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HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-6. 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.
HS-LS1-7. 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.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere,
atmosphere, hydrosphere, and geosphere.
Unit Summary:
In this unit, students will first be introduced to the concepts of cellular metabolism to become familiar with cellular energy. Using the First Law of
Thermodynamics and conservation of mass, students will be able to explain how carbon compounds and energy flow through the cell. In addition,
students will be able to explain how energy from ATP can be used to perform cellular work.
Using online resources, students will visualize the processes of photosynthesis, cellular respiration, and fermentation, and explain how energy and
matter are transferred in these processes. They will be able to identify and diagram the inputs and outputs of these different processes and explain
how they are connected.
Moving to a macroscopic level, students will work in groups to construct a concept map illustrating various processes that move carbon throughout
Earth, including the processes of photosynthesis and cellular respiration. Combining their understanding of photosynthesis, cellular respiration,
and the carbon cycle, students will create a poster that illustrates their knowledge of these processes and how they are connected.
At the end of the unit, students will complete a comprehensive unit test consisting of multiple-choice questions, short answer questions, drawing
diagrams, and more.
Assessment Plan:
Student Learning Objective: Acceptable Evidence: Lesson Activities: Teacher presents the “Introduction to Metabolism” lecture as
By the end of the unit, students will Entry-level: students fill in their guided notes. First, students are to discuss the questions, “In
demonstrate understanding of Survey what ways does carbon contribute to the molecular diversity of life?” and “How
conservation of energy and matter Formative: does the cell make the things it needs to survive?” Then, after students are
and use this understanding to Kahoot! refreshed with the idea that carbon makes up almost all of the essential
explain energy and matter flow Summative: macromolecules of the cell, students are introduced to metabolism and general
through carbon-containing Unit test types of metabolic pathways. After this, the First Law of Thermodynamics and
compounds in cells. conservation of mass are introduced, with a video about burning fat to accompany
this. Then, students count the number of atoms in the overall reaction of cellular
respiration to show that matter is conserved. They then learn the concept of
chemical energy to account for the First Law of Thermodynamics. Endergonic and
exergonic reactions are then related to catabolic and anabolic pathways, and the
concept of energy coupling is introduced. ATP hydrolysis is used as an example of
a common exergonic reaction that drives endergonic ones, and students are asked
to brainstorm uses for the energy released in this reaction.
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students download the “Photosynthesis and Cellular
By the end of the unit, students will Entry-level: Respiration Webercise” from the digital unit plan website. Working individually,
be able to identify and form Survey students begin by reading an article and learning about the importance of
relationships between the net inputs Formative: photosynthesis before they move to the structure of the chloroplast. Then, they
and outputs of photosynthesis and Webercise worksheet move to the light-dependent and light-independent reactions before moving on to
cellular respiration (aerobic and Virtual lab activity an animation of photosynthesis. Here, students learn where in the chloroplast
anaerobic conditions). Summative: these reactions take place, and are required to diagram the inputs and outputs of
Poster these processes. They will then apply this knowledge of photosynthesis to explain
Unit Test why plants require sunlight, water, and carbon dioxide to grow. Students will then
move to another article, this time about cellular respiration. They will then
diagram the inputs and outputs of the processes of glycolysis, the Krebs Cycle, and
the electron transport chain, identify where in the cell these occur, and explain
where the energy that drives these reactions comes from. To learn about
fermentation, students go to another article and explain the function of anaerobic
respiration, as well as its mechanism and outputs. Finally, students complete the
“Cell Energy Cycle” interactive to connect the inputs and outputs of
photosynthesis and cellular respiration.
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students will work in groups to create a concept map in
By the end of the unit, students will Entry level: Popplet that shows how carbon is recycled throughout the Earth. Groups will be
be able to diagram relationships Graffiti board given four resources to read and take notes on, which should be split up evenly
between the different spheres of Formative: within the group. Concept maps must include the four spheres of the Earth, a
Earth through the movement of Carbon cycle concept definition of each, and an image representing each. Branching from each of the
carbon in the carbon cycle. They will map four spheres will be at least 4 processes that move carbon from one sphere to any
also be able to explain how Summative: other. Each process will have a brief description as well as a clear indication of the
photosynthesis and cellular Poster direction of movement of carbon. The concept map should give an idea of some of
respiration contribute to the carbon Unit test the ways that carbon is recycled through Earth and reflect students’ ideas on the
cycle. graffiti board from before the lesson.
Unit Resources:
Useful Websites:
Popplet.com – This is the website you will use to create your group’s carbon cycle concept map. Use it to brainstorm ideas for other classes as well.
Scitable by nature education – This website has plenty of educational articles in the life sciences. Click on “Library” and explore different topics,
eBooks, current issues, and more in the life sciences.
cK-12 Biology – This site contains educational articles, practice quizzes, videos, and more on multiple topics in biology. The site also has various
other school subjects to browse as well.
Science Learning Hub – This link will take you to the “Concepts” page where you can browse many topics in biology and read helpful articles or
engage in various interactives.
Biology Online Interactive Activities – This webpage contains various biology interactives on different topics in biology.