GOLD
SEAL
LESSON
Subject(s)
Biology
Grade Level 9-11
MEASURING A CRICKET'S CARBON
FOOTPRINT
Rigor/Relevance
Framework
K
n
o
w
l
e
d
g
e
6
5
4
3
2
1
1
Instructional
Focus
Student
Learning
C
D
A
B
2 3 4
Application
5
Writing- Students write for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Listening- Students listen for a variety of purposes appropriate to the
grade level.
Speaking- Students speak for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Measurement- Students use a variety of tools and techniques of
measurement in a problem-solving situation. Students communicate the
reasoning used in solving these problems.
Statistics and Probability- Students use statistics and probability to
analyze given situations and the results of experiments. Students
communicate the reasoning used in arriving at a conclusion.
Science as Inquiry- Students demonstrate knowledge and skills
necessary to perform scientific inquiry.
Safety- Students exercise care in scientific inquiry and recognize the
importance of safety.
Tools and Technology- Students use appropriate tools and technologies
to model, measure, and apply the results in a problem-solving situation.
Students communicate the reasoning used in solving these problems.
Basic Concepts and Knowledge- Students develop an understanding of
scientific concepts using facts, theories, principles, and models.
Habits of Mind- Students develop habits of mind including curiosity,
open-mindedness and persistence.

Students will explore how energy flows in an ecosystem via a
teacher led Powerpoint multimedia overview of cell respiration
and photosynthesis.

Students will participate in groups of 2-3 and formulate a
hypothesis and make predictions based upon different temperature
conditions that affect the rate of cell respiration in crickets.

Students will design and perform investigations, properly utilize
CBL sensors/interface and perform measurements, collect and
analyze data, and report/discuss conclusions.

Students will complete a Vee form (knowing side, focus questions,
doing side) and participate in a post-lab discussion.

Student will investigate their personal carbon footprint by using an
online carbon footprint calculator

Performance
Task
(http://www.carbonfootprint.com/).
Students will investigate what human consumption habits produce
the largest and smallest carbon footprints.
Overview
Students, following a teacher-led overview of photosynthesis and cell
respiration, will work in groups to design and conduct an experiment
using CBL sensors/interfaces that determines the amount of carbon
dioxide released by crickets during cell respiration under various
temperature conditions. After developing a hypothesis and making a
prediction, students will test them using the designed experiment.
Students will share and discuss their data with others, write a
summary/reflection report and then complete a Vee report. Students will
then use the Internet to determine and investigate their individual carbon
footprint. They will write a reflection paper that examines and discusses
their findings regarding carbon footprints.
Description
Following a teacher-led overview of photosynthesis and cell respiration,
the class will be divided into groups of 2 or 3 to design and conduct
several laboratory investigations. Each group will discuss and develop a
hypothesis and make a prediction for the amount of carbon dioxide
released (carbon footprint) during cell respiration by a poikiotherm (coldblooded) cricket under various temperature conditions. Students will
then design an experiment(s) to test their hypotheses and prediction.
Students will gather their materials/equipment, connect sensors
(temperature, oxygen, carbon dioxide) and interface to notebook PC, and
run three trials for 5-minutes that measure rate of cell respiration in 10
crickets that occupy a biochamber at a given temperature. Three different
temperature ranges should be investigated: room temperature, 32-37 oC,
and 10-15 oC. Following the collection of data, each group should
statistically analyze their data and draw conclusions regarding their
hypotheses and predictions. Each student should summarize their
findings by completing a Vee report. Each group’s data collections will
be posted on the chalkboard, presented and then discussed collectively.
Each student will then write a report that summarizes and reflects on their
group’s experimental effort and the collective data.
Each student will use a notebook PC and the web site:
http://www.carbonfootprint.com/
to calculate their individual carbon footprint. Each student will then
prepare a 2 to 3 page reflection paper that 1) discusses and analyzes their
individual carbon footprint, 2) examines those human consumption habits
that produce the largest and smallest carbon footprints, and 3) discusses
what they can do to lower their personal carbon footprint.
Helpful Internet sites:
http://aec.ifas.ufl.edu/downloads/vee_map.doc
http://www.carbonfootprint.com/
Performance
Task
http://www.vernier.com/accessories/access.html?bc250&template=basic.html
(con’t)
Essential
Skills
Scoring Guide
Attachments/
Resources
E1
Apply writing rules and conventions (grammar, usage,
punctuation, sentence structure, and spelling).
E9 Organize supporting detail in logical and convincing patterns that
focus on audience and purpose.
E16 Locate and gather information such as data, facts, ideas, concepts,
and generalizations from oral sources.
M21 Evaluate and employ accurate and appropriate procedures for
statistical data collection, organization, analysis, and display
including making estimates and predictions, critiquing data, and
drawing inferences.
S1
Know and apply the principles of scientific inquiry for generating
knowledge, including prediction, estimation, developing
hypotheses, drawing conclusions, evaluation, and following ethical
principles and professional procedures.
S3
Use the Scientific Method to collect data and draw conclusions.
Understand that all scientific conclusions and theories are subject
to modification as new data are collected and reviewed publicly by
peers and that all scientific ideas must satisfy common criteria
including the ability to be tested.
S4
Make observations and accurate and precise measurements using
senses, tools, and technology.
S18 Recognize and demonstrate safe laboratory procedures and
behavior.
S21B Examine the processes related to metabolic activity in cells which
help plants and animals maintain life (e.g., transport of materials
throughout the organism, gas exchange, excretion, chemical
regulation, and reaction to stimuli).
Attached
Worksheets, handouts, etc.
C.12.1 When studying science content, ask questions suggested by
current social issues, scientific literature, and observations of phenomena;
build hypotheses that might answer some of these questions; design
possible investigations; and describe results that might emerge from such
investigations
C.12.3 Evaluate the data collected during an investigation, critique the
data-collection procedures and results, and suggest ways to make any
needed improvements
F.12.9 Using the science themes, investigate energy systems (related to
food chains) to show how energy is stored in food (plants and animals)
and how energy is released by digestion and metabolism
Submitted by: Thomas Eddy, Green Lake Schools, teddy@glsd.k12.wi.us
Standards
Scoring Guide-Experiment
CATEGORY
Question/Purpose
4
The purpose of the
lab or the question
to be answered
during the lab is
clearly identified
and stated.
Experimental
Hypothesis
Hypothesized
relationship
between the
variables and the
predicted results is
clear and
reasonable based
on what has been
studied.
Procedures are
listed in clear steps.
Each step is
numbered and is a
complete sentence.
Procedures
Equipment
Data
Properly uses CBL
sensors and
computer interface
to conduct
experiment and
collect data with
minimal assistance
Professional
looking and
accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled.
3
The purpose of the
lab or the question
to be answered
during the lab is
identified, but is
stated in a
somewhat unclear
manner.
Hypothesized
relationship
between the
variables and the
predicted results is
reasonable based
on general
knowledge and
observations.
Procedures are
listed in a logical
order, but steps are
not numbered
and/or are not in
complete
sentences.
Properly uses CBL
sensors and
computer interface
to conduct
experiment and
collect data with
some assistance.
Accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled.
2
The purpose of the
lab or the question
to be answered
during the lab is
partially identified,
and is stated in a
somewhat unclear
manner.
Hypothesized
relationship
between the
variables and the
predicted results
has been stated, but
appears to be based
on flawed logic.
1
The purpose of the
lab or the question
to be answered
during the lab is
erroneous or
irrelevant.
Procedures are
listed but are not in
a logical order or
are difficult to
follow.
Procedures do not
accurately list the
steps of the
experiment.
Uses CBL sensors
and computer
interface to
conduct experiment
and collect data
with assistance.
Fails to properly
use CBL sensors
and computer
interface to
conduct experiment
and collect data.
Accurate written
representation of
the data but no
graphs or tables are
presented.
Data are not shown
OR are inaccurate.
No hypothesis has
been stated.
Safety
Lab is carried out
with full attention
to relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual.
Conclusion
Conclusion
includes whether
the findings
supported the
hypothesis,
prediction, possible
sources of error,
and what was
learned from the
experiment.
Used time well in
lab and focused
attention on the
experiment. Added
significantly and
positively to the
collective
discussion of data.
Participation
Lab is generally
carried out with
attention to
relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual, but one
safety procedure
needs to be
reviewed.
Conclusion
includes whether
the findings
supported the
hypothesis,
prediction and
what was learned
from the
experiment.
Lab is carried out
with some attention
to relevant safety
procedures. The
set-up, experiment,
and tear-down
posed no safety
threat to any
individual, but
several safety
procedures need to
be reviewed.
Safety procedures
were ignored
and/or some aspect
of the experiment
posed a threat to
the safety of the
student or others.
Conclusion
includes what was
learned from the
experiment.
No conclusion was
included in the
report OR shows
little effort and
reflection.
Used time pretty
well. Stayed
focused on the
experiment most of
the time. Added
positively to the
collective
discussion of data.
Did the lab but did
not appear very
interested. Focus
was lost on several
occasions.
Participated in the
collective
discussion of data.
Participation was
minimal OR
student was hostile
about participating.
Was a distraction
during the
collective
discussion of data.
Additional Scoring Guide
CATEGORY
Internet Use
4
Successfully used
internet site to
complete task and
navigated the site
easily without
assistance.
3
Usually able to use
the internet site to
complete the task
and navigated the
site easily with
minimal assistance.
2
With minimal
assistance was able
to use the internet
site to complete the
task and navigate
the site.
1
Needed assistance
or supervision to
use internet site
and/or to navigate
the site.
General ContentVee and Summary
Report
Addresses all issues
in great detail and
with careful
thought and
analysis. The
student clearly
addresses all
Addresses most
issues in great
detail and with
careful thought and
analysis. The
student addresses
all components of
Addresses all issues
but lacks detail and
analysis or
addresses some
issues with careful
thought and
analysis. The
Addresses some
issues but
generally lacks
detail and
thoughtful
analysis.
The student does
components of the
tasks.
the tasks.
Grammar,
Spelling, etc.-Vee
and Summary
Report
Written reports
contain no errors in
capitalization,
punctuation or
grammar so it is
exceptionally easy
to read. Reports
are complete,
thorough and neat.
Written reports
contain a few errors
in capitalization,
punctuation or
grammar but it is
still easy to read.
Reports are
complete, thorough
and generally neat.
General ContentReflection paper
Addresses all issues
in great detail and
with careful
thought and
analysis. The
student clearly
addresses all
components of the
task.
Addresses most
issues in great
detail and with
careful thought and
analysis. The
student addresses
all components of
the task.
Grammar,
Spelling, etc.Reflection Paper
Written paper
contains no errors
in capitalization,
punctuation or
grammar so it is
exceptionally easy
to read. Paper is
complete, thorough
and neat.
Written paper
contains a few
errors in
capitalization,
punctuation or
grammar but it is
still easy to read.
Paper is complete,
thorough and
generally neat.
ContributionsGroup Work
Routinely provides
useful ideas when
participating in the
group. A definite
leader who
contributes a lot of
effort.
Usually provides
useful ideas when
participating in the
group. A strong
group member who
tries hard!
Attitude-Group
Work
Never is publicly
critical of the
project or the work
of others. Always
has a positive
Rarely is publicly
critical of the
project or the work
of others. Often has
a positive attitude
student addresses
most components
of the tasks.
Written reports
contain several
errors in
capitalization,
punctuation or
grammar that catch
the reader's
attention and
interrupt the flow.
Reports are
incomplete, and/or
sloppy.
not address many
components of the
tasks.
Written reports
contain many
errors in
capitalization,
punctuation or
grammar that
make it difficult to
read. Reports are
incomplete, and/or
sloppy
Addresses all issues
but lacks detail and
analysis or
addresses some
issues with careful
thought and
analysis. The
student addresses
most components
of the task.
Written paper
contains several
errors in
capitalization,
punctuation or
grammar that catch
the reader's
attention and
interrupt the flow.
Paper is
incomplete, and/or
sloppy.
Sometimes
provides useful
ideas when
participating in the
group. A
satisfactory group
member who does
what is required.
Occasionally is
publicly critical of
the project or the
work of other
members of the
Addresses some
issues but
generally lacks
detail and
thoughtful
analysis.
The student does
not address many
components of the
task.
Written paper
contains many
errors in
capitalization,
punctuation or
grammar that
make it difficult to
read. Paper is
incomplete, and/or
sloppy
Rarely provides
useful ideas when
participating in the
group. May refuse
to participate.
Often is publicly
critical of the
project or the
work of other
members of the
TimemanagementGroup Work
attitude about the
task(s).
about the task(s).
Routinely uses time
well throughout the
project to ensure
things get done on
time. Group does
not have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Usually uses time
well throughout the
project, but may
have procrastinated
on one thing.
Group does not
have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
group. Usually has
a positive attitude
about the task(s).
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work
responsibilities
because of this
person's
procrastination.
group. Often has a
negative attitude
about the task(s).
Rarely gets things
done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person's
inadequate time
management