Prefix NJSLS is omitted
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. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]Essential Questions / Enduring Understandings / Labs, Investigation, and Student Experiences
The building blocks of life are re organized how?
When we eat food how does it change into our bodies design? / All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.
Sugar breaks apart and help form amino acids which then continue to proteins etc. / In your biology class yesterday, there was a discussion about Breakfast. You learned that cereal came from plants and what happens when you eat it. Working in small groups, create short documentary (3-5 minutes) about how the sugars from plants (cereal) are essential to life
Dehydration synthesis lab
Construct models of the macromolecules utilizing model kits.
Enzyme Lab.
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
· Differentiated instruction
· Native language texts and native language to English dictionary
· Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson plan template
· Follow all IEP modifications/504 plan
Resources:
National Science Digital Library, Science Digital Literacy Maps
The Living Environment, Flow of Energy in Ecosystems http://strandmaps.nsdl.org/?id=SMS-MAP-1422
Text:
Holt, Rinehart and Winston: Modern Biology
May 13, 2002
Essentials of Anatomy & Physiology (4th Edition)
Jan 13, 2006
by Frederic H. Martini and Edwin F. Bartholomew
Campbell Biology (9th Edition)
Oct 7, 2010
by Jane B. Reece and Lisa A. Urry
Content Statements
/Common Core Standards Connections
All organisms must break the high-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. / ELA/Literacy: RST.11-12.1 WHST.9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 SL.11-12.5Mathematics: MP.4 HSF-IF.C.7 HSF-BF.A.1
21st Century Life and Careers
9.3HL.1-.69.3ST.1-.6
Desired Results
Students will be able to:
1. Life's organization requires continuous inputs of energy to replace lost energy, much of it in the form of heat. Organisms store energy in bonds between atoms.
2. Cells carry out a variety of chemical transformations which allow conversion of energy from one form to another, the breakdown of molecules into smaller units, and the building of larger molecules from smaller ones. Most of these transformations are made possible by protein catalysts called enzymes.
3. Enzymes work best within limited ranges of temperature, pH, and salt concentration. Ranges of tolerance differ from one type of enzyme to the next.
4. Cofactors are atoms or molecules other than proteins that associate with enzymes and are necessary for their function.
5. Cells build carbohydrates, lipids, proteins, and nucleic acids. The main molecular building blocks used are simple sugars, fatty acids, amino acids and nucleotides.
6. Plant cells contain chloroplasts, which convert light energy into chemical energy through the process of photosynthesis. This chemical energy is used by the plants to convert carbon dioxide and water into glucose molecules, that may be used for energy or to form plant structures.
7. Photosynthesis adds oxygen to the atmosphere and removes carbon dioxide.
8. Construct models of macromolecules using model kits.
9. Demonstrate dehydration synthesis and hydrolysis reactions with models (kits and/or paper)
10. Demonstrate the action of enzymes using models.
PERFORMANCE ASSESSMENT
“Designing a Controlled Experiment: Growing tomatoes”
OVERVIEW
New Jersey is famous for its tomatoes.
One of the most famous varieties of tomatoes is the “Rutgers,” which was introduced in 1934 by Rutgers breeder Lyman Schermerhorn. It was a top performing tomato for New Jersey’s canning industries, including Campbell’s and Heinz. The Rutgers tomato was the preferred choice of 75 percent of commercial growers for the rest of the twentieth century, and was used worldwide. Although it has now been replaced with newer varieties, it is still very popular with home gardeners.
Tomatoes require warm weather to grow well. They are usually grown from May through September. Depending on the weather, tomatoes may be ripe for picking from July through September.
Most commercial plant growers start tomato seeds growing in heated greenhouses in winter to get an early start on the growing season. They then either sell the young tomato plants to other commercial growers or home gardeners, or plant them outside in late spring and grow the tomatoes themselves.
YOUR TASK
You are the owner of a plant nursery that intends to grow a large number of Rutgers tomato seedlings this coming winter to sell to home gardeners in the spring. This fall you are going to conduct an experiment to determine the optimum growth conditions that will produce the best seedlings. Then you will use these conditions in the winter to grow your tomato seedlings for the coming season.
Like all plants, tomato growth is determined by several factors: light, water, temperature, and soil type.
The following materials are available to you:
Rutgers tomato seeds, small pots, thermometers, meter sticks, sand, loam, four greenhouses with heat/lights/water
You are to design a controlled experiment in which you determine:
1. How much water per day makes the tomatoes grow the best?
2. How many hours of light per day makes the tomatoes grow the best?
3. What temperature makes the tomatoes grow the best?
4. Which soil, sandy or loamy, makes the tomatoes grow the best?
5. Use of an growth addiative
In describing your experiment,
1. Draw a chart depicting the basic design of your experiment.
2. Explain how you will determine what “best” is.
3. Explain how you will determine how each factor affects growth.
4. Use the following biological concepts and terms in your explanation: observation, hypothesis, inference, control group, experimental group, independent variable, dependent variable.
5. Is there a benefit to using growth addatives. (Also, what is in that stuff anyway)
DATA
Greenhouse Diagram
1