Unit One Focus:
Organization
Unit Two Focus:
Energy Transformations
Unit Three Focus:
Growth and Heredity
Unit Four Focus:
Equilibrium
Life is organized at all levels from
cells to biosphere.
Energy can be neither created nor
destroyed but can be transformed
from one form to another as it flows
through organisms and ecosystems.
Organisms must be able to grow and
reproduce to ensure species
survival.
Survival and stability require that
living things maintain biological
balance at all levels.
Topics:
Topics:
Topics:
Topics:
Cell structure and Function
Evolutionary History
History of Life
Classification of Kingdoms
Ecosystem Structure
Viruses
Chemistry of Life
Function of Organic Molecules
Photosynthesis
Cellular Respiration
Cycles of Matter
Energy Flow
Food Chains and Webs
Asexual and Sexual Reproduction
Cell Growth
Mendelian Genetics
DNA and RNA Processes
Chromosomes and Mutations
Genetic Engineering
DNA Technology and Cloning
Biological Resistance
Bioethics
Cellular Transport
Homeostasis
Natural Selection
Plant Adaptations
Animal Adaptations and Behavior
Succession
Population Genetics
Duration(Block): 23 days
Duration (Traditional): 7-9 weeks
Duration (Block): 22 days
Duration (Traditional): 7-9 weeks
Duration (Block): 22 days
Duration (Traditional): 7-9 weeks
Duration (Block): 23 days
Duration (Traditional): 7-9 weeks
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Safety Issues:
Student safety in science education should always be foremost during instruction.
The Characteristics of Science curriculum standards increases the need for teachers to use
appropriate precautions in the laboratory and the field. The guidelines for the safe use, storage
and disposal of chemicals must be observed.
To ensure student and teacher safety in the science classroom, it is critical that appropriate safety
policies and procedures be established in the classroom and that all students and teachers know
and follow appropriate safety guidelines. The Internet and many science vendors can offer
support for safety guidelines.
Common Teaching Strategies:
There are several teaching strategies that are used throughout the course. For clarification
purposes they are described below:
Lab notebook or Field sketchbook: A notebook that students use to record data, journal on
assigned topics and complete assigned drawing activities.
Ticket Out the Door: A commonly used summarizing strategy that is effective as a formative
assessment tool. Students are given a short writing assignment on the concept covered in class
that is to be turned in as they leave the classroom. These brief glimpses into student
understanding may be graded or not. The same strategy can be used as a Ticket In the Door to
assess student understanding at the beginning of the class on a concept from the day before or as
a check on a homework assignment.
KIM diagrams: A three column table where students can organize technical language to allow
better understanding of how they relate to the topic of the day. On a KIM diagram, a key term is
listed in the first column, an illustration of the key term in the second column and a student
derived meaning written in the third column.
Jigsaw activities: An effective grouping strategy that teachers use to facilitate peer teaching in
the classroom. Students are first grouped together to become experts on an assigned topic.
Student groups are then reorganized in such a manner that new groups are formed containing one
student from each of the expert groups. The experts on each topic then serve as a peer teacher to
the other students in the newly formed group.
Cloze: A note taking strategy where students either provide missing terms to complete a
paragraph using appropriate language for the topic being addressed, or where students generate a
paragraph from a list of appropriate terms.
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Gallery or Poster Walk: This is a peer assessment strategy. Students place their work on a wall
or other location where it can be reviewed by their peers. Students provide written commentary
on the posted work and the original creators are given the opportunity to revise their product.
Teacher note: Students may require training to use appropriate feedback in their commentary.
Flapbook or Flipbook: A type of graphic organizer where students group information in order to
see relationships within categories.
10-2 Lecture format: A strategy where teachers limit the introduction of material to a time frame
of 10 minutes or less and then students are allowed a 2 minute opportunity to reflect on the
material and share what they have learned with their peers.
Glaze the Doughnut: A type of organizer that allows teachers to pre-assess student knowledge or
to monitor student progress that resembles a doughnut as one smaller circle is drawn inside
another. The big idea is written inside the small circle and the doughnut is “iced” or “glazed”
with what the students know about the topic. The information can then be reorganized into
tables or organizers.
Name Jar: A strategy to ensure students are randomly selected to answer questions in class.
Student names are placed on craft sticks and placed in a jar. During questioning the teacher
selects sticks from the jar and the student identified must answer the question. Several blank
sticks could be included in which the teacher must answer the questions when they are selected.
KWL: A pre and post assessment strategy often used in classrooms where, at the beginning of
the lesson, teachers guide students to identify what they already know about a particular topic
and what they need to know about the topic. Following the lesson, the teacher leads students to
review what they have learned.
Acrostic: An activity for students to make connections between the language that often
accompanies a particular topic. The key term is written vertically on paper and students write
words or phrases that relate to that term using the letters that make up the key term.
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CELLS
•
•
•
Most cell functions involve chemical
reactions that utilize enzymes that
either break down or synthesize
compounds. SB1b, SB1c
Chemical bonds of food molecules
contain energy that is released in the
process of cellular respiration; the
products are used to synthesize needed
molecules. SB1b, SB1c, SB3a
Photosynthetic organisms use sunlight
to combine inorganic molecules to
form energy storing organic molecules
and release oxygen that is vital to most
living things. SB3a
ENERGY
TRANSFORMATIONS
ORGANISMS
Unit Understanding: Energy can be neither
created nor destroyed but can be transformed
from one form to another as it flows through
organisms and ecosystems.
•
Organisms both cooperate and compete in
ecosystems. SB4a
Living organisms have the capacity to produce
populations of infinite size but are limited as
environments and resources are finite. SB5d
•
ECOLOGY
•
•
•
•
•
The process of photosynthesis provides the vital connection between the
sun and the energy needs of living systems. SB3a
Energy flows through ecosystems in one direction from photosynthetic
organisms to herbivores to carnivores and decomposers. SB4b
Carbon and oxygen cycle through the processes of photosynthesis and
respiration. SB3a, SB4b
The atoms and molecules on earth cycle among the living and nonliving
components of the biosphere. SB4b
The distribution and abundance of organisms in populations and
ecosystems are limited by the availability of matter and energy and the
ability of the ecosystem to recycle materials. SB4a, SB4b
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EVOLUTION
•
The interrelationships and
interdependencies of organisms may
generate ecosystems that are stable for
hundreds or thousands of years. SB5b
Content and Characteristics of Science for Energy Transformation
Content Standards
Characteristics of Science
SB1. Students will analyze the nature of
the relationships between structures and
functions in living cells.
a. Explain the role of cell organelles
for both prokaryotic and eukaryotic
cells, including the cell membrane,
in maintaining homeostasis and cell
reproduction.
b. Explain how enzymes function as
catalysts.
c. Identify the function of the four
major macromolecules (i.e.,
carbohydrates, proteins, lipids,
nucleic acids).
d. Explain the impact of water on life
processes (i.e. osmosis, diffusion).
SCSh1. Students will evaluate the
importance of curiosity, honesty, 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 for new experiments
which may reinforce or weaken
opposing explanations.
SB4. Students will assess the dependence
of all organisms on one another and the
flow of energy and matter within their
ecosystems.
a. Investigate the relationships among
organisms, populations,
communities, ecosystems, and
biomes.
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
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.
f. Evaluate whether conclusions are
reasonable by reviewing the process and
checking against other available
information.
SCSh2. Students will use standard safety
practices for all classroom laboratory and
field investigations.
a. Follow correct procedures for uses of
SB3. Students will derive the relationship
scientific apparatus.
between single-celled and multi-celled
b. Demonstrate appropriate technique in all
organisms and the increasing complexity
laboratory situations.
of systems.
a. Explain the cycling of energy
c. Follow correct protocol for identifying
through the processes of
and reporting safety problems and
photosynthesis and respiration.
violations.
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cycling of major nutrients
(C, O, H, N, P).
e. Assess and explain human activities
that influence and modify the
environment such as global
warming, population growth,
pesticide use and water and power
consumption.
SCSh4. Students use tools and instrument
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.
SB5. Students will evaluate the role of
natural selection in the development in
the theory of evolution.
b. Explain the history of life in terms
of biodiversity, ancestry, and rates
of evolution.
d. Relate natural selection to changes
in organisms.
SCSh5. Students will demonstrate the
computation and estimation skills necessary
for analyzing data and developing
reasonable scientific explanations.
a. Trace the source on any large disparity
between estimated and calculated
answers to problems.
b. Consider possible effects of
measurement errors on calculation.
c. Recognize the relationship between
accuracy and precision.
d. Express appropriate numbers of
significant figures for calculated data,
using scientific notation where
appropriate.
SCSh6. Students will communicate scientific
investigation 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.
d. Participate in group discussions of
scientific investigation and current
scientific issues.
SCSh7. Students analyze how scientific
knowledge is developed.
Students recognize that:
a. The universe is a vast single system in
which the basic principles are the same
everywhere.
b. Universal principles are discovered
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Contextual Language:
Photosynthesis, respiration, energy,
ecosystem, enzyme, macromolecule,
conservation of energy and matter, carrying
capacity, nutrient cycles, competition
through observation and experimental
verification.
c. From time to time, major shifts occur in
the scientific view of how the world
works. More often, however, the
changes that take place in the body of
scientific knowledge are small
modifications or prior knowledge.
Major shifts in scientific views typically
occur after the observation of a new
phenomenon or an insightful
interpretation of existing data by an
individual or research group.
d. Hypotheses often cause scientists to
develop new experiments that produce
additional data.
e. Testing, revising, and occasionally
rejecting new and old theories never
ends.
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.
c. Scientists use practices such as peer
review and publication to reinforce the
integrity of scientific activity and
reporting.
d. The merit of a new theory is judged by
how well scientific data are explained
by the new theory.
e. The ultimate goal of science is to
develop an understanding of the natural
universe which is free of biases.
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f. Science disciplines and traditions differ
from one another in what is studied,
techniques used, and outcomes sought.
SCSh9. Students will enhance reading in all
curriculum areas by:
a. Reading in all curriculum areas
• Read a minimum of 25 grade-level
appropriate books per year from a
variety of subject disciplines and
participate in discussions related to
curricular learning in all areas.
• Read both informational and fictional
texts in a variety of genres and modes of
discourse.
• Read technical texts related to various
subject areas.
c. Building vocabulary knowledge
• Demonstrate an understanding of
contextual vocabulary in various
subjects.
• Use content vocabulary in writing and
speaking.
• Explore understanding of new words
found in subject area texts.
d. Establishing context
• Explore life experiences related to
subject area content.
• Discuss in both writing and speaking
how certain words are subject area
related.
• Determine strategies for finding content
and contextual meaning for unknown
words.
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Misconceptions for Energy Transformation:
Students think that:
• Only plants carry out photosynthesis and only animals carry out respiration. Students
should understand that, while plants and other photosynthetic organisms such as algae
and certain bacteria, are capable of carrying out photosynthesis, all organisms must use
some method of obtaining energy from food molecules. Most organisms use cellular
respiration, including plants.
• Plants create energy. Students should understand that plants actually “capture” light
energy as chlorophyll molecules absorb certain wavelengths of energy that “excites”
electrons enough to jump energy levels and transfer energy to other molecules along an
electron transport chain. This energy is ultimately stored in the bonds of the organic
molecules produced by photosynthesis.
• Plants don’t use oxygen. Students should understand that they utilize oxygen in the
process of cellular respiration to convert energy from food into useable forms such as
ATP.
• Organisms on the top of an ecological pyramid are more important than those below
them. Students should understand that the organisms on top of the pyramid are the top
consumers that have no natural predators. The producers in the food chain are
responsible for the initial conversion of light energy into useable forms that are
transferred along the food chain in smaller amounts as energy is used and lost as heat
along the way.
• The bigger the organism, the more energy it has. Students should understand that
regardless of the size of the organism, approximately 90% of the energy consumed is
used or lost as heat. Only 10% of the energy stored in an organism is available to be
transferred to the next trophic level.
• Energy comes directly from food. Students should understand that energy is stored in the
chemical bonds between the atoms that make up the molecules that make up food. When
bonds are formed energy is stored. Energy is only released when bonds are broken.
• Fish obtain oxygen from water molecules. Students should understand that fish utilize
free oxygen dissolved in water that is used for cellular respiration.
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Balanced Assessment Plan for Energy Transformation
Informal
Observations
Molecules of Life
groupings
Enzyme/Saliva Hook
responses
KWL for water
Selected Responses
Diagrams and
organizers for
Photosynthesis and
Respiration
Photosynthesis and
Respiration Venn
Constructed
Responses
Macromolecule
Flapbook
Survival
Requirements
Performance
Assessments
Mystery Meal
Detergent Enzyme
Lab
Bag the Tree
Water flapbook
Photosynthesis Lab
Mini Lesson on
Energy Organelles
reflections
Respiration Concept
Map
Graphic
Representation of
Endosymbiosis
Energy pyramid
Respiration Lab
Orders of Flash Cards
Food Chain and Web
ATP Business
Analogy
Photosynthesis and
Respiration Hook
responses
Lock and Key Model
Bucket Lab
Mapping the
Environment
ATP-ADP Jar
Demonstration
Nutrient Cycling
Jigsaw
Transitional Zone
Food Chain Creative
Story
Culminating Task for Energy Transformation:
Marty the Molecule Creative Story
Students will write a creative story, complete with diagrams and pictures, about the flow of
energy through a food chain occurring in a transitional zone between two established biomes.
EnergyFlow_TransitionalZone page 61
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Internet Resources for Energy Transformation:
http://www.mhhe.com/biosci/genbio/maderbio6e/activities.mhtml (this site can also be included
in Growth/Heredity, Energy Transformations)
http://science.nhmccd.edu/BioL/ap1int.htm (this site has a variety of animations of the metabolic
processes. Students could use in presentations or teacher could use as an activator or
summarizing activity)
http://www.bioweb.uncc.edu/1110Lab/notes/notes1/labpics/lab2pics.htm (nice illustrations of
positive tests for the food nutrients)
http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/introbiomes.html
(interactive site for biomes, food webs and calculating energy pyramids. Could be used to assist
students with energy pyramid and food web activities from the sketchbook journal)
http://www.sciencecourseware.org/BLOL/ (a variety of computer simulation labs)
http://www.uen.org/core/core.do?courseNum=3520 (lesson plans, links, lectures for a variety of
biology topics)
http://samson.kean.edu/~breid/enzyme/enzyme.html (5 different enzyme activities … catalase,
pepsin, trypsin, lipase, amylase … these could be easily altered to fit the inquiry level of the
students/teacher)
http://schools.moe.edu.sg/chijsjc/Biology/Enzyme/enzyme.htm (down and dirty explanation of
enzymes and what conditions impact their functions … nice graphs)
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Sequence of Activities, Tasks, and Assessments for Energy Transformation
Narrative Version
Click Here for Table_Version (page 65)
Day 1:
1. Molecules of Life grouping activity will allow students to classify related terms and analyze
the relationships within each group and between the groups. Molecules_For_Life (page 34-36)
Teacher note: this is a short 15 minute pre-assessment of student knowledge on the major groups
of organic molecules.
2. Mystery Meal Activity - Mystery_Meal (page 31-33) If students need practice testing for
organic compounds complete Nutrient_TestingDemo (page 30) prior to the Mystery Meal
activity.
Day 2:
1. Macromolecule Flapbook MacromoleculeFlapbook (page 25)
Alternate activity: Organic_Organizer (page 26)
2. Enzyme Hook- Saliva or cracker demonstration with effective teacher questioning Saliva
Hook (page 24)
4. Students will design a Detergent Enzyme Lab Detergent_Enzyme_Lab (pages 27-29)
Day 3:
1. Set up and perform Detergent Enzyme Lab.
2. Students will design a lock and key model for an enzyme. Students will explain the
significance of the lock and key model.
Day 4:
1. Complete Detergent Enzyme lab
2. Assign formal lab report for the Detergent enzyme lab. See Lab_Report (page 63) and
Lab_Rubric (pages 64).
3. Introductory Activity: Survival Requirements: Group students in teams of four and have
them come up with a list of requirements that organisms must have for survival. Ask them to
consider the requirements needed at a cellular level, an individual level and a population
level. Using textbooks, the Internet, or other classroom resources, have students research
their choices and complete a graphic organizer that explains why each is important. Rank
them in order of importance and place their top three requirements on separate index cards
with their reasoning for each listed on the back. Tell students they should be prepared to
share their top three requirements with the class. SurvivalRequirements (page 19)
Have each group present their top three requirements and explain their reasons for their
selections. Keep a record on the board. Conduct a class discussion on the various
requirements from the groups. Have students create a graphic organizer to show any
relationships between these requirements.
(Teacher note: Students will likely come up with requirements such as air, food, water,
shelter, a mate, vitamins, sleep or others. In order to provide the basis for future
understandings and to keep the activity at an appropriate level of rigor, teachers will need to
be sure to make the connection between the listed requirements and at which level they are
needed. Monitor the group’s progress to ensure students address requirements needed at
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the three levels. Example, students will likely say that organisms need air; you ultimately
want to get to an understanding where they realize that breathing is a way to exchange
needed gases for cellular respiration.)
4. Ticket Out the Door: Based on the presentations from the groups and the class discussion,
have each student choose two requirements from two different levels and explain the connection
between the two levels.
Day 5:
1. Review the basic requirements that all living things share and explain that most of them will
be directly or indirectly related to an organism’s need for energy. Explain that, for the next few
weeks, the focus will be on the energy needs to perform basic processes.
2. Divide students into groups of four. Give each group a sheet of chart paper and a marker.
Ask the group to discuss what they know about the properties of water and write these on their
chart paper. Reassemble as a whole group and share each group’s understandings. Teacher
Note: The purpose of this activity is to pre-assess student knowledge and to identify
misconceptions.
3. Bag A Plant Activity: Students will select a plant in the school yard that has stems and
leaves. They will make observations and record these in their laboratory notebook or field
sketchbook. In addition to the observations, the students will sketch a representative example of
the leaves found on the plant they have chosen. Students will then tie a plastic grocery bag
(marked with their names or some means of identification) around the end of the stem, being
sure to include some of the leaves. Next they will secure the plastic bag so it will not blow off for
24 hours. Students need to write a prediction in their laboratory notebook or field sketchbook
concerning what will happen to the leaves in their bag.
Teacher note: Using a variety of plants provides the opportunity for a discussion on plant
adaptations (i.e. if a student chooses a pine tree, there should be less water loss due to the
adaptation of pine needles). Make sure the bag hangs below the stem so they will collect water
from transpiration and be sure to check the bags for leaks and securing methods. Do not tell
students what to expect. It is important to remember this activity will not work well during fall
and winter months, especially on deciduous trees.
Day 6:
1. Have students collect their bags from the day before and measure the collected water.
Teacher note: Caution students to carefully remove the bags so they do not spill the water that
has collected. Students may have opportunities to observe water on the backs of leaves and
should add observations to their laboratory notebook or field sketchbook. Students should be
instructed to revisit their prediction. Have students write a brief paragraph explaining any
evidence to support or refute their prediction and explain where the water in the bag came from.
2. Properties of water flapbook. waterflapbook (page 20)
Alternate activities for properties of water are: Water_Properties_Organizer (page 21)
WaterPropertiesTask (pages 22-23)
Day 7:
1. Hook – Respiration/Photosynthesis
“I Think It Means…..”
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Give each student (or a pair of students) an index card.
1. List 3 things they know about photosynthesis on one side and list 3 things about
respiration on the other side.
2. Have individuals or pairs exchange the cards and mark whether they agree or disagree by
using “A” for agree or “D” for disagree by each statement.
3. Discuss as a class.
Teacher Note: Use this as an introductory activity to determine what students already know
about photosynthesis and respiration and to identify any misconceptions. Be sure to emphasize
the importance of oxygen and carbon dioxide to living things and the importance of glucose as
an intermediate cellular energy source.
2. Photosynthesis and Respiration flashcards (page 38) Pair students and have them create the
equation for photosynthesis using reference materials available in the classroom. Have them
summarize the process in their notes. Then have each pair reorganize the cards for cellular
respiration and summarize the process in their notes.
Teacher note: It will be important to monitor this process. Explain to the students that they will
be studying the process of photosynthesis and respiration at a cellular level. A word splash is
provided on page 39 as an alternate activity.
3. Have students complete a Venn diagram for photosynthesis and respiration. Photosynthesis
and Respiration Venn (page 37).
4. Ticket Out The Door:
Once students order the cards for the process of respiration and photosynthesis they should
summarize these processes. In addition to the summary of the processes, students should explain
the relationship between the two processes. Teacher should read and provide
commentary/feedback to allow students to self-correct (or ask their neighbor) until the
summaries show students have an understanding of the two processes.
Day 8:
1. Conduct a mini-lesson on the structure and function of the chloroplast and its role in
photosynthesis and the structure and function of the mitochondria and its role in the process of
respiration. Utilize a 10-2 lecture method to allow students a chance to review processes and
target misconceptions. Have students diagram and label the structure of chloroplasts and
mitochondria in their laboratory notebooks or field sketchbook. Group students into small
groups to research the evolutionary theories related to the appearance of chloroplasts and
mitochondria in cells. Create a graphic representation of the endosymbiosis theory for the
appearance of the chloroplast and the mitochondria.
2. Ticket out the door: Students will answer the following question: “Which is older, the
chloroplast or the mitochondrion?” To justify their answer, students should use their knowledge
of evolutionary history and the theory of endosymbiosis.
Day 9:
1. Hook: Photosynthesis Demonstration PhotoDemo (page 40).
2. Conduct a brief lecture on the process of photosynthesis at the cellular level.
Teacher note: Most students will know that “green plants” carry out photosynthesis and this is
the process in which they make “food.” Lead students into a discussion about how organisms
that live near the vents or in other areas where light are not present get their energy
(chemosynthesis). The actual role of the chloroplast allows it to “capture energy.” Chlorophyll
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molecules absorb light energy at specific wavelengths and electron transport chains function to
allow the transfer of that energy from molecule to molecule. This information can be tied to the
physical science standard that addresses the transfer of energy due to the movement of charged
particles within a system. Emphasize that it is more important to translate or interpret diagrams
than to memorize the steps in the processes in photosynthesis or respiration.
2. Have students design an experiment to test what factors influence the rates of photosynthesis.
Use Elodea and either Bromothymol blue or pH test paper which will test the levels of carbon
dioxide (a change in carbon dioxide levels will produce a change in pH). Another method is to
count the oxygen bubbles produced. Examples of variables students could investigate include
intensity of light, amount of light, or temperature. Attached is a general lab that can be used as a
guideline. lightintensity (page 41-44)
Day 10:
1. Students conduct their designed photosynthesis lab and write a formal lab report. See
Lab_Report (page 63) and Lab_Rubric (page 64).
2. Students will complete a graphic organizer for Photosynthesis.
Photosynthesis_Chart (page 45)
Day 11:
1. Conduct a review of the overall processes of photosynthesis and respiration.
Teacher Notes:
Be sure to use activities (flashcards, photosynthesis/respiration Venn diagram, photosynthesis
chart, and Light Intensity Lab) that students have been using to assist in the review.
2. Introduce the concept of respiration. Lead students through a discussion about what happens
to organisms that do not have oxygen in their environment. Ask students how organisms that
live in anaerobic conditions carry out the process of obtaining energy at the cellular level.
3. Have students design an experiment to test factors that influence the rates of respiration using
yeast. A general lab is attached here. RespirationLab (page 51-52)
Teacher note: This activity is to help students understand respiration; the goal is to understand
the concept of obtaining energy from food, not the efficiency of fermentation vs. the efficiency of
aerobic respiration.
Day 12:
1. Students will conduct their respiration lab and write a formal lab report. See Lab_Report
(page 63) and Lab_Rubric (page 64).
2. Using diagrams from their texts and other classroom resources, allow groups of students to
complete the respiration concept map.
Teacher note: Students should focus on interpreting the diagrams of respiration, not focus on
the details of each step of the process. Respiration_Concept_Map (page 46)
Day 13:
1. Review the processes of photosynthesis and respiration and have students update their Venn
diagram comparing the two processes. Have students get into groups and compare their Venn
diagrams and graphic organizers for photosynthesis and respiration and discuss any
discrepancies.
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2. Assessment: Have students write a three paragraph essay on photosynthesis and respiration
explaining why organisms need both processes.
Day 14:
1. Demonstration of ADP/ATP BOTTLE (page 53) to explain the ADP-ATP cycle.
2. Three Brothers Activity to compare the efficiency of aerobic and anaerobic respiration.
Three_Brothers (pages 48-50). The two types of respiration are represented as businesses (a
bakery and a gym for anaerobic and a financial institution for aerobic). ATP is the money for
these businesses. A worksheet is included to calculate the differences in ATP (money spent to
run business, money brought into business, money profited).
Teacher note: This activity uses reading and logic in a problem as an analogy to get students to
realize that aerobic respiration yields more ATP than anaerobic pathways. It is not intended to
teach electron transport or molecular pathways for respiration. It is also necessary to get
students to understand that, even in aerobic respiration, only a small percentage of energy
stored in glucose is actually transformed into ATP (approx 40%). The rest is lost as heat.
3. Ticket Out the Door: 3-2-1 summarizing strategy: Students will write 3 steps of the
respiration process, 2 types of respiration and 1 energy molecule produced through the process of
respiration. OR Diagram a simple ATP/ADP cycle and explain how this molecule is used to
store and release energy
Teacher note: The focus here is on processes NOT on specific steps of molecular pathways.
Day 15:
1. Mapping the environment:
Teacher marks off 1 meter square plots prior to the beginning of this activity. The plots should
be in a variety of different habitats in the school yard (a dense tree area, a grassy area, a sandy
area, a shrubby area, a wet area, etc. These will vary by schools). Groups are given a sheet of
graph paper with large blocks. Each block will represent 10 cm. Every 10 cm within the plot,
students mark what is there using a letter type code (Example: G = grass, S = sand, W = water,
A = ant, B = bird, etc.) and provide a legend of their codes. After the collection of data, students
return to the classroom to organize their data either by coloring squares (red = abiotic
component, green = producer, blue = water, yellow = primary consumer, etc) or by using colored
construction paper squares to “draw” their maps.
Teacher Note: Students can come up with their own coloring scheme. They just need to be sure
to note which color stands for which factor. This map will then be used to construct food webs
and energy pyramids.
Day 16:
1. Using a sample food web, discuss food chains and that energy flows one way through a food
chain. See foodweb (page 60). Refer to the mapping activity the students conducted earlier.
Explain to students that they will be using the information from their observations to construct a
simple food chain. Lead students in a discussion of the organisms that they cannot see or that
may visit the area at night. Have students identify the organism’s role in the food chain from a
word splash or list of terms on the board (producer, primary consumer, secondary consumer,
tertiary consumer, herbivore, carnivore, omnivore, decomposer, scavenger).
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2. After the students have created their individual food chains, have students form pairs. Each
of the students will discuss their food chain and how energy flows through their food chain.
Next they are to integrate the two food chains to form a food web.
3. Have two groups (of pairs) get together and discuss their food webs. Have the group integrate
the two food webs to form one large food web.
Day 17:
1. Reflect back on the food chain/food web activity from Day 16. Discuss with students that as
energy flows up the food chain/food web that 90% of the energy an organism takes in is used
to carry out life processes and/or is given off as heat. Only 10% of the energy an organism
takes in is passed on to the next higher trophic level. Question students about what affect this
has on the tertiary consumers. Point out that the amount of energy that actually reaches the
tertiary consumer is so small that they must compensate for this by eating more food each
day.
2. Students will conduct a simulation of the flow of energy through an energy pyramid.
Students will conduct the Bucket Lab (pages 54-59) and write a formal lab report.
Lab_Report (page 63) and Lab_Rubric (page 64)
3. Ticket Out the Door:
Write a paragraph about the transfer of energy through their food chain. Start with an
autotroph and carry the energy through a tertiary consumer.
Day 18:
1. Nutrient cycling: Jigsaw puzzles and a Jigsaw discussion. Place students in groups. Each
group will be given one of the five nutrient cycles (N, H, C, O and P) to read and discuss.
They will become the experts about the cycle and why it is important to an ecosystem.
Students are then regrouped so that one representative of each cycle is in a group. The expert
will share their cycle with the rest of the group. After they discuss about the cycles, students
in the group will create a graphic organizer to assimilate the information provided by their
group. Students will then create a jigsaw puzzle of one of the cycles (teacher can assign or
they could draw from a hat to ensure all cycles are created). The puzzle should be
constructed on construction paper or other heavy stock paper. The puzzle can be an original
work or a series of pictures from magazines or from the internet. Once the graphics are
completed, students will cut the puzzle into a minimum of 15 pieces (more if the paper is
larger). Pieces are placed in a zip-type plastic bag. Groups will swap puzzles and put them
together. They will need to write a summary of the cycle as it is depicted. They will need to
swap until they have a summary for all four cycles.
Day 19:
1. Complete Nutrient Cycling Jigsaw from Day 18.
2. Introduce the Culminating task – Transitional zone biome project.
Students will develop a food web in one of the transitional zones between two biomes.
See EnergyFlow_TransitionalZone (page 61).
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Day 20:
1. Continue with project
Day 21:
1. Presentations of Transitional Biome Food Web Project
Day 22:
1. Presentations continued and summative assessment.
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Survival Requirements
Rank
Requirement
Name _______________________
Importance/Use
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Properties of Water Flapbook
Fold a sheet of paper “hot dog” or landscape style.
Divide the sheet of paper into four equal sections.
Label each section as follows: heat capacity, cohesion, polar molecule, density
Then cut each segment (top only to form flaps).
Under each flap include the following information for each unusual property of water:
•
•
•
Meaning of the term
Examples of why this property of water is important to life
Picture of this property in nature
Teacher Note:
These are explanations and examples of heat capacity, cohesion, polar molecules, and bond
angle:
Heat Capacity: The temperature of water does not change quickly; therefore our bodies stay at a
basal temperature … oceans and other large bodies of water buffer temperatures on adjacent land
masses… water does not evaporate quickly.
Cohesion: water is transported to leaves of very large plants from the roots against the force of
gravity … water bugs “walk” on water … bottles do not overflow immediately (number of drops
of water on a penny can be very large)… water “beads” on a newly waxed car.
Polar molecule: water is polar and is a universal solvent … nutrients dissolve readily to be
carried into cells or transported by vascular systems.
Density: water is less dense when frozen due to a distinct bond angle … ponds and lakes freeze
from top down … ice floats … reacts readily (photosynthesis, respiration, dehydration
synthesis/hydrolysis as macromolecules are formed/broken down).
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Graphic Organizer
Properties of Water
Use the textbook and other classroom resources to complete the graphic organizer.
Water
Formula
Consists of the elements ……
Where found
Can be found in what forms
Solid _________
Liquid ________
Gas __________
Properties of Water
Meaning
Polarity
Density
Cohesion
Heat Capacity
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Example
Performance Task: The Properties of Water
BACKGROUND
You are an advertising executive. A newly created product has been discovered and it is your
job to inform the public about the product while making it sound appealing to consumers.
TASK:
Read the section discussing properties of water in your biology book or other classroom
resources. Use the Properties of Water graphic organizer or flapbook to list the properties of
water. Make sure to describe each of the properties and be able to give an example of that
property. Then create a one page advertisement explaining the nature of water, where it is found,
and why it is needed by all organisms.
AUDIENCE
The Board of Directors at a local company that bottles water.
PURPOSE
To create an advertisement that demonstrates a clear understanding of the nature of water, where
it is found, and why it is one of the most important molecules on Earth.
PRODUCT
Use your water properties graphic organizer or flapbook, and other available resources in the
classroom to create a poster sized version of your advertisement for water. Remember, you are
trying to sell this to the Board of Directors of a company. You are also to prepare the
presentation (what you will say to the Board of Director when you “pitch” your product). This
needs to be a written document to be turned in with the poster.
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Properties of Water Rubric
Nature of Water
Location of Water
Importance of
Water
Poster and
Presentation
Exceeds Expectation
Meets Expectations
The student includes the
chemical formula,
identifies water as a
molecule, explains that
water comes in three
forms (liquid, solid, and
gas). They draw a model
of a water molecule; and
explain it can be found as
saltwater, freshwater and
brackish water.
The student states that
water covers ¾ of the
Earth’s surface. It can be
found in oceans, lakes,
streams, rivers, ponds, and
even puddles. It is also
found in the bodies of all
organisms.
The student explains that
water:
-does not change
temperatures rapidly so it
helps with the cooling of
land masses and helps
endothermic organisms to
maintain a constant body
temperature
-is a polar molecule
therefore, it is a universal
solvent that helps to
dissolve nutrients that are
needed by organisms for
life processes.
The poster clearly states
the physical properties of
water, where it is located,
and why it is important.
The poster is neat and
aesthetically pleasing.
The written presentation is
clearly written and very
persuasive.
The student includes the
chemical formula and
explains that it is a
liquid at room
temperature.
Does Not Meet
Expectation
The student does not
show an understanding
of the physical
properties of water.
The student states that
water covers ¾ of the
Earth’s surface.
The student does not
show an understanding
of the locations of
water.
The student will explain
that water is needed by
all organisms to help
maintain life.
The student shows little
or no understanding of
the importance of water.
The poster states most
of the physical
properties of water, tells
most of the places water
is located, and most of
the reasons it is
important. The poster is
fairly neat and
aesthetically pleasing.
The written presentation
is clearly written but not
persuasive.
The poster includes only
a few physical
properties, only a few
places where water is
found and only shares
one reason water is
important. The poster is
not neat and esthetically
pleasing. The written
presentation is not
clearly written.
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Saliva Hook:
Objective: Identify the action of enzymes.
Materials:
student’s saliva
paper cup
3 test tubes
cornstarch
iodine
3 - stirring rods
1. Ask for a student volunteer and collect approximately 5 to 10 mL of his/her
saliva in a clean paper cup.
2. While the student is collecting, demonstrate a positive starch test by placing a
small amount of corn starch in a small test tube with water and iodine.
3. Obtain two small test tubes and label them “A” and “B.” Place a tiny pinch of
corn starch in the bottom of each test tube.
4. Add the collected saliva to test tube “A” and stir.
5. Add the same amount of water to test tube “B” and stir. This tube will serve as a
control group.
6. Agitate both test tubes several times over the next 30-45 minutes.
7. After 30-45 minutes, test for starch by adding 3 drops of iodine to each test tube.
Teacher note:
1. Make sure students do not eat, drink, or chew gum while collecting saliva.
2. Test tube “B” should test positive while test tube “A” will test negative (due to the fact that
the enzymes in the saliva have broken the complex carbohydrates into simpler sugars).
Alternative Enzyme Function Activity
Hook – Enzyme Function
“The Sweeter It Gets!”
Directions:
1. Spit out gum or candy.
2. Take a couple of swallows of water.
3. Give each student an unsalted soda cracker.
4. They should take half the cracker and simply put it in their mouths.
5. Do not chew!
6. Over time, the bland cracker taste should become sweet tasting.
7. Have the students discuss or write a possible explanation for the change.
Teacher Notes:
Saliva contains the enzyme amylase. Amylase functions to breakdown carbohydrate into sugar.
Over time, the bland cracker taste should become sweet tasting. Have the students discuss or
write a possible explanation for the change.
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Macromolecule Flapbook
Fold a sheet of paper “hot dog” or landscape style.
Divide one side of the sheet of paper into four equal sections.
Label each section as follows: carbohydrate, lipid, protein, nucleic acid
Cut the top side of each segment to form flaps.
Under each flap include the following information for each macromolecule:
• Illustrate the structure of monomer
• Explain the function of the macromolecule and give an example of its importance to life
• Examples of foods that contain the macromolecules: sugar, protein, starch and fat.
Teacher Notes:
Carbohydrates:
simple sugar (glucose specifically) is the monomer
monomers form starches, cellulose
potatoes, pasta, bread, fruit, veggies, sodas
provides energy for the process of respiration
glucose, fructose, cellulose, starch
Lipids:
Fatty acid (monomer)
Monomers form triglycerides, oils, waxes
Red meat, cheese, dairy,
Provides insulation, solubility for some vitamins/minerals, waterproofing
Triglycerides, oils, waxes
Proteins:
Amino acids (only 20 on the entire planet) is the monomer
Monomers form polypeptides such as enzymes, hormones, muscle
Meat (any muscle from an animal), legumes, nuts
Muscle (heart, skeletal), insulin, amylase, lactase
Nucleic Acids:
Nucleotides (monomer)
Monomers form DNA and RNA
Found in every cell and will denature when heated
Genetic information and information to produce all cell parts and materials
DNA and RNA
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Organic Macromolecule Organizer
Organic
Molecule
Composition
Monomer
(name and structure)
Function and Importance to Life
Simple
Carbohydrate
Complex
Carbohydrate
Lipids
Proteins
Fibrous
Nucleic Acid
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Food Examples
Detergent Enzyme Lab
Most laundry detergents today contain enzymes in order to be more effective at removing stains. The
most difficult stains are proteins and, therefore, the detergents will contain a class of enzymes called
proteases. Provide a variety of detergent brands and types. The variety of detergents will allow for a
simple inquiry lesson to be designed. This activity can be modified to create different levels of inquiry.
Select the level at which you are comfortable and your students will be successful. Remember to
increase the levels as the semester/year progresses in order to place more responsibility on the students.
This will also increase the level of understanding and ultimately will assess student knowledge through
performance tasks.
Materials
(per group)
4 - test tubes/ bathroom sized plastic cups
1 package of gelatin
2 - 250 mL beaker
distilled water
hot plate
10% laundry detergent solution
Teacher Notes:
1. Gelatin will serve as a source of protein.
2. Hot plates are recommended as students will be stirring to keep the gelatin from scorching.
3. 10% laundry detergent solution can be made by dissolving 10 grams of detergent in
90 mL of water.
Procedures
Varying levels of inquiry
High Level:
•
Groups will design experiments to determine how effective different detergents are at breaking
down protein. Groups must submit the experimental design to the teacher prior to the start of the
experimentation. Teacher should ensure the experiment is safe and viable (one variable, a
control).
•
Some of the designs will include:
o Different types of detergents (cold water formulas vs. room temperature water formula,
liquids vs. powders, or different types of the same brand).
o Temperature (remind students they can only change one variable, if they use temperature
they must use a single detergent). Students will place test tubes in different temperatures;
remember the gelatin will begin to “melt” at body temperature.
o pH (remind students they can only change one variable, if they use pH they must use a
single detergent). Students would increase/decrease pH of the detergent
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•
Students need to design a data table on which they will record their data. Students will conduct
the experiment and record data. They will use their data to draw conclusions. Students need to
be prepared to share their experimental design and results with the class. Classmates need to be
prepared to comment on validity of experiment/conclusions and sources of error as a part of the
formal lab report.
Medium Level:
•
•
•
Groups will be assigned one of the specific variations of the lab stated above. One group could
serve as the control for all the other groups (they just add water to their tubes and place them
under the same conditions as the others).
Student groups will complete the experiment as directed and develop all recording documents to
record observations and data.
Student groups will share their experiment and results with classmates. Classmates will need to
comment on validity of conclusions and identify sources of error as a part of the formal lab
report.
Low Level:
Prepare the Gelatin
• Add 50 mL of water to a 250 mL beaker and bring this to a boil.
• Use a balance to measure out 2 grams of gelatin on a piece of paper towel. Remember when you
are massing something using a triple beam balance or digital balance you must take the mass of
the paper towel into account.
• Slowly add the gelatin to the beaker of boiling water as the beaker remains on the hot plate. Use
a stirring rod to make sure all the gelatin dissolves. Stir while the beaker is on the hot plate to
avoid scorching the gelatin.
• Using tongs or hot mitts, remove the beaker when the entire gelatin sample is dissolved.
• Pour approximately 10 mL (divide it as evenly as possible) of gelatin in each of the four test
tubes or bathroom sized cups. Cover and allow them to cool overnight.
Prepare the Detergent
• Using a balance, measure out 10 grams of powdered detergent and place it in a 250 mL beaker.
• Using a graduated cylinder, add 90 mL of distilled water to the beaker and stir until most of the
determent dissolves.
• If the detergent is liquid, measure 10 mL of the detergent with a graduated cylinder and then add
it to the beaker with 90 mL of distilled water.
• Label the beaker with the name of the detergent and the type of enzyme (if known).
• TEACHER NOTE: you may want to alter the pH of a couple of the detergents by splitting the
sample and adding HCl or NaOH to mimic the protease action of the human stomach. This will
need to be shared with the students. Groups will need to be assigned specific materials for this to
show valid results.
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Setting up the experiment
• Mark the level of the solid gelatin with a marking pencil in each of the four tubes.
• Select 3 detergents and label the test tubes with the names of the detergents to be tested.
• The fourth tube should be labeled as the control.
• To the control, add 15 drops of distilled water.
• Add 15 drops of the appropriate detergent to the labeled tubes and replace the cover.
• Make sure the tubes are labeled with a mark to indicate the group.
• Allow the tubes to sit for 24 hours. (TEACHER NOTE: select one of each detergent type and a
control to be place in a refrigerator to see the effect different temperatures have on enzyme
action. A set could also be placed in a very warm area (not to exceed 85 degrees as optimum
enzyme action should be body temperature and gelatin will “melt” above 85 F). Collect class
data if groups manipulate different variables.
• Measure the amount of liquefaction using a ruler and record in data table.
• Allow the tubes to sit for an additional 24 hours and record the results.
Students will complete a formal lab report. Their conclusions should include the following:
• The purpose of the tube with water.
• The most effective detergent (include any alterations such as temperature or pH).
• The least effective detergent.
• Identification of the enzyme involved, even if one was not listed on the package (protease is a
good response!)
• Sources of error.
• Identification of the manipulated and responding variables
• Why detergents were effective at dissolving proteins (do we care???)
• A detailed explanation of why enzymes are important to chemical reactions based on data
collected from the lab.
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NUTRIENT TESTING DEMONSTRATION
Purpose: To determine the nutrients in an unknown substance.
Materials: 1L beaker, 6 test tubes, hot plate, test tube rack, test tube holder, test tube brush, clock,
distilled water, Benedict’s solution or glucose test strips, Biuret Reagent, Iodine Solution, Sudan IV or
III, glucose solution, starch solution, dry powdered milk solution, oil, unknown in aqueous solution
Procedure:
1. Put on goggles and apron; remove all jewelry (put in pocket). Obtain materials and apparatus.
2. Fill one test tube ¼ to 1/3 full of glucose solution and the other with unknown. Put 5 drops of
Benedict’s in each. Make initial observations and place in a hot water bath. Mark time the moment
the test tubes are placed in the hot water bath and record time when there is a reaction. Record
observations and time in the data table. OR test the solutions using glucose test strips.
3. Fill one test tube ¼ to 1/3 full of starch solution and the other with unknown. Put 5 drops of iodine
solution in each. Make observations and record in the data table.
4. Repeat step 4 with the milk solution/unknown using Biuret Reagent.
5. Repeat step 4 with the oil/unknown using Sudan IV or Sudan III.
6. Clean up lab and wash hands.
DATA TABLE
Solution
Benedict’s
Iodine
Biuret
Sudan III or IV
Glucose
Starch
Milk
Oil
Unknown
EXTRA NOTES:
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Nutrient Present
Mystery Meal
Introduction
The day before the lab, survey the students to establish what a common meal might be at lunch on any
given school day. Explain to the students that they will be testing this meal for the four basic
macromolecules: sugar, protein, starch, and fats. This lab can become an inquiry by allowing students to
bring in food of their choice to test. Prior knowledge involving the structure and function of organic
molecules is helpful. It may also be helpful to demonstrate each testing procedure (see above page).
Nice illustrations of positive test results may be found at:
http://www.bioweb.uncc.edu/1110Lab/notes/notes1/labpics/lab2pics.htm.
Pre Lab Questions
1.
2.
3.
4.
What constitutes a healthy meal and diet?
What is an indicator?
What is a positive result when using an indicator for starch? Sugar? Fat? Protein?
What safety precautions are to be followed?
Hypothesis
Make a prediction stating whether you think a cafeteria meal (ex. pizza or burger and french fries)
contains all of the nutritional components – starch, fats, proteins and sugars.
If you predicted that fat is present, make a prediction regarding the percent of fat composition.
Materials
blender
access to a microwave
gauze
1 cafeteria meal (pizza or burger and fries with milk or juice)
FOR EACH GROUP
4 test tubes
1 test tube rack
1 test tube brush
1 100 mL graduated cylinder
1 100 mL beaker
1 500 mL beaker
1 50 mL beaker
marking pencils
1 stirring rod
5 transfer pipettes
1 hot plate
distilled water
glucose testing strips (or Benedict’s solution)
Biuret’s Reagent
Iodine solution
dish detergent
goggles
aprons
oven mitts
gloves
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Procedure
1. The teacher will put the meal and one cup of warm water into a blender. Blend until a mushy
consistency is reached.
2. Using gauze, pour the material through and strain a filtrate into a 500 mL beaker. Label this beaker
“A.”
3. The solid material left behind will be placed into another beaker. Label this beaker “B.”
4. Each group will design a data table in which they will record their observation.
5. Put water into a test tube and label it “A.” This test tube will act as the control. All labeled test
tubes are place in a test tube rack until ready for testing.
6. Follow the procedures below to test for each organic compound:
• TESTING FOR SIMPLE SUGARS: Using a pipette, add 5 mL of filtrate to test tube B.
(Remember to label all test tubes.) Mix the solution with a stirring rod. Use the stirring rod to
place fluid from each test tube (“A” and “B”) on a separate glucose testing strip and wait one
minute. Make observations of the glucose test strips and determine the glucose amounts by
comparing the test strip with the label on the glucose testing bottle. Record results in data table.
•
TESTING FOR PROTEINS: Using a pipette, first add 5 mL of water to a test tube and label it
“A.” This will act as the control for this test. Add 5 mL of filtrate to test tube and label it “C.”
Add 10 drops of Biuret reagent to test tubes “A” and “C” and mix with a clean stirring rod. Wait
one minute then observe and record results in the data table.
•
TESTING FOR STARCHES: Using a pipette, add 5 mL of water to test tube “A.” This will act
as the control for this test. Add 5 mL of filtrate to test tube “D.” Add 3 drops of iodine solution
to test tubes “A” and “D.” Wait one minute then observe and record results in the data table.
•
CALCULATION OF PERCENT FAT COMPOSITION: Place 70 mL of unfiltered solid from
beaker “B” into a clean beaker. Add 70 mL of warm water and heat on hot plate. Stir
occasionally with the stirring rod. Boil for 10 minutes. Allow contents to cool (approximately 5
minutes). Obtain a 100 mL graduated cylinder and label it with the group name. Pour 50 mL of
solution (made from the solid and warm water) into a 100 mL graduated cylinder.
Caution: Use an oven mitt as glassware and contents will be hot. Cover the mixture with a
plastic wrap. Place graduated cylinder in an ice bath or refrigerator for about 45 minutes.
Calculate the percent fat composition by measuring the amount of the yellow fat layer at the top
of the graduated cylinder and subtract from 50. Take the derived number and divide by 50.
Multiply this number for an approximate percent fat composition. Note: Students may want to
start this test first due to the wait time.
7. Clean up: Filtrate and glucose strips are placed in the trash can. All materials are washed with
detergent and dried.
8. Each group will share results for each organic compound tested. Be prepared to discuss your results
with the class.
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Post Lab Questions
1.
2.
3.
4.
What can you conclude about this typical cafeteria meal?
Were your predictions correct?
How does this meal match your definition of a healthy meal?
For each macromolecule tested, why are they essential to maintaining a healthy body?
Extensions
1. Have students design a healthy meal. Have them bring in the meal and test in the same method as
the Mystery Meal Lab. Compare the percent fat composition of their healthy meal with a fast food
meal.
2. Have students compare percent fat composition between a “normal” food and a “fat free” food.
Adapted from:
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Fanette Entzminger “The McMush Challenge”
Copyright 2006 - The American Physiological Society
Permission is granted for duplication for workshop/classroom use.
Teacher Note:
Before class starts, heat the food contents in a microwave for 1-2 minutes.
Organic Compound
Sugar
Protein
Starch
Fat
Expected Results
Students should get a positive test for sugars. Glucose test strips turn
from yellow to green. If you use Benedict’s Solution, place 10 drops
into the test tube with 5 mL of filtrate. Benedict’s turns from blue to
orange-red when heated in a water bath.
This test usually yields a faint positive reading for proteins. Biuret’s
turns from blue to purple.
Results will be positive for starches. Iodine turns from brown to blueblack.
Calculate the percent fat composition by measuring the amount of the
yellow fat layer at the top of the graduated cylinder and subtract from
50. Take the derived number and divide by 50. Multiply this number
for an approximate percent fat composition.
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Molecules for Life Grouping Activity
Directions:
Copy and laminate the list.
Cut words apart. One list is needed per group of students.
Place words in a baggy or envelope.
Give a baggy or envelope to each group.
The dotted lines indicate a division of word groups with the key word at the top.
Individual word groups could be used for a daily review, while combinations of word
groups could be used as a graphic organizer.
Teacher Note: The KEY POINT of this activity is to make students establish and
analyze the relationships between the terms within the group. It is not intended to
emphasize terminology.
Proteins
Amino acid
Enzyme
Catalyst
Substrate
Peptide bonds
Polypeptide
Build structure
Act as biological catalysts
----------------------------------------------------------Carbohydrates
Monosaccharide
Disaccharide
Polysaccharide
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Simple sugar
Complex carbohydrate
Sugar
Energy Source
Cellulose
Glycogen
Glucose
Glucose test strips
Starch
Benedicts Solution
-------------------------------------------------------------Lipids
Fatty acid
Glycerol
Stored energy
Steroids
Cholesterol
Insoluble in water
Non polar
Fats
Oils
Waxes
Saturated
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Unsaturated
Sudan IV
--------------------------------------------------------------Nucleic Acids
Nucleotides
DNA
RNA
Store and transmit information
--------------------------------------------------------------ATP
Adenosine triphosphate
ADP+phosphate
High energy bonds
Provides usable energy for cells
--------------------------------------------------------------Water
Polar
Hydrogen bonding
Adhesion
Cohesion
Universal solvent
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Photosynthesis and Respiration Venn Diagram
Photosynthesis
Respiration
Similarities
Optional Phrases for Venn Diagram
Used by animals
Used by plants
Used by all organisms
Occurs in chloroplasts
Occurs in mitochondria
Requires enzymes
Involves chemical reactions
Uses CO2
Uses O2
Produces H2O
Produces glucoseC6H12O6
Produces CO2
Produces O2
Traps light energy
Converts energy from one form to another
Involves an electron transport chain
Requires chlorophyll
Involves energy
Aerobic or anaerobic
Glycolysis
Light dependent reactions
Light independent reactions (Calvin Cycle)
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Photosynthesis and Respiration Flash Cards
Materials:
For each student pair:
index cards
markers
Procedure:
Instruct students to create cards with the chemical formula for photosynthesis. Each card should contain
one part of the formula. The products (both as words and as formulas) and reactants (both as words and
as formulas) should be on separate cards. All symbols (+ and Æ) would be on separate cards. Solar
energy would also be on a separate card as would the location of photosynthesis (chloroplast). Once the
sequence is correct, each student should prepare a paragraph summary of the process and why it is
important.
Variations:
Make the cards as stated above for photosynthesis and respiration. As the students come into the
classroom, give each of them a card. When class begins, tell the students that they are going to get up
and arrange themselves in the correct order for the formula for photosynthesis and respiration. Do not
give them any help or suggestions. When they have lined up in the correct order you can then point out
that the products (call the students by name that represent the products) of one process are the reactants
(call the students by name that represent the reactants) of the other process.
Or
Have students write the words/chemical formulas from a word splash. (See example below.)
Two additional cards are needed for the process of respiration. Students should see that they only need a
card for mitochondrion and ATP. Students can be directed to add ATP to the back of the solar energy
card as both are the energy for each reaction.
Ticket Out The Door:
Once students order the cards for the process of respiration and photosynthesis they should summarize
these processes. In addition to the summary of the processes, students should explain the relationship
between the two processes and why they are important. Teacher should read and provide
commentary/feedback to allow students to self-correct (or ask their neighbor) until the summaries show
students have an understanding of the two processes.
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Photosynthesis and Respiration Word Splash
Oxygen
CHLOROPLAST
carbon dioxide
yields
water
solar energy
+
+
Æ
Glucose
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Photosynthesis Demonstration
Photosynthesis is easily demonstrated in the classroom using the freshwater aquatic plants Elodea or
Anacharis that can usually be purchased inexpensively from an aquarium shop.
Set up several pairs of test tubes so that each small group of students has two test tubes to work with.
Have them fill each test tube half full of phenol red solution. Phenol red is a pH indicator that turns red
when its pH is 7 or more (the alkaline range) and changes to a pale yellow when its pH is less than 7 (the
acid range).
Have two students in each group use straws to blow air into their two test tubes until the phenol red turns
yellow. They are adding carbon dioxide to the solution, which makes it more acidic.
Next, add a sprig of Elodea or Anacharis to one of each pair of test tubes, leaving the other test tube
with phenol red solution alone. Place the test tubes under lights (a desk lamp will do) for 15 to 20
minutes. The Elodea rapidly begins to photosynthesize, using up the carbon dioxide in the water. There
should be a color change in the phenol red solution (it turns red again) after the plant has used up enough
carbon dioxide to raise the pH. Another indication that photosynthesis is occurring can be seen by the
tiny bubbles of oxygen that form in the test tubes containing the aquatic plant sprigs.
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Light Intensity and Photosynthesis
INTRODUCTION:
In this experiment you will measure the effect of light intensity on the rate of photosynthesis.
You will expose Elodea samples to various light intensities and determine the relative rates of
photosynthesis by observing changes in pH.
Elodea is a common aquatic plant used in aquariums. You can obtain it from the pet store. There
are more than one species of Elodea used in aquariums and any of the species will be fine for this
lab.
MATERIALS:
pH paper
4, 250-mL beakers
4, 15-cm-long sprigs of Elodea
250-mL graduated cylinder or measuring cup
sodium bicarbonate (baking soda)
200-watt light source
distilled water
stirring rod
balance (optional)
PROCEDURE:
Part I
1. Mark the four beakers with the designations “A,” “B,” “C,” and “D.” Using a
graduated cylinder, pour 200 mL of distilled water into each beaker.
2. Weigh out four 0.50 gram sodium bicarbonate samples on weighing papers.
Remember: If you are using a mechanical balance, first find the mass of the weighing
paper, and then adjust the riders to reflect 0.50 g of additional mass to the balance. Set the
balance for the mass you calculated and add sodium bicarbonate until the pointer is
balanced. If you are using an electronic balance, place the weighing paper on the balance
and zero using the tare button. Then add sodium bicarbonate until the balance reads .5
grams
Teacher Note: If you are not using a balance, you will need to use equal amounts of
sodium bicarbonate as measured with measuring spoons. Use approximately one level ½
teaspoon.
3. Add a sodium bicarbonate sample to beakers “A,” “B,” “C,” and “D” and stir the
solutions with a glass stirring rod until the chemical is dissolved. (When you add sodium
bicarbonate to water, carbon dioxide (CO2) gas will be released, forming bubbles).
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4. Test the pH of the four solutions and record in the DATA TABLE as pH before
experiment.
5. Answer the following pre-lab questions prior to beginning the next part of the
experiment.
Question 1. How could you use the concentration of CO2 to measure the rate of
photosynthesis?
Question 2. What can you infer about the relationship between the pH of a solution and
its CO2 content?
Question 3. Why is it important to measure the pH of each solution after a set amount of
time?
Part II
Teacher Note: One group should NOT place the Elodea in their beakers and measure pH at 40
minutes and 60 minutes. This will serve as the control. Do not tell the students they are the
control. Later the teacher can discuss with the group why this group got the results they did and
reinforce that all experiments need a control. This will also alleviate the problem of not having
enough equipment for the experiment. A variation of this is for the teacher to set up the control.
Each lab group could then come up and observe the control and make their observation.
6. Obtain four 15 cm long sprigs of freshly cut Elodea. Place one sprig of Elodea in each
beaker. Cover each beaker with plastic.
7. Place beaker “A” and beaker “D” in darkness, beaker “B” and beaker “D” in room
light, and beaker “C” and beaker “D” at a distance of 0.5 m from an electric light lit by a
200-watt bulb.
8. After 20 minutes, use pH paper to test the pH of the solution in each beaker. Record
your results in the DATA TABLE as pH after 20 minutes. Wait 20 more minutes then us
pH paper to test the pH of the solution in each beaker again. Record your results in the
DATA TABLE as pH after 40 minutes. Wait 20 minutes and repeat the procedure at the
60 minute mark. Record your results in the DATA TABLE as pH after 60 minutes.
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pH DATA TABLE:
Sample A With sodium bicarbonate in darkness for 60 min.
pH before experiment _____
pH after 20 minutes _____
pH after 40 minutes _____
pH after 60 minutes _____
Sample B With sodium bicarbonate in room light for 60 min.
pH before experiment _____
pH after 20 minutes _____
pH after 40 minutes _____
pH after 60 minutes _____
Sample C With sodium bicarbonate 0.5m from a 200-watt light for 60 min.
pH before experiment _____
pH after 20 minutes _____
pH after 40 minutes _____
pH after 60 minutes _____
Sample D Without sodium bicarbonate 0.5m from a 200-watt light for 60 min.
pH before experiment _____
pH after 20 minutes _____
pH after 40 minutes _____
pH after 60 minutes _____
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CONCLUSIONS:
Question 4. How did the pH of the solution in each of the beakers change after the
Elodea was added and the 20 minute time elapsed?
Question 5. What is the relationship between change in pH and rate of photosynthesis?
Question 6. What purpose did solution “D” serve in this experiment? Did its pH change
after Elodea was added?
Question 7. According to your experiment, how is photosynthesis affected by light
intensity?
INQUIRY:
If beaker C is covered with an airtight lid and kept in bright light, will the pH rise
indefinitely? Why or why not?
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Photosynthesis Chart
Formula _________________________________________________________________
Location
Reactants
Products
Photosynthesis
{overview}
Light Dependent
Reaction
Calvin Cycle
Word Wise.
Answer the questions by writing the correct vocabulary term. Use the circled letter from each
term to find the hidden term, then write it's definition.
01. What is the process called by which plants use the sun's energy to make high-energy sugars?
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
02. What is the stage of photosynthesis called in which plants use the energy that ATP and NADPH contain to
build high-energy sugars?
___ ___ ___ ___ ___ ___ - ___ ___ ___ ___ ___
03. What are the reactions of the first stage of photosynthesis called?
___ ___ ___ ___ ___ - ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___
04. What is the region called where the Calvin Cycle takes place? ___ ___ ___ ___ ___
05. What is an organism called that obtains energy from the food it consumes?
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
06. What is one of the principle chemical compounds that living things use to store energy?
___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
07. What is an organism called that makes it's own food?
___ ___ ___ ___ ___ ___ ___ ___ ___
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Respiration Concept Map
requires
AEROBIC [Cellular] RESPIRATION
Begins with
the breaking down of
Produces
and
and
if oxygen is present
products of glycolysis
enter the
Second step is
Producing
H goes to
Waste product is
Located in the
Produces
+ The final electron
acceptor O produces
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+
Does NOT require
ANAEROBIC RESPIRATION
ALSO CALLED
Occurs in cell's
After glycolysis,
the
Cannot enter the Mitochondria so
NADH passes the H back to the
Pyruvic acid making it
2 Forms Are
AND
Products are
Products are
And a small
amount of
And a small
amount of
Used by
Used by
To make
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The Three Brothers and Their Money
Once upon a time there were three brothers: Lawrence, Frizzy, and Morris. The father called them to
the breakfast table one morning and gave each brother a $100 bill. Father instructed them to invest their
money to increase their net worth as they would soon be on their own in the world.
Like many investors, the first place they took their money was to the bank. They went to all the local
banks looking for a good deal. After a long search, the three brothers invested their $100 with a little
known bank, Glyco Bank and Trust. Before they could open a savings account, they each had to pay a
$2 service charge out of any interest they would earn.
After a year, the father called the brothers to breakfast to discuss their investments. The brothers
showed Father their most recent statements. The statements showed the addition of $4 for the interest
but also showed a deduction of $2 for the service charge. With only a $2 net increase in their accounts,
Father ordered the brothers to go to the bank and withdraw their money and try again. The brothers
went directly to the Glyco Bank and Trust to withdraw their money. Instead of giving them a single
$100 bill, the teller gave each brother two $50 bills and two $1 bills. Needless to say, all three brothers
were very disappointed at the low return on their investments, so they decided to move elsewhere.
The eldest brother, Lawrence, decided to take his two $50 bills to the Mighty Mito Stock Exchange.
When he walked into their building, he noticed that the air was fresh and clean. The first person he
spoke with was Mrs. Krebs, who promptly took Lawrence’s two $50 bills and pledged to invest it
wisely. After a short time, however, Mrs. Krebs was able to earn only $2 using all of her financial
wizardry. She was certain Lawrence would expect a greater return, so she passed his account off to the
E. T. C. Investment Group. This investment group took the $100 account and began to pass it from one
fund to another. When Lawrence returned a few weeks to check on his investment, he was thrilled to
learn the investment group had increased his net worth by an additional $32. Therefore, with the $2
from the Glyco Bank, the $2 from Mrs. Krebs and $32 from the E. T. C. Investment Group, Lawrence
had a return of $36 on his initial investment. Lawrence hoped this would be pleasing to his father.
The middle brother, Frizzy, took a different strategy of investing his two $50 bills. He had a friend
named Hank that owned a gym. Frizzy went to Hank’s gym to discuss his investment idea. When he
first entered the gym, he noticed the air in the gym was rather stuffy and smelly, no fresh air available.
Frizzy was not deterred and asked Hank if he could invest his two $50 bills in the gym. Hank replied,
“No problem. I will take your money, and even let you work out at the gym for free.” So, Frizzy began
working out at the gym. When learning of Lawrence’s windfall, Frizzy asked Hank for his investment.
Much to Frizzy’s dismay, Hank had no profits to give. To add more insult, Frizzy’s muscles were very
sore from working out at the gym. Therefore, the only profit Frizzy had was the $2 gain from Glyco
Bank. Frizzy was in no mood to share his investment with his father.
The youngest brother, Aaron, decided to invest his money with his friend Al. Al owned a bakery and
when Aaron went inside one day to visit with his friend, he noticed the air was stuffy but filled with nice
aromas from the rising bread. Aaron told Al how his father had given each brother $100 to invest and
how the first investment was not very profitable. Al told Aaron business was good and he would love to
have additional funds to add an addition to the bakery. Aaron gave Al his two $50 bills and said he
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would be back each day to sample the pastries. After a few months and a bigger belly, Aaron asked for
his share of the profits. Al had no additional profits to give Aaron. Therefore, Aaron’s only profit was
the $2 from the original investment at Glyco Bank. Aaron was very unhappy with his extra weight and
that his lack of profit.
The three brothers sat down one last time for breakfast with their father to share their investment
portfolios. Lawrence, who invested with first Glyco Bank and then the Mighty Mito Stock Exchange,
had a net gain of $36. Frizzy, who invested with Glyco Bank and then the gym, had a net gain of only
$2 and very sore muscles. Aaron, who took a chance with Al and his bakery addition, also increased his
worth by only $2 from the original investment with Glyco Bank and now had to lose the extra weight.
Using the information in this story, create a flow chart showing the gain and loss of ATP or money.
After completing the flow chart, write a “moral” to this story. Then compare your flow chart to the
Respiration Concept Map you completed earlier to show that you can use the story to explain the
science. You will then need to identify and explain the three types of respiration described in the story.
It will be important for you to explain any similarities and differences in the three types as well as where
all three occur in nature.
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Getting Interest on a $100 Investment
All three brothers gave _________ to
__________________ Bank
Each brother received _________ interest and __________
Each brother had to pay _______ in service fees for a net gain of ___________on their original investment
The three brothers all decided to try different investment strategies.
FRESH AIR
STALE AIR
Lawrence goes to ____________________
Frizzy goes to ___________________
Aaron goes to ____________________
Mrs. Krebs earns him ____________
This adventure earns him __________
This adventure earns him ___________
Then she passes the investment to ___________
and ___________________________
and ____________________.
This group earns him an additional ___________
Lawrence’s Net Gain:
Frizzy’s Net Gain:
Aaron’s Net Gain:
__________ +
______________ +
______________ +
__________ +
______________ +
______________ +
_______________.
_______________
__________=
__________.
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Respiration Lab
Materials
For each lab group:
• 2 - 50 mL Erlenmeyer flask
• 1 teaspoon yeast (make sure it is fresh)
• 80 mL apple cider (make sure it isn’t JUICE)
• 2 – round latex balloons
Teacher Note:
It is important the yeast is fresh. Check the expiration data. Be sure to use apple cider not apple
juice. Safety concern: Check with students concerning allergies to latex.
The procedures that follow will indicate different levels of inquiry for this activity. Teachers
should select the level that is a better fit for their student’s abilities and the teacher’s comfort.
Increase rigor throughout the semester/year.
Procedure:
High Level of Inquiry
At this level, students will prepare a formal lab report and create an experimental design that
includes a question, a hypothesis, materials, procedures, data chart, collected data, conclusions,
identified control and experimental groups, and an analysis of sources of error.
• Groups will design an experiment to determine what factors impact the rates of
respiration.
• Groups should select ONE variable to test. The teacher will provide feedback and
commentary to ensure the experimental design is safe and viable (i.e. has a control).
• Groups may identify variables including but are not limited to: temperature, amount of
yeast, amount of oxygen (may want to add a “bubbler” to the flask), light (make sure they
control temperature), type of cider (may want to compare apple juice), amount of cider.
• Groups will present findings and classmates will take notes.
• Students will include all experiments and results in their summary conclusion.
Medium Level of Inquiry
At this level, students will prepare a formal lab report and include a question, a hypothesis, data,
and a conclusion. Identify the control and experimental groups, and analyze sources of error.
The materials and procedure are provided by the teacher.
• Groups are assigned a particular variable to test. The teacher provides detailed directions
for the experiment (these directions are located below in the Low Level of Inquiry
section).
• Groups will design data tables and other ancillary materials needed to collect data and
present findings to classmates.
• Groups will present findings and classmates will take notes.
• Students will include all experiments and results in their summary conclusion.
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Low Level of Inquiry
At this level students will identify control and experimental groups, and will analyze sources of
error. This level of inquiry should be done PRIOR to classroom instruction on respiration so
that students are discovering the process of respiration instead of proving what has been told to
them.
•
•
•
•
•
•
•
•
•
Using a graduated cylinder, place 40 mL of apple cider in a 50 mL Erlenmeyer flask.
Label the flask to identify the group and the class period to which it belongs.
Using a measuring spoon, place a level ½ teaspoon of yeast into the flask containing the
apple cider.
Quickly stretch a balloon over the mouth of the flask.
Using a graduated cylinder, place 40 mL of apple cider in a second 50 mL Erlenmeyer
flask. Label the flask to identify the group and the class period to which it belongs.
Quickly stretch a balloon over the mouth of the flask.
Allow flasks to sit undisturbed for 24 hours.
Measure the circumference of each balloon and record.
Observe solution in each flask and record.
Continue to record data until balloon is no longer increasing in size.
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ADP/ATP Bottle
Teacher note:
Make sure that the students understand the location and importance of energy storage for the
transfer of energy.
Directions for making an ATP model (bottle ATP) to use as a demonstration:
Materials:
1 small jar with lid
4 paper strips
Procedures:
1. Write “phosphate” on 3 paper strips and “energy” on one paper strip.
2. Tape one paper strip with the word phosphate around the jar near the bottom, tape a second
phosphate near the center of the jar, and tape the last phosphate around the lid of the jar, so
that when the lid is removed the word phosphate is removed.
3. Take the lid off the jar and tape the word energy on the inside of the lid so that it hangs down.
4. To demonstrate the ADP/ATP model:
When the lid is on and three phosphates are lined up and visible, ask the students where the
energy is located. They should say that it is inside or stored in the jar. When the lid is
removed, ask the students how many phosphates they have? They should respond they now
have two phosphates. Ask them where the energy is located. They should respond that it has
been released. Repeat the process a few times reviewing with them that when there are three
phosphates, energy is stored and when a phosphate is removed energy is released. Have
student generate a cyclic diagram for this process.
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How Does Energy Flow Through an Ecosystem?
Bucket Lab
This activity is to be completed in a large outdoor area with easy access to a water source.
Objectives:
Students will understand that energy is transferred through a food web.
Students will understand that energy is lost at different rates in a food web.
Co-Requisites:
SCSh 1b: Recognize that different explanations often can be given for the same
evidence
SCSh 2: Students will use standard safety practices for all classroom laboratory and
field investigations.
SCSh 3c: Collect, organize and record appropriate data.
SCSh 3d: Graphically compare and analyze data points and /or summary statistics.
SCSh 3e: Develop a reasonable conclusion based on data collected.
SCSh 4: Students will use tools and instruments for observing, measuring, and
manipulate scientific equipment and materials.
SCSh 5b: Consider possible effects of measurement errors on calculations.
SCSh 6: Students will communicate scientific investigations and information clearly.
SB 4b: Explain the flow of energy 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
Materials Needed
The actual number of each of these items will vary according to class size. The number in
parentheses is based on a class size of 27)
5 gallon buckets or similar large containers (10)
Dish pans or similar medium containers (6)
Graduated cylinders (8)
Graph paper, poster or chart paper
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Set Up Diagram
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Procedure
1.
2.
3.
4.
5.
6.
7.
8.
Teacher may set up the materials prior to the arrival of the students or the teacher
may use chalk to mark the spots in the designated test area and have the students
carry the materials to the appropriate spots.
When students are all in place the TIMEKEEPER (or the teacher) will shout “Start.”
The first student in the line will dip a cup of water from the large container and carry
it to the second student in line to transfer the water. The first student needs to keep
an accurate count of the number of cups dipped. This is continued for THREE
MINUTES.
The LINE JUDGE (or teacher) should monitor for students placing their fingers over
the holes in the bottom of the cups. A reminder is given to the students by the LINE
JUDGE so that appropriate data can be analyzed by the class.
The last student in line will pour the remaining water in the bucket/pan at the end of
the line.
At the end of three minutes, the TIMEKEEPER will shout “Stop.”
The person at the end of the line is responsible for measuring the water in the end
bucket and reporting the amount to the RECORDER. If you have large graduated
cylinders, then use them for the first few lines as they will have transferred the largest
amount of water. Although a beaker or flask would be less accurate, it may be more
efficient to use for the shorter food chains. The longer food chains will be able to use a
smaller graduated cylinder.
While the data is gathered, the first person in the line should refill the first bucket to
begin the next trial. The first person must also report the number of cups dipped. It
will be necessary to convert the number of cups into a volume to complete the
calculations.
Repeat the procedure a total of three times.
Data Table You may want to ask your students to construct their own data table.
The following website has a feature that allows student to construct food webs electronically.
The food web and food pyramid are from this site as well.
http://www.vtaide.com/ png/foodchains.htm
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Food Trial 1
Chain Volume
taken
from
first
bucket
1
Trial 1 Efficiency Trial 2 Trial 2 Efficiency Trial 3 Trial 3 Efficiency Average
Volume of energy Volume Volume of energy Volume Volume of energy Efficiency
in final transfer
taken
in final transfer
taken
in final transfer
of energy
bucket
from
bucket
from
bucket
transfer
first
first
bucket
bucket
2
3
4
5
6
7
8
Student Page
Calculations:
Conversion from cup to mL:
Volume taken from bucket (mL) = Volume of cup in mL x Number times cup was filled
Calculation of efficient of energy transfer:
Efficiency = Volume of water in end container (mL) / Volume taken from bucket (mL) x 100
Graph the data:
Efficiency
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Food chain length
Analogies:
• Decide what each of the items in the activity represent:
Initial bucket Cups with two holes
Water
Cups with one hole
Water dripping from cups
Cups with three holes
Applications:
1.
2.
3.
4.
5.
6.
7.
Use examples of organisms to label each of the food chains (1, 2, 3, 4, 5 organisms).
This could be assigned to the members of the food chain group and the results used as a
class to construct a food web. This could also be represented in a energy pyramid.
Connect the food chains into a food web. This would be a collection of the class food
chains.
Use the terms autotroph, heterotroph, producer, consumer, herbivore, carnivore, omnivore,
scavenger as you label your food web. Teachers may choose to substitute terms commonly
used in their classrooms
Consider all the “energy” that was lost to the food chain during the activity. In an actual
ecosystem how would this energy be used? Explain.
In the one link food chain what process is being modeled?
Using your graph, discuss the relationship between length of food chain and energy
transfer efficiency.
Ecologists estimate that only about 10% of the energy available at one food-chain level
becomes available at the next level. Using this rule known as the 10% rule, calculate the
energy needed at each level of the food chains in the activity that would be needed if the
top consumer of each chain requires 2000 calories (1, 2, 3, 4, 5 organisms). Record your
results in a energy pyramid.
Student Page
Procedure:
1. You will need to pour the water from your cup into the cup of the person
behind you. If you are the FIRST person in line, you will need to count the
number of cups you remove from the bucket. If you are the LAST person in line,
you will need to measure the amount of water in the last bucket/pan.
2. Timekeeper: Start the energy transfer. Allow the transfer to continue for 3
minutes. Stop the transfer.
3. Line Judge: Monitor the passing of the water. No fingers over the holes. The
water must be poured. Cups cannot be traded.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 58 of 78
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4. Recorder: Collect the number of cups the first person in each line removed and
record in the data table. Record the amount of water in the final bucket/pan from
each line.
Data Table:
Food
Chain
Trial 1
Volume
taken
from
first
bucket
Trial 1
Volume
in final
bucket
Efficiency
of energy
transfer
Trial 2
Volume
taken
from
first
bucket
Trial 2
Volume
in final
bucket
Efficiency
of energy
transfer
Trial 3
Volume
taken
from
first
bucket
1
2
3
4
5
6
7
8
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 59 of 78
All Rights Reserved
Trial 3
Volume
in final
bucket
Efficiency
of energy
transfer
Average
Efficiency
of energy
transfer
Food Web
Identify the:
1. Producers
2. Primary Consumers
3. Secondary Consumers
4. Herbivores
5. Carnivores
6. Omnivores
7. What elements are missing from
this food web?
On the back, Construct a Food web using the following animals. This ecosystem
represents a farm area. The corn is the main source of food for many of the
herbivores in the area. You do not have to draw pictures; you can just use the
animal names and draw arrows between them.
SNAKE, CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL,
MICROORGANISMS (decomposers)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 60 of 78
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Culminating Task:
Energy Flow and Transitional Zones of Biomes
Energy Flow through a Food Chain
Objective:
Students will trace the flow of energy through a food chain and determine the amount of energy
that passes from one trophic level to a higher trophic level.
Required Information:
Write a creative story about the flow of energy through a food chain from the viewpoint of Marty
the Molecule (food molecule). You will need to identify a food chain that occurs in a transitional
zone between two established biomes. You need to begin the biome with an autotroph and end
with a tertiary consumer in an energy pyramid. Be sure you explain the amount of energy that is
passed from one trophic level to the next trophic level. You are to illustrate your food chain by
including drawings or pictures with arrows showing the direction of the flow of energy.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 61 of 78
All Rights Reserved
Evidence of
Scientific
Understandings
Format
Energy Flow Rubric
Exceeds
Meets
Expectations
Expectations
The student
The student
identifies the two creates a food
biomes that meet chain but does
Identification of
at the transitional not specify the
Organisms in a
zone and creates transitional zone
Food Chain
a food web that
in which the food
actually exists
chain would
within that
actually exists.
transitional zone.
The student
The student
describes the
describes the
flow of energy
flow of energy
Flow of Energy
through a food
through a food
Through The
chain and
chain.
Food Chain
connects it to
other food chains
to create a food
web.
The student
The student
identifies the
makes a
actual amount of statement that
Amount of
energy that is
only 10% of the
passed from one energy moves
energy
trophic level to
from a trophic
transferred
the next higher
level to the next
trophic level.
higher trophic
level.
The student
The student
illustrates the
illustrates the
food chain and
food chain.
Illustration
associated food
web.
Creativity and
Writing Format
The story was
written in a
creative way
using correct
grammar and
contained a
beginning,
middle, and end
to the story
The story was
written in a
creative way, but
contained some
grammatical
errors and had no
true beginning or
ending to the
story.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 62 of 78
All Rights Reserved
Does Not Meet
Expectations
The student does
not provide
enough
information to
assess
understanding
organisms in a
food chain.
The student does
not provide
enough
information to
assess the
understanding of
energy flow
through a food
chain.
The student does
not provide
enough
information to
assess the
understanding of
the amount of
energy that is
transferred.
The student does
not provide
enough
information to
assess the
illustration.
The story was
not written in a
creative way and
contained many
grammatical
errors. There
was little or no
organization to
the story.
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.
For this class you will be required to keep a lab notebook. The lab notebook will be stored in my room
and will be used for all labs.
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
10/2/2006 2:39 PM Page 63 of 78
All Rights Reserved
This Lab Is Completed To The Best Of My Ability.
Lab Evaluation Form
X__________________________________________
Lab Focus Question:
Teacher
(Student Signature)
Criteria
Peer
Lab Focus Question:
10
5
0
Present and relevant to the topic
Present and closely related to the topic
Absent or not directly related to the topic
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
10
5
0
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
0
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.
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
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.
5
3
0
Work Ethic:
Total points earned = Lab grade
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 64 of 78
All Rights Reserved
5
3
0
ENERGY TRANSFORMATION UNIT SUMMARY TABLE
DAY
1
2
Characteristics
of Science and
Content
Standards
SB1b,c
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a, b
SCSh5a,b,c,d,
SCSh6a,b,c
SCSh7a,b,d
SCSh8a,b,c
SB1b,c
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b
SCSh6d
SCSh7a,b,c,d,e
SCSh8a,b,c,f
Enduring Understandings
•
•
•
•
Most cell functions involve
chemical reactions that
utilize enzymes that either
break down or synthesize
compounds.
Chemical bonds of food
molecules contain energy
that is released in the process
of cellular respiration; the
products are used to
synthesize needed
molecules.
Most cell functions involve
chemical reactions that
utilize enzymes that either
break down or synthesize
compounds.
Chemical bonds of food
molecules contain energy
that is released in the process
of cellular respiration; the
products are used to
synthesize needed
molecules.
Teacher and Student
Activities/Tasks
•
•
•
•
•
Assessments
Molecules_For_Life (page 34-36)
pre-assessment
Mystery_Meal (page 31-33) and
Nutrient_TestingDemo (page 30)
•
MacromoleculeFlapbook (page
25) or Organic_Organizer (page
26)
Saliva Hook (page 24)
Detergent_Enzyme_Lab design
(page 27)
•
•
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 65 of 78
All Rights Reserved
•
•
•
Teacher
monitoring
Lab Report
Flapbook
Student
Responses
Student Models
Lab Design
3
4
SB1b,c
SCSh1a,b,c
SBSh2a,b,c
SBSh3c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,b,c
SCSh8a,b,c
•
SB1b,c
SB4a,b
SCSh1a,b,c
SCSh3a
SCSh6a,c
SCSh7a,b,d
•
•
•
•
•
Most cell functions involve
chemical reactions that
utilize enzymes that either
break down or synthesize
compounds. SB1b, SB1c
Chemical bonds of food
molecules contain energy
that is released in the process
of cellular respiration; the
products are used to
synthesize needed
molecules.
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.
Organisms both cooperate
and compete in ecosystems
Carbon and oxygen cycle
through the processes of
photosynthesis and
•
•
Detergent_Enzyme_Lab (page 27)
Lock and Key Design Model
•
Lab Report
•
Complete Enzyme Lab and assign
lab report
SurvivalRequirements (page 19)
Ticket Out the Door
•
Teacher
Monitoring
Lab Report
TOD
•
•
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 66 of 78
All Rights Reserved
•
•
•
5
6
7
SB1d
SB4b
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b
SCSh8a
SB1d
SB4b
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,b,c
SB1b,c
SB3a
SB4b
SCSh1a,b,c
•
•
•
•
respiration.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
The atoms and molecules on
earth cycle among the living
and nonliving components of
the biosphere. SB4b
•
•
Properties of Water preassessment activity
Bag A Plant
•
•
The atoms and molecules on
earth cycle among the living
and nonliving components of
the biosphere. SB4b
•
•
Bag a Plant continued
Properties of water flapbook
waterflapbook (page 20)
Alternate activities:
Water_Properties_Organizer
(page 21)
WaterPropertiesTask (page 22)
•
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
•
Photosynthesis/Respiration Hook
PhotoDemo (page 40)
Flashcard Equation Activity
flashcards (page 38)
Photosynthesis/Respiration Venn
Photosynthesis Respiration Venn
(page 37)
Ticket Out the Door
•
•
•
•
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 67 of 78
All Rights Reserved
•
•
•
•
Student
responses on
water properties
Student
Predictions
Student
Paragraphs
Flapbook
Student
responses
Monitor student
arrangements of
flashcards
Venn results
TOD results
•
•
8
SB1a
SB3a
SB4b
SB5b
SCSh1a,b,c
SCSh3b,c,d,e
•
•
•
inorganic molecules to form
energy storing organic
molecules and release
oxygen that is vital to most
living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen which is vital to
most living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Energy flows through
ecosystems in one direction
from photosynthetic
organisms to herbivores to
carnivores and decomposers.
•
•
•
10-2 Lecture for Chloroplast and
Mitochondria Structure, Function
and Evolutionary Theory
Diagram mitochondria and
chloroplasts
Endosymbiosis theory diagrams
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 68 of 78
All Rights Reserved
•
•
•
•
Student
responses
Labeled
diagrams
Cladograms
TOD
•
9
SB3a
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c
SCSh4a
SCSh7d,e
SCSh8a,b
•
•
10
11
SB3a
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,b,c,d
SCSh7a,b,d,e
SCSh8a,b,c,e,f
•
SB3a
SB4b
SCSh1a,b,c
•
•
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen that is vital to most
living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen that is vital to most
living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
•
•
10-2 Photosynthesis Mini-Lecture
Rates of Photosynthesis Lab
design and set up
Sample lab: lightintensity (page
41-44)
•
•
•
Photosynthesis Lab
Photosynthesis graphic organizer
Photosynthesis_Chart (page 45)
•
•
Lab Report
Graphic
organizer
•
•
•
Photosynthesis Review
10-2 Respiration Mini Lecture
Respiration Lab Design
•
Student
Responses
Lab design
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 69 of 78
All Rights Reserved
•
•
Student
responses
Lab Design
SCSh2a,b,c
SCSh3a,b,c
SCSh4a
SCSh7d,e
SCSh8a,b
•
•
12
SB3a
SB4b
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,b,c,d
SCSh7a,b,d,e
SCSh8a,b,c,e,f
•
•
•
13
SB1b,c
SB3a
•
energy storing organic
molecules and release
oxygen which is vital to
most living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen that is vital to most
living things.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
Chemical bonds of food
molecules contain energy
Sample Lab: RespirationLab
(pages 51-52)
•
•
•
Respiration Lab and formal lab
report
Respiration_Concept_Map (page
46-47)
•
•
Lab Report
Concept Map
Photosynthesis and Respiration
Review and Venn Update
•
•
Venn Diagrams
Essay answers
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 70 of 78
All Rights Reserved
SB4b
SCSh1a,b,c
•
•
•
14
SB1b,c
SB3a
SCSh1a,b,c
SCSh7a
•
•
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.
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
•
Photosynthesis and Respiration
Assessment
Most cell functions involve
chemical reactions that
utilize enzymes that either
break down or synthesize
compounds.
Chemical bonds of food
molecules contain energy
that is released in the process
of cellular respiration; the
products are used to
•
ATP/ADP Bottle Demonstration
ADPATPBOTTLE (page 53)
Three Brothers Aerobic and
Anaerobic Respiration
Efficiency analogy
Three_Brothers (page 48)
Ticket Out the Door
•
•
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 71 of 78
All Rights Reserved
•
•
•
Student
responses to
demonstration
Three brothers
answers
TOD answers
15
SB3a
SB4a,b,c
SB5b
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,c
SCSh7a,b
SCSh8a,b
•
•
•
•
•
•
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.
Organisms both cooperate
and compete in ecosystems
Energy flows through
ecosystems in one direction
from photosynthetic
organisms to herbivores to
carnivores and decomposers.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
The interrelationships and
interdependencies of
organisms may generate
•
Mapping the Environment
See MappingEnvironment
(page 16) for greater detail.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 72 of 78
All Rights Reserved
•
•
Monitoring data
collection
process
Student
generated maps
16
SB3a
SB4a,b
SB5d
SCSh1a,b,c
SCSh3a,d,e,f
SCSh7a,b,d,e
SCSh8b
•
•
•
•
•
•
ecosystems that are stable
for hundreds or thousands of
years.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen that is vital to most
living things.
Organisms both cooperate
and compete in ecosystems
Living organisms have the
capacity to produce
populations of infinite size
but are limited as
environments and resources
are finite
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Energy flows through
ecosystems in one direction
from photosynthetic
organisms to herbivores to
carnivores and decomposers.
Carbon and oxygen cycle
through the processes of
photosynthesis and
•
Food chain and Food web
construction activity
See sample foodweb (page 60)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 73 of 78
All Rights Reserved
•
•
Food Chains
and Webs
Teacher
monitoring
group
discussion
•
17
SB3a
SB4a,b
SB5d
SCSh1a,b,c
SCSh2a,b,c
SCSh3a,b,c,d,e,f
SCSh4a,b
SCSh5a,b,c,d
SCSh6a,b,c,d
SCSh7a,b
SCSh8a,b,c
•
•
•
•
•
respiration.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
Photosynthetic organisms
use sunlight to combine
inorganic molecules to form
energy storing organic
molecules and release
oxygen which is vital to
most living things.
Organisms both cooperate
and compete in ecosystems
Living organisms have the
capacity to produce
populations of infinite size
but are limited as
environments and resources
are finite
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Energy flows through
ecosystems in one direction
•
•
•
Energy Pyramids
Bucket Lab see bucketlab (page
54-59)
Ticket Out the Door
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 74 of 78
All Rights Reserved
•
•
•
Pyramids
Lab report
TOD
•
•
18
SB3a
SB4a,b
SCSh1a,b,c
•
•
•
from photosynthetic
organisms to herbivores to
carnivores and decomposers.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
The atoms and molecules on
earth cycle among the living
and nonliving components of
the biosphere.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
•
Nutrient_Cycling_Jigsaw (see
page 17 for greater detail)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 75 of 78
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•
Group
monitoring
19
SB1b,c
SB3a
SB4a,b
SB5b
SCSh1a,b,c
SCSh7a,b,c,d,e
•
•
•
20-22
SB1b,c
SB3a
SB4a,b
SB5b
SCSh1a,b,c
SCSh7a,b,c,d,e
•
•
•
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration.
The atoms and molecules on
earth cycle among the living
and nonliving components of
the biosphere.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
Most cell functions involve
chemical reactions that
utilize enzymes that either
break down or synthesize
compounds.
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
•
•
Nutrient Jigsaw continued
Transitional zone biome food web
project Introduction
EnergyFlow_TransitionalZone
(page 61)
•
Student
summaries of
nutrient cycles
•
Transitional biome Food Web
Project continued
Presentations
Summative Assessments
•
Group
monitoring
Presentations
Summative
Assessment
•
•
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 76 of 78
All Rights Reserved
•
•
•
•
•
•
•
•
energy storing organic
molecules and release
oxygen that is vital to most
living things.
Organisms both cooperate
and compete in ecosystems
Living organisms have the
capacity to produce
populations of infinite size
but are limited as
environments and resources
are finite
The process of
photosynthesis provides the
vital connection between the
sun and the energy needs of
living systems.
Energy flows through
ecosystems in one direction
from photosynthetic
organisms to herbivores to
carnivores and decomposers.
Carbon and oxygen cycle
through the processes of
photosynthesis and
respiration as energy is
transformed from the sun to
organic molecules in living
things and is ultimately lost
as heat.
The atoms and molecules on
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 77 of 78
All Rights Reserved
•
•
earth cycle among the living
and nonliving components of
the biosphere.
The distribution and
abundance of organisms in
populations and ecosystems
are limited by the
availability of matter and
energy and the ability of the
ecosystem to recycle
materials.
The interrelationships and
interdependencies of
organisms may generate
ecosystems that are stable
for hundreds or thousands of
years.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/2/2006 2:39 PM Page 78 of 78
All Rights Reserved