NGSSS SCIENCE SUPPLEMENTAL RESOURCES
STUDENT PACKET
Biology
SC.912.L.18.9
DEPARTMENT OF MATHEM ATICS AND SCIENCE
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Ms. Lubby Navarro
Ms. Raquel A. Regalado
Dr. Marta Pérez Wurtz
Mr. Logan Schroeder-Stephens
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Maria L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Department of Mathematics and Science
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
Introduction
The purpose of this document is to provide students with enhancement tutorial sessions that will
enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to
Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards
(NGSSS) as described in the course description and the Biology Item Specifications and include
an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment
questions.
The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are
encouraged to generate an inquiry-based environment where students grow in scientific thinking
while creating and responding to higher-order questions.
NGSSS Science Supplemental Resources
Biology
Page 1
SC.912.L.18.9
Table of Contents
Molecular and Cellular Biology - SC.912.L.18.9 Explain the interrelated nature of
photosynthesis and cellular respiration. (Also assesses SC.912.L.18.7, SC.912.L.18.8, and
SC.912.L.18.10)
Activity 1– Plants and Snails .......................................................................................................3
Part A – Gases In and Gases Out ........................................................................................4
Part B – Interdependence ....................................................................................................5
Part C: Linking O2 and CO2 ...................................................................................................6
NGSSS Science Supplemental Resources
Biology
Page 2
SC.912.L.18.9
Activity 1: Plants and Snails
Vocabulary: bromthymol blue (BTB), indicator, interdependence
Prior Knowledge Questions
1. What important gas do we take in when we breathe? _______________________________
2. Why don’t we run out of the important gases that we need to stay alive?
_________________________________________________________________________
Gizmo Warm-up
In the Plants and Snails Gizmo™, each of the test tubes contains
water and a small amount of bromthymol blue (BTB). BTB is a
chemical indicator. An indicator changes color when the chemicals
in the water change.
1. With the lights set to on, drag a snail into one test tube and a
plant into another. Press Play (
). After 24 hours, what is the
color of each tube? __________________________________
__________________________________________________
2. Select Show oxygen and CO2 values. Place the O2/CO2 probe
in each tube. The probe will show you the levels of two gases,
oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels.
A. When the water turns blue, which gas is most common? __________________________
B. When the water turns yellow, which gas is most common? ________________________
C. What does it tell you when the water is green? _________________________________
_______________________________________________________________________
NGSSS Science Supplemental Resources
Biology
Page 3
SC.912.L.18.9
Part A: Gases in and gases out
Engage Question: What gases do plants and animals take in and what do they give off?
____________________________________________________________________________
1. Get the Gizmo ready:
 Click Reset (
).
 Clear all of the test tubes.
 Turn on Show oxygen and CO2 values.
2. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try
it in both light and dark. Record your results below. If you do more than five experiments, write
your extra results in your notebook or on separate sheets of paper.
What is in the tube
Lights: on/off
Results
3. Analyze: Study your data on gases given off by plants.
A. What gas do plants give off in the light? _______________________________________
B. How about in the dark? ____________________________________________________
4. Analyze: Study your data on gases given off by animals.
A. What gas do animals give off in the light? ________________________________________
B. How about in the dark? ______________________________________________________
C. How do these results compare to your plant results? ____________________________
______________________________________________________________________
5. Extend your thinking: What do you think would happen if plants and animals were put in the
same test tube? Explain your thinking. Then test your prediction in the Gizmo. ___________
_________________________________________________________________________
_________________________________________________________________________
NGSSS Science Supplemental Resources
Biology
Page 4
SC.912.L.18.9
Part B: Interdependence
Engage Question: How do plants and animals depend on each other? ____________________
____________________________________________________________________________
1. Get the Gizmo ready:
 Click Reset.
 Clear all of the test tubes.
 Turn the light switch to on.
 Check Show oxygen and CO2 values.
2. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play.
A. Does the color of the water in the tube change? _______________________________
B. What happens to the O2 and CO2 levels? ____________________________________
_____________________________________________________________________
3. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in each
case listed below. (Leave the Actual result column blank for now.)
Tube
Prediction
Actual result
2 snails, 2 sprigs, lights on
1 snail, 2 sprigs, lights on
1 snail, 2 sprigs, lights off
4. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table.
5. Generalize: Describe how plants and animals each contribute to the survival of the other.
(This type of cooperative relationship is called interdependence.) _____________________
________________________________________________________________________
6. Challenge: Simulate a 24-hour day (12 hours of light, 12 hours of dark). How many snails
and plants do you need to keep a stable environment? Explain any discoveries you make.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
NGSSS Science Supplemental Resources
Biology
Page 5
SC.912.L.18.9
Part C: Linking O2 and CO2
Engage Question: How are the amounts of oxygen and carbon dioxide related to each other?
1. Get the Gizmo ready:
 Click Reset.
 Clear all of the test tubes.
 Turn the light switch to on.
 Check Show oxygen and CO2 values.
2. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the
Elodea. Click Play. As the Gizmo runs, Pause (
) it a few times.
A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time? __________
_______________________________________________________________________
B. What is always true about the total amount of O2 and CO2 in the test tube? ___________
_______________________________________________________________________
C. What happens when the CO2 reaches zero? ___________________________________
_______________________________________________________________________
3. Revise and repeat: Click Reset and run the experiment again, this time with the lights off.
A. How do the gas levels change? O2 ___________
CO2 ___________
B. What is the total of O2 and CO2? ___________________________________________
4. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails.
A. How do the gas levels change? O2 ___________
CO2 ___________
B. What is the total of O2 and CO2? ____________________________________________
C. Why do the gas levels stop changing in this case? ______________________________
______________________________________________________________________
5. Challenge: The total of the O2 and CO2 in the test tubes always stayed the same. Why do you
think this is? (Hint: Molecules of carbon dioxide, CO2, are made of carbon, C, bonded together
with two molecules of oxygen, O.) _______________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
NGSSS Science Supplemental Resources
Biology
Page 6
SC.912.L.18.9
Assessment – Plants and Snails
1. The two tubes contain bromthymol blue. After 24 hours, what will the color of the water be in
tube B?
A.
B.
C.
D.
Green (it won't change)
Yellow
Blue
Colorless (clear)
2. The two tubes contain bromthymol blue. The lights are off. After 24 hours, what will the color
of the water be in tube C?
A.
B.
C.
D.
Green (it won't change)
Yellow
Blue
Colorless (clear)
NGSSS Science Supplemental Resources
Biology
Page 7
SC.912.L.18.9
3. The two tubes contain bromthymol blue. The lights are on. After 24 hours, what will the color
of the water be in tube D?
A.
B.
C.
D.
Green (it won't change)
Yellow
Blue
Colorless (clear)
4. Two snails and two Elodea sprigs are placed together in a tube containing a bromthymol blue
solution. The tubes are put into a dark closet. After 24 hours, what will the color of the water
be in tube A?
A.
B.
C.
D.
Green (it won't change)
Yellow
Blue
Colorless (clear)
5. You have an Elodea sprig in a test tube containing bromthymol blue. Then you watch it for
several days. At what time of day will the oxygen level in the tube be the lowest?
A.
B.
C.
D.
Just before sunset
Midnight
Just before sunrise
Mid-afternoon
NGSSS Science Supplemental Resources
Biology
Page 8
SC.912.L.18.9
Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)