Download Link to Unit 4.0

2016-2017 Curriculum Blueprint
Grade: 10th
Course Descriptions: Biology I and Honors
Unit #4.0- Cellular Energy: Photosynthesis and Cellular Respiration
Quarter 1
Approximate
Time:
9 days
Unit Overview
Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).
Students will diagram and explain how ATP is made from ADP and inorganic molecules and recognize that ATP is the chemical energy used by cells ,
compare food types to their energy levels, describe how the sun is the main source of energy for almost all life on Earth (except those who use
chemosynthesis) , identify the chemical equation of photosynthesis, including the reactants and products , diagram and describe the stages of
photosynthesis; include the locations of the activity within the cell, trace the path of the photosynthesis reactants in the plant as they turn into the
products , identify several factors that might affect the rate of photosynthesis , recognize that sugar is the main source of energy for cellular respiration ,
identify the chemical equation of cellular respiration, including the reactants and products , describe the process of glycolysis , diagram and describe the
stages of cellular respiration; including the locations of the activity within the cell.
Learning Goal
Sample Essential Questions
Students will be able to:
 explain how the products of photosynthesis are used as reactants
for cellular respiration and vice versa, and explain how
photosynthesis stores energy and cellular respiration releases
energy, and explain the basic functions of aerobic and anaerobic
cellular respiration.
Learning Scale Unit 4.0
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How is energy harnessed, converted, and utilized in living systems?
What would happen if there were no plants on Earth?
How does society use anaerobic respiration?
How does the structure of ATP allow it to store and release energy?
Describe how photosynthesis and cellular respiration are interrelated.
Focus Standards
SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration.
Honors:
SC.912.L.14.7 - Relate the structure of each of the major plant organs and tissues to physiological processes.
Unit End Product or Teaching Task
Students will complete a written lab report to understand the difference between aerobic and anaerobic respiration. Suggested Lab/Experimental Design Set-up:
Making Root Beer through fermentation
See links for rubric and guidelines on how to create a formal lab report: Lab report and Rubric
10th Grade Biology I DRAFT
Reading Recursive Standards
Writing Recursive Standards
LAFS.910.WHST.1.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes.
LAFS.910.RST.2.5 Analyze the structure of the relationships among concepts
in a text, including relationships among key terms (e.g., force, friction,
reaction force, energy).
LAFS.910.WHST.2.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Text Support
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ATP SYNTHESIS - Photosynthetic Electron Transport and ATP
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Synthesis
Holt McDougal Textbook Chapter 4
Cellular Respiration Webquest 1 - Embark upon a dark and dangerous
journey into the inner workings of the very cells that make up YOU.
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Cellular Respiration Webquest 2 - describe the function of, state
the site and chemical equation for cellular respiration, and
distinguish between two types of cellular respiration
Photosynthesis webquest - Photosynthetic Electron Transport and
ATP Synthesis and online Quiz.
Labs, Activities and Tasks
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Where’d that come from? - This is a lab activity resource to accompany
learning of photosynthesis and the Calvin cycle. Students are able to
measure change in water conditions and gaseous production associated
with autotrophs.
 Photosynthesis Virtual Manipulative - students will understand how
plants and some bacteria, absorb solar energy and harness it to produce
their own fuel and bio-synthetic molecules with the process known as
photosynthesis
 Corn Conundrum (STEM Lab) - Students must determine the most
important factors that make planting crops sustainable in restricted
climate conditions for the client. The main focus of this MEA is
manipulating factors relating to plant biology, including transpiration and
photosynthesis.
 ATP Please! - Students in making the connection between cell
respiration, mitochondria, and ATP. Using guided inquiry and
independent reading, students will be prepared to present a clinical case
study on a mitochondrial myopathy to the class.
 Push-Up Challenge - Students will compete in a push challenge to feel the
effects of lactic acid fermentation on their body. Data of pain levels will
be collected and analyzed to pin point when their body shifted from
aerobic to anaerobic cellular respiration.
Honors
 Understanding the process of transpiration - This lesson is intended to
provide student with an introduction to the process of transpiration. The
goal is to help students understand the process of transpiration and the
role that this process plays in plant physiology.
10th Grade Biology I DRAFT
10th Grade Biology I DRAFT