Digital Unit Plan – Goals, Objectives and Assessments

Unit Title: Cellular Energy Name: Lauren Welker

Content Area: Biology Grade Level: 9th

Next Generation Science Standards

HS-LS1 From Molecules to Organisms: Structures and ProcessesHS – LS1 – 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.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 in new compounds are formed resulting in a net transfer of energy.

Disciplinary Core IdeasLS1. A. Structure and Function:

System of specialized cells within organisms help perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of

proteins, which carry out most of the works of work of cellsLS1. C. Organization for Matter and Energy Flow in Organisms:

The process of photosynthesis concerts light energy to stored chemical energy by converting carbon dioxide plus water into sugar 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 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. 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. Cellular respiration also releases energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

HS-LS2 Ecosystems: Interactions, Energy, and DynamicsHS – LS2 – 3 Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions among organisms in an ecosystemHS – LS2 – 5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

Disciplinary Core IdeasLS2.B Cycles of Matter and Energy Transfer in Ecosystems

Photosynthesis and cellular respiration provide most of the energy for life processesPS3.D Energy in Chemical Processes

The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis

Common Core Literacy and Mathematic Standards

Appropriate Common Core State Standard ConnectionsELA/Literacy –RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or

inconsistencies in the account.WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach, focusing on addressing what is most significant

for a specific purpose and audience.WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and researchSL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Disciplinary Core Ideas and Essential Questions

LS1. C. Organization for Matter and Energy Flow in Organisms: Photosynthesis is a process where light energy converts carbon dioxide and water into stored energy and oxygen.

Essential Question: How is energy transferred to living systems from the Sun?

LS2.B Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are needed for life to happen

Essential Question: How are the processes of photosynthesis and cellular respiration interrelated?

LS1. C. Organization for Matter and Energy Flow in Organisms: Energy and matter flow through living systems and elements recombine to form different products (HS-LS1-6) (HS-LS1-7) Chemical reactions occur and transfer energy from one system to another. Cellular Respiration is an important process that transports

energy to muscles to support movement in the body. (HS-LS1-7)Essential Question: What are some paths for energy production and storage?

PS3.D Energy in Chemical Processes Solar energy is captured and Stored on Earth through a complex process called, photosynthesis.

Essential Question: Why is photosynthesis essential for all living things?Performance Expectations

HS – LS1 – 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.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 in new compounds are formed resulting in a net transfer of energy.

HS – LS2 – 3 Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions among organisms in an ecosystemHS – LS2 – 5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

Unit Summative Assessments

Lesson 2: Mission to Mars Project HS-LS1-5 Students will be given a scenario where they will have to develop a plan to help plants grow in space. Students will have to do research where they are to explain

ideal conditions for growing a plant and create a solution to grow plants on Mars.

Lesson 4: Summative Writing Prompt HS-LS2-3 Students will have to present knowledge of aerobic and anaerobic conditions in a written response and explain what this means for an ecosystem.

Lesson 5: The Big Picture Project HS-LS2-5 Students will have to research global issues about how humans are affecting the carbon on the planet, Then, students will have to work on groups to prepare a

presentation about the impact on the carbon cycle affects photosynthesis and cellular respiration.

Lesson 5: Cumulative Exam HS-LS1-5 HS-LS1-9 Students will be assessed on information presented through out the unit. The exam will be composed of multiple choice, True/False, short answer, and case study

analysis questions.

Lesson 1 – [How Organisms Obtain Energy/ Getting Energy]

Performance Expectation:HS – LS1 – 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Lesson Objective: Students will be able to identify differences between autotrophic and heterotrophic nutrition and create a summary analyzing the differences.

Formative and/or Summative Assessment: Formative and informal assessment based on students’ KWL chart

Acceptable Evidence – Evidence will be shown by students writing about what is known about how organisms obtain

energy from the sun

Lesson 2 – [Photosynthesis/Photosynthesis]

Performance Expectation:HS – LS1 – 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Formative and/or Summative Assessment: Summative assessment: Planetary Voyage to Mars Project Formative: Concept Map showing process of photosynthesis

Acceptable Evidence –

Lesson Objective: Students will be able to create a model synthesizing knowledge about photosynthesis to explain how they would grow plants on a foreign planet to survive.

Evidence students can deduce the prerequisites to make plants grow: moisture, soil conditions, light intensity and day length to prepare a convincing presentation for the class about why their conditions would work

Concept map includes correct terminology associated with photosynthesisLesson 3 – [Cellular Respiration/ Cellular Respiration]

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 in new compounds are formed resulting in a net transfer of energy.

Lesson Objective: Students will be able to analyze photosynthesis and cellular respiration to recite the reactants and products for each process.

Formative and/or Summative Assessment: Formative Quiz about cellular respiration and photosynthesis with a performance task

Acceptable Evidence – Students will be able to correctly identify the reactants and products of photosynthesis and cellular

respiration with 100% accuracy and be able to explain that the products of photosynthesis are the reactants for cellular respiration.

Lesson 4 - [Anaerobic Respiration / Anaerobic Respiration]

Performance Expectation:HS – LS2 – 3 Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions among organisms in an ecosystem

Lesson Objective: Students will be able to construct a one-page explanation citing evidence as to why aerobic respiration is more efficient than anaerobic respiration.

Formative and/or Summative Assessment: Summative: Writing prompt assignment

Acceptable Evidence – Students’ written responses include correct statements about ATP production in anaerobic and

aerobic respiration to support their claim which process is more efficient.

Lesson 5 - [Relating Photosynthesis and Cellular Respiration/The Big Picture]

Performance Expectation:HS – LS2 – 5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

Lesson Objective: Students will be able to create a presentation relating the two cellular processes and and emphasize the human impact using evidence.

Formative and/or Summative Assessment: Summative: Project about the impact of humans on the carbon cycle and how it affects life

Acceptable Evidence – Students work in groups to design a presentation where they present research and synthesize

knowledge to explain how humans are affecting organisms

Unit Resources:

Textbook

YouTube Internet Access Microsoft office

Useful Websites:

Pearson offers a simple overview of photosynthesis and briefly discusses the transfer of electrons in photosynthesis.

NATA links to resources for lab experiments

Wyzant review of photosynthesis

Cornell conditions for plant growth