Ninth Grade Biology
Unit 2 – Energy Transformation
Chemistry of Life: (SB1b,c,d)
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How do cells obtain energy?
What is the impact of water on the function of the cell and the organism?
How is pH related to the stability of an organism?
Vocabulary:
ATP
enzyme
reactant
product
activation energy
endothermic
ADP
exothermic
surface tension
cohesive
adhesive
pH
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Focused Listing- Ask students to write what they know about ATP and energy flow in cells(pre-assessment).
Create a model of the ATP/ADP Energy Cycle(Synthesis)
Create a model of the sodium/potassium pump and describe its significance to organisms (Synthesis)(Gifted Extension)
English Language Learners (ELL): Students make models to illustrate ATP/ADP energy cycle
Glencoe Webquest on phytochemicals
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o ATP/ADP Energy Cycle
o Observing the properties of water
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pH Lab
Internet Resources:
o coloring sheet for dissociation of water
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 2 – Energy Transformation
Function of Organic Molecules: (SB1b,c)
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What is the role of the four major macromolecules in the function of living organisms?
What are the functional groups and basic structure of carbohydrates, proteins, lipids, and nucleic acids?
How do enzymes function as catalysts?
Vocabulary:
carbohydrate
protein
lipid
nucleic acid
substrate
active site
catalyst
polymer
lock and key mechanism
induced fit
polysaccharide
monosaccharide
dissacharide
cholesterol
steroid
glycogen
cellulose
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Predict-Explain-Observe(formative assessment strategy)-Students first predict what will happen when hydrogen peroxide is added to a
small piece of beef liver or fresh potato slices. Then they will predict what will happen if the liver or potato is cooked. Students should
try to explain in terms of How Enzymes React.
Have students draw and cut out diagrams of a substrate with active site and enzyme and use them to illustrate the enzyme/substrate
reaction cycle(Comprehension)
Propose a method to test other enzyme/substrate reactions (What happens if pH is changed?)(Evaluation)(Gifted)
Illustrate and explain the difference between glycogen and cellulose and their importance to organisms (analysis)
English Language Learners (ELL): Have students use paper models to illustrate enzyme activity and structure of biomolecules.
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Testing foods for the presence of biomolecules
o Effect of pH on enzyme activity
Internet Resources:
o Lew-Port's Biology Place (All about enzymes)
o Enzyme Activity illustrations and lab
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 2 – Energy Transformation
Photosynthesis: (SB3a)
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How is energy from the sun utilized by plants for energy?
What is the role of plant pigments in the energy transfer process?
What are the reactants and products in photosynthesis?
Vocabulary:
Chlorophyll a,b
Xanthophylls
Carotenoids
Stomata
light dependent reactions
light independent reactions
Calvin cycle
thylakoid
electron transport chain
photorespiration
chemiosmosis
grana
chromatography
ATP
NADPH
ATP Synthase
electron carrier
mesophyll
stroma
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Focused Listing- Students write down all that they can remember about photosynthesis such as reactants, products, and process.
Student answers are posted on the wall. This may be used as a springboard for introducing photosynthesis (pre-assessment). After
students review and discuss the process of photosynthesis, they revise and correct their lists (formative assessment).
Make a flow chart to illustrate the steps in photosynthesis.(Analysis)
Gifted Extension: Devise an original plan for measuring the rate of photosynthesis (Evaluation)
English Language Learners (ELL): Provide diagrams that students can color and label (comprehension)
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Photosynthesis in Elodea Lab
o Chromatography of Spinach Lab
o Investigating Leaf Stomata(using nail polish to make an impression)
Internet Resources:
o Good Resource on Photosynthesis
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 2 – Energy Transformation
Cellular Respiration: (SB3a)
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How do organisms convert food molecules into energy for cell processes?
How do the reactants and products of cellular respiration compare to those of photosynthesis?
How are the processes of photosynthesis and cellular respiration alike? How are they different?
Vocabulary:
Glycolysis
Krebs cycle
NADH
FADH2
mitochondrial matrix
inner mitochondrial membrane
electron transport chain
chemiosmosis
ATP Synthase
lactic acid fermentation
alcoholic fermentation
cristae
cytoplasm
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Group concept map – Students will work in groups using vocabulary cards for cellular respiration and construct a concept map of the
process. After instruction from the teacher, students will rearrange their concept map to correct any mistakes.(pre-assessment and
formative assessment)
o Comparing Photosynthesis and Cellular Respiration
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Gifted Extension: Students put on a play about photosynthesis and cellular respiration.
English Language Learners (ELL): Students make a brochure to illustrate the processes of photosynthesis and cellular respiration.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Cellular Respiration and Fermentation Lab
o Webquest on Cellular Respiration
Internet Resources:
o Cellular Respiration and Fermentation-related recipes
o Cellular Respiration Overview
o Cellular Respiration and Fermentation
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 2 – Energy Transformation
Cycles of Matter: (SB4b)
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How do energy and matter move through the ecosystem differently?
What is the need for cycling major nutrients (C, O, H, N, P)?
Vocabulary:
Biogeochemical cycles
Nitrogen fixation
Nitrates
Nitrites
Denitrification
ammonification
evaporation
transpiration
condensation
eutrophication
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Group mural– Students will work in groups and draw and label each of the biogeochemical cycles(pre-assessment and formative
assessment)
Jigsaw and Whiteboarding: Students will work in groups to become experts on one of the biogeochemical cycles. Students will then
disperse into new groups with an expert representing each group. They will use portable whiteboards to draw illustrations and teach
their biogeochemical process to their new group (comprehension)
Gifted Extension: Students will prepare an interactive lesson for the class, illustrating a biogeochemical cycle. (synthesis)
English Language Learners (ELL): Students play a matching game to match terms to a particular biogeochemical cycle
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Interactive Biogeochemical Cycle (microbial mats)
o Biogeochemical cycle webquests
Internet Resources:
o The Water Cycle and Global Warming (activities)
o Lesson ideas for biogeochemical cycles
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 2 – Energy Transformation
Energy Flow, Food Chains and Food Webs: (SB4b)
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How does energy flow through an ecosystem?
What is the importance of organisms within a food chain or web?
How are ecological pyramids used to represent energy and matter flow through an ecosystem?
Vocabulary:
Conservation of Matter & Energy
Autotroph
Heterotroph
Decomposer
Consumer
Producer
Logistic growth
Prey
Resource
Food Chain
Food Web
Primary consumer
Secondary consumer
Tertiary consumer
Herbivore
Competition
Carrying capacity
Carnivore Omnivore
Ecological Pyramids
Biomass
Density dependent factors
Density independent factors
Predator
Limiting factor
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Give groups of student’s cards with pictures of organisms. Ask them to arrange them in a food web. Each group will present their food
web and explain which organisms are producers and which ones are primary, secondary and tertiary consumers.(pre-assessment and
formative assessment)
Have students develop a chart to compare and contrast density dependent and density independent factors(Comprehension)
Have students propose a method for preserving endangered ecosystems.(Synthesis)(Gifted)
English Language Learners (ELL): Write a story about an ecosystem of your choice, using the vocabulary words in this unit. Include
specific information about the organisms in this ecosystem, resources, and density dependent and independent factors.(analysis)
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Energy Flow Through Ecosystems Activities
o Predator/Prey Simulation Lab
o Determining Carrying Capacity
o Human Population Webquest
Internet Resources:
o Fast Plant Species Competition Activity
o Oh Deer Activity Demonstrating Limiting Factors
Blue indicates hyperlink to Internet Site