Download Theme Energy Conversions

Biology Curriculum Guide
Theme
Number of Days
Overview
Prior Knowledge
Misconceptions
Key Vocabulary
GPISD
Energy Conversions (Cycles of Matter C2 and H2O, Photosynthesis, Cellular Respiration,
Anaerobic Fermentation)
5 days
The student knows that biological systems are composed of multiple levels.
A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in
space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components
and how these components relate to each other, to the whole, and to the external environment.
The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living
organisms.
th
6-8
Types of energy, physical vs. chemical change, biomolecules (carbohydrates)
Explore the processes in the water cycle including evaporation, condensation, and precipitation as connected to weather
2.8C
conditions.
Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans,
6.5B
and the atmosphere.
7.5A
Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis
7.5B
Demonstrate and explain the cycling of matter within living systems, such as in the decay of biomass in a compost bin.
Illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy
7.7B
in digestion.
Students think that plants only use oxygen (respire) in the dark.
Students do not think that plant cells contain mitochondria and carry out cellular respiration.
Students do not think of cellular respiration and photosynthesis as being cyclic. They think that these two processes are opposites
and they are only carried out by animals and plants, respectively.
Most students think that respiration and breathing are synonymous.
Students recognize that air is necessary for life, but most do not know what happens to it once it is inhaled.
Many student s think that only organisms with lungs use air and few students connect food with the use of oxygen.
ATP, glucose, cellular respiration, photosynthesis, carbon cycle
Student Expectations
9B
2012-13
TSW compare the reactants and products of
photosynthesis and cellular respiration in terms of
energy and matter
Teaching Targets
Students will access prior knowledge of cellular parts: mitochondria and chloroplast.
Students will define energy and give examples of kinetic and potential energy.
Students will explain the concepts of the laws of conservation of matter and energy by stating
that matter and energy cannot be created nor destroyed, but can change its form. The total
quantity of matter and energy available in the universe is a fixed amount and never any more or
less.
Students will write and explain the equations for photosynthesis and cellular respiration.
Students will draw a schematic diagram of ATP and indicate where energy is stored.
Students will complete a graphic organizer to compare photosynthesis and respiration and
include the reactants and products. Students should use this graphic organizer to write a
paragraph comparing photosynthesis and cellular respiration.
Students will recognize that the energy converted in photosynthesis is light (radiant or solar)
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Biology Curriculum Guide
4B
12E
TSW investigate and explain cellular processes,
including homeostasis, energy conversions,
transport of molecules, and synthesis of new
molecules
TSW describe the flow of matter through the
carbon and nitrogen cycles and explain the
consequences of disrupting these cycles
GPISD
2012-13
energy
chemical energy.
Students will recognize that the energy converted in cellular respiration is chemical energy
(sugar)
chemical energy (ATP).
Students will know that matter is conserved and energy travels through matter. The reactants of
cellular respiration are the products of photosynthesis; the reactants of photosynthesis are the
products of cell respiration. This is cyclic.
Students will know that the C2 from carbon dioxide is used to build sugars during
photosynthesis.
Students will know that plants conduct both photosynthesis and cellular respiration.
The students will recognize that the processes of photosynthesis and cellular respiration
involves the rearrangement of matter (law of conservation of mass = matter is neither created
nor destroyed only rearranged)
Student will explain how matter is conserved and energy travels through matter. The reactants
of cellular respiration are the products of photosynthesis; the reactants of photosynthesis are
the products of cell respiration. This is cyclic.
Students need to know that aerobic respiration happens at two levels. At the organism level, it
involves taking in oxygen-rich air that the cells need and eliminating carbon dioxide from the
body. At the cellular level, the oxygen is used to break down molecules of food in order to
release the energy needed by cells to function.
Students will conduct an investigation on photosynthesis and cellular respiration.
Students will recall from prior knowledge the events of the water cycle.
Students need to describe how transpiration is part of the water cycle, how it is the loss of water
through plant leaves, and how it affects the rate of photosynthesis.
Students will observe a diagram of the carbon cycle and describe the flow of C2 through the
major steps in the cycle. Student will trace the movement of carbon through the carbon cycle.
Student will describe how the carbon cycle is related to photosynthesis and cellular respiration.
English Language Proficiency Standards (ELPS)
5B
write using newly acquired basic vocabulary and
content-based grade-level vocabulary
Required Theme Activities
Word Wall Energy Conversions
Word Wall Energy Conversions (Spanish)
The _______________ of photosynthesis are _____________.
The _______________ of cellular respiration are _____________.
The relationship between photosynthesis and cellular respiration can be described as _______.
Focus Points
Key Vocabulary to be posted and used in class.
Key Vocabulary to be posted and used in class. Spanish Version.
Concept Cartoon
From?
Students determine where the mass of the plant comes from (the C2 from CO2 gas) by
completing a formative assessment on photosynthesis which can be used before lesson to
assess misconceptions or after to assess understanding.
Graphic Organizer: Photosynthesis vs. Cellular
The students will use a graphic organizer to compare the products and reactants of
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Biology Curriculum Guide
GPISD
2012-13
Respiration - Compare/Contrast
photosynthesis and cellular respiration and explain the cyclic nature of photosynthesis and
cellular respiration.
QUICKLAB_Waste Material from Photosynthesis
Students will make observations and inferences about the materials produced during
photosynthesis. Best if used as a demo because of the time required to see results.
QUICKLAB_Exercise Affects Waste in Cell Respiration
Students work in pairs to test what happens to carbon dioxide output during exercise.
Supporting Resources
Activity - Energy Conversions with LEGOS
Focus Points
Used as an explore, students use Lego pieces to represent carbon, hydrogen, and oxygen
atoms that make up the reactants and products of both photosynthesis and respiration.
Students can conclude that in order for the equation to balance, more than one molecule of
water, carbon dioxide and oxygen are needed.
OLE - Plants Interactivity: Opposite Processes
The Pearson Online Learning Exchange (OLE) provides a short animation that compares
photosynthesis to cellular respiration under TEK 4B. Students can create a T-chart or Venn
diagram and follow-up by writing a paragraph about a few differences and similarities between
these two processes.
Lessons from Thin Air Video
Teacher resource of photosynthesis? Just about everyone will agree that trees are made from sunlight, water,
and soil the trees suck up from their roots. But the surprising truth is that trees are made from
air! Trees are solar-powered machines that convert air into wood. Why is it that, despite the fact
that photosynthesis is one of the most widely taught subjects in science, so few people really
explores why something taught in school can go unlearned and shows that we often teach
Measuring the Rate of Respiration in Yeast Cells
Assessment
5E Lesson: Energy and Matter in Cells (EOC Region IV)
Students conduct an investigation in which they vary the sugar concentration to find its affect on
the height of gas bubbles in a test tube (respiration rate).
Focus Points
5E lesson cycle focuses on photosynthesis and respiration and the cycling of matter and energy
in cells.
Formative Assessment - Is It Food for Plants?
probe is designed to determine whether students use a biological concept of food to identify
what plants use for food.
Formative Assessment
Respiration
This assessment probe elicits student
determine whether students recognize respiration as a process that all living things use in order
to obtain energy or whether they have restricted macroscopic meaning of respiration.
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Biology Curriculum Guide
GPISD
Page 4
2012-13