HS-LS1-4 2014
HS-LS1-4: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms.
Examples of models could include diagrams, chemical equations, and conceptual models.] [ Assessment Boundary: Assessment does not include specific biochemical steps.
]
Matter and Energy Transformation: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Essential Questions
How is matter transferred and energy transferred/ transformed in living systems?
Content Statements
Plants have the capability to take energy from light to form sugar molecules containing carbon,
9.3HL.1-.6
9.3ST.1-.6
hydrogen, and oxygen.
st
Enduring Understandings
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.
Cumulative Progress
Indicators
Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. (5.3.12.B.4)
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
Labs, Investigation, and Student Experiences
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
1. Leaf chromatography Lab : students can examine the different pigments in the plant cells by using chromatography paper to recognize and identify the different pigments that are involved in the process of photosynthesis.
2. Photosynthesis with the Elodea Plant Lab:
Students can count the air bubbles that the elodea releases to indicate that photosynthesis is taking place.
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HS-LS1-4 2014
SL.11-12.5
Mathematics: MP.4
HSF-IF.C.7
HSF-
BF.A.1
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
3.
http://comanche.region14.net/webs/jroemisch/upload/chapter_5.
ppt http://www.explorelearning.com/index.cfm?method=cResource.
dspDetail&ResourceID=395 http://cs.explorelearning.com/materials/PhotosynthesisLabSE.pd
f
4. Effects of Global Warming:
You are an agricultural scientist studying the effects of global warming on crop production. While high temperatures can cause plants like rice, corn and wheat to grow faster, they can reduce plant fertility and grain production. Using existing models, predict the impact that a global temperature gain of 2ºC may have on commercially important crops in the United States and worldwide. Some models suggest that average global temperatures will continue to rise, and peaks will occur during prime crop-growing seasons. The hardest-hit areas will be the tropics and subtropics, which encompass about half the world's population and include Africa, much of India, China and South
America. Select a region, and conduct independent experiments using simulated regional climate conditions to determine possible strategies to increase plant growth at higher temperature levels. Use statistical analyses to determine if your findings fit one of the existing climate change models, and if climate change will impact crop yield significantly.
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HS-LS1-4 2014 removes carbon dioxide.
Sample Assessments: The completion of the attached labs either virtual or in class. http://media.collegeboard.com/digitalServices/pdf/ap/biomanual/Bio_Lab5-Photosynthesis.pdf
http://www.phschool.com/science/biology_place/labbench/lab4/i ntro.html
http://www.glencoe.com/sites/common_assets/science/virtual_la bs/LS12/LS12.html
(Correlations: 5.1.12.A.2, 5.1.12.C.2 and 5.3.12.B.4)
Resources:
National Science Digital Library, Science Digital Literacy Maps
The Living Environment, Flow of Matter in Ecosystems http://strandmaps.nsdl.org/?id=SMS-MAP-9001
(5.3.12.B.5)
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
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