Sample Unit Plan Summer Institute 2015 - …scnces.ncdpi.wikispaces.net/file/view/Unit Plan Bio.4.12_0518.pdf... · Sample Unit Plan Summer Institute 2015 ... principles of chemistry

Sample Unit Plan Summer Institute 2015 – Workshop Use Only

1

Adapted from: Environmental Literacy Project (http://envlit.educ.msu.edu/ )March 2009 Michigan State University; Lindsey Mohan and Andy Anderson (referenced ELP)

Lawrence Hall of Science Global System Science: ( http://www.lawrencehallofscience.org/GSS)(referenced LHS)

Online text resource: www.ck12.org (referenced CK12)

Serendip Studio (http://serendip.brynmawr.edu/sci_edu/waldron/ ) (referenced Serendip)

*** 2004 NCSCOS Units http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+HS ***

“Why do we eat?”

DRAFT

http://envlit.educ.msu.edu/

http://www.lawrencehallofscience.org/GSS

http://www.ck12.org/

http://serendip.brynmawr.edu/sci_edu/waldron/

http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+HS


2


3

JOIN US!

EMAIL: [email protected]

Or Call 919/807-3929

Reserve a spot today! FREE!

Content CEUs

mailto:[email protected]


4

“Why do we eat?”

North Carolina Science Framework


5

Course: Biology/Grade: 9-12

I. Biology/Unit 4

II. Unit Title: Why do we eat?

III. Unit Length: 4 weeks

IV. Instructional Sequence: STEP 7b

(formerly page 15 of the Unit Template)

Week

Number Brief Description of Instructional Activities

By the time students enter their first high school biology class they are familiar with

the terms photosynthesis and respiration. Few have a conceptual understanding of

the very familiar biochemical reactions they have had opportunities to balance and

memorize in middle school. Students must have a basic introduction to the general

principles of chemistry and the structure & function of cells prior to starting this

unit. The collection of activities in this unit have been selected to demonstrate how

students may actively engage in learning experiences that result in a deeper

understanding of photosynthesis as the key biochemical process responsible for

capturing energy from our Sun and facilitating its transfer to other living systems.

Furthermore, students expand on their understanding that respiration uses the

products of photosynthesis to fuel cellular processes needed for all organisms to live,

grow and survive thereby strengthening their connection and love for nature – which

is our goal!

1

First, begin week 1 of an exploration into the Chemistry of Life by assessing

students’ current understanding of energy and confronting their ideas about their

personal connection to energy. Challenge students to recognize that living things are

composed of organic compounds, which also carry out life processes, organic

compounds consist mainly of carbon and the major types of organic compounds

include carbohydrates, lipids, proteins, and nucleic acids. End week 1 with core

activities to discover what makes up the foods we eat and what happens to food in

our bodies.

Core Activities: (Nutrition)

1. What makes up the foods we eat?

2. What happens to food in our bodies?

3. You are What You Eat – Parts 1 & 2

2

Next, continue the study of chemistry in living systems with a focus on why living

things need energy and the chemical processes that facilitate the acquisition and use

of energy. Guided inquiry activities serve as resources that provide a basic

understanding of how biological organisms use energy. This activity concludes with

a brief introduction to two principles: conservation of energy and the inefficiency of

energy transformations in living systems. End week two with an investigation into

the process of photosynthesis and an analysis of how photosynthesis and cellular

respiration work together to provide the ATP that plants need to carry out their

molecular and cellular processes.

Core Activities: (Photosynthesis & Respiration)

1. Using Models to Understand Photosynthesis


6

2. Photosynthesis Investigation

3. Modeling Cell Respiration

4. The Power of Sunlight

3

Week 3, generate greater interest by making real world connections among food,

energy and body weight within the unit of study. Students gain greater understanding

of the processes of photosynthesis and cellular respiration as they join teams to

brainstorm research questions and develop a plan for an experiment. Upon

completion of laboratory investigations, teams will develop a storyboard to present

their findings. During presentations, the entire class engages in Socratic discussions

and work together to make sense of data presented from all teams.

Core Activities:

1. How do muscles get the energy they need for athletic activity?

2. Food, Energy and Body Weight

4

Week 4, the culminating activity and final evaluation, students work together in

teams to research and design a solution to the prompt:

“Which method is the most effective way to lose weight or decrease body mass index

(BMI) over a 12 month period?

5 Additional Studies, Re-teaching opportunities of Extended Opportunities

Reflections!

(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Student)


7

Biology


8

UNIT 4

Key Terms: Active Site Aerobic Amino Acids Anaerobic ATP Digestion Carbohydrates Cellular Respiration (Cellular Energy Conversion) Chloroplast Energy Enzyme Kinetic Energy Lipids (fats) Mitochondrion Molecular energy Nucleic Acids Organic Matter Photosynthesis Potential Energy Product Protein Reactant Respiration Beyond the Scope: Light reactions: Calvin Cycle (light-independent reactions), Krebs Cycle, glycolysis or intermediate products in respiration & photosynthesis


9

NC Professional Teaching Standard VI:

Teachers Contribute to the Academic Success of Students


10


11


12

Team Planning: Unit Development Timeline

2015-2016 Jun

July

Aug Sept

Oct

Nov Dec

Jan Feb

Mar

Apr May Jun

PLC Activity

Participants

School/

District

Events

Unit Name/

Standards

Common

Assessments

*

**

***

****

Assessment Key:

* Formative Assessment Classroom Techniques (FACTs, Keeley, 2008)

**Uncovering Student Ideas (Keeley, Vols 1-4)

*** Unit Summative Assessment/Culminating Activity

****District Level Benchmarks

NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students

How does this unit relate to the curriculum?

This is a description of how the content that is taught in this unit relates to content taught in previous and future grades as well as the

current grade. It should include the specific concepts that are taught in those grades, and how they relate to the concepts taught in this

unit. Often, this information is provided in the curriculum guide; however, a better description may develop from the collaborative

efforts of grade-level team members sharing their experiences. As a team, answer the following questions to describe only the most

relevant concepts to be included in the unit:

1. What prior knowledge is necessary to learn the content that is the focus of this unit? 2. What new knowledge can be developed from the content that is mastered in this unit?

How does this unit relate to the curriculum?

Prior Learning: Middle school students explore two essential questions related to this topic:

What happens inside organisms to enable them to get and use the energy and materials from food?LS1.C ref. pg.148

For the body to use food for energy and building materials, the food must first be digested into molecules that are absorbed and transported to cells. In order to release the energy stored in

food, oxygen must be supplied to cells and carbon dioxide removed. Lungs take in oxygen for the combustion of food, and they eliminate the carbon dioxide produced. The circulatory

system moves all these substances to or from cells where they are needed or produced. The way in which all cells function is similar in all living organisms. Within cells many of the basic

functions of organisms, such as releasing energy from food and getting rid of waste, are carried out by different cell elements. In plants and animals, molecules from food react with oxygen

to provide energy that is needed to carry out life functions, build and become incorporated into the body structure, or is stored for later use. Matter moves within individual organisms through

a series of chemical reactions in which food is broken down and rearranged to form new molecules. Plants use the energy from light to make sugars (food) from carbon dioxide and water.

This process transforms light energy from the sun into stored chemical energy. Minerals and other nutrients from the soil are not food (they don’t provide energy), but they are needed for

plants to make complex molecules from the sugar they make.

What happens to the matter and energy when organisms use food?

In plants and animals, molecules from food a) react with oxygen to provide energy that is needed to carry out life functions, b) build and become incorporated into the body structure, or c)

are stored for later use. (Also in Matter and Energy) Chemical energy is transferred from one organism in an ecosystem to another as the organisms interact with each other for food. Matter is

transferred among organisms in an ecosystem when organisms eat, or are eaten by others for food. Matter is transferred from organisms to the physical environment when molecules from

food react with oxygen to produce carbon dioxide and water in a process called cellular respiration. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the

living and nonliving parts of the ecosystem.

Current Learning: Students explore …

What chemical processes occur in organisms to transfer and transform matter and energy so they can live and grow?LS1.C pg. 148

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed

contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as

proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different

ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of

oxygen) cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to

muscles. Anaerobic (without oxygen) cellular respiration follows a different and less efficient chemical pathway to provide energy in cells. Cellular respiration also releases the energy

needed to maintain body temperature despite ongoing energy loss to the surrounding environment. Matter and energy are conserved in each change. This is true of all biological systems,

from individual cells to ecosystems.

What limits the interaction of organisms in ecosystems? LS2.A pg. 152

Ecosystems have carrying capacities, which are limits to the numbers and types of organisms and populations an ecosystem can support. These limits are a result of such factors as

availability of biotic and abiotic resources, and biotic challenges such as predation, competition, and disease. Organisms have the capacity to produce populations of great size, but

environments and resources are finite. This fundamental tension has effects on the interactions between organisms.

Future Learning: See AP Biology Concept Map…


13

Conceptual Learning Progression

VII. How do the goals of this unit relate to the learning progression?


14

VIII. Unit Description: Analyzing Energy in Living Systems

Course/Grade:

Biology Unit Length:

4 wks/ 90min block

Start Date: End Date:

Unit Title: Photosynthesis, Nutrition & Cellular

Respiration: Why do we eat?

Unit Theme:

Stability and

Change

Conceptual Lens:

Interactions:

Cause & Effect CTS Guide:

Ecosystems AAAS Strand Map: NSDL

Flow of Matter in Ecosystems/Flow of Energy in

Ecosystems NCDPI Strand Map:

Flow of Energy Crosscutting Concepts:

Stability and Change Science and Engineering Practices:

Developing and Using Models; Constructing Explanations and Designing Solutions Unit Enduring Understanding(s):

Living systems, from organismal to cellular level, transform, store and transfer energy needed to

carry out life’s essential functions and ensure survival. Unit Essential Question(s):

How do organisms obtain and use the matter and energy they need to live, grow and survive? Collaborative Team Planning Days:

Tue and Thur 3rd block Tue (room 309) Thur (Teacher’s conference Lounge) Team Research Goal(s)

To impact students’ habits of mind to autonomously connect with their environment, love & care

for nature and to foster their ability to investigate problems in energy transformations in nature. Unit Design Team Members:

Name:

Ms. Teacher Name (1)

Mr. Teacher Name (2)

Ms. Teacher Name (3)

Mr. Teacher Name (4)

LEA Person Name (5)

School:

ABC School, 123 Way, Wake County




Wake County Road, Wake County

Grade Level:

(K-2) Rep of the day

(3-5) Rep of the day

(6-8) Rep of the day

(Bio) Rep of the day

LEA Rep of the day

Email:

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Unit Overview: Dr. Doolittle had a great reputation for talking to the animals. What about plants? Have you

ever talked to your plants? Mr. Green Gene says plants can benefit from a nice long talk and, in return, they make

our air worth breathing. He says, everyday green plants capture energy from the sun and change it into chemical

energy that fulfills all of the energy needs on the farm.

What do you think? Is it possible that talking to plants could make them grow larger? Where does the matter that

makes up green plants and trees come from? Where does the matter that makes up animals (including humans) come

from? How can trees supply energy for everyone?

Mr. Green Gene is very concerned about his health and the health of all of the living things on his farm. Some days,

he climbs tall trees or hikes the side of a mountain inspecting his crops and animals to make sure everything is

healthy. Maintaining a farm is hard work. He says exercise and a balanced diet is the key to working on a farm. In

this unit, you will explore three very important questions that may help you maintain a healthy body: Why do we

eat? What is in the food we eat? And, why is exercise and good nutrition essential for a healthy body? A better

understanding of the processes of photosynthesis, nutrition and cellular respiration will help you understand how all

organisms obtain and use the matter and energy they need to live and grow.

We will explore a fantastic relationship between plants and animals and discover how controlling your weight may

be an “energy-balancing act”. Charlie and Otis have an interesting question. “Do plants use oxygen to convert their

sugar into energy and release carbon dioxide as a waste product as animals do?” As you learn more about







15

photosynthesis, nutrition and cellular respiration, you may be able to help them answer their question.

You try it! Can you use a model to illustrate that cellular respiration is a chemical process whereby the bonds of

food molecules and oxygen molecules are broken and the bonds in new compounds form resulting in a net transfer

of energy? NGSS HS-LS1-7: Challenge! See the Culminating Activity

IX. Major Learning Outcomes:

STEP 1 Unit Theme:

Stability and Change

STEP 2 Conceptual Lens:

Interactions

STEP 3 Identify the Big Ideas:

Essential Standards Bio.4.2 Analyze the relationships between biochemical processes and energy use in the cell.

( Bio.4.1 Understand how biological molecules are essential to the survival of living organisms.)

STEP 4

Clarifying Objective #/(RBT-tag)

Enduring Understanding

(Generalizations)

STEP 5 Unpacking & Essential Question (EQ)

(Guiding Questions) (Include unpacking from each clarifying objective included in the

unit.)

Bio.4.1.1 Compare the

structures and functions of the

major biological molecules

(carbohydrates, proteins,

lipids, and nucleic acids) as

related to the survival of living

organisms. 4E/H4.

www.project2061.org

Structural levels from

molecules to organisms ensure

successful functioning in all

living organisms.

Molecules that facilitate

cellular processes are similar

in that they exhibit the

complementary nature of

structure and function yet

differ in their unique structure

and specific role related to the

survival of all living

organisms.

(EQ) How do the major complex molecules(carbohydrates, proteins,

lipids and nucleic acids) compare with regards to structure and

functions as related to the survival of living organisms? How do

organisms obtain the matter and energy they need to live and grow?

Unpacking: All living organisms carry out life process that involve a

complex sequence of chemical reactions required for survival. Cells

carry out all life processes and all cells are made of complex molecules

that consist mostly of a few elements. Each class of molecules has its

own building blocks and specific functions. Carbohydrates, such as

sugars and starches, contain carbon, hydrogen and oxygen and function

to provide energy to cells, store energy (sort-term use) and form body

structures. Lipids, such as fats and oils, contain carbon, hydrogen and

oxygen and function to store energy (long-term use), form cell

membranes and carry messages. Proteins, such as enzymes and

antibodies, contain carbon, hydrogen, oxygen, nitrogen and sulfur.

Proteins help cells keep their shape, makes muscles, speeds up chemical

reactions, carries messages and materials. Nucleic acids, such as DNA

and RNA, contain carbon, hydrogen, oxygen, nitrogen and phosphorus.

Nucleic acids contain instructions from proteins, passes instructions

from parents to offspring, and help in the process of making proteins.

NAEP, 2009 L12.1 Living systems are made of complex molecules

(including carbohydrates, fats, proteins, and nucleic acids) that consist

mostly of a few elements, especially carbon, hydrogen, oxygen,

nitrogen and phosphorous.

L12.2 Cellular processes, mostly proteins, are carried out by many

different types of molecules. Protein molecules are long, usually folded

chains made from combinations of amino-acid molecules. Protein

molecules assemble fats and carbohydrates and carry out other cellular

functions. The function of each protein molecule depends on its specific

sequence of amino acids and the shape of the molecule.

CBSCS, 2009 All living systems require an input of energy to drive the

reactions in essential life functions and to compensate for the inefficient

transfer of energy. The chemical reactions in living systems involve the

transfer of thermal energy (heat) to the environment. The thermal

energy is no longer available to drive chemical reactions; therefore, a

continuous source of energy is needed. In many organisms, the energy

http://www.project2061.org/


16

that keeps the chemical reactions in organisms going comes from food

that reacts with oxygen. Carbohydrates and fats (lipids) are the primary

sources of food used during cellular respiration. Carbohydrates and fats

are converted in the presence of oxygen into carbon dioxide and water,

and the chemical energy of that reaction is used to combine ADP and

inorganic phosphate to make ATP. The energy stored in that food

ultimately comes from the Sun.

Guiding Questions:

1. Why do living things need energy?

2. What are 4 major types of organic compounds essential for the

survival of all living organisms?

3. What is the basic structure and function of each of the 4 major types

of organic compounds? (including the six most common elements in

organic molecules)

4. How do the major organic compounds exhibit the complementary

nature of structure and function?

5. What makes up the food we eat?

6. How do organisms obtain the matter and energy they need to live and

grow? (Nutrition) (Differentiate autotroph & heterotroph)

7. How do the major complex molecules(carbohydrates, proteins, lipids

and nucleic acids) compare with regards to their structure and function

as related to the survival of living organisms?

Bio.4.1.3 Explain how

enzymes act as catalysts for

biological reactions.

Enzymes facilitate biochemical

processes, both breakdown

and synthesis, by affecting the

rate of chemical change in all

living organisms.

(EQ) Why are enzymes necessary for biological reactions and how do they

enable cells to carryout functions necessary for life? Unpacking: Biochemical reactions allow organisms to carry out

functions necessary for life (grow, develop, reproduce, and adapt).

Some chemical reactions (including biochemical reactions) involve the

breakdown of matter to form new substances while others combine

matter to form new substances. Biochemical processes, both breakdown

and synthesis, are made possible by a large set of biological catalysts

called enzymes.

Biochemical reactions can occur only when reactants collide with

sufficient energy to react. The amount of energy that is sufficient for a

particular chemical reaction to occur is called the activation energy.

Sometimes a chemical reaction must absorb energy for the reaction to

start; often, but not always, this energy is in the form of heat. Energy,

as heat or light, can also be given off as a result of biochemical

reactions, such as with cellular respiration or bioluminescence.

There are several factors that affect the rates of biochemical reactions.

• Changes in temperature (gaining or losing heat energy) can affect a

chemical reaction.

• pH (a measure of the acidity of a solution) in most organisms needs to

be kept within a very narrow range so that pH homeostasis can be

maintained. A small change in pH can disrupt cell processes.

A catalyst is a substance that changes the rate of a chemical reaction or

allows a chemical reaction to occur (activate) at a lower than normal

temperature. Catalysts work by lowering the activation energy of a

chemical reaction. A catalyst is not consumed nor altered during a

chemical reaction, so, it can be used over and over again. Enzymes

are proteins that serve as catalysts in living organisms.

○ Enzymes are very specific. Each particular enzyme can catalyze only


17

one chemical reaction by working on one particular reactant (substrate).

○ Enzymes are involved in many of the chemical reactions necessary

for organisms to live, reproduce, and grow, such as digestion,

respiration, reproduction, movement and cell regulation.

○ The structure of enzymes can be altered by temperature and pH;

therefore, each catalyst works best at a specific temperature and pH.

Guiding Questions:

1. What is a chemical reaction?

2. What is a catalyst?

3. What is the role of energy in biological reactions?

4. Why are enzymes significant to biochemical reactions?

5. How do internal environmental factors (temperature and pH) affect

enzyme activity?

6. How do enzymes enable cells to carryout functions necessary for

life? (Emphasize the connection of specificity and structure and

function.)

Bio.4.2.1 Analyze

photosynthesis and cellular

respiration in terms of how

energy is stored, released, and

transferred within and between

these processes in the cell.

Photosynthesis converts

trapped light energy into

stored chemical energy.

Cellular respiration releases

stored chemical energy for use

by the cell where carbon

dioxide is released. Released

carbon dioxide is used to start

the process of photosynthesis

and connect the processes in a

continual cycle.

(EQ) What chemical processes occur in organisms to transfer and

transform matter and energy so they can live and grow?LS1.C pg. 148

Unpacking: Life processes involve a complex sequence of chemical

reactions in which chemical energy is transferred from one system of

interacting molecules to another. Some of the energy in these reactions

is transferred to the environment as thermal energy (heat). The process

of photosynthesis converts light energy to stored chemical energy by

converting carbon dioxide plus water into sugars plus released oxygen.

The sugar molecules thus formed contain carbon, hydrogen, and

oxygen; their hydrocarbon backbones are used to make amino acids and

other carbon-based molecules that can be assembled into larger

molecules (such as proteins or DNA), used for example to form new

cells. As matter and energy flow through different organizational levels

of living systems, chemical elements are recombined in different ways

to form different products. As a result of these chemical reactions,

energy is transferred from one system of interacting molecules to

another. For example, aerobic (in the presence of oxygen) cellular

respiration is a chemical process in which the bonds of food molecules

and oxygen molecules are broken and new compounds are formed that

can transport energy to muscles. Anaerobic (without oxygen) cellular

respiration follows a different and less efficient chemical pathway to

provide energy in cells. Cellular respiration also releases the energy

needed to maintain body temperature despite ongoing energy loss to the

surrounding environment. Matter and energy are conserved in each

change. This is true of all biological systems, from individual cells to

ecosystems. Energy is transferred when the bonds of food molecules are

broken and new compounds with lower energy are formed. Some of the

energy is used to change ADP, an inorganic phosphate (low energy),

into ATP, an energy carrier that functions in a variety of pathways.

CBSCS, 2009 During fermentation, molecules from food are partially

broken down in cells in the absence of oxygen into smaller molecules

(but not completely into carbon dioxide and water). Compared to the

chemical reactions that take place during cellular respiration, these

reactions result in less ADP being combined with an inorganic

phosphate to produce ATP; therefore, less energy is made available


18

during fermentation than during cellular respiration for the chemical

reactions that maintain an organism’s body functions.

Guiding Questions:

1. What is food (A10) Why do living things need energy?

2. How do our bodies get glucose for cellular respiration?

3. Why do plant cells need mitochondria even though they can make

glucose by photosynthesis?**

4. Why does the reaction, ADP + phosphate “yields” ATP, requires

energy input?

5. Why do all the cells in your body need to carry out the reaction,

ATP “yields” ADP + phosphate.

How is this reaction useful?

6. What factors affect the rate of cellular respiration and

photosynthesis?

7. What chemical processes occur in organisms to transfer and

transform matter and energy so they can live and grow?

8. How do organisms obtain and use the matter and energy they need to

live and grow?

Bio.4.2.2 Explain ways that

organisms use released energy

for maintaining homeostasis

(active transport).

Transport processes which

move materials into and out of

the cell utilize released energy

and serve to maintain

homeostasis.

(EQ)How do organisms use energy for maintaining homeostasis?

(cause and effect)

Unpacking: Homeostasis refers to the need for an organism to maintain

constant or stable internal conditions. In order to maintain homeostasis,

all organisms have processes and structures that respond to stimuli in

ways that keep conditions in their bodies conducive for life processes.

Homeostasis depends, in part, on appropriate movement of materials

across the cell membrane. Organisms use energy from ATP to obtain,

transform & transport materials, and to eliminate wastes. Energy

production by organisms is vital for maintaining homeostasis and

maintenance of homeostasis is necessary for life. Examples: Active

transport of needed molecules or to rid the cell of toxins; movement to

avoid danger or to find food, water, and or mates; synthesizing needed

molecules. Feedback mechanisms have evolved that maintain

homeostasis. Examples include the changes in heart rate or respiratory

rate in response to increased activity in muscle cells, the maintenance of

blood sugar levels by insulin from the pancreas, and the changes in

openings in the leaves of plants by guard cells to regulate water loss and

gas exchange.

Guiding Questions:

1. What is homeostasis?

2. How is the role of ATP in biological organisms similar to the role of

money in our society?

3. Why do we need to breathe all day and all night?

4. Explain why your body gets warmer when you are physically active.

5. How do organisms use energy for maintaining homeostasis? (cause

and effect)

(Identify misconceptions) Common Misconception: Food = calories = energy

Food, calories and energy are related, but not equivalent concepts. Food contains organic molecules which have

chemical energy stored in the bonds between atoms. There are many other types of energy, including the kinetic

energy of moving muscles and heat (the kinetic energy in the random motion of atoms and molecules). In addition

to energy, food provides atoms and molecules needed for growth and repair of our bodies. A calorie is a unit of


19

measure of energy. These concepts are discussed in the activity "Food, Energy and Body Weight"

- Students often do not understand that most of a plant’s biomass comes from CO2. This misconception can be

addressed with the learning activity "Where does a plant's mass come from?"

- Many students believe that only animals carry out cellular respiration and plants only carry out photosynthesis;

they do not understand that plants also need to carry out cellular respiration to provide ATP for cellular processes.

This misconception can be addressed with the question,

**"Cells in plant leaves have both chloroplasts and mitochondria. If plants can carry out photosynthesis, why do

plant cells need mitochondria?" and/or with the learning activity "Plant Growth Puzzle"


20

X. Content Objectives and Learning Targets: (STEP 6)

XI. Assessment of Learning Guide: (Including a Culminating Activity, see STEP 8)

1. The Learning Question: What is important for students to learn in the limited school and

classroom time available?

ES/

CO #

(RBT tag)

(Bio.4.1 Understand how biological molecules are essential to the survival of living organisms.)

Clarifying objective: Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions.

Learning Targets (RBT tag) (Deconstruct the clarifying objective to write clear learning targets.)

Bio.4.1.1

(B25)

(A) Factual Knowledge Targets

Recognize alternate names for carbohydrates, e.g. sugars, starches, fiber & saccharides.

(A11)

Recognize alternate names for lipids, e.g. fats, phospholipids, steroids and waxes. (A12)

Identify the main functions of carbohydrates, proteins, lipids and nucleic acid. (A13)

Recognize that fats, proteins and carbohydrates are sources of food for animals, but

minerals are not. (A14)

Recall the basic components of each of the major biological molecules. (A15)

Review targets:

Recall the basic forms of energy and an associated source of the such as kinetic energy,

potential energy, chemical energy, nuclear energy, electrical energy and electromagnetic

radiation.

Recall that food is anything that is a source of both energy and building materials for

plants and animals. (A10)

(B) Conceptual Knowledge Targets

Give examples of how carbon can join to other atoms in chains and rings to form large

and complex molecules. (B21)

Summarize how the processes of dehydration and hydrolysis relate to organic

molecules. (B22)

Compare the structures of the major biological molecules, with regard to their relative

caloric values. (B23)

Conclude that animals and plants need food as a source of energy and a source of

building body parts, such as muscles in animals and leaves in plants. (B24)

Compare the structures and functions of the major biological molecules (carbohydrates,

proteins, lipids, and nucleic acids) as related to the survival of living organisms. (B25)

(C) Procedural Knowledge Targets

Use techniques of investigations to distinguish among the properties of carbohydrates,

lipids and proteins found in food. (C31)

Use models (either physical or digital tools) to describe the unique structure and

primary function of each of the major biological molecules. (modeling) (C32)

(D) Metacognitive Knowledge Targets

Recognize that food, calories and energy are related, but not equivalent concepts. (D11)

Recognize that food is provided directly or indirectly via the process of photosynthesis

and serves as a major link for plants and animals. (D12)


21

3. The Assessment Question: How does one select or design assessment instruments and

procedures that provide accurate information about how well students are learning?

Strand: Molecular Biology (Bio.4.1) Clarifying Objective (Bio.4.1.1)

Learning Targets Assessment Prototypes

(Assessment Tools) Review target:

A10 Recall that food is anything that

is a source of both

energy and building materials for

plants and animals.

A11 Recognize alternate names for

carbohydrates, e.g. sugars, starches,

fiber & saccharides

A12 Recognize alternate names for

lipids, e.g. fats, phospholipids,

steroids, triglycerides and waxes.

A13 Identify the main functions of

carbohydrates, proteins, lipids and

nucleic acid.

A14 Recognize that fats, proteins and

carbohydrates are sources of food for

animals, but minerals are not.

A15 Recall the basic components of

each of the major biological

molecules.

B21 Give examples of how carbon

can join to other atoms in chains and

rings to form large and complex

molecules.

B22 Summarize how the processes of

dehydration and hydrolysis relate to

organic molecules.

C31 Use investigations to distinguish

among the properties of

carbohydrates, lipids and proteins

found in food.

C32 Use models (either physical or

digital tools) to describe the unique

structure and primary function of

each of the major biological

molecules. (modeling)

B23 Conclude that animals and plants

need food as a source of energy and

a source of building body parts, such

as muscles in animals and leaves in

plants. B24 Compare the structures of the

major biological molecules, with

regard to their relative caloric values. Bio.4.1.1 Compare the structures and

functions of the major biological

molecules (carbohydrates, proteins,

lipids, and nucleic acids) as related to

the survival of living organisms.(B25)

Some targets only assessed during formative assessment process.

1. Fructose, sucrose and starch al all alternate names for (A11)

a. proteins

b. nucleic acids.

c. lipids.

d. carbohydrates

2. Types of lipids include: (A12)

a. triglycerides.

b. polysaccharides.

c. amino acids.

d. nucleotides.

3. The characteristics of DNA include which of the following? (A13)

a. DNA is made of nucleotides consisting of a sugar, a phosphate

group, and a carbon base.

b. DNA is made of a single polynucleotide chain, which winds into a

double helix.

c. DNA is how inherited characteristics are passed from one

generation to the next.

d. all of the above

4. During a recent hospital stay Oscar received a solution of sugar

dissolved water. When asked if he had received any food today, Oscar

replied, “no, they only gave me water”. Is the sugar and water solution

that enters his body a source of food? (A14) www.project2061.org

a. Yes, because food is anything that provides energy, and the water

in the solution provides energy.

b. Yes because food is anything that is a source of both energy

and building materials, and the sugar in the solution is a

source of energy and building materials.

c. No, because liquids cannot be food, and the solution is a liquid.

d. No, because food has to enter the body through the mouth, and the

sugar and water solution does not enter Oscar’s body through the

mouth.

5. Complex carbohydrates are made out of subunits called

____________.(A15)

a. starch

b. monosaccharides

c. amino acids

d. nucleotides

6. Describe the structures of proteins and nucleic acids, and discuss the

functional relationship between these two types of organic compounds.

(B25) (rubric required for scoring)

7. In the diagrams below, carbon atoms are represented by black circles,

oxygen atoms are represented by gray circles and hydrogen atoms are

represented by white circles. (C32)

http://www.project2061.org/


22

Which of the following molecules could be food for animals?

8. Which of the following is food for a plant? (A14)

a. Sugars that a plant makes b. Minerals that a plant takes in from the soil

c. Water that a plant takes in through its roots

d. Carbon dioxide that a plant takes in through its leaves

9. During science class, Mr. Johnson made three groups A, B, and C, like

the following: (B25)

A. Sugar, meat, bread

B. Water, limestone, sand

C. Coal, gasoline, wood

He asked his students to make careful observations of each group and

answer the following:

(a) What makes each group go together?

(b) Why would water go with limestone and sand rather than sugar and

meat

(c) Do you think groups A and C have anything in common? Explain your

reasoning. (rubric required for scoring) NGSS HS-LS1-6: Construct and revise an explanation based on evidence for how

carbon, hydrogen, and oxygen from sugar molecules may combine with other

elements to form amino acids and/or other large carbon-based molecules. (B21)


23



ES/

CO #

(RBT tag)

(Bio.4.1 Understand how biological molecules are essential to the survival of living organisms.)

Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions.

Learning Targets (RBT tag) (Deconstruct the clarifying objective to write clear learning targets.)

Bio.4.1.3

B2


Recall the definition of activation energy. (A11)

Recall the definition of a catalyst. (A12)

Identify the main function of enzymes (A13)

Recognize that enzymes have specific shapes that influence both how they function and

how they interact with other molecules. (A14)

Identify a substrate, active site, enzyme-substrate complex, and product. (A15)

Identify an enzyme and its substrate from the name of the enzyme. (A16)

Identify methods used by cells to regulate enzyme action. (A17)


Explain the impact of a catalyst on activation energy. (B21)

Summarize the effects of environment on enzyme action namely the role of temperature,

pH, the number of substrates and the number of enzymes present. (B22)

Distinguish between reactants and products of a chemical reaction. (B41)

Distinguish between the concepts of the Lock-and-Key model of enzyme action and the

Induced Fit model of enzyme action. (B42)

Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions. (B23)


Use investigations to determine how cells operate as a living system in order to maintain

homeostasis, move materials into and out of the cell and use & release energy during

biochemical reactions. (3C1)

Use investigations to determine the structure and function of enzymes. (3C2)

Use evidence drawn from investigations to formulate and revise scientific explanations

and models of biological phenomena. (3C3)



24

3. The Assessment Question: How does one select or design assessment instruments and procedures that

provide accurate information about how well students are learning?

Assessment of Learning:



(Assessment Tools)

Recognize that enzymes have

specific shapes that influence

both how they function and how

they interact with other

molecules. A14

Explain the impact of a catalyst

on activation energy. B21

Summarize the effects of

environment on enzyme action

namely the role of temperature,

pH, the number of substrates

and the number of enzymes

present. B22

Distinguish between reactants

and products of a chemical

reaction B41

Distinguish between the

concepts of the Lock-and-Key

model of enzyme action and the

Induced Fit model of enzyme

action. B42

Bio.4.1.3 Explain how enzymes

act as catalysts for biological

reactions. B23


1. How do enzymes speed up biological chemical reactions? B23

a. Enzymes increase the energy required for a reaction to occur.

b. Enzymes decrease the energy required for a reaction to

occur.

c. Enzymes have no affect on the energy required for a reaction to

occur.

d. Enzymes maintain the energy needed for a reaction to occur.

2. As cells grow and increase in size, enzymes become increasingly

important to the survival of the cell. Which best explains why

enzymes are necessary? B23

a. Enzyme supply the oxygen necessary for the reactions.

b. Enzymes change reactants from solid to liquid during the

reactions.

c. The reactions take up too much space in the cell if enzymes are

missing.

d. The reactions are too slow to meet the needs of the cell if

enzymes are missing.

3. The rate of action of an enzyme is affected by

a. temperature, particle size, and oxygen concentration

b. temperature, pH, and substrate concentration

c. pH, particle size, and oxygen concentration

d. pH, temperature, and particle size

4. A certain enzyme will react with egg white but not with starch.

Which statement best explains this observation?

a. Enzymes are specific in their actions.

b. Starch molecules are too large to be hydrolyzed.

c. Starch is composed of amino acids.

d. Egg white acts as a coenzyme for hydrolysis.


25



ES/

CO #

(RBT tag)

Bio.4.2 Analyze the relationships between biochemical processes and energy use in the

cell.

Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored,

released, and transferred within and between these processes in the cell.

Learning Target (RBT tag)

(Deconstruct the clarifying objective to write clear learning targets.)

Bio.4.2.1

B4


Recognize the equations for photosynthesis and respiration and identify the reactants and

products for both. (A11)

Recall the definition of photosynthesis, nutrition and cellular respiration. (A12)

Recognize the overall structure of adenosine triphosphate (ATP) – namely, adenine, the

sugar ribose, and three phosphate groups. (A13)


Interpret the chemical equations for photosynthesis and cellular respiration and tell how

they relate. (B21)

Explain how environmental factors (such as temperature, light intensity and water

availability) can affect photosynthesis as an energy storing process. (B22)

Summarize the two stages of photosynthesis citing the benefits of each stage. (B23)

Predict what would happen to an ecosystem in the event of the removal of an energy

source. (B24)

Summarize the processes of cellular respiration: aerobic and anaerobic respiration

(fermentation, lactic acid fermentation and alcohol fermentation). (B25)

Analyze the relationship between nutrition and cellular respiration as it relates to weight

management. (B41)

Analyze photosynthesis and cellular respiration in terms of how energy is stored,



Carry out investigations to support a claim that trees and other green plants carry out

cellular respiration. (C31)

Construct a model of photosynthesis to describe how photosynthesis transforms light

energy into stored chemical energy. (C32)



26






(Assessment Tools)

C3 Carry out investigations to

support a claim that trees and

other green plants carry out

cellular respiration.

B2 Explain how environmental

factors (such as temperature, light

intensity and water availability)

can affect photosynthesis as an

energy storing process.

Bio.4.2.1 Analyze photosynthesis

and cellular respiration in terms of

how energy is stored, released,

and transferred within and

between these processes in the

cell. (B4)


C31 During Biology class, your teacher displayed an experimental design setup

in front of class.

Which hypothesis would most likely be tested using this setup?

a. Plants grow best in absence of light.

b. Green plants need light for cell division.

c. Roots of water plants absorb minerals in the absence of light.

d. Green water plants release a gas in the presence of light.

B21

A student conducted an investigation to determine the effect of light intensity

on the process of photosynthesis as an energy storing process. The student

assembled the setup below and exposed the plant to four different light

intensities for the same amount of time. Light intensity = candelas (CD)

1. How might the student determine the effect of light intensity on the

rate of photosynthesis in the above experiment?

a. Measure the volume of CO2 bubbles produced per unit time

b. Measure the number of leaves on the plant

c. Measure the volume of O2 bubbles produced per unit time

d. It cannot be measured because the plant makes CO2 internally.

B41 Which would most likely happen if grasses and shrubs were removed from

a rural eastern North Carolina ecosystem?

a. There would be an increase in consumers in the ecosystem.

b. There would be an increase in photosynthesis in the ecosystem.

c. There would be a decrease of carbon dioxide available to the

ecosystem.

d. There would be a decrease in food energy produced by the

ecosystem.

Setup with light Setup without light

Trial 1: 5,000 CD

Trial 2: 10,000 CD

Trial 3: 15,000 CD

Trial 4: 20,000 CD


27

B42 How does the process of photosynthesis in plants provide energy for

animals?

a. The water and carbon dioxide used in photosynthesis are

converted into glucose and ATP for animals.

b. The glucose and ATP used in photosynthesis are converted into

water and carbon dioxide for animals.

c. The glucose and carbon dioxide used in photosynthesis are

converted into proteins for animals.

d. The oxygen and glucose produced through photosynthesis are

converted into lipids for animals.

B43 The diagram below is a model that shows the relationship between

photosynthesis and cellular respiration.

Which statement best explains why plants and animals

are connected by the flow of energy and the cycling of

matter?

a. Animals use oxygen and glucose that is

produced during cellular respiration and stored

during photosynthesis.

b. Plants use carbon dioxide and water that is

released by cellular respiration to carry out

photosynthesis.

c. Plants carry out photosynthesis to release

energy in food for animals.

d. Animals use glucose for food that is broken

down during photosynthesis.


28



ES/

CO #

(RBT tag)

Bio.4.2 Analyze the relationships between biochemical processes and energy use in the cell.

Bio.4.2.2 Explain ways that organisms use released energy for maintaining homeostasis (active

transport).

Learning Target (RBT tag) (Deconstruct the clarifying objective to write clear learning targets.)

B2


Recognize that feedback mechanisms function to maintain homeostasis. (A11)


Give examples of functions (e.g., removal of wastes, muscular activity, cell division) that

are carried out by organisms and that involve the conversion of ATP to ADP (adenosine

diphosphate) and an inorganic phosphate. (B21)

Bio.4.2.2 Explain ways that organisms use released energy for maintaining homeostasis

(active transport). (B22)


Use investigations to determine how cells operate as a living system in order to maintain

homeostasis, move materials into and out of the cell and use & release energy during

biochemical reactions. (C31)



29




Strand: (Essential Standard) Clarifying Objective (#)


(Assessment Tools)

A1 Recognize that feedback

mechanisms function to

maintain homeostasis.

C3 Use investigations to

analyze a typical animal cell as

a living system to determine

how organisms maintain

homeostasis in changing

conditions.

Bio.4.2.2 Explain ways that

organisms use released energy

for maintaining homeostasis

(active transport).B2


(A11) What process is represented by the boxed sequence below?

a. A feedback mechanism

b. A synthesis reaction

c. An autoimmune response

d. A single cell breakdown

(A11) Under normal conditions, a drop in concentration of glucose in an

organisms’ blood results in a release of stored glucose until the original

concentration is reached. Which term best describes this type of

regulation.

a. Pinocytosis

b. Respiration

c. Synthesis

d. Homeostasis

(B21)Which is the best example of an organism’s use of released energy

for maintaining homeostasis?

a. A dog’s heart beats using cardiac muscle.

b. A dog’s breathing rate increases while chasing a car.

c. A cat’s digestive system uses enzymes to break down food.

d. A cat’s ears contain cartilage for flexibility.

Ingestion

of starch

Blood sugar levels

elevate

Increase in production of insulin

Blood sugar levels drop

Insulin

production

stops


30

XII. Unit Materials List: (Also included in body of lesson.)

Activity Materials

What Makes Up the Food We Eat? Need to assemble or prepare 10 Paperclips sets. Each

set includes 20 silver, 4 gold, 30 colored, 20 shaped

paperclips. Consider adding a key for each set so

students know which paperclips represent which

molecules, or use the transparency provided in activity

1.

You Are What You Eat – Part 2 Purchase of mealworms is required to complete the

lab. Note that you can order mealworms for very

cheap online- roughly $40 for several thousand

mealworms. It’s more expensive at pet stores—maybe

the same price for only 1000 mealworms but this may

be enough to use with 45-50 groups of students. The

mealworms may come in a plastic container (with

holes for ventilation) already with their food—thus

creating a system that is already assembled. If they do

not, you may need to purchase bran cereal or wheat

bran or other type of food source (meal, wheat and oat

flours, ground cat or dog food can be used). If the

system is already assembled, then students will need

to break the system apart on Day 1 to weigh each

component—the food, the worms, and the container.

They will do this again on the final day, weighing

each component individual (thus, the tweezers come in

handy for separating the worms from their food!).

Each group needs at least 5-10g of mealworms and

mealworms should have at least 3x their mass of food

available (or more).

NOTE: the mealworm lab needs at least 4 days or

more for clear results. Consider starting this lab prior

to Activity 1 and providing time for students to

monitor mass changes between the start and finish of

the lab. Only start and end mass recordings are

necessary but the student observation sheet includes

additional space for other recordings.

Why Won’t My Jello Gel 11 test tubes of jello

Test tube rack

Droppers

Meat tenderizer (two brands – French’s and Adolph’s

for example)

Fruit juices (from fresh fruit or frozen fruit juice

concentrate – fruits such as pineapple, kiwi, orange,

papaya, apple, etc. make good choices

2 brands of lens cleaner (Bausch and Lomb and

Unizyme – Ciba Vision, for example)

Metric ruler


31

Paperase – The Little Enzyme that Could Paperose Strips

Scissors

1000 L beaker or other small container of similar size

Graph paper

Calculator

Clock/Timer

Enzyme Lab homogenate (chicken liver, beef liver, mushroom,

potato, and

celery)

chunks of beef liver and potato

iced and boiled homogenates

3% H2O2 (hydrogen peroxide—available at drug

stores)

distilled H2O

acetic acid (vinegar)

carbonic acid

3 M HCl

3 M NaOH

droppers

thermometers

stirring rod

beakers

clock with second hand, or stop watches

8 test tubes per group

mortar and pestle

small amount of sand

pure catalase (optional)

Bioenergetic Reaction Demonstrations water plants (such as Elodea)

4 test tubes (that fit stoppers)

4 rubber stoppers

2 test-tube racks

Bottled water

1 light source

Package of dry yeast

6 Test tubes

Table sugar

distilled water

6 Small balloons

test tube racks

6 Test tubes

bromthymol blue (BTB)

6 Stoppers

Several Pond snails

test tube racks

Feedback from the 2004 SCOS unit development project

revealed that LEA leaders and teachers wanted a composite

materials list included in the unit. They also wanted a specific

list included with each lesson.

32

Week 1 The Chemistry of Life

Approximate Time: (5 Class periods/90 min)

Text/ Instructional Resource:

CK12 (Guide for Students’ Notes and Reference Materials)

Lesson 2.1: Matter and Organic Compounds

Lesson 2.2: Biochemical Reactions

Lesson 4.1.1: Why Living Things Need Energy

Lesson 4.1.2: How Organisms Get Energy: Autotrophs and Heterotrophs

Environmental Literacy Project (ELP)

Activity 1: What Makes Up The Food We Eat?

Activity 2: What happens to food in our bodies?

Activity 3: You Are What You Eat – Part 1

Activity 4: You Are What You Eat – Part 2

Lesson Purpose:

Students are introduced to the major macromolecules found in food—carbohydrates, lipids, and fats—and

begin to learn about the subunits these molecules are made of.

The activity begins by asking students to share what they know about substances found in their food.

From everyday experiences, students are likely aware of major macromolecules—these are common

descriptors in our language about food, and diet. But students likely do not have an understanding of the

molecules at the atomic-molecular scale.

This activity focuses on MATTER and SCALE principles. In terms of matter, this activity helps to

establish one of the key matter inputs involved in metabolic processes. While students do not use the

Process Tool in today’s activity, they will need to use this information later in the unit, as they build

various Process Tools for metabolic processes. Today’s activity helps students move from macroscopic

descriptors—carbohydrate, fats, proteins—to an atomic-molecular understanding of these materials’

structure. SCALE becomes the focus of the latter half of the lesson. Students use the “Room Model” and

Powers of Ten to locate these molecules’ sizes relative to other systems, such as the size of a typical cell.

Students use the room to represent a cell, thus making 1-3 cm objects likened to the size of molecules

found in the cell. At this point students engage in building the various macromolecules using paperclips

and consider the size of these paperclips in relation to the size of the room (size of molecules to size of

cells).

Materials:

Student copies What Makes Up the Foods We Eat?

Transparency Comparing Food Molecules

Transparency Building Models of Food Molecules

Paperclip Sets for each group (20 silver, 4 gold, 30 colored, 20 shaped per group)

Powers of 10 Chart

Optional: Transparency or chart of the “Room Model” table

Advance Preparation:

Activity 1: Need to assemble or prepare 10 Paperclips sets. Each set includes 20 silver, 4 gold, 30

colored, 20 shaped paperclips. Consider adding a key for each set so students know which paperclips

represent which molecules, or use the transparency provided in activity 1.

33

Activity 4: Purchase of mealworms is required to complete the lab. Note that you can order mealworms

for very cheap online- roughly $40 for several thousand mealworms. It’s more expensive at pet stores—

maybe the same price for only 1000 mealworms but this may be enough to use with 45-50 groups of

students. The mealworms may come in a plastic container (with holes for ventilation) already with their

food—thus creating a system that is already assembled. If they do not, you may need to purchase bran

cereal or wheat bran or other type of food source (meal, wheat and oat flours, ground cat or dog food can

be used). If the system is already assembled, then students will need to break the system apart on Day 1 to

weigh each component—the food, the worms, and the container. They will do this again on the final day,

weighing each component individual (thus, the tweezers come in handy for separating the worms from

their food!). Each group needs at least 5-10g of mealworms and mealworms should have at least 3x their

mass of food available (or more).

NOTE: the mealworm lab needs at least 4 days or more for clear results. Consider starting this lab prior

to Activity 1 and providing time for students to monitor mass changes between the start and finish of the

lab. Only start and end mass recordings are necessary but the student observation sheet includes

additional space for other recordings.

34

Opening Lesson: What Makes Up The Food We Eat?

Approximate Time: 75 min/90min block

Bio.4.1.1 Compare the structures and functions of the major biological molecules (carbohydrates,

proteins, lipids, and nucleic acids) as related to the survival of living organisms.

Before the unit: Pre-assessment:

Prior to starting a unit, it is beneficial to determine prior knowledge. The strand map provides

information about ideas students should be familiar with as a result of encounters at earlier grades.

Nonetheless, students will have varying conceptions and misconceptions about the content being

addressed in the unit. A well designed pre-assessment may serve to uncover challenges students may

currently have or identify students who have mastered topics for which you may give credit.

Select a pre-assessment and administer a few days before starting your unit. Collect students work and

allow plenty of time to review students’ responses. Make notes on what their work reveals about their

current level of understanding. Instead of scoring students’ work, summarize their difficulties as a series

of questions. Also, take the opportunity to move students forward who are ready for more advanced work.

Or, you may elect to allow students to revise their responses as they engage in the unit’s learning

experiences.

Sample pre-assessment tasks:

Pre-assessment 1: Figure 1 is a model of ecosystem interactions. Within an ecosystem, energy flows in

one direction but matter is recycled. Mr. Green Gene cherished his lovely Clydesdale horse, which he

used to plough his garden and work his farm. When the horse died, Mr. Green Gene buried him under the

big oak tree in the south pasture where he keeps his cows. Describe below the path of a carbon atom from

the horse’s remains, to inside Mr. Green Gene’s leg muscle. NOTE: Mr. Green Gene does not eat his

horse; however, he does eat his the grapes on the farm. Describe as many biochemical pathways as you

can relate. Use words or phrases from the key terms in your description in a manner that demonstrates

your acquaintance with the terms.

Pre-assessment 2: Figure 1 is a model of ecosystem interactions. Within an ecosystem, energy flows in

one direction but matter is recycled. Mr. Green Gene cherished his lovely Clydesdale horse, which he

used to plough his garden and work his farm. When the horse died, Mr. Green Gene buried him under the

big oak tree in the south pasture where he keeps his cows. Design a food web that includes

Mr. Green Gene and his horse that shows the path of a carbon atom from the horse’s remains, to inside

Mr. Green Gene’s leg muscle.

Pre-assessment 3: Review the consumers and producers on Mr. Green Gene’s farm, figure 1. Brainstorm

a list in response to the questions:

1. How many different kinds of energy are there?

2. How does energy affect your life?

3. How many energy transformations can you make on Mr. Green Gene’s farm as a result of the

interactions among the living and nonliving things on the farm?

Key Terms: ATP Digestion Cellular Respiration Chloroplast Chlorophyll Energy Fermentation Kinetic Energy Lactic Acid Mitochondrion Photosynthesis Consumers Potential Energy Producers Glucose & Oxygen gas Sunlight Carbon dioxide & water

35

Pre-assessment 4: Concept-mapping Exercise

Using what you know about photosynthesis, nutrition and cellular respiration, complete the following

concept map using the following terms…

Key Terms: ATP Cellular Respiration Chloroplast Consumers Lactic Acid Mitochondria Photosynthesis Potential Energy Chlorophyll

36

Opening the unit: Introduce the unit with the Unit Overview Have students refer to figure 1, Mr. Green Gene’s Farm, as you read the Unit Overview.

Dr. Doolittle had a great reputation for talking to the animals. What about plants? Have you ever talked to

your plants? Mr. Green Gene says plants can benefit from a nice long talk and, in return, they make our air

worth breathing. He says, everyday green plants capture energy from the sun and change it into the chemical

energy that fulfills all of the energy needs on the farm.

What do you think? Is it possible that talking to plants could make them grow larger? Where does the matter

that makes up green plants and trees come from? Where does the matter that makes up animals (including

humans) come from? How can trees supply energy for everyone?

Mr. Green Gene is very concerned about his health and the health of all of the living things on his farm. Some

days, he climbs tall trees or hikes the side of a mountain inspecting his crops and animals to make sure

everything is healthy. Maintaining a farm is hard work. He says exercise and a balanced diet is the key to

working on a farm. In this unit, you will explore three very important questions that may help you maintain a

healthy body: Why do we eat? What is in the food we eat? And, why is exercise and good nutrition essential

for a healthy body?

We will explore a fantastic relationship between plants and animals and discover how controlling your weight

may be an “energy-balancing act”. Charlie and Otis have an interesting question. “Do plants use oxygen to

convert their sugar into energy and release carbon dioxide as a waste product as animals do?” As you learn

more about photosynthesis, nutrition and cellular respiration, you may be able to help them answer their

question.

Upon successful completion of this unit, you will have a greater understanding of how living systems

transform, store and transfer energy needed to carry out life’s essential functions and ensure survival. With this

understanding, you will be able to explain how living organisms obtain and use the matter and energy they

need to live, grow and survive.

---------------------------------------- Energy Brainstorm

Approximate Time:

Purpose: Big Ideas:

1. Energy is observed in many forms and gets transformed as it is used daily; however, even when

such transformations occur it is conserved.

2. Energy is required for the survival of all living things and food, as source of energy, is made of

carbohydrates, lipids, proteins and nucleic acids (living things).

Learning Targets: Review targets:

Recall basic kinds of energy such as kinetic energy, potential energy, chemical energy, nuclear energy,

electrical energy and electromagnetic radiation and an associated source.

Recall that food is anything that is a source of both energy and building materials for plants and

animals. (A10)

Elicit: (Start class with one of the pre-assessment questions. Allow students time to revise their

answers after the explore activity.)

Class Discussion: What is Energy? and Why do living things need energy?

Ask the class “What is Energy?” Be open to any responses they may have. The purpose of asking

this question is to get the students to think about what the word “energy” means to them, to be

aware that other people may have different ideas, and to let you know what they think about

energy at the start of the unit. (Quick 5 mins)

37

Engage - Point out to the students that there are different ideas about energy and this activity

will help the class come to a common understanding of energy and how it changes forms as it

interacts with various forms of matter and living systems (organisms). (20 min.)

Observing Energy on Mr. Green Gene’s Farm: “Why do living things need energy”

Assign students to a small group to brainstorm a list of answers to the question, “How many different

kinds of energy are there?” Mr. Green Gene’s farm has several examples of sources of energy. For each

kind of energy on your list, identify a source. Have a recorder in each group make a list of the ideas. After

about ten minutes, when the small groups are running out of ideas, hold a large group discussion. Have

each group name one item, creating a list on the chalkboard. Skipping items that have been named before,

see how many different kinds of energy the class was able to identify. After making a connection to

familiar forms of energy and sources, have students come to a consensus on a definition of energy, using

reference materials as a guide. Students should have a consensus definition of energy; however, it should

be written in their own words and linked to the examples provided during the discussion.

Teacher leads students in a whole group discussion about “Why do living things need energy?” and

guide students to the identification of food as the source of energy for all living things. Share that energy

is a property of matter and some forms of energy provide more useful sources of energy than other forms

of matter.

Tell students that they will now Explore various sources of energy and how energy affects their lives as

they research what is in the food they eat (What Makes Up the Foods We Eat?”.

Sample Class Brainstorm: How many different kinds of energy are there?

H

Potential energy

Kinetic energy

Chemical energy

Nuclear energy

Electrical energy

Electromagnetic

energy

10

min.

Thermal energy

Kinds of Energy Sources of Energy

Sound energy

Light energy

Allow students

time to come up

with various kinds

of energy &

sources until they

conclude that food

is a source of

chemical energy

required for the

survival of all living

things.

I can name various kinds of energy and

identify a familiar

source.

WALT:

What is Energy?

FOOD!

MOVING

MATTER

Continue to

group and

arrange the

list so that

students

conclude

that most

kinds of

energy are

of two

forms, either

potential or

kinetic.

http://burnanenergyjournal.com/forms-of-energy-motion-heat-light-sound-2/#mechanical_unique

10 min.

discussion

http://burnanenergyjournal.com/forms-of-energy-motion-heat-light-sound-2/#mechanical_unique

38

Explore: Activity 1: What Makes Up The Foods We Eat? (ELP)

General Overview

Elicit student ideas: What makes up food? (Revisit) ~5 minutes

What Makes Up the Foods We Eat? Worksheet* ~20 minutes

Food molecules and Scale ~25 minutes

Total Estimated Time: 50 minutes

Purpose & Tools

Students are introduced to the major macromolecules found in food—carbohydrates, lipids, and fats—and

begin to learn about the subunits these molecules are made of.

The activity begins by asking students to share what they know about substances found in their food.

From everyday experiences, students are likely aware of major macromolecules—these are common

descriptors in our language about food, and diet. But students likely do not have an understanding of the

molecules at the atomic-molecular scale.

This activity focuses on MATTER and SCALE principles. In terms of matter, this activity helps to

establish one of the key matter inputs involved in metabolic processes. While students do not use the

Process Tool in today’s activity, they will need to use this information later in the unit, as they build

various Process Tools for metabolic processes. Today’s activity helps students move from macroscopic

descriptors—carbohydrate, fats, proteins—to an atomic-molecular understanding of these materials’

structure. SCALE becomes the focus of the latter half of the lesson. Students use the “Room Model” and

Powers of Ten to locate these molecules’ sizes relative to other systems, such as the size of a typical cell.

Students use the room to represent a cell, thus making 1-3 cm objects likened to the size of molecules

found in the cell. At this point students engage in building the various macromolecules using paperclips

and consider the size of these paperclips in relation to the size of the room (size of molecules to size of

cells).

Materials

Student copies What Makes Up the Foods We Eat?

Transparency Comparing Food Molecules

Transparency Building Models of Food Molecules

Paperclip Sets for each group (20 silver, 4 gold, 30 colored, 20 shaped per group)

Powers of 10 Chart

Optional: Transparency or chart of the “Room Model” table

Advance Preparation

Sort paperclips into sets for the groups to use; can adjust paperclip number depending on whether you

want individual students or partners building the models

Make copies of student pages

Make transparencies

Procedures

Elicit Student Ideas ~5 minutes

* Adapted from NCOSP (2007) Matter and Energy in Life Systems, Cycle 2, Activity1.

39

Ask students, “What did you eat for breakfast/lunch?” Follow up with probes, “What is found in what you

ate?” Students may mention “sugar”, “proteins”, “fat”, etc. Probe what students already know about these

materials. Ask students, “Why do we eat these things?” and “What happens to them inside our bodies?”

This is a chance for the teacher to gather initial information about what the students may already know

about the substances found in food.

What Makes Up the Food We Eat? ~20 minutes

Pass out the worksheet, What Makes Up the Food We Eat? Read through the first page together. Students

are expected to sort the molecules in Figure 2-1 into groups. They can choose how to define their groups,

although most will likely base their sorting on shape.

Have students share their groups, and explain why they grouped molecules the way they did.

Either as a class or in partners, have students read through the next 2 pages, identifying the molecules

from Figure 2-1 as carbohydrates, proteins, or fats.

Discuss the similarities and differences between the three types of macromolecules in terms of the atoms

they are made of and chemical energy. Consider building a model of glucose, an amino acid, a glycerol

molecule and short fatty acid chain to show students the atoms and bonds that make up the molecules.

Scale and Food Molecules ~25 minutes

Introduce the “Room Model” to students. Explain to students that atoms, molecules, and cells are on a

scale that we cannot see with our eyes. Ask students if they remember what scale this is (atoms and

molecules are at the 10-9, atomic-molecular scale) and cells are roughly 10-5. Point to the Powers of Ten

wall Chart if necessary

The great differences in size of these things make it difficult for us to comprehend. In order to make the

size of really small things more comprehensible, we can use models that are visible to us at the

macroscopic scale. The “Room Model” helps us mimic the relative size of cells and things found in cells.

The room and macroscopic things found in the room will represent the cell and cell structures. Students

will use paper clips to represent various molecules and will be able to link those clips to build the

different types of molecules in Figure 2-1. Below is a table that shows objects that can be used in the

model

Atomic-molecular

or Cellular Object

Actual Size Macroscopic Object Macroscopic

Size

Typical cell

10-5 m Room 10 m

Ribosome

10-7 m Stapler 10 cm

Fat molecule 10-8 m Linked mini paperclips

3 cm

Protein molecule 10-8 m Linked mini paperclips 3 cm

40

Starch molecule 10-8 m Linked mini paperclips

3 cm

Glucose 10-8 m Mini paperclip

1 cm

Atom 10-9 m Tip of Pencil/Pen 1 mm

OPTIONAL:

Within the context of the room as a cell, students can build models of the different molecules that make

up food using the paperclips. Have students use mini paper clips to build carbohydrate and fat molecules

(silver for carbohydrates; gold for fat). Use the specialty shape paperclips to build different types of

proteins. Consider identifying particular colors to only be used in certain molecules. See the suggested

Building Models of Food Molecules. This could be copied and given to student groups or used as an

overhead transparency.

Carbohydrates and Lipids- Models

Amino Acid and Protein Models

NOTE: Consider using the Comparing Food Molecules transparency to have students compare the atoms and bonds

that make up the different food molecules. This comparison will prepare students to think about similarities (in

terms of matter and energy) among the molecules.

Connections: Consider using Food Indicator Lab and Energy in Food Lab as additional inquiry activities to

correspond with Activities 1-4.

41

Name: ___________________________________ Date: ____________ Period: _____

What Makes Up the Foods We Eat?

Imagine eating a pizza with all the

works. Imagine if you could ‘see’ all

the food molecules that make up that

pizza just after it entered your mouth.

These molecules are at the atomic-

molecular scale. The molecules might

look like what you see in Figure 2-1.

Group the molecules that you see in

Figure 2-1 into 2 to 4 groups (based

on any criteria that you would like)

and then fill in the table below.

Table 2-1

Group

Name

Molecules in Group

(list by number) What are the characteristics that the molecules in this

group have in common with each other?

A

1, 8, 10

Chains of similar subunits

B

2, 4, 6, 7

The chains attached to a larger subunit

C

5, 9

A chain of different subunits

D

3

Like group A but with extra links between subunits

42

SCIENTISTS’ CATEGORIES OF FOOD MOLECULES

CARBOHYDRATES

Sugar and starch are part of a group of molecules called carbohydrates. Sugars are often called simple

carbohydrates because they are relatively small and have simple chemical structures. One sugar that is

typically found in our blood (as well as in our food) is glucose and its simple chemical structure is often

represented as a hexagon.

Other common sugars are sucrose (table sugar) and fructose.

Sugars, like glucose, are often linked together to form molecules like starch. Starch is typically hundreds

to thousands of glucose molecules linked together. Long chained molecules like starch are often called

complex carbohydrates.

Cellulose is also made up of long chains of glucose, so it is also considered a complex carbohydrate.

However, the bonds holding the glucose molecules together in cellulose are different than those found in

starch. Nutritionists sometimes simply refer to cellulose as fiber.

What molecule(s) in Figure 2-1 might be sugar? ____10_____ number(s)

What molecule(s) in Figure 2-1 might be starch? ___1, 8_____ number(s)

What molecule(s) in Figure 2-1 might be fiber? ______3_____ number(s)

What is the same about these types of molecules?

All made up of similar subunits (sugars, or glucose molecules)__________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________ What is different?

Sugars are simple molecules, starches are chains of sugars linked together, fibers are chains of sugar with

different chemical bonds/links than starches_

PROTEINS Proteins are another major component of food. Proteins are composed of smaller subunits called amino

acids. Unlike complex carbohydrates, which are made up thousands of only one type of sugar (glucose),

linked together, proteins are made up of hundreds of several different types of amino acids. There are

actually twenty different types of amino acids.

What molecule(s) in Figure 2-1 might be protein? ___5, 9________ number(s)

The final major components of food that has been recognized are fats and oils. Fats and oils are greasy

feeling and, do not mix well with water and are chemically very similar. But fats are solid at room

temperature whereas oils are liquid at room temperature. Unlike carbohydrates and proteins, fats and oils

43

are medium-sized molecules made up of four smaller subunits. Three of the four small molecules are

almost identical and are called fatty acids. These three molecules are each linked to the fourth molecule

called glycerol.

What molecule(s) in Figure 2-1 might be fats/oils? _2, 4, 6, 7____ number(s)

Scientists have found that over ninety-five percent of almost all foods are composed of carbohydrates,

proteins, and fats. All of these molecules are composed of carbon, hydrogen, and oxygen atoms. When

molecules contain C-C (carbon-carbon) and C-H (carbon-hydrogen) bonds, the molecules are said to have

high-energy bonds. This means that the molecules found in our foods contains chemical energy.

How do the scientists’ categories of food molecules compare to the groups of food molecules you

suggested in Table 2-1? Students may have grouped #10 glucose into separate categories: They may have

combined starch and fiber or starches and proteins.

Make sure the class comes to agreement about groups based on molecule characteristics.

_______________________________________________________________________

44

Building Models of Food Molecules

Glucose Silver paperclips

Glycerol Gold/Yellow paperclips

Fatty Acids Colored paperclips

Amino Acids Circle, Square, Triangular paperclips

Use this information to build: 1) a STARCH molecule

2) a LIPID molecule

3) a PROTEIN molecule

45

Comparing Food Molecules

LIPID/FAT

AMINO ACIDS

IN PROTEIN

GLUCOSE

STARCH

46

(HS.TT.1 Use technology and other resources for assigned tasks.) Have students research the major molecules to identify which of the macromolecules are found in their

favorite foods and in what quantity.

Once students have identified the molecules found in their foods and prepared models, have groups report

out by presenting their model and examples of the associated foods.

Explain: Following the exploratory activities, each group will explain their answers to the following

questions:

Guiding Questions:

1. Why do living things need energy?

2. What are 4 major types of organic compounds essential for the survival of all living organisms?

3. What is the basic structure and function of each of the 4 major types of organic compounds? (including

the six most common elements in organic molecules)

4. How do the major organic compounds exhibit the complementary nature of structure and function?

5. What makes up the food we eat?

6. How do organisms obtain the matter and energy they need to live and grow? (Nutrition) Differentiate

autotrophs and heterotrophs.

7. How do the major complex molecules (carbohydrates, proteins, lipids and nucleic acids) compare with

regards to their structure and function as related to the survival of living organisms?

Do not collect student answers. Allow students opportunity to revise answers to their questions as they

proceed through the following Elaborate activities. Have students maintain their work in a portfolio.

Encourage students to make notations on their work as their ideas about answers change. This will serve

as support for student growth.

My Favorite Foods List: Modeling Organic Molecules:

Molecules that facilitate cellular processes are

similar in that they exhibit the complementary

nature of structure and function yet differ in

their unique structure and specific role related

to the survival of all living organisms.

Design models of the major molecules found

in your favorite foods. Your model should

represent a comparison of the structure and

function of each of the molecules.

47

____________________________________________________________________________

Biological

Molecule

Common

Name

Monomer Structure (Monomer Diagram)

Polymer Function Food

Source

Phosphate Nitrogen Base

5

Carbon

Sugar

Keep your chart and modify as you learn more about each of the major biological molecules!


48

(Elaborate) Environmental Literacy Project (2012 – 2013)

Activity 1: Materials in Food

Guiding Question: What materials do we get from the foods we eat?

Duration: 50 minutes

Activity Description:

Students learn that food is composed mainly of carbohydrates, proteins, and fats. Students learn that

carbohydrates, proteins, and fats are key substances in food and rich with chemical energy, while water

and vitamins are not sources of chemical energy. Nutritional data and images courtesy of

www.NutritionData.com.

Background Information:

For many students food is simply anything that can be eaten. Students might treat solid food as different

from liquid beverages and vitamins, but all three are considered important in our diets. When asked what

things help us grow students might list off a number of things like food, water, air, and vitamins, all of

which are part of a “healthy diet”. Each of these things does contribute to our overall body functioning

and metabolic processes, but it is the carbon-based materials that we ingest that help our bodies grow and

function. It does not matter whether the food we intake is solid or liquid, but it does matter whether this

food is a good source of carbon and chemical energy. Carbohydrates, proteins, and lipids are the key

ingredients in our diet. These substances are carbon-based with carbon-carbon and carbon-hydrogen

bonds, making them an excellent source of chemical energy (just like the gas [octane] we put in our cars).

When students look closer at materials to see if they provide chemical energy, their definitions about food

and the process of growth can begin to develop, making students ready to understand how and why our

bodies use food in certain ways.

Learning Objectives: Bio.4.1.1 (B23-5)

WALT: Compare the structures of the major molecules, with regard to their relative caloric values. (B23)

Conclude that animals and plants need food as a source of energy and a source of building body

parts, such as muscles in animals and leaves in plants. (B24)

Compare the structures and functions of the major biological molecules (carbohydrates, proteins,

lipids and nucleic acids) as related to the survival of living organisms. (B25)

Students will:

List the most abundant organic materials in foods—fats, proteins, and carbohydrates—and use

food labels to find out how concentrated they are in different foods and animal tissues.

Associate food with the source of chemical energy for animals, and the source of materials for

animal biomass

Materials:

Lesson 2 Food.pptx Slides 1-7

Exploring Food Labels per group of 2 to 4 students

Nutrient Label cards (9) one set per group of 2 to 4 students

What Makes Up Our Foods? (Optional) reading

http://www.nutritiondata.com/


49

Directions:

1. Animals get important materials from food

Remind students that they are learning about what animals need to grow, and that they said that food

is important. In today’s lesson students will begin to learn what makes up common human foods to

inform how it becomes part of our bodies through growth. Humans use food the same way as other

animals, although human food has lots of information available about it.

2. Identify materials that make up beef

Using the nutrient label card packet, show students a nutrition label for ground beef. Ask them to tell

you what materials make up the beef (fats, carbohydrates, protein, vitamins and minerals), and then

ask, “What are these substances made of?” You can type in student responses in the Lesson 2

Food.pptx slide 2.

3. Zoom to atomic-molecular scale

Tell students that now we will look at these materials on an atomic-molecular scale. Show Lesson 2

Food.pptx slide 3-5 that shows fats, carbohydrates and proteins molecules (lipids, glucose and starch,

and amino acids). For each slide have students identify what atoms are found in each molecule, and

what types of bonds are found in each molecule. Help students see that the beef (which came from a

living cow) is made mostly of proteins and fats, which have two things in common: they are carbon-

based molecules and have high-energy bonds (C-C and C-H). (Note: These bonds appear yellow in

the molecule images.) Use Lesson 2 Food.pptx slide 6 to compare molecules.

4. Food is the source of atoms for animals growing

Remind students “atoms lasts forever.” Where do students think that atoms go when animals eat

them? Food is the source of materials for growing animals. During this Unit they will keep track of

the atoms in food and where they go when animals eat them.

5. Food is the source of chemical energy for animals

Another thing on nutrition labels are calories, illustrated on Lesson 2 Food.pptx slide 7. What do

calories tell us? This is a measurement of how much chemical energy is in food. (Scientists determine

number of calories by burning the food and measuring the energy as heat.) Food is the only source of

chemical energy to all animals, including humans. (Optional: Pass out the reading What Makes Up

Our Foods? This is a short reading about what students can find on nutrition labels and calories as

chemical energy). In partners or as a whole group, read through the handout.)

6. Students record information about nine different food items

Explain to students that they will now look closer at 9 materials that we ingest. Pass out Nutrition

Label cards to groups of 2 to 4 students along with the handout Exploring Food Labels*. Preview the

data table with students so that they know what they are looking for in each label. Students will

calculate the amount of water in food and then record the number of calories. Provide students with

about 10 minutes to read each label and record in their worksheet.

7. Identify differences in materials with and without chemical energy

Ask the students and discuss: “How are the materials with chemical energy different from materials

without chemical energy?” Students will see that water, salt and diet soda are the only three materials

that are not a source of chemical energy. These materials are inorganic substances that we take inside

our bodies, but they are not a source of chemical energy (they have no calories, they have no C-C or

C-H bonds). Inorganic substances also are not a significant source of biomass for our bodies.


50

*Nutritional labels list break down fats and carbohydrates into several components. Students do not need

to distinguish between different types of fat or carbohydrate molecules. However, below is information

about types of fats and carbohydrates if students are curious. You may want to mention fiber, as it is an

important component of plant material and is discussed later in lessons about digestion.

Types of fats:

Saturated: no double bonds in the carbon chain

Trans fat: one artificially made double bond

Monounsaturated: one natural double bond

Polyunsaturated: multiple natural double bonds

Types of carbohydrates:

Starch

Sugar

Dietary fiber (cellulose, which are indigestible by humans)

Cholesterol: similar to fat molecules and needed to build and maintain membranes and a precursor for

several biochemical pathways. (Needed in small amounts like vitamins.)

Optional Scale Representation:

From the cellular to the atomic-molecular scale, students may struggle to comprehend that atoms and

molecules are actually A LOT smaller than cells. Once you reach the microscopic scale, students begin to

lump all these things together into one category: things we can’t see with our eyes. They may think that

an atom is the same size as a molecule or even the same size as a cell.

In order to make the size of really small things more comprehensible, we can use models that are visible

to us at the macroscopic scale. The “Room Model” helps mimic the relative size of cells and things found

in cells using objects found in your classroom. The classroom itself can represent the size of a cell.

Objects found in the classroom can represent the cell structures and substances found in the cell. Use the

following objects below of examples of how to demonstrate the relationship in size between atomic-

molecular scale and microscopic scale.

For example, point out to students that a glucose molecule in a cell is about the size of a paperclip inside a

classroom and that a carbon atom inside a cell is about the size of a pen tip inside a classroom.

Atomic-molecular

or Cellular Object

Actual Size Macroscopic Object Macroscopic

Size

Typical cell

10-5 m or 10-6 Room 10 m

Ribosome

10-7 m Stapler 10 cm

Fat molecule 10-8 m Linked mini

paperclips

3 cm

Protein molecule 10-8 m Linked mini

paperclips

3 cm

Starch molecule 10-8 m Linked mini

paperclips

3 cm

Glucose 10-8 m Mini paperclip

1 cm

Atom 10-9 m Tip of Pencil/Pen 1 mm

51

WATER

Serving Size 100 grams (100 grams)

0 Calories from Fat 0

0g 0%

Saturated Fat 0g 0%

Trans Fat 0g

0mg 0%

2mg 0%

0g 0%

Dietary Fiber 0g 0%

Sugars 0g

0g

0% 0%

1% 0%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron

www.NutritionData.com

*Percent Daily Values are based on a 2,000 calorie diet.

Your daily values may be higher or lower depending on

your calorie needs.

TABLE SALT DIET SODA

52

BEEF (80/20) WHITE BREAD CARROTS



0g 0%

Saturated Fat 0g 0%

Trans Fat

0mg 0%

78mg 3%

8g 3%

Dietary Fiber 3g 12%

Sugars 5g

1g

276% 4%

3% 5%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

53

MARSHMALLOWS



0g 0%

Saturated Fat 0g 0%

Trans Fat

0mg 0%

80mg 3%

81g 27%

Dietary Fiber 0g 0%

Sugars 58g

2g

0% 0%

0% 1%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

SPINACH (FRESH) APPLE JUICE

54

Name: ________________________________ Teacher: _______________ Date: ___________ Exploring Food Labels

Lesson 2, Activity 1 Use the nutrition labels to compare the foods on your handout.

1. Find the weight in grams of organic materials in the food: carbohydrates, fats, and proteins.

2. How much is the total weight of minerals (sodium) of your food? Assume the weights of vitamins are less than 1 g (see your handout).

3. How much water is in your food? You will have to calculate this. The label gives the weight of carbohydrates, fat, protein and sodium in 100 g of that type

of food. Subtract the weight of carbohydrates, fat, protein and sodium from 100 to get the remaining weight of the food, which is all water. Round to the

nearest whole number. Vitamins and minerals together are less than 1 g for all foods.

4. Find the amount of chemical energy (calories) in your food.

5. For line 10, find another food that you are interested in. You can bring a food label from home or look up a food on the website at the bottom of the

nutrition labels: www.NutritionData.com.

FOOD NAME Organic materials Minerals

(Sodium)

(grams)

Water

(grams)

Chemical energy

(calories) Fat (grams) Carbohydrates

(grams)

Protein

(grams)

1

2

3

4

5

6

7

8

9

10


55

Name: ________________________________ Teacher: _______________ Date: ___________

Assessing: Exploring Food Labels Lesson 2, Activity 1 Use the nutrition labels to compare the foods on your handout.

1. Find the weight in grams of organic materials in the food: carbohydrates, fats, and proteins.

2. How much is the total weight of minerals (sodium) of your food? Assume the weights of vitamins are less than 1 g (see your handout).

3. How much water is in your food? You will have to calculate this. The label gives the weight of carbohydrates, fat, protein and sodium in 100 g of that type

of food. Subtract the weight of carbohydrates, fat, protein and sodium from 100 to get the remaining weight of the food, which is all water. Round to the

nearest whole number. Vitamins and minerals together are less than 1 g for all foods.

4. Find the amount of chemical energy (calories) in your food.

5. For line 10, find another food that you are interested in. You can bring a food label from home or look up a food on the website at the bottom of the

nutrition labels: www.NutritionData.com.

FOOD NAME Organic materials Minerals

(Sodium)

(grams)

Water

(grams)

Chemical

energy

(calories) Fat (grams) Carbohydrates

(grams)

Protein

(grams)

1 Water

0 0 0 0 100 0

2 Table Salt

0 0 0 38 62 0

3 Diet Soda

0 0 0 0.007 100 0

4 White Bread

4 23 9 0.485 64 242

5 Beef (20/80)

16 0 25 0.157 59 254

6 Carrots

0 8 1 0.078 91 35

7 Marshmallows 0 81 2 0.080 17 318

8 Spinach (Fresh) 0 4 3 0.079 93 23

9 Apple Juice 0 11 0 0.004 86 46

10 Student chooses


56

What Makes Up Our Foods? Reading

You have probably seen nutrition labels that are found on most food packages. Scientists use tests to find out what

makes up the foods we eat, and then food companies use labels so that people who buy their products also know

what makes up these foods.

Today you will work with your group to explore different food

labels and think about why our bodies need the nutrients found

in food. First, you need to understand how to read the food

labels. Look at the food label to the right. This food label is for

carrots. Just by looking at this label, what are some things that

make up the carrots that we eat?

Now, take a closer look at the label and think about what each

of the things provide our bodies.

What are calories?

The label shows that there are 35 calories in every 100 grams

of carrots. But what are calories?

Scientist use “calories” to measure how much chemical energy

is found in foods. Foods that have calories are good sources of

chemical energy for our bodies. Things that do not have

calories cannot provide chemical energy for our bodies. Food

is our only source of chemical energy.



0g 0%

Saturated Fat 0g 0%

Trans Fat

0mg 0%

78mg 3%

8g 3%


Sugars 5g

1g

276% 4%

3% 5%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

57

What are the basic building blocks of food?

Some things found in foods have chemical energy but some things

do not. The basic building blocks of food are carbohydrates,

proteins, and fats. Carbohydrates include sugars, starches, and

fiber. Carbohydrates are found in most foods, especially breads,

pastas, sweets, and vegetables, like potatoes. Proteins are found in

many foods, especially meats, beans, and dairy products. Fats are

found in many foods, such as butter that we use for cooking and

baking. These three things have calories, which mean they have a

lot of chemical energy for our bodies. The three things are also

made mostly of carbon, hydrogen, and oxygen atoms and have

high-energy bonds. They are organic materials.

What about vitamins and minerals?

Look at the label carefully. Can you find the vitamins and minerals

that are found in carrots? What are they?

Vitamins (vitamin A and vitamin C, calcium and iron) and

minerals (sodium) are important for our bodies to stay healthy. But

vitamins and minerals do NOT contain calories, which mean that

they do not provide chemical energy for our bodies.

Now you will work with a group to look at different nutrition

labels. In your group, you will need to decide which foods have

chemical energy for our bodies and which do not.

How do nucleic acids relate to food?

1. What types of food would supply as source of nucleic acids if ingested?

2. What is the main function of nucleic acids as it relates to the survival of a species of organisms?



0g 0%

Saturated Fat 0g 0%

Trans Fat

0mg 0%

78mg 3%

8g 3%


Sugars 5g

1g

276% 4%

3% 5%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

58

Elaborate: Learning About Biomass: Water in Our Food Guiding Question: Is water part of the biomass of food?

Duration: 20+ minutes


In the previous activity students learned that water is an inorganic material without chemical energy. They learned

this by looking at a nutrition label and saw that water does not have calories or the basic building blocks in food.

In this activity students consider secondary data on the percent of water found in our foods. Either as a

demonstration or in small group students will take mass readings on dried samples of food compared to the

starting mass when fresh and calculate the percent of mass that was water. Two optional demonstrations are

suggested: One measuring the mass of a sponge before and after drying to discuss if water adds to biomass and a

second burning fresh versus dried samples to talk about biomass and chemical energy.


Students may see water as a food, although, in a strict sense, water is not food in that it does not increase an

organism’s mass in the long-term. Some students idea of “energy” may include anything that gives vitality to an

organism, which may include water, however water does not provide chemical energy to organisms. Foods and

organisms have a lot of water that contributes to mass, but that is not a part of biomass. This is important for

students to understand in order to measure whether or not an organism has grown, meaning added biomass. When

water is removed from food (or from an organism) by drying, the weight of the biomass remains the same.

Learning Objectives:

Students will:

Learn how water makes up a large part of food’s mass, but is not part of biomass

Materials:

Water in Our Food worksheet, per student

Fresh food massed then dried overnight (see advance preparation below)

Digital balance (sensitive to 0.01g), per group of 4 students

Sponges (Optional)

Fresh food samples, lighter & tray for burning (Optional)

Advanced Preparation:

The day before this lesson you will need to dry samples of foods. It is suggested that you use an oven at

200°F or dehydrator to dry a piece of bread/cracker, fruit, vegetable, meat, and a marshmallow (maybe

choose among the foods that correspond to the nutrition labels). If massing dried samples occurs in small

groups instead of as a demonstration, have at least 10 dried samples of each food. Record the fresh mass

of each sample before you dry so that you can provide the fresh mass to students for comparison against

dry mass.

Directions:

1. FORMATIVE ASSESSMENT: Does water in food give animals chemical energy?

Using the nutrition label for water, ask students if they think water gives us energy. Discussing these

questions early in this activity will help you gauge whether your students are still confused about water as an

organic or inorganic form of matter.

2. Water does not give animals materials for long-term biomass

This idea can be an area of confusion for many students. Ask them if water contributes to animal biomass?

Tell them that animals can drink water and water increases the animal’s mass in the short-term, but the water

is not incorporated into animal tissue in the long-term. So, water does not contribute to animal biomass. Ask

59

students what they think ultimately happens to the water that animals drink (it gets sweated or excreted). The

biomass of animals is the organic materials within their cells and tissues.

3. Water makes up food mass without contributing to chemical energy or biomass

Pass out the worksheet Water In Our Food. Tell students that today they will examine the percentage of water

found in our foods. Have students read the first part of their worksheet and examine the data table, answering

the first three questions that correspond to this table. Discuss these questions before moving on to Part 2.

4. Students compare mass of fresh and dried foods

Either as a demonstration or for small groups, students will then mass different dried samples of food.

Because most water is not permanently incorporated into biomass it is actually very easy to remove using a

dehydrator or oven. Provide students with a set of dried food samples with their starting mass provided by

you. You will need to record the starting mass of each sample just before you dry them on the previous day.

The samples can be re-used by each of your class periods, but you will need to have at least 10 samples of

each material if students are to work in groups. Have students record the dry mass, then calculate the percent

of mass that was lost when water was removed. Ask students to vote on the question, “Does water add a lot, a

little, or none to the biomass of living things?” Discuss how dry mass is actually the “biomass” of the

organism but that water makes up a great deal of the overall mass. Water is not incorporated, which is why it

is easy to remove.

There are two optional follow-up demonstrations:

5. Option 1: The sponge demonstration where you mass a new, dry sponge, then wet the sponge and get the wet

mass, then re-mass the sponge once it has dried completely. This demonstration shows how water adds mass

to things, but not long-term biomass. Consider using this demonstration if your students are struggling with

the idea that most water does NOT add to biomass of living things.

6. Option 2: A second demonstration involves burning a fresh sample of food versus a dried sample of food

(both should burn somewhat). This demonstration shows that once inorganic water is removed the remaining

material is still rich with chemical energy. Use this demonstration if students still believe water provides

energy for living things.

Sample data set of dried food for Water in Our Food worksheet, and for burning food (Option 2):

Material Fresh Mass Dried Mass % Change Observations

Apple Slice #1 11.9g 4.5g -62.18% Would not burn when fresh at all; would

light and “smolder” when dried but not

rapid burning

Apple Slice #2 9.0g 2.9g -67.78%

Apple Slice #3 9.8g 2.2g -77.55%

Lettuce leaf #1 0.5g <0.0g -80-90% Would only “smolder” with constant

light on leaf when fresh; burned rapidly

when dried

Lettuce leaf #2 1.0g 0.3g -70.00%

Lettuce leaf #3 0.4g <0.0g -80-90%

60

Name: ____________________________________ Teacher: ___________ Date: ________

Water in Our Food Lesson 2, Activity 2

Part 1: Percent Water In Common Foods

We have all heard it’s important to drink water every day. Did you know that we actually get a lot of water from

food? Look at the table below to see how much water we get when we eat food.

FOOD Percent

Water

Percent

Carbohydrate

Percent

Protein

Percent

Fat

Percent

Vitamins

Marshmallow 16 75 <1 <1 <1

Banana 75 24 1 <1 <1

Broccoli 88 8 3 <1 <1

Ground Beef (Lean) 56 <1 25 19 <1

Chicken Breast 62 <1 30 8 <1

Brown Rice 71 26 3 <1 <1

Wheat Bread 36 48 11 4 <1

1. When we make dried fruit, jerky, or “dehydrated” foods, we take water out of the foods. When water is

removed…

a. from fruits and vegetables, which substance is the most abundant? ____________________

b. from meats, which substance is the most abundant? ____________________

c. from rice and bread, which substance is the most abundant? ____________________

2. What percent of the marshmallow is biomass? _______________

What percent of the banana is biomass? _______________

3. Does 10 g of banana or 10 g of marshmallows provide more chemical energy? _____________

Explain your choice:

Part 2: Calculated Percent Mass Change

Your teacher will give you samples of dried food with their original mass. You will need to find their dried mass

then calculate the percent of water that was taken out of the food when dried. How do your calculations compare

with the percentages of water from the nutrition labels?

Do you think water adds… A LOT A LITTLE NONE to the biomass of living things?

Food Sample Start “Fresh”

Mass

Dried Mass Percent

Water

Percent water on

nutrition label

61

Name: ____________________________________ Teacher: ___________ Date: ________

Assessing Water in Our Food Lesson 2, Activity 2 Part 1: Percent Water In Common Foods

We have all heard it’s important to drink water every day. Did you know that we actually get a lot of water from

food? Look at the table below to see how much water we get when we eat food.

FOOD Percent

Water

Percent

Carbohydrate

Percent

Protein

Percent

Fat

Percent

Vitamins

Marshmallow 16 75 <1 <1 <1

Banana 75 24 1 <1 <1

Broccoli 88 8 3 <1 <1

Ground Beef (Lean) 56 <1 25 19 <1

Chicken Breast 62 <1 30 8 <1

Brown Rice 71 26 3 <1 <1

Wheat Bread 36 48 11 4 <1

4. When we make dried fruit, jerky, or “dehydrated” foods, we take water out of the foods. When water is

removed…

a. from fruits and vegetables, which substance is the most abundant? Carbohydrate

b. from meats, which substance is the most abundant? Protein

c. from rice and bread, which substance is the most abundant? Carbohydrate

5. What percent of the marshmallow is biomass? ____84%______

What percent of the banana is biomass? _____25%_____

6. Does 10 g of banana or 10 g of marshmallows provide more chemical energy? __marshmallows__

Explain your choice: marshmallows have less water, so by weight, they provide more organic materials

which provide more chemical energy

Part 2: Calculated Percent Mass Change

Your teacher will give you samples of dried food with their original mass. You will need to find their dried mass

then calculate the percent of water that was taken out of the food when dried. How do your calculations compare

with the percentages of water from the nutrition labels? Students will want to answer “a lot.” The teacher will

need to explain to students what we mean by “biomass.”

Do you think water adds… A LOT A LITTLE NONE to the biomass of living things?

Food Sample Start “Fresh”

Mass

Dried Mass Percent

Water

Percent water on

nutrition label

62

Evaluate: Food Molecules Quiz and Discussion

Guiding Question: What is food made of?

Duration: 30 minutes


Students complete a quiz to assess their understanding of the molecules in food, and how to identify food

molecules that have chemical energy, then discuss their answers to the questions.

Learning Objectives:

Students will:

Apply key facts about atoms and molecules to food molecules.

Associate food with the source of chemical energy for animals, and the source of materials for animal

biomass

Recognize that water is part of an animal’s mass, but not part of biomass.


This quiz is the Fading part of the application activity sequence for the molecules in food. The quiz requires

students to apply these ideas to new situations that they have not yet discussed in class.

Materials:

Food Molecules Quiz per student

Directions:

1. Review for the quiz. Ask you students what the main things are that they need to remember about atoms and molecules. If they do

not come up, remind them of the three important facts about atoms:

a. Atoms last forever (except in nuclear changes).

b. Atoms make up the mass of all materials.

c. Atoms are bonded to other atoms in molecules.

Review what they learned about molecules in food and how to read nutritional labels. Remind them that they

can identify molecules with chemical energy by their bonds (C-C and C-H). And remind them how to read

nutritional labels to find different molecules, and to find calories, which tell if the food has chemical energy.

2. Give students the quiz. Remind them that they will be graded for their answers on this quiz.

63

Name _______________________________ Teacher _________________ Date __________

Food Molecules Quiz Lesson 2, Activity 3

You have studied three important facts about atoms:

1. Atoms last forever.

2. Atoms make up the mass of all materials.

3. Atoms are bonded to other atoms in molecules.

Use these facts and what you have learned about food to answer these

questions.

1. These questions are about a food molecule, fructose, to the right.

a. What atoms are in the fructose molecule? (Circle all the atoms in

fructose)

Hydrogen Carbon Nitrogen Oxygen Helium

b. After this atom is eaten by an animal, which of the atoms from the fructose will still exist in the animal?

(Circle all the atoms that apply)


c. Explain your answer. Use the facts about atoms if they are helpful

2. Does the fructose molecule have chemical energy? Circle one: YES NO

3. How do you know if a molecule has chemical energy?

4. To the right is the nutrition label for peanut butter.

a. What molecules are in peanut butter? List as many as you can:

b. Does peanut butter have chemical energy? Circle one:

YES NO

c. Explain your answer. How do you know?

5. Water makes up a large amount of an animal’s biomass.

Circle one: TRUE FALSE



50g 78%

Saturated Fat 11g 53%

Trans Fat

0mg 0%

459mg 19%

20g 7%


Sugars 9g

25g

0% 0%

4% 10%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

64

Name _______________________________ Teacher _________________ Date __________

Grading the Food Molecules Quiz Lesson 2, Activity 3

You have studied three important facts about atoms:

1. Atoms last forever.

2. Atoms make up the mass of all materials.

3. Atoms are bonded to other atoms in molecules.

Use these facts and what you have learned about Powers of Ten to answer these

questions.

1. These questions are about a food molecule, fructose, to the right.

a. What atoms are in the fructose molecule? (Circle all the atoms in glucose)


b. After this atom is eaten by an animal, which of the atoms from the fructose will still exist in the

animal? (Circle all the atoms that apply)


c. Explain your answer. Use the facts about atoms if they are helpful

Even after food is eaten, the atoms continue to exist and are the same atoms. Rule number 1 above.

2. Does the fructose molecule have chemical energy? Circle one: YES NO

3. How do you know if a molecule has chemical energy?

A molecule has chemical energy if it has C-C or C-H bonds.

4. To the right is the nutritional label for peanut butter.

a. What molecules are in peanut butter? List as many as you can:

Fat, carbohydrates, protein and vitamins and minerals are the most

important ones for a student to be able to identify.

b. Does peanut butter have chemical energy? Circle one:

YES NO

c. Explain your answer. How do you know?

It has calories.

5. Water makes up a large amount of an animal’s biomass.

Circle one: TRUE FALSE it is a large amount of animal’s mass



50g 78%

Saturated Fat 11g 53%

Trans Fat

0mg 0%

459mg 19%

20g 7%


Sugars 9g

25g

0% 0%

4% 10%

Nutrition Facts

Amount Per Serving

Calories

% Daily Value*

Total Fat

Cholesterol

Sodium

Total Carbohydrate

Protein

Vitamin A Vitamin C

Calcium Iron




your calorie needs.

65

ADDITIONAL CORE ACTIVITIES

BIO.4.1.1

Environmental Literacy at Michigan State University http://envlit.educ.msu.edu/index.htm

1. What happens to food in our bodies?

2. You are What You Eat – Parts 1 & 2

The unit WHY DO WE EAT? may be found here:

http://envlit.educ.msu.edu/publicsite/html/cc_tm_animal.html

Use of the above resources does not constitute endorsement by the NC Department of Public Instruction. These resources are used as

exemplars to demonstrate how one would align curricular resources to the NC Science Essential Standards. These resources are intended

for workshop purposes only. Please note, tight alignment occurs at the classroom level based on the needs of individual students and

available curricular resources

ADDITIONAL CORE ACTIVITIES

BIO.4.1.3 Explain how enzymes act as catalysts for biological reactions.

Enzymes Help Us Digest Food1

Introduction to Sugars and Enzymes

The food we eat contains many different types of molecules, including two types of sugars:

monosaccharides and disaccharides. For example, fruits contain the monosaccharides, glucose and

fructose, and the disaccharide, sucrose.

★ In the diagrams below: - circle the name of each monosaccharide

- use arrows to indicate the names of the disaccharides.

★ What is the difference between a monosaccharide and a disaccharide?

Monosaccharides from the food you eat are absorbed from your gut into your blood and carried to all the

cells in your body where they are used for energy. Each disaccharide molecule must be broken down or

digested into its monosaccharide components before it can be absorbed into the blood.

★ When a sucrose molecule is digested, which monosaccharides are produced?

1Partially adapted from “Lactase Investigation” in the School District of Philadelphia Biology Core Curriculum, by Drs. Ingrid Waldron and

Jennifer Doherty, Department of Biology, University of Pennsylvania, © 2012. Teachers are encouraged to copy this Student Handout for

classroom use. An alternative version, Word files (which can be used to make changes if desired), Teacher Preparation Notes, comments, and

links to our other hands-on activities are available at http://serendip.brynmawr.edu/sci_edu/waldron/ , with additional activities available at http://serendip.brynmawr.edu/exchange/bioactivities .

http://envlit.educ.msu.edu/index.htm



http://serendip.brynmawr.edu/exchange/bioactivities

66

The digestion of the disaccharide lactose to the monosaccharides glucose and galactose occurs very very

slowly unless there is an enzyme to speed up the process. The enzyme that speeds up the digestion of

lactose is called lactase.

Lactase and most other enzymes are proteins. Each enzyme has an active site where a substrate

molecule binds. For example, the substrate lactose binds to the active site of the enzyme lactase. Notice

that the name of the enzyme lactase was created by adding the suffix –ase to part of the name of the

substrate lactose.

★ Circle the active site in the enzyme in the figure above.

full activity available at:

https://serendip.brynmawr.edu/sci_edu/waldron/pdf/EnzymeTeachPrep.pdf

https://serendip.brynmawr.edu/sci_edu/waldron/pdf/EnzymeTeachPrep.pdf

67

WEEK 2 Excerpt: 2004 NCSCOS Biology

I. Grade Level/Unit Number: 9 - 12 Unit 4

II: Unit Title: Energy in Living Systems

Clarifying Objective: Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions.

ENGAGE:

Background: Many students may have seen the statement on Jello packages warning that pineapple or

kiwi added to the jello may prevent gelling. Another phenomenon that students may be aware of is that

meat tenderizer is sometimes used to soften meat and to make it more tender for eating.

This engagement activity (Why Won’t My Jello Gel?) involves students putting various enzyme solutions

on test tubes of jello and then measuring how much digestion occurred by observing how the level of

solid jello has decreased over time.

Note to Teachers: The reason that the jello won’t gel is that certain fruits contain protein digesting

enzymes that will attach the protein molecules in the gelatin. The two most common enzymes used in

meat tenderizer come from pineapple (Bromelain) and papaya (Papain). Similar enzymes are used in

contact lens cleaners. These proteases are extracted from bacteria (Subtilisin A) and sometimes from pig

pancreases (Pancreatin).

Guiding Question: Why do enzyme solutions cause jello to liquefy?

Before Activity: Don’t tell the students too much about enzymes. This is intended to be a discovery

lab. At the end of the lab students should be developing an idea about enzymes and their function.

Mainly the teacher should explain the procedure.

Learning Targets:

Use investigations to determine the structure and function of enzymes.

Use evidence drawn from investigations to formulate and revise scientific explanations and

models of biological phenomena.

Why Won’t my Jello Gel (and What’s Up with Meat Tenderizers and Contact

Lens Cleaners)?

Materials: 11 test tubes of jello in test tube rack. Tubes should be about half full.

droppers

two brands of meat tenderizer (French’s and Adolph’s, for example) 12 g of

tenderizer to 250 mL warm water (stir well)

Fruit juices (made from fresh fruit or frozen fruit juice concentrate) – fruits such

as pineapple, kiwi, orange, papaya, apple, etc. make good choices.

Two brands of lens cleaner (Bausch and Lomb and Unizyme – Ciba Vision, for

example)

Metric ruler

68

Procedure:

1. Prepare test tubes of colorful gelatin (cranberry, cherry, or some other red color

works well).

2. Place the test tubes in the refrigerator so that they will gel.

3. Label test tubes 1-11, with #1 being the control (no solution gets added).

4. Measure the height of the jello column in each tube and record.

5. Place 20 drops of each of the various juices, tenderizers and lens cleaners in the

labeled test tubes. Be sure to note on your data chart the solutions for each tube.

Also be sure to wash the dropper between solutions or use a different dropper.

6. At the end of the period (or the next day), pour off the liquid from each test tube

and remeasure the height of the solid jello column. Record your data.

Data Table:

TEST TUBE Contents Initial Jello Level Final Jello Level

1 Control

2

3

4

5

6

7

8

9

10

11

Analysis: 1. What did you observe happening to the jello when you added the various

substances?

2. How do you explain what is happening?

69

3. The substances you used contain molecules called ENZYMES. What is your

general conclusion about what enzymes do when added to jello?

4. Why did some enzymes work better than others?

5. Why would enzymes be important in our digestive systems?

6. What is the function of enzymes in biological systems?

70

Learning Targets:




Activity Time: 45 minutes

Preparation Time: The teacher will have to prepare many test tubes of jello in advance. The teacher

will also need to prepare the enzyme solutions – see the attached activity for more instructions. Other

materials will need to be placed at lab stations.

Note: If the teacher wants to extend this activity, students could explore the effect of different

concentrations of enzymes or how temperature or pH extremes affect the functioning of the enzymes.

Safety: Students should wear goggles. Students should never eat any of the lab materials!

After Activity: The teacher can help students summarize the function of enzymes in relationship to the

observations. It is important that students understand that enzymes don’t always decompose molecules

but sometimes build them. The analogy later in this section will help with this.

EXPLORE:

This lab (Paperase- The Enzyme that Could) involves students in hypothesizing and experimenting.

Students will examine some of the factors that affect enzyme (catalase) function – temperature, pH,

surface area. They will also investigate enzyme features such as specificity, reusability, and commonality

in various species. After carrying out the lab work, each group will present their results so that every

student will have a complete lab summary to study from.

Guiding Question: What types of variables affect the rate of enzyme action?

Before Activity: The teacher needs to explain the instructions very clearly and organize students into six

groups. Each group will explore a different question about enzymes.

71

PAPERASE – The Enzyme that Could

Purpose: With this activity you will learn about the rate of reactions that are catalyzed by enzymes.

Introduction:

You will be using an imaginary enzyme called paperase and an imaginary disaccharide

(paperose). Your hands will represent the enzyme, paperase. The disaccharide will be

represented by paper. The function of this enzyme is to split the paperose into two

pieces (or products) as quickly as possible. You will simulate this process by tearing the

paper strip down the middle as fast as you can.

You will work in pairs. One member of the pair will represent a molecule of

paperase. The other member will be the timer.

Materials Paperose Strips

Scissors

1000 L beaker or other small container of similar size

Graph paper

Calculator

Clock/Timer

Procedure

1. Form groups of 2 students.

2. First, cut out your strips of paperose.

3. You will form 5 piles of 50 paperose molecules each.

4. The paperase person will do the following:

a. When the start signal is given, take one paperose molecule and tear it in

half.

b. Put the two pieces back into the container and grab another paperose

molecule.

c. Repeat the first two steps AS FAST AS POSSIBLE for 10 seconds, only

ripping one paperose molecule each time.

d. At the end, count how many paperose molecules you have left. Record

this number in table A.

5. The same person will repeat steps a-d for 30, 60, 120, and 180 seconds, using a

new stack of 50 paperose molecules each time.

72

6. Be sure to record all data – the remaining paperose molecules in each stack.

7. Graph your results – time on X axis, number of molecules digested on the Y axis.

Collect class data and graph the average rates on the same graph in a different

color.

Table A:

Time Paperose

remaining

Paperose

digested

Rate of

digestion

(# per second)

10 seconds

30 seconds

60 seconds

120seconds

180 seconds

8. Now determine your rate of reaction for the time intervals in Table B

Table B:

Time

Interval

# of paperose

digested

in interval**

Rate per interval –

number of paperose

digested over interval

Class Average – rate per

interval

0-10

seconds

10-30

30-60

60-120

120-180 ** For example, from table A, take the number of paperose digested in the first 10 seconds and

subtract from the number digested in 30 seconds. You will have the number that would have been

digested in the interval of 10-30 seconds.

9. Graph your rate per interval and then calculate the class rate of reaction per

interval and graph those results in a different color.

Analysis Questions:

1. What is the dependent variable in this activity?

2. What is the independent variable in this activity?

73

3. Describe how human hands represented an enzyme? What characteristics

of enzymes did your hand represent well? What characteristics of

enzymes did you hand represent less well?

4. What is the substrate in this activity?

5. What is the product in this activity?

6. What is the catalyst in this activity?

7. What is the limiting factor for how fast this activity can be done?

8. If we handcuffed the person acting as paperase, what characteristic of

enzyme function would that illustrate?

9. What happened to the rate of reaction as time increased? Explain why you

got these results.

10. How could we have speeded up the reaction?

74

Tables for Collecting Class Averages: Table C:

Class Average for Rate of Reaction Results Time intervals 10 30 60 120 180

Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Pair 6

Pair 7

Pair8

Pair 9

Pair 10

Pair 11

Pair 12

Pair 13

Pair 14

Pair 15

Class Average

75

Table D:

Class Average for Time Trial Results

Time intervals 0 - 10 10 - 30 30 - 60 60 - 120 120 - 180

Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Pair 6

Pair 7

Pair 8

Pair 9

Pair 10

Pair 11

Pair 12

Pair 13

Pair 14

Pair 15

Class Average

76

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

77

PAPERASE – The Enzyme that Could

Before you begin, look at all the BOLD print words. You and your partner should discuss

each of these words and try to write your own definitions on a sheet of notebook paper.

If you cannot define any, place a * beside them and be sure to write definitions as we

discuss them as a class. You may also need to change your definitions and/or add

information.

Purpose: With this activity you will learn about the rate of reactions that are catalyzed by enzymes.

Introduction: You will be using an imaginary enzyme called paperase and an imaginary disaccharide called

paperose. Your hands will represent the enzyme, paperase. And the disaccharide will be

represented by paper. The function of this enzyme is to split the paperose into two pieces (or

products) as quickly as possible. You will simulate this process by tearing the paper strip down the

middle as fast as you can.

You will work in pairs. One member of the pair will represent a molecule of paperase. The

other member will be the timer.

Materials

paperose Strips

scissors

small container or cup

graph paper

calculator

clock/timer

Procedure 1. Form groups of 2 students.

2. First, cut out your strips of paperose.

3. You will form 5 piles of 50 paperose molecules each.

4. The paperase person will do the following:

a. When the start signal is given, take one paperose molecule and tear it in half.

b. Put the two pieces back into the container and grab another paperose molecule.

c. Repeat the first two steps AS FAST AS POSSIBLE for 10 seconds, only ripping

one paperose molecule each time.

d. At the end, count how many paperose molecules you have left. Record this

number in table A.

10. The same person will repeat steps a-d for 30, 60, 120, and 180 seconds, using a new

stack of 50 paperose molecules each time.

11. Be sure to record all data – the remaining paperose molecules in each stack.

78

12. Graph your results – time on X axis, number of molecules digested on the Y axis.

Collect class data and graph the average rates on the same graph in a different color.

Table A:

Time Paperose

remaining

Paperose

digested

Rate of

digestion

(# per second)

10 seconds

30 seconds

60 seconds

120seconds

180 seconds

8. Now determine your rate of reaction for the time intervals in Table B

Table B:

Time

Interval

# of paperose

digested

in interval**

Rate per interval –

number of paperose

digested over interval

Class Average – rate

per interval

0-10

seconds

10-30

30-60

60-120

120-180

** For example, from table A, take the number of paperose digested in the first 10 seconds and subtract from the

number digested in 30 seconds. You will have the number that would have been digested in the interval of 10-30

seconds.

13. Graph your rate per interval and then calculate the class rate of reaction

per interval and graph those results in a different color.

79

Analysis Questions:

11. What is the dependent variable in this activity?

12. What is the independent variable in this activity?

13. Describe how human hands represented an enzyme? What characteristics of

enzymes did your hand represent well? What characteristics of enzymes did you

hand represent less well?

14. What is the substrate in this activity?

15. What is the product in this activity?

16. What is the catalyst in this activity?

17. What is the limiting factor for how fast this activity can be done?

18. If we handcuffed the person acting as paperase, what characteristic of enzyme

function would that illustrate?

19. What happened to the rate of reaction as time increased? Explain why you got

these results.

20. How could we speed up the reaction?

80

Tables for Collecting Class Averages: Table C: Class Average for Rate of Reaction Results

Time

intervals

10 30 60 120 180

Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Pair 6

Pair 7

Pair8

Pair 9

Pair 10

Pair 11

Pair 12

Pair 13

Pair 14

Pair 15

Class

Average

81

Table D: Class Average for Time Trial Results

Time

intervals

0 - 10 10 - 30 30 - 60 60 - 120 120 - 180

Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Pair 6

Pair 7

Pair 8

Pair 9

Pair 10

Pair 11

Pair 12

Pair 13

Pair 14

Pair 15

Class

Average

82

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

PAPEROSE

83

Learning Target: Recognize that enzymes have specific shapes that influence both how they function

and how they interact with other molecules. Summarize the effects of environment on enzyme action

namely the role of temperature, pH, the number of substrates and the number of enzymes present.


Preparation Time: The teacher will need to copy the activity instructions and questions. The paperose

molecules will also need to be copied so that each pair of students will have 250 molecules. The teacher

should make transparencies of the class data sheets for students to record their group data.

After Activity: The teacher should go over all the characteristics of enzymes explored in this lab to

make sure that all students understand these characteristics.

EXPLAIN:

Allow students the opportunity to explain the characteristics of enzymes to each other. This can be

accomplished through a Think-Pair-Share activity.

ELABORATE:

This (Park Bench Model of Enzyme Action) is an analogy that the teacher describes to students. The

teachers asks inquiry questions which students answer - about the analogy and enzymes.

Guiding Question: How does the enzyme analogy illustrate the way that enzymes work and the variables

that affect enzyme action?

Before the Activity: The teacher should explain that students will be presented with an analogy and the

teacher should explain the value of analogies to the students.

Park Bench Model of Enzyme Action:

The following analogy can be very helpful to students in remembering the characteristics

of enzymes.

Have the students imagine a city park with 100 people randomly walking around in a grassy

area. In this section of the park is one magical park bench built for two. Occasionally, two

people bump into the bench simultaneously. This causes them to sit down. When they stand

up, they are holding hands and have become a couple. (So far in this analogy, we have the

people, who are the substrate molecules; the bench, which is the enzyme; and the couple,

which is the product.) Now, have the students imagine that this process continues until all

100 people have formed couples. You can ask many questions at this point.

How could we speed up this reaction? We could provide more benches (enzymes)?

The enzyme in this case is the limiting factor.

Was the bench (enzyme) changed by the reaction? Enzymes are reusable and are

not changed by the reaction that they catalyze.

What happens to the speed of the reaction as it continues? It slows because as

the concentration of people (substrate) goes down, there is less probability of them

84

bumping simultaneously into the bench (enzyme).

Would this bench work on ants or elephants? The answer is probably not. Enzymes

work by shape and are specific to a particular substrate. (You could have the students

create a “bench” for the ants and the elephants – something that is the right shape.)

What if we burned the bench? It would not work – the shape has been changed.

What if we froze the bench? It might work but very slowly. The substrate

molecules move more slowly and the frozen bench would slow down the

reaction. (Temperature affects enzyme function. High temperature can permanently

denature enzymes; very cold temperature can slow enzyme function considerably.)

Would 12 M H2SO4 (sulfuric acid) destroy the bench? Would lye (a base) destroy

the bench? Yes, these substances could burn holes in the bench. So acids and bases can

definitely affect enzyme function.

Journaling:

Conclusions:

1. Why are enzymes significant to biochemical reactions?

2. How do internal environmental factors (temperature and pH) affect enzyme activity?

3. How do enzymes enable cells to carryout functions necessary for life? (Emphasize the

connection of specificity and structure and function.)

85

Learning Targets: Recognize that enzymes have specific shapes that influence both how they

function and how they interact with other molecules. Use evidence drawn from investigations to formulate and revise scientific explanations and models of

biological phenomena.


Preparation Time: None

Note: This analogy and others can be found in the following article.

http://teachersnetwork.org/ntol/howto/science/analogies.htm

EXPLAIN:

After the Activity: Ask students to summarize what they have learned from the analogy. Instruct

students to explain what they have learned to others (possibly through a Think-Pair-Share activity)

EVALUATE:

In this activity (Enzyme Cards Activity), students will use cards to carry out a simulation of enzyme

function. Each student will either have a card that is an enzyme or a card that is a substrate molecule.

Circulate the room to check for accuracy. Reteach if necessary.

Guiding Question: How do enzymes function at a molecular level and what variables affect enzyme

function?

Before the Activity: Explain to students that they will be involved in an activity that will help them

summarize what they have learned about enzymes.

ENZYME CARDS Activity

(Thanks to Molly Poston for the original idea.)

Purpose: In this activity, students will play the parts of enzymes or substrates. They

will try to match enzyme to substrate and carry out the indicated reaction. Some

substrates require taping together (synthesis); other substrates require cutting apart

(decomposition). One enzyme has no substrate and one type of substrate has no enzyme.

Materials:

Enzyme and Substrate cards

Scotch tape

Scissors

Handout with questions.

Instructions to teacher:

1. Cut out the cards – cut on the solid lines only. Do not cut on the dotted lines.

2. Explain to students that you will be handing out pieces of cards to them. Some of

them will be enzymes and others will be substrates. When you say “start”, the

substrates need to find their enzymes and the enzymes need to find their

http://teachersnetwork.org/ntol/howto/science/analogies.htm

86

substrates. Once the substrates and enzymes pair up, students need to either

tape their substrate pieces together or cut the substrate on the dotted line. Tell

them that there may be an enzyme that does not fit a substrate or a substrate

that does not have an enzyme.

3. Then hand out the cards – randomly.

2 students get decomposer enzymes

3-5 students get the substrate pieces that fit the first enzyme and

3-5 students get the substrate pieces that fit the second enzyme.

2 students get synthesizer enzymes

2-3 students get the first piece and 2-3 students get the second piece for the

first enzyme

2-3 students get the first piece and 2-3 students get the second piece for the

second enzyme

1 student gets the enzyme that does not match a substrate.

1-3 students get the substrates that do not match an enzyme.

4. After students finish the simulation, you should lead them in a discussion of what

they have learned and then have them answer the analysis questions.

Analysis Questions:

1. What is the function of enzymes?

2. Were the enzymes changed in this simulation?

3. How were the substrates changed in this simulation?

4. How did we simulate decomposition?

5. How did we simulate synthesis?

6. What was necessary for the synthesis reaction to work?

7. How could you make the synthesis and decomposition reactions go faster?

8. Would adding more substrate make the reaction go faster?

9. If you had an abundance of enzymes, would adding more substrate make the

reaction go faster?

10. What happens to the speed of the reaction when just a little bit of substrate is

left?

11. What if we crumpled up the enzyme? Would it still work? What does this tell you

about enzyme function?

12. What variables denature real enzymes?

13. What does it mean to say that enzymes are specific? How did we simulate that

idea?

87

14. If a particular substrate is glucose, would you expect to find an enzyme to

denature glucose in many different organisms? Would this enzyme be identical

from organism to organism?

15. Write a one paragraph summary about enzymes – their function, their

characteristics, and the variables that affect their functioning.

16. How do enzymes enable cells to carryout functions necessary for life? (Emphasize

the connection of specificity and structure & function.

Decomposer Enzymes

Cut out five substrate pieces and 1 enzyme (6 students)

Cut out five substrate pieces and 1 enzyme (6 students)

88

Synthesizer Enzymes

Cut out 1 enzyme and three substrates (each cut in two parts) – 7 students.

Cut out 1 enzyme and three substrates (each cut in two parts) – 7 students.

89

Substrate with no enzyme

Cut out three substrates – discard the other piece – 3 students.

Enzyme with no substrate

Cut out 1 enzyme – only – discard other piece – one student.

90

BIOENERGETIC REACTION OBSERVATIONS – Instructions for

Teacher Learning Targets:





Preparation Time: The teacher needs to copy the enzyme/substrate shapes and put them on 3 x 5 cards.

After the Activity: Help students summarize their understanding of enzymes and factors that affect

enzyme functions and rate of reaction.

ENGAGE:

In this activity (Bioenergetic Reaction Demonstrations), students will observe several different test tubes

whose contents illustrate the processes of photosynthesis, cellular respiration, and fermentation.

Guiding Question: What is the evidence for bioenergetic processes in living things?

Before the Activity: Teachers should explain to students that they will be observing a variety of test

tubes. Students should be asking themselves what happened (or is happening) in each of the test tubes.

Teachers can explain to students that these test tubes illustrate three of the major energetic reactions that

take place in living things.

To the Teacher:

The teacher should set up the following demonstrations 1-3 days ahead of the in-class

activity.

On the day of the activity, the tubes can be set out for the students to observe. The

teacher should explain to the students how each of the demonstrations were prepared.

The handout may be used for students to hypothesize their explanations.

Photosynthesis:

Materials:

water plants (such as Elodea) 4 test tubes (that fit stoppers)

4 rubber stoppers 2 test-tube racks

Bottled water 1 light source

Procedure:

1. Fill all 4 test tube(s) with bottled water.

2. Place water plants in 2 test tube(s) and close tubes with a rubber stopper so that no

water can leak out.

91

3. Simply stopper the other two tubes. They will have water only.

4. Invert the tubes and place in racks – each rack with have one tube with a plant and one

tube with no plant.

5. Place one rack directly in front of the light and the other in a dark place. Leave for 1-

3 days.

6. After about 1-3 days, students will observe.

Fermentation:

Materials:

Package of dry yeast 6 Test tubes

Table sugar distilled water

6 Small balloons test tube racks

Procedure:

1. Fill 6 test tubes with distilled water.

2. Add a pinch of yeast and a pinch of sugar to two tubes. Add yeast only to two tubes.

3. Add a balloon to the opening of each test tube. Use relatively small balloons.

4. Place tubes in test tube racks. (Each rack will have one tube with yeast/sugar and one

with yeast only and one with only water.)

5. Place one rack in the dark and one rack in the light.

6. Leave for 1-3 days.

7. After 1-3 days, students will observe.

Cell Respiration:

Materials:

6 Test tubes bromthymol blue (BTB)

6 Stoppers

Several Pond snails test tube racks

Procedure: 1. Set up 6 test tubes with BTB solution – see below. 2. Put 1-2 pond snails in two of the tubes.

3. Put 1-2 pond snails and 1 sprig elodea in two of the tubes.

4. Blow through a straw into two of the tubes (gently!) until the BTB turns yellow. Add a

sprig of

Elodea to each tube.

5. Put 3 tubes in a test tube rack in the dark (1 of each type). Put the other 3 tubes in

direct light.

6. After 1-3 days students will observe.

92

NOTE: BTB turns yellow in the presence of carbon dioxide because carbon dioxide

increases carbonic acid in the solution and BTB turns yellow in an acidic environment.

When carbon dioxide disappears the BTB will turn blue again.

NOTE: If you have a bottle of BTB solution, you should dilute it. Mix 120 mL 0.04% BTB

with 1800 mL water. You can then use this solution directly in the test tubes.

Bioenergetic Reactions – Student For each of the test tubes, record you proposed explanation for what you are observing.

Demonstration One

Test Tube Contents Observation Proposed Explanation

#1 – water, plant,

light

#2 – water, light

#3 – water, plant,

dark

#4 – water, dark

Demonstration Two


#1 – water, sugar,

yeast, light

#2 – water, yeast,

light

#3 – water, sugar,

yeast, dark

#4 – water, yeast,

93

dark

#5 – water, dark

Demonstration Three


#1 – BTB water,

snails, plant,

light

#2 – BTB water,

snails, plant,

dark

#3 – BTB water,

snails, light

#4 – BTB water,

snails, dark

#5– yellow BTB

water,

plants, light

#6– yellow BTB

water,

plants, dark

94

Bio.4.2 Analyze the relationships between biochemical processes and energy use in the cell. Clarifying objective: Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is

stored, released, and transferred within and between these processes in the cell.


Preparation Time: The teacher needs to set up all the demonstrations. This activity will take about 2

hours to set up if all the materials are available.

Safety: Because the test tubes are stoppered or ballooned, the students will not need to wear goggles.

After the Activity: Have a discussion with students about some of their explanations. (This is a great

opportunity to find out how much they know already and where their misconceptions are.) Then explain

to them that they will be doing some flow charts on the bioenergetic processes.

EXPLORE:

In this activity (Cell Respiration Photosynthesis Activity), students will be given two different charts –

one of the steps of cellular respiration and fermentation and the other of photosynthesis. They will fill in

the charts with the correct terms and then they will create a concept map that merges the two processes.

Guiding Question: What are the relationships between Cellular Respiration and Photosynthesis?

Before the Activity: The teacher should make sure that students are clear about the instructions.

Explain that they will be finishing charts based on the reactions that they observed in the previous

activity.

Teacher Notes: The answers to the chart are below in red. A blank template has been provided for

students to complete.

Cellular Respiration, defined as…the breakdown of glucose to produce usable chemical

energy, ATP - occurs in what type of organism? autotrophs & heterotrophs

Glycolysis

- occurs in the cytoplasm

- anaerobic process (means no oxygen)

- begins with glucose and ends with pyruvic acid, NADH (electron/hyrdrogen carrier) and

ATP

Aerobic Phase means uses oxygen Location: mitochondria

- pyruvic acid is converted to acetyl coA Citric Acid Cycle (Kreb’s Cycle)

- produces ATP, carbon dioxide and NADH, which carries energized electrons and hydrogens

Electron Transport Chain (a series of proteins used to make ATP)

- NADH gives up its electrons and hydrogens to make ATP

- Oxygen waits at the end of the chain for used electrons and hydrogen to form water

Anaerobic Phase (aka: Fermentation) Location: cytoplasm Alcoholic

- occurs in yeast cells (bread) Lactic Acid

- occurs in skeletal muscle - a build up causes muscle fatigue

95

** The aerobic phase is a more efficient process for ATP production because…glucose is completely broken down during the aerobic phase and as a result produces a greater amount of ATP whereas during the anaerobic phase glucose is incompletely broken down to produce a smaller amount of ATP. Remember that chemical energy is stored within the chemical bonds of the glucose molecule and during cellular respiration is converted to ATP.

Photosynthesis, defined as… conversion of light energy into the chemical energy

of carbohydrates

- occurs in what type of organisms? autotrophs

Light Reaction

-occurs in the thylakoids of the l

chloroplast

-chlorophyll traps light energy and splits

water into oxygen and hydrogen

Dark Reaction

- occurs in the stroma of the chloroplast and takes place in darkness or light.

- hydrogen from the light reaction combines with carbon dioxide to produce glucose.

provides light energy which gets

converted to chemical energy by the

chlorophyll molecule.

This energy is used to split the water

molecule into hydrogen and oxygen.

When the hydrogen from the light reaction

combines with carbon dioxide, the light energy

is stored as chemical energy in the bonds of

the glucose molecule.

96

Cellular Respiration, defined as… - occurs in what type of organism?

Glycolysis

- occurs in the __________________

- anaerobic process (means ______) - begins with ________________ and ends with __________, ____________ and

____________

OR

Aerobic Phase means ______________ Anaerobic Phase (aka location: location:

- pyruvic acid is converted to ________________________

__________ Acid Cycle Alcoholic _________ Acid - produces _________, ___________ - occurs in ______ - occurs in

and _____________, which carries ________ energized _________ and __________ - a build up causes _________

Electron Transport Chain (a series of _______ used to make ____________) - NADH gives up its ________ and ________

to make ATP -______________ waits at the end of the chain for used electrons an hydrogen to form ________________

** The aerobic phase is a more efficient process for ATP production because…

Picture taken from

http://www.biology4kids.com/files/cell_mito.html

http://www.biology4kids.com/files/cell_mito.html

97

Photosynthesis, defined as… - occurs in what type of organisms?

Light Reaction

- occurs in the __________________ of the ___________________________

- ______________ traps_________________ and splits ______________ into ______________ and __________________

Dark Reaction

- occurs in the ________________ of the ___________________ and takes place in _______________ or _____________________.

- _______________ from the light reaction combines with ______________ to produce

________________.

Light Reaction Dark Reaction)

When the ______________, from the Light reaction combines with

________________, the light energy is stored as ______________ energy in

the bonds of the _______________ Molecule.

provides _________________ energy which

gets converted to _______________

energy by the _________________

molecule. This energy is used to

_____________ the _____________

molecule into ________________ and

_____________________.

http://www.biology4kids.com/files/cell_chloroplast.html




98

Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and

transferred within and between these processes in the cell.

Activity Time: 90 minutes - 30 minutes to fill in the charts and 60 minutes to create the concept map.

Preparation Time: The teacher needs to copy the handouts. In addition, the teacher could copy the

Cellular Respiration and Photosynthesis diagrams (below). These diagrams can be used to help students

with their charts and concept maps. The diagrams are best copied in color and then placed in plastic

sleeves so that they can be used over again.

Cellular Respiration

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/energpath1.gif

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/energpath1.gif

99

http://www.biologycorner.com/resources/photosynthesis.jpg

Learning Target: Explain how environmental factors (such as temperature, light intensity and water

availability) can affect photosynthesis as an energy storing process.

EXPLORE:

In this lab (Photosynthesis Lab) students will vary the amount of light that an aquatic plant (Cabomba)

receives and measure the amount of oxygen gas produced.

Guiding Question: What are the variables that affect the rate of photosynthesis?

Before the Activity: The teacher should go over the lab instructions carefully.

Lesson Title: Photosynthesis Lab (or “It’s Not Easy Bein’ Green”) Submitted by: Judy Jones, East Chapel Hill High School

http://www.biologycorner.com/resources/photosynthesis.jpg

100


Photosynthesis is the process that some organisms use to get the food that will be their energy

source and the source of building materials for their structural parts. Organisms that

photosynthesize, store radiant energy (from the sun) as chemical energy in the C-C bonds of

carbohydrates. Life on our entire planet depends upon these organisms and their chlorophyll

molecules that trap the radiant energy and store it in chemical bonds. Without autotrophs, life

could not exist on earth. There would be no way to produce an energy source for ATP formation.

Some of the fastest chemical reactions occur in photosynthesis (some in trillionths of a second),

which makes studying them a little tough! But with new technologies, there is still a lot of

interesting work that is being done to try and understand this complex process. Some very

interesting research is going on including that at Arizona State University

(http://photoscience.la.asu.edu/photosyn/default.html).

Photosynthesis is thought by some scientists to date back 3.5 billion years ago. These early

photosynthesizers were probably very similar to today’s prokaryotic cyanobacteria (blue-green

algae). Most photosynthetic organisms are eukaryotes. Cyanobacteria use their cell membrane

for photosynthesis much the same way as plants use the thylakoid membrane. Eukaryotic plants

are probably only about a billion years old. This coincided with the probable incorporation of a

cyanobacteria-like organism into a bacteria-like cell (endosymbiosis). The old cyanobacterium

became the chloroplast of today.



(EQ) What chemical processes occur in organisms to transfer and transform matter and energy so they

can live and grow?LS1.C pg. 148

Guiding Question(s):

Review: What is food (A10) Why do living things need energy?

1. How do our bodies get glucose for cellular respiration?

2. Why do plant cells need mitochondria even though they can make glucose by photosynthesis?**

3. Why does the reaction, ADP + phosphate “yields” ATP, requires energy input?

4. Why do all the cells in your body need to carry out the reaction,

ATP “yields” ADP + phosphate.

5. How is this reaction useful?

6. What factors affect the rate of cellular respiration and photosynthesis?

7. What chemical processes occur in organisms to transfer and transform matter and energy so they

can live and grow?

8. How do organisms obtain and use the matter and energy they need to live and grow?

Introduction to teacher:

One of the difficulties with photosynthesis labs is getting them to work! Cabomba caroliniana is

an easily acquired aquarium plant that produces rather decent results and grows very rapidly. (This

explains the fact that it is considered a “weed” and care must be taking not to get it into natural

ecosystems.) You should make sure that you purchase a fresh supply. Cabomba does best when it

http://photoscience.la.asu.edu/photosyn/default.html

101

gets a little infusion of CO2 – a small pinch of baking soda can provide this. It needs very clean

water and a lot of light. The water should be a little warm also – not below 72o F. If you keep your

Cabomba healthy, it should work well for your photosynthesis lab.

To make your 1% solution of sodium bicarbonate, mix 1 gram of NaHCO3 with 99 grams of distilled

water.

Teachers could have each lab group investigate a different variable and then combine the results so

that the whole class discusses all of the variables and their effect on the rate of photosynthesis.

Teachers might have the students prepare complete lab reports for this investigation.

Safety/Special Considerations:

As always care should be taken when handling acids and bases. Students should flush the affected

area with water if they are exposed to acids or bases. Goggles and aprons should be worn.

Otherwise, there are no particular hazards with this lab.

References:

This lab is an adaptation of an activity found at:

http://www-saps.plantsci.cam.ac.uk/articles/cabomba/cabomba.htm

Activity (Student)

Introduction to student:

Photosynthesis is the process that autotrophs use to convert radiant energy into the chemical

energy of glucose (carbohydrates). All living things depend on this process. (A few organisms

depend upon an alternative process - chemosynthesis - occurring in deep sea vents.) The

autotrophs, themselves, use the carbohydrates as an energy source. They carry out cellular

respiration to produce usable ATP. Heterotrophs either eat the autotrophs or other heterotrophs

that are part of the food web in order to get the food source for ATP production through cellular

respiration. Without the autotrophs, there would be no ultimate source of energy for ecosystems.

The basic equation for photosynthesis is:

6H2O + 6CO2 ----------> C6H12O6+ 6O2 In addition to requiring water and carbon dioxide, however, photosynthesis also requires

chlorophyll, radiant energy, and specific enzymes. There are many variables that can

affect the process of photosynthesis. Before you continue, brainstorm some of the

variables that you think would have an effect on the rate of photosynthesis.

VARIABLES:

Purpose: This lab activity is designed to help you learn about some of the variables that

affect the rate of photosynthesis. You will be using a common aquarium plant – Cabomba –

and you will measure the volume of oxygen gas that is produced when the plant is

subjected to various conditions.

http://www-saps.plantsci.cam.ac.uk/articles/cabomba/cabomba.htm

102

Materials:

400 mL Beaker sodium bicarbonate (1% solution) razor blade

25 mL Graduated cylinder Cabomba sprig light bulbs 40W

Gooseneck lamp goggles and aprons 0.1 M acid (HCl)

Dechlorinated water cellophane 0.1 M base (NaOH)

Basic Procedure:

1. Fill your beaker with water.

2. Fill the graduated cylinder to the top with NaHCO3 solution.

3. Take a sprig of Cabamba and under the water, cut the bottom end at an angle. Keep

the plant in the water.

4. Then, holding the fronds flat, place the sprig of Cabamba in the cylinder so that

the cut end is toward the bottom of the cylinder.

5. Turn the cylinder containing the plant upside down in the beaker of water so that

the cylinder is completely full of solution (and plant!).

6. You can measure the oxygen that is produced by reading the cylinder upside down.

Notes:

1. You can place a beaker of water between the experimental set-up and the light.

This will act as a heat sink and keep temperature from confusing the light variable.

2. You could count the bubbles of O2 formed in a set period of time as an alternative

to reading O2 volume from the graduated cylinder.

103

Specific Procedures

1. Using the basic procedure above, design experiments to measure the rate of

photosynthesis relative to some of the following variables.

a. amount of light

b. color of light

c. pH of water d. presence of carbon dioxide (you can increase or decrease the amount of dissolved

CO2)

e. Temperature of water

Lab Data:

Set up a data table something like the one shown. For example the Condition might be the distance

of the light (10 cm, 20, cm, 30 cm, 40 cm, 50cm) or the pH (3, 5, 7, 9, 11), etc.

Trial Amount of O2

Condition 1

Amount of O2

Condition 2

Amount of O2

Condition 3

Amount of O2

Condition 4

Amount of O2

Condition 5

1

2

Questions to Guide Analysis:

1. What gas is contained in the bubbles that are produced?

2. Why was sodium bicarbonate solution used in the graduated cylinder?

3. Under what conditions was photosynthesis most productive?

4. Which variables seemed to have the greatest effect on the rate of photosynthesis?

5. Try to explain the reasons for your answer to #2.

6. Explain why each variable is important to photosynthesis. Use the chemical reaction for

photosynthesis in your answer.

7. What is the importance of photosynthesis in the biosphere?

Extensions

There might be other variables that students would be interested in testing. For example, they

could try other aquarium plants. They might also want to try introducing various pollutants in

different concentrations into the water.

104

References for further research

http://faq.thekrib.com/plant-list.html This is a rather nice list of aquarium plants put up by an

aquarium enthusiast with the help of some of his friends. A lot of helpful information is provided.

Rubrics as required for lesson expectations

The following rubric can be used to assess formal lab reports.

Criteria 1 2 3 4 5

Background/Statement of Problem

Hypothesis

Materials

Procedure

Data

Analysis

Sources of Error

1 = present but inadequate

2 = present but has major inaccuracies

3 = present but has several inaccuracies

4 = present but has a few inaccuracies

5 = present and is sound with no inaccuracies

IT AIN’T EASY BEIN’ GREEN!!

Introduction:

- Photosynthesis is the process that autotrophs use to convert light energy into the

chemical energy of glucose (carbohydrates).

- All living things depend on this process.

- The autotrophs, themselves, use the carbohydrates as an energy source. They carry out

cellular respiration to produce usable ATP.

- Heterotrophs either eat the autotrophs or other heterotrophs that are part of the food

web in order to get the food source for ATP production through cellular respiration.

- Without the autotrophs, there would be no ultimate source of energy for ecosystems.

- The basic equation for photosynthesis is:

H2O + CO2 + light----------> C6H12O6+ O2

Pre-Lab Questions:

For questions 1-4, circle the correct term in each set of parentheses ( ).

1. Photosynthesis converts ( light / chemical ) energy into ( light / chemical ) energy.

105

2. Organisms that make their own food are called ( autotrophs / heterotrophs ).

3. Organisms that cannot make their own food are called ( autotrophs / heterotrophs ).

4. Organisms get ATP energy from their food in ( photosynthesis / cellular respiration ).

5. List the reactants for photosynthesis:

6. List the products of photosynthesis:

7. Which is more important in a forest food chain----plants or birds? Why?

There are many variables that can affect the process of photosynthesis. Brainstorm some of the

variables that you think would have an effect on the rate of photosynthesis. Write your ideas

below.

VARIABLES:

Purpose:

This lab activity is designed to help you learn about some of the variables that affect the rate of

photosynthesis. You will be using a common aquarium plant – Cabomba – and you will measure the

volume of oxygen gas that is produced when the plant is subjected to various conditions.

Materials:

400 mL beaker baking soda razor blade

25 mL graduated cylinder Cabomba sprig light bulbs 40W

light source goggles and aprons hydrochloric acid

distilled water cellophane sodium hydroxide

Basic Procedure:

7. Fill your beaker with distilled water.

8. Fill the graduated cylinder to the top with baking soda (NaHCO3) solution.

9. Take a piece of Cabamba and,under the water, cut the bottom end at an angle. Keep the

plant in the water!

10. Place the sprig of Cabamba in the cylinder so that the cut end is toward the bottom of the

cylinder.

11. Turn the cylinder containing the plant upside down in the beaker of water so that the

cylinder is completely full of solution (and plant!).

12. You can measure the oxygen that is produced by reading the cylinder upside down.

106

Specific Procedures

We are going to design experiments to measure the rates of photosynthesis relative to some of the

following variables. Your group is responsible for ONE of these experiments. Circle the VARIABLE

your teacher assigns to your group.

amount of light color of light

pH of water temperature of water

amount of carbon dioxide

You and your group members must design an experiment using the variable assigned.

Steps you should take: _____discuss ideas with group members

_____write your ideas on a separate sheet of paper

_____make a list of materials you will need

_____sketch how you would like to set up your experiment

_____design a data table you will use

_____explain your experiment to your teacher

_____get written approval from your teacher

YOU MAY NOT PROCEED UNTIL THE TEACHER HAS HEARD YOUR PROPOSAL AND APPROVED

IT!!!!!

107

EXAMPLE DATA TABLE:

Set up a data table something like the one shown. For example the Condition might be the distance

of the light (10 cm, 20, cm, 30 cm, 40 cm, 50cm) or the pH (3, 5, 7, 9, 11), etc.

Trial Amount of O2

Condition 1

Amount of O2

Condition 2

Amount of O2

Condition 3

Amount of O2

Condition 4

Amount of O2

Condition 5

1

2

After all groups have completed their experiments, results will be shared with the class.

Questions to Guide Analysis for All Groups:

1. What gas is contained in the bubbles that are produced?

2. Why was sodium bicarbonate solution used in the graduated cylinder?

3. Under what conditions was photosynthesis most productive?

4. Which variables seemed to have the greatest effect on the rate of

photosynthesis?

5. Try to explain the reasons for your answer to #2.

6. Explain why each variable is important to photosynthesis. Use the chemical

reaction for photosynthesis in your answer.

7. What is the importance of photosynthesis in the biosphere?

108


Preparation Time: Teachers will need to make sure all lab materials are available including the copies

of the lab handout. The Cabomba should be purchased. Elodea can be substituted or perhaps some

other aquarium plant.

Extension: Generally, the students will only collect 0.5 - 1.0 mL of oxygen which they find relatively

unimpressive. A fun extension is to ask them if they know how many molecules of oxygen gas that is.

When they don’t know, you can tell them that under normal (Standard Temperature and Pressure)

conditions, 22.4 L of any gas has 6.02 x 1023 molecules. Then have them calculate how many molecules

of gas are in 1 mL. (Note that we are disregarding other variables such as water vapor in order to simplify

this extension. After they figure out the molecules of oxygen, ask them to figure out how many new

glucose molecules were produced just while they were watching their plant.

Safety: Goggles are required.

After the Activity: The teacher should help the students analyze their data and help them with their

conclusions.

EXPLORE:

In this lab (Aerobic Cellular Respiration) students will compare cellular respiration in humans and in

plants. They will use themselves (exercise and blowing into bromothymol blue solution) and germinating

peas in bromothymol blue solution.

Guiding Question: What kinds of organisms carry out aerobic cellular respiration?

Before the Activity: Be sure to go over the instructions so that students understand the procedure.

Lesson Title: Aerobic Cellular Respiration (or “What do Peas and

People Have in Common?”)

Sumbitted by: Judy Jones, East Chapel Hill High School

109


One of the misconceptions that students often bring into high school biology is the notion that

heterotrophs (animals, to them) are the only organisms that carry out cellular respiration. They

think that photosynthesis is done by plants and cellular respiration by animals. The following

activity is designed to help correct this misconception. Students will measure their own production

of CO2 during low and high activity. They will observe that this is one of the waste products of

cellular respiration. And then they will observe that plants can produce the same CO2. In this

second activity, seeds are used. Germinating seeds are not yet photosynthesizing. They are

getting energy for germination through aerobic cellular respiration by using the food stored in the

cotyledons. Dry seeds are inactive and should produce little or no CO2.

The reaction for aerobic cellular respiration is:

C6H12O6 + 6O2 → 6CO2 + 6H2O (Energy released: 36 ATP - 2830 kJ mol−1)

Targeted Standard Course of Study Goals and Objectives

Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored,


Essential Question(s)

1. Why is cellular respiration so important for organisms?

2. What types of organisms carry out cellular respiration?

3. Why would the level of CO2 production vary with level of activity?

4. How does one get glucose for cellular respiration?

5. Why do plants need mitochondria even though they can make glucose by photosynthesis?

6. What factors affect the rate of cellular respiration and photosynthesis?

7. What chemical processes occur in organisms to transfer and transform matter and energy so

they can live and grow?

8. How do organisms obtain and use the matter and energy they need to live and grow?

Introduction to teacher

In this set of two lab activities, students will first conduct an experiment to show that level of

physical activity can affect CO2 production levels. Then students will carry out a procedure to

show that plants also use cellular respiration to get energy from their food.

110

Before this activity, the teacher should demonstrate blowing into a flask of water containing

bromthymol blue. Help students interpret the color changes.

Explain that when a person blows CO2 into water, carbonic acid is formed and it is the acidic

condition that changes the color of the bromthymol blue. Demonstrate that you can use titration

with NaOH to determine quantitatively approximately how much CO2 was in the solution. You add

drops of NaOH until you bring the bromthymol blue back to its original color. Remind them that

they will want to keep a test tube of bromthymol blue solution as a color standard.

The picture on the left shows bromthymol blue in a very acidic

solution.

The picture in the middle shows bromthymol blue in a slightly acidic

solution.

The picture on the right shows bromthymol blue in the least acidic

solution.

http://regentsprep.org/Regents/biology/units/laboratory/graphics/bromothymolblue.bmp

Part I: To prepare the 0.4% NaOH solution, you should mix 0.4 grams of NaOH with 99.6 mL of

distilled water. If you have several classes you can make more of this solution just multiplying each

number by the same factor. For example you could use 0.8 grams of NaOH and 199.2 mL of water.

Although you might want to limit how many students are actually blowing into the flasks, the

activity is very enjoyable to students and ideally, each of them should carry out the experiment.

Part II: This part will take at least 5 days, so have the students set up the experiment 5 days

before you want them to process the data. For example you might want the results to be final on

the day that they carry out Part I. A variation of this lab is to place the bromthymol blue directly

over the peas in the flask. Then at the end of the time period, the peas can be removed so the

liquid can be observed better.

NOTE: You might want to use the soaked pea seeds for other activities such as observing the

structure of a seed or you might want to plant the pea seeds and do some experiments with

seedlings and plant growth.

Safety/Special Considerations

Student should wear goggles and aprons. They should use care with the NaOH and bromthymol

blue. If they get either on their hands, they should flush them with water. And of course they

should take care to avoid ingesting either substance.

http://regentsprep.org/Regents/biology/units/laboratory/graphics/bromothymolblue.bmp

111

References

Part 1 is an adaptation of a lab from BSCS Yellow Version (“Human Respiration”) and part 2 is a very

simple adaptation of the AP seed germination lab.

Activity for Student

Introduction to student

You will be doing two different activities in order to better understand aerobic cellular respiration.

In Part 1, you will be the experimental subjects. In Part 2, germinating and non-germinating pea

seeds will be the experimental subjects. Answer the following questions before you begin.

1. Why is cellular respiration so important for organisms?

2. What is cellular respiration? Give the reactants and the products.

3. What is the role of “breathing” in cellular respiration?

4. What types of organisms carry out cellular respiration?

5. Why would level of CO2 production vary with level of activity?

Purpose

To learn that one of the products of cellular respiration is CO2

To learn that plants as well as animals carry out cellular respiration.

To observe that CO2 production varies with level of activity.

To learn how to use titration as a method of determining quantity of a substance.

Part I:

You will try to answer the question: How does the amount of CO2 production change with different

levels of muscular activity?

Materials

straws (several per group) 250 mL Erlenmeyer flasks (1 per student)

aprons/lab coats Goggles

dropper bottles for NaOH Foil or parafilm to cover flask while blowing

graph paper NaOH (1 L) 0.4%

Bromthymol Blue graduated cylinder

Procedure

1. Decide what activity you will use for “low” activity and what activity you will use for “high”

activity. Which activity would be best to perform first? Why?

112

2. Determine the independent variable and the dependent variable.

3. Decide how long will you perform each activity?

4. Decide which of you will do the blowing and activities and which of you will do the timing and

recording, (unless your teacher has each of you conduct the experiment).

5. For your tests, measure 100 mL of bromthymol Blue Solution (BTB) and pour it into the flask.

Place the straw into the solution so that the bottom is in the BTB.

6. Cover the flask with aluminum foil or parafilm (with a small hole for the straw).

7. For one minute, blow into the solution. IF YOU NEED TO TAKE A BREATH, BE SURE TO

REMOVE YOUR MOUTH FROM THE STRAW. Do NOT swallow any of the solution.

8. When you are finished blowing, add NaOH solution to the flask (counting each drop) until the

solution turns blue again. Record the number of drops that are required to return the BTB to its

original color.

9. Repeat the procedure after you have been exercising vigorously.

10. Record your data and record data from 5 other students in your class.

113

Lab Data

Individual Drops of NaOH

(RESTING)

Drops of NaOH

(ACTIVE)

Description of

Activity

You

Classmate 1

Classmate 2

Classmate 3

Classmate 4

Classmate 5

Questions to Guide Analysis

1. What is the relationship between levels of activity and the amount of CO2 produced?

2. Explain the reason for your answer to #1.

3. Where does the exhaled CO2 come from in the body? What chemical process is producing

the CO2?

4. Explain why there would be differences in your results and the results of other groups.

How could you improve your accuracy?

5. How might athletic training change the results that you got?

114

6. What would happen if an organism did not get rid of the waste CO2?

7. If a single brain cell uses 100,000,000 ATP molecules every second. How many glucose

molecules would be needed to produce this much ATP? How many CO2 molecules would be

produced?

Part II: In this activity, you will answer the question: Do plants carry out cellular respiration?

Materials

50 Germinating Pea Seeds 2- 250 mL Erlenmeyer flasks with stoppers or jars with lids

aprons/lab coats Goggles

Test Tubes (to fit in flask) paper towels

50 Dry Pea Seeds Bromthymol Blue

beaker to soak seeds

Procedure

1. Soak 50 pea seeds for 24 hours before you do the lab.

2. Put several layers of moist paper towel in the bottom of each flask

or jar.

3. In jar 1 place the 50 presoaked peas. In the second jar, place the

50 dry seeds and in jar 3, do not place any peas.

4. In each jar stand up a test tube that contains bromthymol blue

solution. Fill the test tube at least half way.

5. Stopper the flasks or put the lids on tightly. Then place the flasks

in a place where they won’t be disturbed.

6. Observe each day. Record color changes in the bromthymol blue on

your data chart.

Lab Data

In the following table note the color changes in the Bromthymol Blue in each flask over the five day

period.

Trial Day 1 Day 2 Day 3 Day 4 Day 5

Germinating Peas

Dry Peas

No Peas

Questions to Guide Analysis

1. In which flasks did the bromthymol blue change color?

2. What would cause the color change?

115

3. What happened in the control flask? Explain these results.

4. What is the purpose of the control in this experiment?

5. Why do plants need to carry out cellular respiration?

6. How do plants get the food that is used in cellular respiration?

7. How to heterotrophic organisms get food that is used in cellular respiration?

8. What is the purpose of cellular respiration?

9. Write the equation for aerobic cellular respiration.

Extensions

Each of these activities could be extended in many ways. In Part I, students could use the same

method to examine CO2 production levels for a variety of other activities. They could have all the

students in the class conduct the same level of exercise and then compare results. They could

examine the reasons for variation from person to person.

In Part II, other variables could be introduced. Temperature, light, pH, other types of seeds, and

seeds in different stages of germination could produce interesting results. Students might also

compare photosynthesizing plants to the germinating peas.

References for further research

http://www.troy.k12.ny.us/thsbiology/skinny/skinny_respiration.html (This is a nice little webpage

created for Troy High School – highly respected California high school.)

Rubrics as required for lesson expectations


http://www.troy.k12.ny.us/thsbiology/skinny/skinny_respiration.html

116

Preparation Time: The teacher needs to copy the handout and set up the lab stations.

Note: The germinating peas part of the lab can be set up as a demonstration to eliminate using so many materials.

Safety: Goggles are required. Students should be careful blowing into the bromothymol blue (BTB solution).

They should not suck up accidentally.

After Activity: Help students analyze their results so that they understand clearly that the change in color of

bromothymol blue indicates that both germinating seeds and human beings are carrying out cellular respiration.

EXPLORE:

In this lab (Fermentation Lab) students will grow yeast in various concentrations of molasses and measure the

carbon dioxide production.

Guiding Question: What are the reactants and products of fermentation?

Before the Activity: The teacher should review the procedure and show students how to invert the small

test tube into the large test tube full of solution. The teacher should also show students how to remove

air bubbles that might get trapped in the small tube.

Molasses Lab – or “Let the Yeast Begin!”

(Adapted from BSCS Biology)

PURPOSE:

In this lab, you will

use yeast -

microscopic

organisms that will

become active and

begin fermentation

when they are

introduced to a

food solution. We

will be looking at

the relationship between the amount of food (% molasses) that the yeast are given and the

level of their activity as measured by the amount of CO2 that they give off during

fermentation. Active yeast give off more CO2.

MATERIALS:

Goggles metric rule

6 test tubes (18 mm x 150 mm) 6 squares of aluminum foil (3 cm x 3 cm

6 test tubes (10 mm x 75 mm) 40 mL of molasses solution (25% solution)

50 mL graduated cylinder 15 mL of yeast suspension

400 mL beaker Marking pen

117

Test tube rack Dropper

Masking tape

PROCEDURE:

1. Number the 6 large test tubes (1-6). Put your team name on some masking tape and

place the tape on your test tube rack.

2. Measure 15 mL of molasses solution and pour it into test tube 1.

3. Measure 25 mL of molasses solution in the graduated cylinder. Add 25 mL of water and

mix thoroughly. You can just hold your palm over the top of the graduated cylinder and

invert several times.

4. Pour 15 mL of the solution from #3 in test tube 2.

5. Pour off some of the solution into the beaker until you have exactly 25 mL of your

mixture left in the graduated cylinder.

6. Add 25 mL of water to this mixture and mix thoroughly.

7. Pour 15 mL of the new mixture into test tube 3.

8. Continue steps 5-7 until you have filled test tubes 1-5 with molasses solutions in a serial

dilution.

9. Put 15 mL of water in test tube 6.

10. Shake the yeast suspension thoroughly and then add 10 drops of yeast to each of the

6 test tubes. Shake the yeast between each addition.

12. Mix the yeast and molasses solutions in each test tube by holding your thumb over the

mouth and inverting.

13. Into each test tube place one of the small test tubes – upside down. This step is

tricky AND sticky! Carefully fill the small tube with some of the solution from the large

tube. Then quickly invert the small tube into the large tube. Remove bubbles of air from

the small tube by tilting the large tubes and slowly returning them to the upright position.

118

14. Cover each test tube with a piece of aluminum foil and place the tubes in the test tube

rack. Put the rack in a warm place.

15. The next day, measure the length of the column of gas in each small test tube and

record the amounts.

DATA and CONCLUSIONS:

1. HYPOTHESIS: State your hypothesis based on the introduction to this lab.

The “independent variable” in an experiment is the factor that you control, while the

“dependent variable” changes depending on the conditions of the experiment.

2. What is the dependent variable in this lab?

3. What is the independent variable?

4. How is the activity (rate of metabolism) of the yeast measured?

5. The molasses solution used in test tube #1 is 25%. Based on the method you used to

produce your diluted solutions, what are the percentages of molasses in each of the other

test tubes? Put your answer in the chart below. Also record your data in this chart.

TUBE 1 2 3 4 5 6

% molasses

Length of

gas (mm)

Class

Average

6. Graph your data on a piece of graph paper. Put the independent variable on the “X” axis

and the dependent variable on the “Y” axis. Graph the class data on the same graph paper.

Label clearly.

7. What was the purpose of test tube 6?

119

8. Why was it important to shake the yeast suspension just before adding drops to the

test tubes?

9. Millimeters are units of length, but the gas occupies volume. Why are millimeters

acceptable in this case for measuring amounts of gas?

10. Why is it important to look at data from the whole class?

11. Does your data support your hypothesis? EXPLAIN.

12. How could you verify your data?

13. What were some of the factors (that you kept constant) that could affect the

activity of the yeast?

120

Molasses Lab – or “Let the Yeast Begin!”

(Adapted from BSCS Biology)

KEY VOCABULARY:

Yeast molasses test tube dilution

Fermentation dependent variable independent variable constants

Hypothesis aerobic anaerobic CO2

Graduated cylinder solution suspension invert

PURPOSE:

In this lab, you will use yeast - microscopic organisms that will become active and begin

fermentation when they are introduced to a food solution. We will be looking at the relationship

between the amount of food (% molasses) that the yeast cells are given and the level of their

activity as measured by the amount of CO2 that they give off during fermentation. Active yeast

cells give off more CO2.

ANSWER THESE QUESTIONS IN COMPLETE SENTENCES:

What are yeast cells?

How do they get energy from food? Is this an aerobic or anaerobic process?

What is the food we will give our yeast cells?

121

What are the products they will produce?

MATERIALS:

goggles metric rule

6 test tubes (18 mm x 150 mm) 6 squares of aluminum foil (3 cm x 3 cm

6 test tubes (10 mm x 75 mm) 40 mL of molasses solution (25% solution)

50 mL graduated cylinder 15 mL of yeast suspension

400 mL beaker marking pen

test tube rack dropper

masking tape

PROCEDURE:

1. Number the 6 large test tubes (1-6). Put your team name on masking tape and place the tape

on your test tube rack.

2. Measure 15 mL of molasses solution and pour it into test tube 1.

3. Measure 25 mL of molasses solution in the graduated cylinder. Add 25 mL of water and mix

thoroughly. You can just hold your palm over the top of the graduated cylinder and invert several

times.

4. Pour 15 mL of the solution from the graduated cylinder into test tube 2.

5. Pour off some of the solution into the beaker until you have exactly 25 mL of your mixture left

in the graduated cylinder.

122

6. Add 25 mL of water to this mixture and mix thoroughly.

7. Pour 15 mL of the new mixture into test tube 3.

8. Continue steps 5-7 until you have filled test tubes 1-5 with molasses solutions in a serial

dilution.

9. Put 15 mL of water in test tube 6.

10. Shake the yeast suspension thoroughly and then add 10 drops of yeast to each of the 6 test

tubes. Shake the yeast between each addition.

12. Mix the yeast and molasses solutions in each test tube by holding your thumb over the mouth

and inverting.

13. Into each test tube place one of the small test tubes – upside down. This step is tricky AND

sticky! Carefully fill the small tube with some of the solution from the large tube. Then quickly

invert the small tube into the large tube. Remove bubbles of air from the small tube by tilting

the large tubes and slowly returning them to the upright position.

14. Cover each test tube with a piece of aluminum foil and place the tubes in the test tube rack.

Put the rack in a warm place.

15. The next day, measure the length of the column of gas in each small test tube and record the

amounts.

123

DATA and CONCLUSIONS:

1. HYPOTHESIS: State your hypothesis based on the introduction to this lab. HINT: Which

test tube will have the most gas produced and why?

The independent variable in an experiment is the factor that you control, while the dependent variable changes depending on the conditions of the experiment.

2. What is the dependent variable in this lab?

3. What is the independent variable?

4. How is the activity (rate of metabolism) of the yeast measured?

5. The molasses solution used in test tube #1 is 25%. Based on the method you used to produce

your diluted solutions, what are the percentages of molasses in each of the other test tubes?

Put your answer in the chart below. Also record your data in this chart.

TUBE 1 2 3 4 5 6

% molasses

Length of

gas (mm)

Class

Average

Analysis and Conclusions

1. Graph your data on a piece of graph paper. Put the independent variable on the “X” axis

and the dependent variable on the “Y” axis. Graph the class data on the same graph paper.

Label clearly.

2. What was the purpose of test tube 6?

3. Why was it important to shake the yeast suspension just before adding drops to the test

tubes?

4. Why is it important to look at data from the whole class?

124

5. Does your data support your hypothesis? EXPLAIN.

6. How could you verify your data?

7. What were some of the factors (that you kept constant) that could affect the activity of

the yeast?

Learning Targets:

Summarize the two stages of photosynthesis citing the benefits of each stage.

Summarize the processes of cellular respiration: aerobic and anaerobic respiration (fermentation,

lactic acid fermentation and alcohol fermentation).

Activity Time: 45 minutes the first day and 30 minutes the second day.

Preparation Time: The teacher needs to prepare the molasses and yeast solutions, set up the lab

stations and copy the lab handout.

After the Activity: The teacher should help students collect class data and analyze the lab.

ELABORATE: This is a worksheet guide that students will use to help them understand energy

relationships.

Guiding Question: What are the reactants, products, energy production, and requirements of the

bioenergetic reactions?

Before Activity: Explain to students that this worksheet will help them summarize the energy processes

that are found in living things.

125

ENERGY PROCESSES

Name____________________________ Date ___________________ Per _________

Here are four reactions that involve Energy in cells. Fill in the names of the molecules involved and

identify the process. Also put in the correct number of ADP, P, and ATP molecules for each

reaction.

A. C6H12O6 + ____ ADP + ____ P ------------> 2C2H5OH + 2CO2 + ____ ATP

________ ____________ ______ _______ _______ ____________

Process:______________________________________

B. C6H12O6 + ____ ADP + ____ P ------------> 2C3H6O3 + ____ ATP

________ ____________ ______ _______ ____________

Process:______________________________________

C. C6H12O6 + 6O2 + 6H2O + ___ ADP + ___ P -------> 6CO2 + 12H2O + ___ ATP

________ ______ _______ _______ ______ _______ ________ ______

Process:______________________________________

D. 6CO2 + 12H2O ----------- C6H12O6 + 6O2 + 6H2O

_______ ________ ________ ______ ________

Process:______________________________________

126

List the Processes below and indicate whether it is an AEROBIC or ANAEROBIC reaction.

Process Anaerobic or Aerobic? Amount of ATP Produced?

A.

B.

C.

D.

For each reaction below, check the box next to the term if it is used in the reaction.

Cellular

Respiration

Fermentation Muscle

glycolysis

Photosynthesis

Enzymes

Light

Chlorophyll

ADP + P

Oxygen

127

Place the letter of the process next to the term that it is associated with.

A. Photosynthesis

B. Fermentation

C. Cellular Respiration

D. Muscle Glycolysis (Lactic Acid Fermentation)

Most Energy Produced __________ Helps bread to rise ______________

Beer, Wine, etc. _______________ Only 2 ATPs formed _______________

Muscle Fatigue ___________ Stores energy ___________________

Yeast Cells ______________ Releases energy __________________

Temporary process _____________ 36 ATPs formed __________________

No ATP formed _______________ Occurs in plants and algae ___________

128

ENERGY PROCESS RELATIONSHIPS

Name____________________________ Date ___________________ Per _________

Study the diagram below. Answer the questions that follow.

1. What are the reactants for photosynthesis?

2. What are the products of photosynthesis?

3. What kind of energy powers photosynthesis?

4. What kinds of organisms carry out photosynthesis?

5. In what organelles does photosynthesis occur?

6. What happens to the sugars produced by photosynthesis?

7. What are the reactants for respiration?

129

8. What are the products of respiration?

9. What kind of energy is produced by respiration?

10. What kinds of organisms carry out respiration?

11. In what organelle does respiration occur?

12. What happens to the energy produced by respiration?

List the Processes below and indicate whether it is an AEROBIC or ANAEROBIC reaction.

Process Anaerobic or Aerobic? Amount of ATP Produced?

A. photosynthesis

B. cellular respiration

C. fermentation

D. muscle glycolysis

REACTANTS For each reaction below, check the box next to the term if it is used in the reaction.

Cellular

Respiration

Fermentation Muscle glycolysis Photosynthesis

carbon dioxide

light

water

ADP + P

(ATP)

oxygen

130

PRODUCTS For each reaction below, check the box next to the term if it is produced in the reaction.

Cellular

Respiration

Fermentation Muscle glycolysis Photosynthesis

carbon dioxide

light

water

ADP + P

(ATP)

oxygen

Read each description. On the line, write the letter(s) of the process(es) that it describes.

A. photosynthesis

B. fermentation

C. cellular respiration

D. muscle glycolysis (Lactic Acid Fermentation)

most energy produced __________ helps bread to rise ______________

beer, wine, etc. _______________ only 2 ATPs formed _______________

muscle fatigue ___________ stores energy ___________________

yeast cells ______________ releases energy __________________

temporary process _____________ 36 ATPs formed __________________

anaerobic process _____________ muscle soreness _______________

aerobic process _______________ occurs in plants and algae ___________

uses up CO2 _______________ produces CO2 _________________________

131

Bio.4.2 Analyze the relationships between biochemical processes and energy use in the cell.

Clarifying objective: Bio.4.2.2 Explain ways that organisms use released energy for maintaining

homeostasis (active transport).


Preparation Time: Teacher will need to make copies of the handout for their students. Teacher will

also need to make one transparency of the two page handout.

Note: Teachers can have students work in groups to finish this worksheet and then go over the answers

as a class or teachers could simply do the whole activity with the class from the beginning.

After Activity: Explain to students that the most readily available energy for cells is in ATP. This will

help them move into the next activity.

EXPLAIN

Students will create cartoon panels of the ATP-ADP cycle and present them to the class.

Guiding Question: In what form is the energy that is used and released by bioenergetic reactions?

Before Activity: Teachers should go over the basic details of the ATP-ADP cycle and stress the

importance of this being the most available energy for cell processes – for example active transport,

which they have just studied.

ATP – ADP Cartooning Activity

(Thanks to Lynne Gronback at Cedar Ridge High School for this idea.)

Background:

ATP is the energy currency of living organisms. It

provides the quick energy that is needed by many

reactions in order for them to occur. It also

provides the energy to move muscles or to allow a leaf

to turn toward the sun. Some reactions (cellular

respiration and fermentation) release energy that is

stored in ATP; other reactions use the energy stored

in ATP. These include reactions that build molecules

through synthesis.

Starch (plants) and glycogen (animals) are molecules that are composed of hundreds of glucose

molecules bonded together. These are comparable to money that you keep in a savings account.

132

This money is stored safely but is not very useful for spending, just as starch and glycogen are a

way of storing glucose but don’t provide easily usable energy.

Glucose molecules, which are formed by hydrolyzing starch or glycogen, are like $100 bills. They

are not very useful for most of the purchases that we need to make quickly. We need to break the

$100 down into smaller bills just as glucose is oxidized in cellular respiration.

And ATP molecules are like $1 bills. They can be used in snack machines and provide easy money

for most purchases just as ATP provides quick energy for chemical reactions. Of course ATP

molecules are not composed of the atoms from glucose; they just store the energy that is released

from the C-C bonds in glucose during cellular respiration. And ATP can release that energy very

quickly to any reaction that requires it.

In summary Starch, glycogen = savings account

Glucose = $100

ATP = $1

The energy carrying part of ATP is the third phosphate (the tail). Energy from cellular

respiration is used to attach a phosphate to ADP creating a high energy bond. When that third

phosphate is taken off, the energy is released to a reaction that needs it. There are 30.6 kJ of

energy released from one mole of ATP molecules (or 30.6 kJ/mole stored).

http://www.nismat.org/physcor/atp.gif

ADP + P + Energy ATP (Energy stored in ATP)

ATP ADP + P + Energy (Energy released from ATP)

133

Fun Facts: At any one time a single human cell may contain 1,000,000,000 (1 billion) ATP molecules

and this is only enough energy from just a few minutes of functioning. Since each adult human may

have up to 100 trillion cells, this means there are a lot of ATP molecules in existence at one time!

Every minute the ATP cycle takes place about 3 times. (Kornberg, 1989)

ATP Graphic at beginning: http://www.brooklyn.cuny.edu/bc/ahp/LAD/C7/graphics/C7_atp_2.GIF

Directions

You will create a 4 panel cartoon, showing how ADP and ATP work in a cell. First, create cartoon

characters for the following:

ATP molecule

ADP molecule

P (phosphate)

ATP Synthase – enzyme needed to attach the P to ADP)

Enzyme to break P off of ATP

Energy

Then design your little cartoon story. Your cartoon should show the production of ATP by forming

a high energy third phosphate bond and the breakdown of ATP to release energy. You should also

show where the energy for ATP formation comes from and what the energy released from ATP is

used for.

Questions

1. Where does the ATP cycle take place?

2. What is the purpose of the ATP cycle?

3. How many ATP molecules might be in an adult human at any one time?

4. If 36 ATP molecules are produced during the cellular respiration of 1 glucose molecule, how

many glucose molecules must be oxidized to produce the approximately 1,000,000,000 ATP

molecules that are in each cell at any one time. (Remember, you answer is PER CELL.)

Further Research

1. Can organisms produce ATP from the breakdown of lipids and proteins?

http://www.brooklyn.cuny.edu/bc/ahp/LAD/C7/graphics/C7_atp_2.GIF

134


Preparation Time: Teachers will need to make copies of the instructions and gather plain white paper

and illustrating materials for the students.

Note: Teachers could assign this activity for homework or have students work in groups rather than do

the activity individually.

After Activity: Teachers should review the basic steps in the cycle.

EVALUATE:

Students will construct a concept map using terms that relate to cell transport, enzyme function, and

bioenergetic reactions. Teacher should check for accuracy and student understanding.

Guiding Question: What are the relationships among all of the bioenergetic reactions?

Before the Activity: Explain to students that they will be constructing a concept map. Instructions for

completing concept maps can be found in Unit One.


Preparation Time: The teacher should gather the paper, post-it notes and other materials for students to

create their concept maps.

Below is a word list that teachers can give to students. Teachers may choose to have students generate

their own word list.

After the Activity: Help students summarize their understanding all factors related to cell transport,

enzyme function, and bioenergetic reactions.

ENGAGE:

Student will conduct a webquest involving three sites to engage students in the carbon cycle. The sites

have carbon cycle games and animations.

Guiding Question: What are the main processes involved in the cycling of carbon in the environment?

Before the Activity: Explain a few of the features of these games to the students.

Key Terms: ATP Digestion Cellular Respiration Chloroplast Chlorophyll Energy Fermentation Kinetic Energy Lactic Acid Mitochondrion Photosynthesis Consumers Potential Energy Producers Glucose & Oxygen gas Sunlight Carbon dioxide & water

135

Carbon Cycle Games

Go to the following website and click return to read the conversation that is presented. Be sure to

try the quiz and do all parts – it is a clever and knowledge packed animation.

http://epa.gov/climatechange/kids/carbon_cycle_version2.html

Go to the following website and follow the instructions. Answer the questions below as you play the

game. Be sure you go to all of the stars with questions.

http://www.windows.ucar.edu/earth/climate/carbon_cycle.html

Questions:

1. How many megatons of carbon are produced each year by burning of fossil fuels?

2. What greenhouse gas contains carbon?

3. How much of the atmosphere contains the gas referred to in question #2?

4. How much has this gas increased in the last 150 years?

5. What is the effect on the planet of this increase in the gas referred to in question #2?

6. What process takes carbon dioxide out of the atmosphere?

7. Do plants ever release carbon back to the atmosphere? If so what process in plants,

releases carbon?

8. How much carbon is stored in the soil? In what form?

9. Does soil release carbon dioxide into the atmosphere?

10. What are the ways that carbon dioxide gets into the surface ocean?

11. How much carbon does the surface ocean take in each year?

12. How does the deep ocean get carbon?

13. What happens to carbon when it gets to the deep ocean?

14. How much of the earth’s carbon is in the deep ocean?

15. What do phytoplankton do with carbon?

http://epa.gov/climatechange/kids/carbon_cycle_version2.html

http://www.windows.ucar.edu/earth/climate/carbon_cycle.html

136

16. Do marine organisms need carbon?

17. What happens to marine organisms if there is too much carbon?

18. List the processes that put carbon into the atmosphere.

19. List the processes that take carbon out of the atmosphere.

Now go to the following website:

http://www.open2.net/science/element/html/

You will open the screen with the picture of the ocean and the coast. Then you will

drag the carbon atom (upper left hand corner) to various parts of the pictured

environment and answer the given questions.

Summarize what you learned about the movement of carbon from this website.

http://www.open2.net/science/element/html/

137

Alternate Activities:

Explore2: Plants and Energy (Respiration and Photosynthesis) Bio.4.2.1 SCIENTIFIC ARGUMENTATION IN BIOLOGY: 30 CLASSROOM ACTIVITIES pp.219 -227

Team Research Blog: As students conduct their investigation,

provide time for students to blog about their findings or any of

the questions in the overview, e.g. “How might humans talking

to plants benefit the plant?”

BLOG

Bio.4.2.1

Purpose: The purpose of this activity is to help students understand how plants use photosynthesis to convert

carbon dioxide into sugar and then use cellular respiration to convert the sugar into a useable form of energy. This

activity also helps students learn how to engage in practices such as planning and carrying out investigations,

arguing from evidence and communicating inforamtion. In addition, this activity is designed to give students an

opportunity to learn how to write in science and develop their speaking and listening skills, which are important

goals for literacy in science. Bio.4.2.1

138

APPENDIX A Culminating Activity: STEP 8 Culminating Activity and Scoring Rubric

[What] Investigate nutrition, cellular respiration and weight management

[Why] …in order to understand that living systems, from organismal to cellular level, transform, store

and transfer energy needed to carry out life’s essential functions and ensure survival.

[How] Demonstrate understanding by...

Scenario:

You are a biology student and your friend confides in you that he is not feeling well due to his liquid-

cleansing diet. He is in his third week of consuming nothing but herbal tea, organic lemonade, cayenne

pepper and maple syrup. He knows this is not the best way to lose weight; however, he does not believe

that he can eat a well-balanced diet and lose weight. He wants to play football next year and wants to lose

weight quickly so that he can begin exercising to get in shape. This year, the school has imposed a rule

that all athletes must have an acceptable body mass index (BMI) before attempting try-outs.

His dilemma has raised an interesting question:

Which method is the most effective way to lose weight or decrease body mass index (BMI) over a 12-

month period?

Here are four potential answers to this question:

1. Keep you same calorie intake, but eat foods that are high in protein and fat but low in carbohydrates.

Maintain your same activity level.

2. Keep you same calorie intake, but eat foods that are low in protein and fat but high in carbohydrates.

Maintain your same activity level.

3. Eat any type of food you want, but reduce your total calorie intake so it is less than the number of

calories you burn each day. Maintain the same activity level.

4. Eat any type of food you want, and keep your total calorie intake the same but increase your activity

level so you burn more calories than you consume.

Tasks:

Use your knowledge of biomolecules and cellular respiration to explain to your friend the type of damage

that occurs to his muscles and other body systems due to a lack of nutrients. Create a quick five-minute

explanation of what is happening to his body and propose an exercise and nutrition plan that will make

use of the information obtained while researching the most effective way to lose weight or decrease BMI

over a 12-month period. Elicit the help of other concerned classmates so that your friend knows he has

support while he attempts this task to “re-engineer his brain” and lose weight.

You and your group will:

Teens talking to teens about “smart weight management” Create a 5 minute skit in which you

convince your classmate that fast weight loss can be damaging to his body. Weight loss should be

accompanied by changing eating habits over time. You will help him by attending the “Eat Smart,

Move More, Weigh Less program for teens.

Write a research-based argument to support the explanation that you think is the most valid or

acceptable. Your argument must also include a challenge to one of the alternative explanations,

including your friend’s current choice for losing weight.

Based on the selected explanation of the most effective way to lose weight or decrease BMI,

design an exercise and nutrition plan to help your friend lose the desired weight. Then, help your

friend design a plan to maintain a healthy diet and weight.

139

Roles:

Researcher: You will lead the team in determining which explanation is the best answer to the

research question. You will use an online simulation called Eating and Exercise. This simulation

allows you to set the height, weight and activity level (e.g., sedentary lifestyle, active lifestyle) of

an individual. You can then set the amount of calories that the individual will eat per day and the

type of foods that are eaten by that individual. You can also have the individual engage in certain

types of exercise each day (beyond the activities associated with their typical lifestyle). Once the

parameters are set, you can track how the individual’s weight and BMI changes over the course

of a year. To access the simulation, use the following link:

http://phet.colorado.edu/en/simulation/eating-and-exercise

Make sure that you use the simulation to generate the data that you will need to evaluate the

various explanations. You will then be able to transform the data you collect into evidence that

you can use to support one of the explanations and to challenge the others.

Lead Presenter: You will assist the researcher in obtaining information to serve as evidence for

your plan. Your plan must be in the form of a “white paper” and accompanied by a PowerPoint

which you will use to present to the class,

Nutrition Coach: You will present a sample weekly diet that shows how the research impact

food choices throughout the day. Prepare a colorful brochure of sample meals and choices citing

the foods and the nutrients that each food provides and explain why it is necessary.

Motivator and Workout Coach: As the motivator and workout coach, you will engage the

entire team in a group training session. Work with the team to design a workout plan that

includes: time limit for workout, number of days per week and the types of activities your friend

will perform. Relate the type of activity to the benefit of each activity to weight loss or weight

stability.

Audience: You will present your report to your friend and his family, as well as, share your document

with the class.

Format: Your presentation will be in the form of a pamphlet.

Topic: Weight Management and Nutrition

Adapted from:

Healthy Diet and Weight (Human Health) Bio.4.2.2 SCIENTIFIC ARGUMENTATION IN BIOLOGY: 30 CLASSROOM ACTIVITIES pp.229 -237

http://phet.colorado.edu/en/simulation/eating-and-exercise

140

APPENDIX B UNIT NOTES: Standard LS.4 Matter and Energy CBSCS, 2009

Biological systems utilize energy and molecular building blocks to carry out life’s essential functions.

Students recognize that the interactions between organisms and their environment are dynamic in nature.

The processes that define “being alive” involve chemical reactions that require the input of energy and

that result in the rearrangement of atoms. Energy, which is ultimately derived from the Sun and

transformed into chemical energy, is needed to maintain the activity of an organism. The matter that is

involved in these dynamic processes is constantly recycled between the organisms and their environment.

CK-12 (www.ck12.org )

The major outline and flow of this sample unit follows the resources found on the CK-12 website.

Resources on the CK-12 website, except where noted, ae made available to Users in accordance with the

Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License

(http://creativecommons.org/licenses/by-nc/3.0/), as amended and updated by Creative Commons from

time to time (the “CC License”), which is incorporated herein by this reference.

Complete terms can be found at http://www.ck12.org/terms.

http://www.ck12.org/saythanks

Serendip Studio (http://serendip.brynmawr.edu/sci_edu/waldron/ )

Cellular Respiration and Photosynthesis Unit may be found in its entirety at

http://serendip.brynmawr.edu/exchange/bioactivities/cellrespiration .

Environmental Literacy at Michigan State University http://envlit.educ.msu.edu/index.htm

The goal of our project is to develop learning progressions leading toward environmental science

literacy—the capacity to understand and participate in evidence-based discussions of socio-ecological

systems and to make informed decisions about appropriate actions and policies—for students from upper

elementary school through college.

The unit WHY DO WE EAT? may be found here:


Use of the above resources does not constitute endorsement by the NC Department of Public Instruction. These resources are used as

exemplars to demonstrate how one would align curricular resources to the NC Science Essential Standards. These resources are intended

for workshop purposes only. Please note, tight alignment occurs at the classroom level based on the needs of individual students and

available curricular resources

WEB RESOURCES & TEXT REFERENCES Bibliography

Instructional Resources

http://www.ck12.org/book/CK-12-Biology/ online textbook with activities and lessons and much

more!

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BiobookPS.html - Website provides a detailed

written analysis of photosynthesis including several helpful diagrams.

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookGlyc.html - Website provides a detailed

written analysis of cellular respiration including several helpful diagrams.

http://www.sepuplhs.org/ - Science Education for Public Education Program website. “Putting it All

Together” activity originally found in textbook Science in Global Issues; Biology.

http://www.ck12.org/

http://www.ck12.org/saythanks


http://serendip.brynmawr.edu/exchange/bioactivities/cellrespiration

http://envlit.educ.msu.edu/index.htm


http://www.ck12.org/book/CK-12-Biology/

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BiobookPS.html

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookGlyc.html

http://www.sepuplhs.org/

141

www.BrainPOP.com – Site that plays cartoons (starring Tim and Moby) on many scientific concepts,

many of which could be used to illustrate this unit to students. A five day free trial can be acquired on the

website, or a subscription may be purchased. Recommended videos in relation to this unit: Algae,

Autumn Leaves, Carbon Cycle, Carnivorous Plants, Cell Structures, Cells, Cellular Respiration, Chemical

Equations, Color, Diffusion, Energy Sources, Forms of Energy, Photosynthesis, Plant Growth, Refraction

and Diffraction, Solar Energy, Sun, and Waves.

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/CellularRespiration.html

http://biology.about.com/od/cellularprocesses/a/cellrespiration.htm - Background information on Cellular

Respiration

http://serendip.brynmawr.edu/sci_edu/waldron/ - Hands-on Activities for Teaching Biology

http://science-class.net/Lessons/Photosynthesis_Cell_Resp/photosynthesis_elodea.pdf - Original

Photosynthesis Lab

http://www.teachersdomain.org/asset/tdc02_vid_photosynth/ - Short video on photosynthesis.

http://www.nclark.net/photosynthesis.pdf - Great deal of background information and student probing

questions.

http://www.nclark.net/photosynthesis_webquest.doc - Webquest with video (intro)

http://www.eastridgehigh.org/academics/departments/science/documents/photosynthesischunking.doc -

Photosynthesis – Overview handout and questions

http://www.saps.org.uk/secondary/teaching-resources/134-photosynthesis-a-survival-guide-teaching-

resources photosynthesis ppts

http://www.brainpop.com/

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/CellularRespiration.html

http://biology.about.com/od/cellularprocesses/a/cellrespiration.htm


http://science-class.net/Lessons/Photosynthesis_Cell_Resp/photosynthesis_elodea.pdf

http://www.teachersdomain.org/asset/tdc02_vid_photosynth/

http://www.nclark.net/photosynthesis.pdf

http://www.nclark.net/photosynthesis_webquest.doc

http://www.eastridgehigh.org/academics/departments/science/documents/photosynthesischunking.doc

http://www.saps.org.uk/secondary/teaching-resources/134-photosynthesis-a-survival-guide-teaching-resources

http://www.saps.org.uk/secondary/teaching-resources/134-photosynthesis-a-survival-guide-teaching-resources

142

APPENDIX C (SUPPLEMENTARY MATERIALS)

Teacher Notes for Food, Energy and Body Weight by Dr. Ingrid Waldron, University of Pennsylvania, 20142



This analysis and discussion activity reinforces understanding of cellular respiration and helps

students to understand the relationships between food, energy, physical activity, and changes in

body weight.

Learning Targets Analyze the relationship between nutrition and cellular respiration as it relates to weight management.

(B41)

Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and


Carry out investigations to support a claim that trees and other green plants carry out cellular

respiration. (C31)

Construct a model of photosynthesis to describe how photosynthesis transforms light energy into

stored chemical energy. (C32)

You try it! Can you use a model to illustrate that cellular respiration is a chemical process whereby the bonds of

food molecules and oxygen molecules are broken and the bonds in new compounds form resulting in a net transfer

of energy? NGSS HS-LS1-7:

Background Before students begin this activity, they should have learned learn basic concepts about how our

bodies use food to provide:

energy for body processes (For this purpose, I recommend our analysis and discussion activity,

"How do biological organisms use energy?" (available at

http://serendip.brynmawr.edu/exchange/bioactivities/energy); this activity introduces students to

energy, ATP, cellular respiration, and the principle of conservation of energy.)

atoms and molecules needed for growth and repair of our bodies (e.g. calcium for bones and

teeth, amino acids to synthesize proteins).

Discussion of Questions in Student Handout

Question 1. Students should recognize that the energy needed for muscles to move ultimately

comes from chemical energy in organic molecules in our food. To use this energy, our cells

carry out cellular respiration which transfers energy from these organic molecules to ATP. ATP

2 These Teacher Notes, the related Student Handout, and other activities for teaching biology are available at

http://serendip.brynmawr.edu/exchange/bioactivities. Hands-on, minds-on activities for teaching biology are

available at http://serendip.brynmawr.edu/sci_edu/waldron/.

http://serendip.brynmawr.edu/exchange/bioactivities/energy



143

provides energy in a form that our cells can use for body activities such as muscle contraction.

(Student answers or your discussion may also include a necessary step between food molecules

and cellular respiration, namely, digestion of large organic food molecules such as starch and

triglycerides to produce small organic molecules such as glucose and fatty acids that can travel in

the blood and enter cells to serve as input for cellular respiration.)

Question 2. For the top part of the chart, students need to recognize that energy can be

transformed from one type to another; e.g. chemical energy in organic molecules can be

converted to the kinetic energy of movement. In addition, heat is produced whenever energy is

transformed from one type to another. The transformation of chemical energy to kinetic energy is

accomplished by a series of complex molecular processes that transfer energy from organic

molecules such as glucose to ATP to the muscle proteins that produce muscle contraction. These

molecular processes include the production of ATP by cellular respiration. During cellular

respiration the atoms in the input molecules (glucose, O2) are reorganized into atoms in the

output molecules (CO2 and H2O). (These output molecules leave the body via breathing,

urination and sweating). Students may also include food molecules such as triglycerides or

starch as matter inputs. For additional information, see "How do biological organisms use

energy?" (available at http://serendip.brynmawr.edu/exchange/bioactivities/energy).

I would not be inclined to include ATP as an input molecule in the chart for question 2, because

ATP is constantly recycled inside cells.

Discussion of question 2 can be used to emphasize the important points that energy can be

converted to other forms of energy and the atoms in reactant molecules can be reorganized into

atoms in different product molecules, but energy can not be converted to matter or vice versa.

These points are also important for question 4.

Question 3. Students can use their answer to question 2 to recognize that cellular respiration

converts many of the molecules in food to CO2 and H2O which leave the body via breathing,

urination and sweating. Also, beverages and some foods (e.g. fruits and vegetables) contain a lot

of H2O and any H2O which is not needed to replace the H2O lost by breathing, sweating, etc. is

excreted by the kidneys. Also, some food molecules are not absorbed from the digestive system

and leave the body in feces. For the many Americans who consume more calories than needed

for body activities, some of the weight of the food is retained, as discussed in question 4.


144

Estimated annual food consumption in the US includes 75 pounds of added fats and oils, 152

pounds of caloric sweeteners, 195 pounds of meat and fish, 200 pounds of grains, 593 pounds of

dairy, and 708 pounds of fruits and vegetables (http://www.usda.gov/factbook/chapter2.pdf).

Notice that the types of foods at the beginning of this list have high calorie density; foods in the

last two categories weigh substantially more per calorie consumed, in large part because they

contain a lot of water.

Question 4. This question provides the opportunity to discuss the relationships and distinctions

between food, calories and energy – concepts that students often confuse. Food contains organic

molecules which have chemical energy stored in the bonds between atoms. There are many

other types of energy, including the kinetic energy of moving muscles and heat (the kinetic

energy in the random motion of atoms and molecules). In addition to energy, food provides

atoms and molecules needed for growth and repair of our bodies. A calorie is a unit of measure

of energy; I use the lower case "calories" because this usage of nutritional calories is more

familiar to students, even though technically I am referring to Calories = kilocalories.

If a person eats food with more calories than needed for body activities, some of the organic

molecules contained in the food will not be used for cellular respiration, so the atoms in these

molecules will not be given off as CO2 and H2O. The body uses surplus organic molecules to

synthesize triglycerides which are stored in fat cells in our adipose tissue and glycogen (a

polymer of glucose) which is stored in the liver and muscles. Less than a day's worth of energy

is stored in the form of glycogen (~800 calories). In contrast, a normal weight person has

enough stored fat to provide energy for about two months (~140,000 calories). Fat provides

more energy per gram than carbohydrates or proteins (9 calories per gram vs. 4) and our fat

stores also have less associated water; given the mobility of animals, the greater energy density

of fat is an important advantage for fat as the main energy storage molecule in animals.

Related Activities "Cellular Respiration and Photosynthesis – Important Concepts, Common Misconceptions, and Learning

Activities" (available at http://serendip.brynmawr.edu/exchange/bioactivities/cellrespiration) provides an

overview of energy, cellular respiration, and photosynthesis. This overview summarizes important

concepts and common misconceptions and suggests a sequence of learning activities designed to develop

student understanding of these concepts and overcome any misconceptions.

http://www.usda.gov/factbook/chapter2.pdf


145

Teacher Notes for

How do biological organisms use energy?3

This analysis and discussion activity is designed to help students understand the basic principles of how

biological organisms use energy, with a focus on the roles of ATP and cellular respiration. This activity

provides a useful basic understanding of cellular respiration and provides an important conceptual

framework for students who will be learning the complex specifics of cellular respiration. This activity

concludes with a brief introduction to two important principles: conservation of energy and the

inefficiency of energy transformations.

Learning Goals

All organisms use a two-step process to provide the energy needed for most of their biological processes:

First, chemical energy from organic molecules like glucose is transferred to ATP molecules in a

process called cellular respiration.

Then, ATP provides the energy for most biological processes.

Cellular respiration of organic compounds such as glucose provides the energy required to synthesize

ATP by adding a third phosphate to ADP (bringing together two negatively charged phosphates). The

following pair of chemical equations gives a simplified overview of the cellular respiration of glucose:

C6 H12O6 + 6 O2 --------> 6 CO2 +6 H2O

energy

~29 ADP + ~29 phosphate ---------> ~29 ATP

When ATP molecules break down to ADP plus phosphate, the separation of two negatively charged

phosphates releases energy; this provides the energy needed for many biological processes (e.g. muscle

contraction, pumping molecules and ions across cell membranes, and synthesizing biological molecules).

Energy can be transformed from one type to another, but energy cannot be created or destroyed by

biological processes. All types of energy conversion are inefficient and result in the production of heat.

(These principles are the first law of thermodynamics and an implication of the second law of

thermodynamics, but this technical term is not used in the Student Handout.)

In accord with the Next Generation Science Standards (http://www.nextgenscience.org/next-generation-

science-standards), this activity:

helps students to learn the Disciplinary Core Idea LS1.C: " … Cellular respiration is a chemical

process whereby the bonds of food molecules and oxygen molecules are broken and new

compounds are formed that" can provide energy for biological processes.

engages students in recommended scientific practices, including constructing explanations and

critical thinking.

3 By Dr. Ingrid Waldron, University of Pennsylvania, 2014. These Teacher Notes, the related Student Handout, and other

activities for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities.

http://www.nextgenscience.org/next-generation-science-standards

http://www.nextgenscience.org/next-generation-science-standards


146

can be used to illustrate two Crosscutting Concepts, "Cause and effect: Mechanism and

explanation" and "Energy and matter: Flows, cycles and conservation".

helps students to prepare for Performance Expectation HS-LS1-7, "Use a model to illustrate that

cellular respiration is a chemical process whereby the bonds of food molecules and oxygen

molecules are broken and the bonds and new compounds are formed resulting in a net transfer of

energy."

Suggestions for Teaching this Activity and Background Information

To maximize student participation and learning, I suggest that you have your students work in pairs (or

individually or in groups of three) to complete groups of related questions and then have a class

discussion after each group of related questions. In each discussion, you can probe student thinking and

help them to develop a sound understanding of the concepts and information covered before moving on to

the next group of related questions. You will probably want to have a class discussion after each section

of the Student Handout.

The Importance of ATP

Our cells are constantly using energy from organic molecules like glucose to make ATP and using the

ATP molecules to provide the energy for biological processes such as muscle contraction, synthesizing

molecules, and pumping ions and molecules into and out of cells.

You may want to point out that, although different types of organisms get their energy input from

different sources (e.g. food, sunlight), all biological organisms need to make ATP which provides energy

in a form that can be used for cellular processes. For example, you may want to discuss with your

students why plant cells need mitochondria even though they can make glucose by photosynthesis.

In this introductory section, the following additional question may be useful for middle school students:

Which molecule is like money that a cell can "earn" through cellular respiration and "spend" to get

things done?

ADP ___ ATP ___ CO2 ___ glucose ___

Students may inquire about where ADP comes from. Nucleotides like ADP are derived from digestion of

nucleic acids in food and also can be synthesized by the liver.

I. Cellular Respiration – Transferring Energy from Organic Molecules to ATP

Question 3a is designed to help students understand the Disciplinary Core Idea that cellular respiration is

a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new

compounds are formed and the energy released is captured in ATP molecules which provide the energy

for biological processes.

The molecular diagrams, together with the following information will help students understand why

energy is released by the reaction:

147

+ 6

––––>

6

+ 6

The potential energy stored in C-C or C-H bonds is greater than the potential energy stored in C-O, C=O

or H-O bonds. In a C-O, C=O or H-O covalent bond, the pair of shared electrons is pulled closer to the

oxygen nucleus. In contrast, in C-C and C-H bonds, the pair of shared electrons is shared relatively

equally; therefore, these electrons are farther from a positively charged nucleus so they have more

potential energy than the pairs of shared electrons in C-O, C=O and H-O bonds. Thus, molecules like

glucose which have a high proportion of C-C and C-H bonds have more potential energy than CO2 and

H2O which have only C=O and H-O bonds.

To introduce and reinforce these concepts, you may want to add the following question on page 2 of the

Student Handout.

Notice that the atoms in the C6H12O6 and O2 molecules are reorganized as atoms in the CO2 and H2O

molecules. Although the atoms stay the same, C6H12O6 (the sugar glucose) has multiple C-C and C-H

bonds which have more stored chemical energy than the C=O and O-H bonds in CO2 and H2O. In the

first chemical equation in 3a, use an asterisk to mark each higher energy C-C and C-H bond, and circle

each lower energy C=O and O-H bond.

Fatty acids and glycerol from fat molecules can also undergo cellular respiration. As shown in

the following diagram, these molecules have an even higher proportion of high-energy C-C and

C-H bonds than a glucose molecule. This is one important reason why fat provides more energy

per gram than carbohydrates (9 kcal per gram vs. 4; stored fat also has less associated water).

Given the mobility of animals, this greater energy density is an important advantage for fat as the

main energy storage molecule in animals.

Fat molecule (triglyceride)

Question 3b provides the opportunity to reinforce student understanding that the glucose for cellular

respiration ultimately comes from food molecules. The immediate source of glucose for cellular

148

respiration may be glycogen (a polymer that stores glucose) or conversion of fats or amino acids to

glucose. In addition, fatty acids or amino acids can be used directly in cellular respiration.

In discussing question 3c, it should be mentioned that we need to breathe, not only to bring in O2, but also

to get rid of CO2.

The equation shown in question 4 seems to imply that there are no molecular precursors for ATP. This

equation can create the impression that ATP is made from the energy released by the oxidation of

glucose, but energy is not converted to matter. The energy released by cellular respiration of glucose is

used to join negatively charged ADP and phosphate to produce ATP. To balance this equation, ADP and

phosphate should be added to the left side. You may want to refer to the conservation of matter, which

will tie in with the conservation of energy, discussed at the end of the activity. An additional point is that

there should be some indication that cellular respiration of a single molecule of glucose provides the

energy to produce multiple molecules of ATP.

149

The equations for cellular respiration provided in this activity give a very simplified overview of a very

complex process. This figure summarizes the multiple steps of cellular respiration, although of course it

omits many of the specific steps.

(From "Biological Science" by Scott Freeman, Benjamin Cummings, 2011)

Notice that cellular respiration generates ~29 molecules of ATP for each glucose molecule; this number is

less than previously believed (and often erroneously stated in textbooks). Brief explanations are provided

in:

"Cellular Respiration and Photosynthesis – Important Concepts, common Misconceptions, and

Learning Activities" (available at

http://serendip.brynmawr.edu/exchange/bioactivities/cellrespiration)

"Approximate Yield of ATP from Glucose, Designed by Donald Nicholson" by Brand, 2003,

Biochemistry and Molecular Biology Education 31:2-4 (available at http://www.bambed.org).

These recent findings are interesting as an example of how science progresses by a series of successively

more accurate approximations to the truth.

Notice also that O2 does not interact directly with glucose, but rather combines with an electron and H+ at

the end of the electron transport chain to form water.

Aerobic cellular respiration is not the only process used to make ATP. When oxygen is not available, our

muscle cells, yeast cells, and many other organisms use glycolysis followed by fermentation4 which

yields much less ATP per glucose molecule than aerobic respiration (as discussed further in the hands-on

activity "Alcoholic Fermentation in Yeast" (available at

http://serendip.brynmawr.edu/sci_edu/waldron/#fermentation).

4 Some bacteria and archaea use a different process called anaerobic respiration in which nitrate

or sulfate (instead of O2) serve as electron acceptors at the end of the electron transport chain.


http://www.bambed.org/

150

II. Using ATP to Provide Energy for Biological Processes

Question 5 engages students in completing a simplified diagram to show one example of how ATP is

used for biological processes. For your information, the following figure shows how each molecule of

ATP is used in muscle contraction.

(Figure from Krogh, Biology – a Guide to the Natural World)

Another example of coupled reactions in which the breakdown of ATP provides energy for important

biological processes is protein synthesis:

4 ATP ----> 4 ADP + 4 phosphate

energy

polypeptide with n amino acids ----> polypeptide with n +1 amino acids

Question 6 requires students to synthesize what they have learned about:

the role of cellular respiration in synthesizing ATP

how ATP is used to provide energy for biological processes.

This question also helps students to understand that cells are dynamic systems with constant molecular

activity. On average, each ATP molecule in our body is used and re-synthesized more than 30 times per

151

minute when we are at rest and more than 500 times per minute during strenuous exercise.

With regard to the general principles about energy, another example of the inefficiency of energy

transformation is that only about 30% of the energy released by cellular respiration of a glucose molecule

is captured in the ATP molecules produced and the rest of the energy is converted to heat. To emphasize

this principle, you may want to add heat to the chemical equations shown in the Student Handout as

illustrated by the following:

many ATP ---> many ADP + many phosphate

energy –> heat

muscle relaxed ----> muscle contracted

With regard to question 7a, the mistake of claiming that cellular respiration produces or makes energy is

widespread even in publications that generally maintain high standards of accuracy. The First Law of

Thermodynamics states that energy can be changed from one type to another, but energy is not created or

destroyed. In accord with this principle, cellular respiration does not make energy, but rather transfers

energy from organic molecules like glucose to ATP, which provides energy in a form that can be used for

cellular processes. A simple revision to make the sentence accurate would be to say that "Cellular

respiration makes ATP which provides the energy needed for biological processes."

Questions 4 and 7a provide the opportunity to reinforce student understanding that they need to read

critically and thoughtfully and not just assume that everything that appears on the web or in textbooks is

accurate. Of course, high school students do not have the background to judge whether the statements in

the Student Handout for this activity are more accurate than the statements in their textbook or on the

web, but they can evaluate whether statements are logically consistent.

Additional Information and Activities

Additional background and activities are provided in "Cellular Respiration and Photosynthesis –

Important Concepts, Common Misconceptions, and Learning Activities" available at

http://serendip.brynmawr.edu/exchange/bioactivities/cellrespiration.

Relevant follow-up activities include:

o "Food, Energy and Body Weight"

(http://serendip.brynmawr.edu/exchange/bioactivities/foodenergy)

o "How do muscles get the energy they need for athletic activity?"

(http://serendip.brynmawr.edu/exchange/bioactivities/energyathlete)


http://serendip.brynmawr.edu/exchange/bioactivities/foodenergy


152

Teacher Notes for Plant Growth Puzzle

by Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 20145

This analysis and discussion activity presents a structured sequence of questions to challenge students to

explain why a plant that sprouts and grows in the light weighs more than the seed it came from, whereas a

plant that sprouts and grows in the dark weighs less than the seed it came from.

Learning Target: Bio.4.2.1

Construct a model of photosynthesis to describe how photosynthesis transforms light energy into stored

chemical energy. (C32)

Students engage in recommended scientific practices, including constructing explanations and

interpreting data.

This activity can be used to illustrate two Crosscutting Concepts:

Cause and effect: Mechanism and explanation

Energy and matter: Flows, cycles and conservation.

Background Information and Teaching Suggestions

Before your students begin this activity, they should have a basic understanding of photosynthesis and

cellular respiration. For this purpose you may want to use the analysis and discussion activities:

How do biological organisms use energy?

(http://serendip.brynmawr.edu/exchange/bioactivities/energy)

Using Models to Understand Photosynthesis

(http://serendip.brynmawr.edu/exchange/bioactivities/modelphoto)

Where Does a Plant's Mass Come from?

(http://serendip.brynmawr.edu/exchange/bioactivities/plantmass).

The last page of these Teacher Notes provides the results of the experiment, which you should distribute

to the students after they have completed question 6 in the Student Handout. Your students may be

puzzled by the apparent discrepancy between the lower biomass of the plants in the "no light, water"

condition versus the larger volume of these plants compared to the seeds. The key to resolving this

apparent discrepancy is the observation that ~75-90% of the mass of actively growing plant tissues is

water

You may want to point out the similarities between the dual functions of sugar molecules produced by

photosynthesis and the dual functions of food molecules, as discussed in "Food, Energy and Body

Weight" (http://serendip.brynmawr.edu/exchange/bioactivities/foodenergy).

A hands-on activity which develops the same concepts is presented in "An Inquiry-based Approach to

Teaching – Photosynthesis and Cellular Respiration" by Dan O'Connell, American Biology Teacher

70(6): 350-6, 2008.

5 These Teacher Notes, the related Student Handout, and links for other activities for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities.


http://serendip.brynmawr.edu/exchange/bioactivities/modelphoto

http://serendip.brynmawr.edu/exchange/bioactivities/plantmass

http://serendip.brynmawr.edu/exchange/bioactivities/foodenergy


153

Story Boarding:

Try a Storyboard

Discussion following

a laboratory

investigation.

154

Sample Unit Plan Summer Institute 2015 - …scnces.ncdpi.wikispaces.net/file/view/Unit Plan Bio.4.12_0518.pdf... · Sample Unit Plan Summer Institute 2015 ... principles of chemistry

Documents