Georgia Performance Standards Framework for Biology 9-12

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit: Energy Transformations Inquiry Task What s your payload? Overview: In this task, students relate the structure of macromolecules to their available caloric content and their functions in living organisms. Students also examine how organisms use the energy and raw materials from food molecules, released in the process of cellular respiration, to synthesize needed molecules. Standards (Content and Characteristics): SB1. Students will analyze the nature of the relationships between structures and functions in living cells. c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Explain the cycling of energy through the processes of photosynthesis and respiration. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. a. Exhibit the above traits in their own scientific activities. b. Recognize that different explanations often can be given for the same evidence. c. Explain that further understanding of scientific problems relies on the design and execution of new experiments, which may reinforce or weaken opposing explanations. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect. Organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable conclusions based on data collected. August 8, 2007 Page 1 of 7

2 SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical models. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. b. Consider possible effects of measurement errors on calculations. SCSh6. Students will communicate scientific investigations and information clearly. a. Write clear, coherent laboratory reports related to scientific investigations. b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data. c. Use data as evidence to support scientific arguments and claims in written or oral presentations. SCSh8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations control the conditions of their experiments in order to produce valuable data. b. Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations hypotheses, observations, data analyses, and interpretations. Enduring Understanding: Chemical bonds of food molecules contain energy that is released in the process of cellular respiration; the products are used to synthesize needed molecules. Essential Question(s): 1. How are the four basic elements C,H,O,N bonded together to form the macromolecules? 2. What is the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). 3. How is energy stored and released in food molecules? August 8, 2007 Page 2 of 7

3 4. How are the processes of photosynthesis and respiration involved in the formation and breakdown of certain macromolecules? Pre-Assessment: Complete the Macromolecule Graphic Organizer attached below. Outcome/ Performance Expectations Compare and contrast the function of the four macromolecules relating the calorie content to the function of each of the four macromolecules. Describe how energy and raw materials are obtained and converted into useable forms in an organism. Contrast four macromolecules in terms of energy and mass. Write a concept statement How would you formulate an expert idea? Write a concept statement / question What kind of situation would cause this concept to become apparent in students understanding? Students research the functions of macromolecules and explore energy efficiency of foods using controlled experiment of their own design. Students then apply the results of their investigations to select appropriate foods to most effectively supply energy and nutrient needs of astronauts planning an expedition into space. 1. Organisms require a steady supply of essential elements and building blocks of larger biological molecules in order to maintain essential life functions and homeostasis. 2. Each macromolecule has a specific caloric content per gram, thus the structures of various macromolecules dictates their functions. 3. Some foods provide more energy in a smaller mass based on the structure of their molecules. How can we analyze the functions of macromolecules contained in food to establish a comparison of the caloric content per gram for various foods? This understanding will be used to develop a list of foods that may be carried on a mission to space with limited payload capacity (mass), thus justifying mastery of the following enduring understandings: Chemical bonds of food molecules contain energy that is released in the process of cellular respiration; the products are used to synthesize needed molecules. The four major macromolecules provide elements and building blocks needed for metabolism, growth and replacement. August 8, 2007 Page 3 of 7

4 Identify necessary data and observations What data would demonstrate the mastery of the concept by ALL students in the classroom? Research the four groups of macromolecules (essential nutrients) especially amino acids. Identify the structures using illustrations of their structures showing the bonds between atoms of each element and relate this structure to the function of each macromolecule. Teacher Note: Students may compare the bonds of saturated and unsaturated fats and the relative calorie content of each form of fat. Also, the teacher could facilitate a discussion allowing students to compare the bonds of carbohydrates and fats with respect to the caloric content and function of the two groups of macromolecules. Research the human body s basic daily calorie requirements based on fats, carbohydrates and proteins. List foods that would make the most efficient payload for a space mission and justify each item on your list. Teacher Note: Because most common foods (i.e. peanut butter crackers) have caloric content provided it would be easy to shorten this activity by using nutrition labels rather than calorimetric experimentation. This would allow students to used foods that are not pure carbohydrates, fats, etc. that would demonstrate differences when combusted if using the calorimeter option. Compare data on relative energy content of foods for taking into space mission using given nutrition labels or calorimeter. The calories must be justified based the on the daily caloric intake requirements for the human body. Teacher Note: This research may be conducted via the Internet by the student or presented by the teacher in preliminary activity directions. Write procedures that will cause students to organize data Test a procedure using known concepts. Safety Students will choose at least three foods that they would like to carry with them to space by analyzing food labels or designing a calorimetric experiment using computerized data collection tools. Teacher note: see the following website for sample procedure: ntent.xml Be sure to follow all chemical, heat, eyewear, and glassware safety rules that are specified by your teacher and in all general laboratory experiences, along with all teacher instructions. Require all students or student groups to present a written lab procedure including all safety precautions and have the procedure approved by the teacher prior to starting the laboratory experiment. Require each lab group member to read and initial the final approved procedure. August 8, 2007 Page 4 of 7

5 Write questions or activities to use or apply the concept (represent, model, visualize, or design new experiments). Resources Analyze your data to determine which food provides the most efficient source of energy and justify your conceptual findings. Justify your food recommendations using data obtained in the laboratory analysis and research concerning the bonds involved and functions of the macromolecules within the foods. Correlate the structure of the macromolecules with the available energy within the bonds of the macromolecules and justify your correlation statements. Teacher Note: Focus students to discuss how the number of bonds is related to the available energy with different macromolecules within the food, thus relating the structure and function of the macromolecules to their caloric content. If you were an astronaut on this space mission, explain how your body would utilize the energy, elements and building blocks (monomers) of the four macromolecules. Justify (Explain) the interdependence of structure and function for the four macromolecules relative to their caloric intake and bond structures. Teacher Note: Ask students to discuss why fats need more calories per gram based on their function. Macromolecules Homework/Extension Instructional Tasks Accommodations for ELL Students Video Segments The Special Chemicals of Life (02:04) Carbohydrates (02:10) Lipids: Fats and Oils (00:37) Proteins (01:47) Nucleic Acids (00:59) Metabolism (00:33) Energy and Bonds (01:43) Energy and the Chemistry of Life. United Learning (1996). Retrieved June 13, 2007, from unitedstreaming: Complete or revise the macromolecule graphic organizer. Or create a flapbook for each of the four major types of macromolecules Modify language requirements for written assessments Pair with more advanced native language speaking partner ( allow for translation in native language for comprehension) as needed August 8, 2007 Page 5 of 7

6 Provide bilingual support using word to word translation such as dictionaries, and glossaries Provide native language text books and support material whenever possible Post all new vocabulary on a word wall; allow student to interact with the word wall using yarn to make connections between vocabulary words Allow extended time for written tasks Give instructions clearly and restate them in other ways so all students understand Model and demonstrate all activities Modify the assessments by decreasing language demands; allow drawings and native language use Instructional Tasks Accommodations for Students with Disabilities Review and Implement IEP accommodations for specific student needs Other accommodations may include: Allow extended time for written tasks Post all new vocabulary on a word wall Give instructions clearly and restate them in other ways so all students understand Model and demonstrate all activities Give instructions clearly and restate them in other ways so all students understand Instructional Tasks Accommodations for Gifted Students Using multimedia, students create a brochure illustrating the function of the four macromolecules (carbohydrates, proteins, lipids, nucleic acids) August 8, 2007 Page 6 of 7

7 Pre Assessment/Homework: Organic Macromolecule Organizer Organic Molecule Composition Monomer Function and Importance to Life Food Examples % MDR minimum daily requirement Simple Carbohydrate Complex Carbohydrate Lipids Proteins Nucleic Acid August 8, 2007 Page 7 of 7