Photosynthesis and Cellular Respiration LEARN Augmented Reality Real Investigations in Science and Engineering EQ_Cover_final_10_20_17.indd 1 10/22/17 10:48 AM
A1 Overview Chart for Investigations LEARN Photosynthesis What is, and A2 Chloroplast Blast How does work, and why is it A3 LEARN Cellular Respiration What is cellular respiration, and of. students will work in teams and play the Chloroplast Blast game, moving around the and the and answering questions in order to build a molecule. of cellular respiration. Identify the inputs and outputs of the two stages of : the light reactions and the. Create a summary equation to represent the overall process of. Describe the goal of and how energy plays a role in the process. Relate the process of to plant anatomy. Compare and contrast the two stages of : the and the. Model the energy dynamics of. Relate to botany, ecology, and example organisms. Identify the inputs and outputs of the four stages of cellular respiration. Create a summary equation to represent the overall process. Understand that plants and animals conduct cellular respiration. carbon dioxide chlorophyll carbon dioxide carbon dioxide cellular respiration pyruvate xiv
A4 B1 Overview Chart for Investigations Mighty Mitochondria LEARN Photosynthesis How does cellular respiration work, and why is it What is, and students will answer questions, collecting coins and electron carriers as they go, in order to move through cellular respiration and come out energized. of. Compare and contrast the stages of cellular respiration:, the, and the. Model the energy dynamics of cellular respiration. Identify the inputs and outputs of the two stages of : the light reactions and the. Create a summary equation to represent the overall process of. Describe the goal of and how energy plays a role in the process. Relate the process of to plant anatomy. cytoplasm electron carriers intermembrane space synthase carbon fixation chlorophyll glyceraldehyde-3- phosphate (G3P) hydrogen ion pump lumen N + NH photosystem I photosystem II reduction regeneration of RuBP ribulose-1,5- bisphosphate stomata About CPO Science Link xv
Overview Chart for Investigations B2 Chloroplast Blast How does work, and why is it B3 LEARN Cellular Respiration What is cellular respiration, and students will work in teams and play the Chloroplast Blast game, moving around the light reactions and the and answering questions in order to build a molecule. of cellular respiration. Compare and contrast the two stages of : the and the. Model the energy dynamics of. Relate to botany, ecology, and example organisms. Identify the inputs and outputs of the four stages of cellular respiration. Create a summary equation to represent the overall process. carbon dioxide glyceraldehyde-3- phosphate (G3P) grana lumen N + NH ribulose-1,5- bisphosphate acetyl-coa synthase cellular respiration electrochemical gradient formation of water GTP hydrogen ion pump NADH pyruvate xvi
B4 C1 Overview Chart for Investigations Mighty Mitochondria LEARN Photosynthesis How does cellular respiration work, and why is it What is, and students will answer questions, collecting coins and electron carriers as they go, in order to move through cellular respiration and come out energized. of. Compare and contrast the stages of cellular respiration:, the, and the. Model the energy dynamics of cellular respiration. Write a balanced chemical equation to summarize and explain how it is made up of a redox reaction pair. Identify the inputs and outputs of the light reactions and the, and describe how the processes work. Describe the role that energy plays in the and the. cytoplasm electron carriers intermembrane space synthase carbon fixation chlorophyll electrochemical gradient hydrogen ion pump lumen photosystem I photosystem II reduction regeneration of RuBP stomata About CPO Science Link xvii
Overview Chart for Investigations C2 Chloroplast Blast How does work, and why is it C3 LEARN Cellular Respiration What is cellular respiration, and students will work in teams and play the Chloroplast Blast game, moving around the and the and answering questions in order to build a molecule. of cellular respiration. Compare and contrast the two stages of : the and the. Model the energy dynamics of. Relate to botany, ecology, and example organisms. Describe the location, inputs and outputs, and importance of each of the four stages of cellular respiration. Identify alternate energy-yielding pathways and example organisms that use them. carbon dioxide glyceraldehyde-3- phosphate grana lumen mesophyll cells N + NH ribulose-1,5- bisphosphate acetyl-coa aerobic anaerobic synthase cellular respiration electrochemical gradient formation of water GTP hydrogen ion pump intermembrane space lactic acid fermentation NADH pyruvate xviii
C4 Overview Chart for Investigations Mighty Mitochondria How does cellular respiration work, and why is it students will answer questions, collecting coins and electron carriers as they go, in order to move through cellular respiration and come out energized. Compare and contrast the stages of cellular respiration:, the, and the. Model the energy dynamics of cellular respiration. cytoplasm electron carriers intermembrane space About CPO Science Link xix
Next Generation Science Standards Correlation A1, B1, C1 LEARN: Photosynthesis A2, B2, C2 Game: Chloroplast Blast A3, B3, C3 LEARN: Cellular Respiration A4, B4, C4 Game: Mighty Mitochondria MS-LS1-5. MS-LS1-6. MS-LS1-7. NGSS Performance Expectations Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Construct a scientific explanation based on evidence for the role of in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A1, A3 A1, A2 A3, A4 HS-LS1-5. Use a model to illustrate how transforms light energy into stored chemical energy. A1, A2, B1, B2, C1, C2 HS-LS1-6. HS-LS1-7. HS-LS2-3. HS-LS2-5. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Develop a model to illustrate the role of and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. C4 A3, A4, B3, B4, C3, C4 B4, C4 A1, A3, B1, B3, C1, C3 NGSS Science and Engineering Practices NGSS Disciplinary Core Ideas NGSS Crosscutting Concepts Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Developing and Using Models Engaging in Argument from Evidence A2, B2, C2, B4, C4 B2, C2, B4, C4 A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 A2, B2, C2, A4, B4, C4 LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS2.B: Cycles of Matter and Energy Transfer in Ecosystems PS3.D: Energy in Chemical Processes and Everyday Life A1, A3, B1, B3, C1, C3 A1, A2, A3, B1, B2, B3, C1, C2, C3 A2, B2, C2 A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 Cause and Effect A2, B2, C2, A4, B4, C4 Energy and Matter A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 Scale, Proportion, and Quantity Systems and System Models A1, B1, C1, A3, B3, C3 A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 xx
Common Core State Standards Correlations Common Core State Standards Alignment CCSS-Mathematics MP.2 Reason abstractly and quantitatively. A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 MP.3 Construct viable arguments and critique the reasoning of others. A2, B2, B4, C2, C4 MP.4 Model with mathematics. A2, B2, C1, C2, C4 HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context. C1 HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. C2, C4 HSF.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context. C2 HSF.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. C2 Common Core State Standards Alignment CCSS-English Language Arts & Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. A2, A4 RST.6-8.4 RST.6-8.6 RST.6-8.7 RST.6-8.9 RST.9-12.1 RST.9-12.2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. A2, A4 A2, A4 A1, A2, A3, A4 A1, A3 B2, B4, C2, C4 C2, C4 RST.9-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 12 texts and topics. * Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. B2, B4, C2, C4 About CPO Science Link xxi
Common Core State Standards Correlations (cont d) RST.9-10.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. B2, B4 RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. B1, B2, B3, B4, C1, C2, C3, C4 RST.9-12.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. B1, B3, C1, C3 WHST.6-12.9 Draw evidence from informational texts to support analysis reflection, and research. A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4 xxii