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)