biology -...

K-12 Essential Questions: 1. How do organisms obtain and use the matter and energy they need to live and grow? 2. How do matter and energy move through an ecosystem? LS1.C;LS2: FLOW OF MATTER & ENERGY

Biology

Bio.4.1.1 Compare the structures and functions of the major

biological molecules (carbohydrates, proteins, lipids, and nucleic

acids) as related to the survival of living organisms.4E/4 NGSS 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.

Bio.2.1.1 Analyze the flow of energy

and cycling of matter, such as water,

carbon, nitrogen and oxygen,

through ecosystems relating the

significance of each to maintaining

the health and sustainability of an

ecosystem. 5E/H1, 3

NGSS 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.

Bio.2.2.1 Infer how human

activities (including

population growth,

pollution, global warming,

burning of fossil fuels,

habitat destruction and

introduction of nonnative

species) may impact the

environment.5E/H1ab

Carbon Cycling

Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms

of how energy is stored, released, and transferred within and

between these processes in the cell. 4C/1

NGSS HS-LS1-5 Use a model to illustrate how photosynthesis

transforms light energy into stored chemical energy.

NGSS 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.

What chemical processes occur in organisms to transfer and transform matter and

energy so they can live and grow?LS1.C pg. 148

The process of photosynthesis converts light energy to stored chemical energy by

converting carbon dioxide plus water into sugars plus released oxygen. The sugar

molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon

backbones are used to make amino acids and other carbon-based molecules that can be

assembled into larger molecules (such as proteins or DNA), used for example to form new

cells. As matter and energy flow through different organizational levels of living systems,

chemical elements are recombined in different ways to form different products. As a result

of these chemical reactions, energy is transferred from one system of interacting

molecules to another. For example, aerobic (in the presence of oxygen) cellular respiration

is a chemical process in which the bonds of food molecules and oxygen molecules are

broken and new compounds are formed that can transport energy to muscles. Anaerobic

(without oxygen) cellular respiration follows a different and less efficient chemical

pathway to provide energy in cells. Cellular respiration also releases the energy needed to

maintain body temperature despite ongoing energy loss to the surrounding environment.

Matter and energy are conserved in each change. This is true of all biological systems,

from individual cells to ecosystems.

What limits the interaction of organisms in ecosystems? LS2.A pg. 152

Ecosystems have carrying capacities, which are limits to the numbers and types of

organisms and populations an ecosystem can support. These limits are a result of such

factors as availability of biotic and abiotic resources, and biotic challenges such as

predation, competition, and disease. Organisms have the capacity to produce populations

of great size, but environments and resources are finite. This fundamental tension has

effects on the interactions between organisms.

How do matter and energy move through an ecosystem?LS2.B pg. 154

Photosynthesis and cellular respiration (including anaerobic processes) provide most of

the energy for life processes. Plants or algae form the lowest level of the food web. At

each link upward in a food web, only a small fraction of the matter consumed at the lower

level is transferred upward, to produce growth and release energy in cellular respiration at

the higher level. Given this inefficiency, there are generally fewer organisms at higher

levels of a food web, and there is a limit to the number of organisms that an ecosystem

can sustain. The chemical elements that make up the molecules of organisms pass

through food webs and into and out of the atmosphere and soil and are combined and

recombined in different ways. At each link in an ecosystem, matter and energy are

conserved; some matter reacts to release energy for life functions, some matter is stored in

newly made structures, and much is discarded. Competition among species is ultimately

competition for the matter and energy needed for life. Photosynthesis and cellular

respiration are important components of the carbon cycle, in which carbon is exchanged

between the biosphere, atmosphere, oceans, and geosphere through chemical, physical,

geological, and biological processes.

AP Bio. Enduring Understanding 4A.

Interactions within biological systems lead

to complex properties. Carbon Cycling

Essential Knowledge 4.A.6: Interactions among living systems

and with their environment result in the movement of matter and

energy.

a. Energy flows, but matter is recycled. [See also 2.A.1]

b. Changes in regional and global climates and in

atmospheric composition influence patterns of primary

productivity.

c. Organisms within food webs and food chains interact.

[See also 2.D.1]

d. Food webs and food chains are dependent on primary

productivity.

e. Models allow the prediction of the impact of change in

biotic and abiotic factors.

Evidence of student learning is a demonstrated

understanding of each of the following:

1. Competition for resources and other factors

limits growth and can be described by the

logistic model.

2. Competition for resources, territoriality,

health, predation, accumulation of wastes

and other factors contribute to density-

dependent population regulation.

f. Human activities impact ecosystems on local, regional

and global scales. [See also 2.D.3]

Evidence of student learning is a demonstrated

understanding of each of the following;

1. As human populations have increased in

numbersm their impact on habitats for other

species have been magnified.

2. In turn, this has often reduced the

population size of the affected species and

resulted in habitat destruction and, in some

cases, the extinction of species.

g. Many adaptations of organisms are related to obtaining

and using energy and matter in a particular

environment. [See also 2.A.1, 2.A.2]


8.L.5.2 Explain the relationship among a

healthy diet, exercise, and the general

health of the body (emphasis on the

relationship between respiration and

digestion). 5E/3 (Energy in living things)

7.L.1.4 Summarize the general functions of the

major systems of the human body (digestion,

respiration, reproduction, circulation, and

excretion) and ways that these systems interact

with each other to sustain life. 5E/M1d; 5C/2a,b,

5C3a,b

8.L.5.1 Summarize how food provides

the energy and the molecules required

for building materials, growth and

survival of all organisms (to include

plants). 5E/1

6.L.2.1 Summarize how energy derived

from the sun is used by plants to produce

sugars (photosynthesis) and is

transferred within food chains and food

webs (terrestrial and aquatic) from

producers to consumers to decomposers.

5D/M2;5E/M1a-c,3 (Plants making food

& Energy in Living Things)

6-8

To Chemistry

What happens inside organisms to enable them to get and use the energy and materials from

food?LS1.C ref. pg.148

For the body to use food for energy and building materials, the food must first be digested into

molecules that are absorbed and transported to cells. In order to release the energy stored in food,

oxygen must be supplied to cells and carbon dioxide removed. Lungs take in oxygen for the

combustion of food, and they eliminate the carbon dioxide produced. The circulatory system

moves all these substances to or from cells where they are needed or produced. The way in which

all cells function is similar in all living organisms. Within cells many of the basic functions of

organisms, such as releasing energy from food and getting rid of waste, are carried out by different

cell elements. In plants and animals, molecules from food react with oxygen to provide energy that

is needed to carry out life functions, build and become incorporated into the body structure, or is

stored for later use. Matter moves within individual organisms through a series of chemical

reactions in which food is broken down and rearranged to form new molecules. Plants use the

energy from light to make sugars (food) from carbon dioxide and water. This process transforms

light energy from the sun into stored chemical energy. Minerals and other nutrients from the soil

are not food (they don’t provide energy), but they are needed for plants to make complex

molecules from the sugar they make.

What happens to the matter and energy when organisms use food?

In plants and animals, molecules from food a) react with oxygen to provide energy that is

needed to carry out life functions, b) build and become incorporated into the body structure,

or c) are stored for later use. (Also in Matter and Energy) Chemical energy is transferred from

one organism in an ecosystem to another as the organisms interact with each other for food.

Matter is transferred among organisms in an ecosystem when organisms eat, or are eaten by

others for food. Matter is transferred from organisms to the physical environment when molecules

from food react with oxygen to produce carbon dioxide and water in a process called cellular

respiration. The atoms that make up the organisms in an ecosystem are cycled repeatedly

between the living and nonliving parts of the ecosystem.

How do matter and energy cycle through an ecosystem? LS2.B pg.153

Food webs are models that demonstrate how matter and energy is transferred between producers

(generally plants and other organisms that engage in photosynthesis), consumers, and decomposers

as the three groups interact—primarily for food—within an ecosystem. Transfers of matter into

and out of the physical environment occur at every level—for example, when molecules from food

react with oxygen captured from the environment, the carbon dioxide and water thus produced are

transferred back to the environment, and ultimately so are waste products, such as fecal material.

Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial

environments or to the water in aquatic environments. The atoms that make up the organisms in an

ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

6.L.1.2 Explain the significance of the

processes of photosynthesis, respiration,

and transpiration to the survival of green

plants and other organisms.

5A/1 (Plants making food)

8.L.3.3 Explain how the flow of

energy within food webs is

interconnected with the cycling of

matter (including water, nitrogen,

carbon dioxide and oxygen). 5E/M1,2,3

To Biology

Grades 6 – 8

6.P.2.1 Recognize that all matter is made

up of atoms (4D/M1a) and atoms of the

same element are all alike, but are

different from the atoms of other elements.

4D/M1b* ;4D/M6c (Plants making food)

8.P.1.4. Explain how the idea of atoms

and a balanced chemical equation

support the law of conservation of mass.

(4D/M13, M7b)

(Plants making food)

8.P.1.1 Classify matter as elements,

compounds, or mixtures based on how

the atoms are packed together in

arrangements.(4D/M1cd) (Plants making

food)

8.P.1.4. Explain how the idea of atoms

and a balanced chemical equation

support the law of conservation of mass.

(4D/M13, M7b) (Plants making food)


5.L.2.2 Classify the organisms

within an ecosystem according to

the function they serve: producers,

consumers, or decomposers (biotic

factors). 5E/1

4.L.2.2 Explain the role of vitamins,

minerals and exercise in maintaining

a healthy body. 6C/1

“Why do we eat?” 4.L.2.1 Classify substances as food or non-food

items based on their ability to provide energy and

materials for survival, growth and repair of the

body. 5E/2

“Why do we eat?”

3-5 To 6.L.2.1 To 6.L.2.1

5.L.1.2 Compare the major systems

of the human body (digestive,

respiratory, circulatory, muscular,

skeletal, cardiovascular) as it relates

to their functions necessary for life.

6C/E1

5.L.2.2 5E/1 Supporting

Objective

Over the whole earth,

organisms are growing,

dying, decaying, and new

organisms are being

produced by the old ones.

5E/1 (matter cycle)

How do organisms get the matter and energy they need from

what they get from the environment? LS1.C ref. pg. 148 Animals and plants alike generally need to take in air and

water, animals must take in food, and plants need light and

minerals; anaerobic life, such as bacteria in the gut, functions

without air. Food provides animals with the materials they need

for body repair and growth and is digested to release the energy

they need to maintain body warmth and for motion. Plants acquire

their material for growth chiefly from air and water and process

matter they have formed to maintain their internal conditions (e.g.,

at night).

How do different organisms depend on their environment for

food?LS2.A pg.151-152 The food of almost all kinds of animals can be traced back to

plants. Some animals eat plants for food. Other animals eat

animals that eat plants. Some organisms such as fungi and

bacteria operate as decomposers. Decomposition eventually

restores (recycles) some materials back to the soil for plants to

use, and to repeat the food chain cycle. Organisms can survive

only in environments in which their needs are met. A healthy

ecosystem is one in which multiple species of different types are

each able to meet their needs in a relatively stable web of life.

Newly introduced species can damage the balance of an

ecosystem.

Where do organisms get the matter and energy they need?

LS2.B pg. 152

Matter cycles between the air and soil and among plants, animals,

and microbes as these organisms live and die. Organisms obtain

gases, water, and minerals from the environment and release

waste matter (gas, liquid, or solid) back into the environment.

Some source of energy is needed for all organisms to stay alive

and grow. From food, people and other animals obtain fuel (i.e.,

energy) and materials for body repair, growth, and reproduction.

Organisms are related in food webs, with plants, animals that eat

those plants, and animals that eat those animals. Some organisms

(i.e., bacteria and fungi) break down waste and dead organisms,

and return materials to the soil.

To 8.L.3.3 To 6.L.1.2

3.P.2.1 Recognize that air is a

substance that surrounds us, takes

up space and has mass.

(4B/E4),5E/E2

“Hey, what’s in the air?” “Plants make food from the air

they breathe.”

3.L.2.2 Explain how environmental

conditions determine how well plants

survive and grow. 5D/E1;5E/E2

“Hey, what’s in the air?” “Plants make food from the air

they breathe.”

Grades 3 – 5


`

K.L.1.2 Compare characteristics of living and

nonliving things in terms of their: Structure.

Growth. Changes. Movement. Basic needs.

5D/P1;5C/P2;NGSS LS1.C

1.L.1.1 Recognize that plants and animals need

air, water, light (plants only), space, food and

shelter and that these may be found in their

environment.5C/P2,5E/P1 (Matter Cycle)

Energy in Living

Things Plants

Making Food

K-2 To 4.L.2.1

Matter Cycle Food webs

To 4.L.2.1

1.L.2.2 Summarize the basic needs of

a variety of different animals

(including air, water, and food) for

energy and growth. 5D/P1

Grades K – 2

How do living things get and use what they need to

live and grow? LS1.C ref. pg. 147

All animals need food in order to live and grow.

They obtain their food from plants or from other

animals. Plants need water and light to live and

grow.

All living things grow, reproduce, and respond to

their environment. Animals and plants meet their

needs for survival in different ways. Plants and

animals both need to take in water, and animals need

to take in food. In addition, plants need light and

minerals.

Where do animals get food?LS.2.A pg. 151

Animals depend on plants and other animals for

food. When animals and plants (or plant parts) die,

they are fed upon by tiny organisms that break them

apart. Plants depend on air, water and light to grow.

Where do organisms get what they need to

live?LS2.B pg 153

Organisms obtain the materials they need to grow

and survive from the environment. Many of these

materials come from organisms and are used again

by other organisms.

2.P.2.1 Give examples of matter that change

from a solid to a liquid and from a liquid to a

solid by heating and cooling. (4B/P2) (Matter

Cycle)

K.E.1.1 Infer that change is something that

happens to many things in the environment

based on observations using one or more of

their senses. 4C/P2


“Focus on the Learning” Using Core Concepts to Build Learning Progressions

Creating twenty-first century critical thinking classrooms in North Carolina starts with the establishment of core concepts and essential standards that are focused, prioritized and enduring. The

2009 Science Essential Standards are anchored in the premise that one of the best ways for students to learn these core concepts is to learn successively more sophisticated ways of thinking about

these ideas over multiple years. If mastery of the core concepts is the ultimate destination, efforts of reform must be to redirect the focus from the “content” to the “learning”. Dr. Lorin W.

Anderson, Carolina Distinguished Professor of Education, says content exists outside the student. When content gets inside the student, it becomes knowledge. This transformation of content to

knowledge takes place through the cognitive processes used by the student. In other words, he says, “you must tinker with their thinking”. The following learning progression demonstrates how

students’ thinking about carbon cycling becomes more sophisticated over time.

Flow of Energy & Cycling of Matter

AP Bio. Enduring Understanding 4A

Interactions within biological systems lead to

complex properties.



complex properties.



complex properties.

Bio.4.2 Analyze the relationships between

biochemical processes and energy use in the

cell.

The energy flow in ecosystems is based on the

primary productivity of autotrophs.

(a) Discuss the energy flow through an

ecosystem and the relative efficiency

with which it occurs.

(b) Discuss the impact of the following on

energy flow on a global scale.

a. Deforestation

b. Global climate change

In many ways, all organisms in a food web can be

said to be solar-powered. The producer level of the

food web is responsible for the transformation of the

solar energy into a form that can be used by other

organisms.

(a) Discuss the role of green plants in

transforming the Sun’s energy into a

form that can be ultimately used by

heterotrophs.

(b) Discuss the flow of energy from

producers through top carnivores in a

food web in terms of the laws of

thermodynamics.

Bacteria play central biological roles.

a) Bacteria may act as

• producers

• parasites

• mutualistic symbionts

• decomposers

Select THREE of the ecological roles above. For

each one you choose, describe how bacteria carry

out the role and discuss its ecological importance.

Bio.4.2.1 Mr. Green Gene cherished his lovely

Clydesdale horse which he used to plough his

garden and work his farm. When the horse died,

Mr. Green Gene buried him under the big oak tree

in the south pasture where he keeps his cows.

Describe below the path of a carbon atom from the

horse’s remains, to inside Mr. Green Gene’s leg

muscle. NOTE: Mr. Green Gene does not eat his

horse; however, he does eat his cows. Describe as

many biochemical pathways as you can relate.

Use the language of the NGSS PEs to add

elements of the CCC and SEP: Construct and revise a model (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 to support or refute a claim

that a carbon atom from the remains of Mr. Green

Gene’s horse is now inside Mr. Green Gene’s leg

muscle. Include as many biochemical pathways as

you can relate in your model.



Bio. 2.1 Analyze the interdependent relationships

of living organisms within their environments.

Bio.4.1 Understand how biological molecules are

essential to the survival of living organisms.

8.L.3 Understand how organisms interact with and

respond to the biotic and abiotic components of their

environment. 8.L.5 Understand the composition of various

substances as it relates to their ability to serve as a

source of energy and building materials for growth

and repair of organisms.

7.L.1 Understand the processes, structures and functions

of living organisms that enable them to survive,

reproduce and carry out the basic functions of life.

Bio.2.1.1 When you are using a gasoline powered

lawnmower to cut your lawn, eventually the

gasoline tank becomes empty.

(a) What do you think happens to the gas? What

happens to the matter the gasoline is made of?

(b) Can using gasoline in car affect global warming?

How?

Bio. 2.1.1 A tree falls in the forest. After many

years, the tree will appear as a long, soft lump

barely distinguishable from the surrounding forest

floor.

Describe the path of a carbon atom from the air to

the fallen tree back into the air.

Bio 2.2.1 Mr. Green Gene buried his horse under a

tree that was planted from a seed by his father when

Mr. Green Gene was born. Where did increase in

the tree’s mass come from?(Grade 8)

Mr. Green Gene’s neighbors are always asking him

to cut down some of his trees. Although he lives in

North Carolina, Mr. Green Gene says he’s trying to

save the Amazon.

How can this happen and how could human actions

influence trees to grow in the Amazon?

How could cutting down trees affect our climate?

Bio.4.1.1 During science class, Mr. Johnson made

three groups A, B, and C, like the following:

A. Sugar, meat, bread B. Water, limestone, sand C. Coal, gasoline, wood

He asked his students to make careful observations

of each group and answer the following:

(a) What makes each group go together? (b) Why would water go with limestone and sand

rather than sugar and meat (c) Do you think groups A and C have anything in

common? Explain your reasoning.

8.L.3.3 Mr. Green Gene has a large farm with

plenty of oak trees. Sometimes a tree falls and no

one is around to remove it. After many years, the

tree will appear as a long, soft lump barely

distinguishable from the surrounding grounds.

a. The mass of the lump on the ground is less than

the mass of the original tree. Where would you

find the mass that is no longer in the lump? In

what form?

b. What caused the changes in the wood? How did

those changes happen?

8.L.3.3 Which gas(es) do the living oak trees take

in from their environments? (you may circle more

than one) oxygen carbon dioxide nitrogen water vapor Explain what happens to the gases once they are

inside the plant.

8.L.5.1 A small acorn grows into a large oak tree.

(a) Which of the following is FOOD for plants

(circle ALL correct answers)? Soil Air Sunlight Fertilizer Water Minerals in soil Sugar that plants

make (b) Where do you think the plant’s increase in

weight comes from?

8.L.5.2 After the holidays, Paul set a goal to lose

weight by eating a low calorie diet. Two weeks

later, he was halfway to reaching his goal. Where

did the mass of his fat go (how was it lost)?

7.L.1.4 Six friends were talking about the function of the

digestive system. This is what they said:

Mina: “I think the main function is to release energy from

food.”

Manny: “I think the main function is to help us breathe.”

Sasha: “I think the main function is to break food down

into molecules that can be absorbed by cells.

Harriet: “I think the main function is to break food down in

the stomach into small pieces of food that can be used by the

body.”

Todd: “I think the main function is to carry bits of food and

nutrients to all the different parts of our body.”

Curtis: “I think the main function is to store food so that we

can get energy when we need it.”

Which student do you most agree with? Explain your

thinking. Describe your ideas about the main function of the

digestive system.

Respiration: Put an X next to the organisms on the list that

use the process of respiration. Explain your thinking about

your choices and respiration.

____human ____ grass ____ duck ____ frog eggs

____ mushroom ____ tomato plant ____fish

____chick inside an egg ____ human body cell ____ worm

____ single-celled pond organism ____germinating seed

____ horse ____ apple tree ____ bacteria

____butterfly larvae inside a chrysalis ____ honeybee



6.L.2 Understand the flow of energy through

ecosystems and the responses of populations to

the biotic and abiotic factors in their

environment. 6.L.2.1 Summarize how energy derived from the sun is

used by plants to produce sugars (photosynthesis) and is

transferred within food chains and food webs (terrestrial

and aquatic) from producers to consumers to

decomposers.

6.L.1 Understand the structures, processes and

behaviors of plants that enable them to survive

and reproduce. 6.L.1.2.Explain the significance of the processes of

photosynthesis, respiration and transpiration to the

survival of green plants and other

organisms.5A/M1,5A/M2

5.L.2 Understand the interdependence of plants

and animals with their ecosystem. 5.L.2.2 Classify the organisms within an ecosystem

according to the function they serve: producers,

consumers, or decomposers (biotic factors). 5D/E3a

5.L.1 Understand how structures and systems of

organisms (to include the human body) perform

functions necessary for life. 5.L.1.2 Compare the major systems of the human body (digestive,

respiratory, circulatory, muscular, skeletal, cardiovascular) as it

relates to their functions necessary for life. 6C/E1,2

Performance Expectation 5-PS3-1

Use models to describe that that energy in animals’

food (used for body repair, growth, motion, and to

maintain body warmth) was once energy from the

sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]

Performance Expectation 5-LS1-1

Support an argument that plants get the materials

they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

Performance Expectation 5-LS2-1

Develop a model to describe the movement of matter

among plants, animals, decomposers, and the

environment. [Clarifcation Statement: Emphasis is on the idea that matter that

is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment

Boundary: Assessment does not include molecular explanations.]

6.L.2.1Explain how are the following living things

connected with each other:

(a) Grass.

(b) Cows.

(c) Human beings.

(d) Decomposing bacteria

6.L.2.1 Which gas(es) do plants take in from their

environments?

(you may circle more than one)

6.L.1.2 A small acorn grows into a large oak tree.

(a) Which of the following is FOOD for plants

(circle ALL correct answers)? Soil Sunlight

Air Fertilizer Water Minerals in soil

Sugar that plants make

(b) Where do you think the plant’s increase in

weight comes from?

Rotting Apple

5.L.2.2 Four friends argued about why an apple

on the ground eventually rots away and disappears.

This is what they said:

Anna: “ I think it is just something that happens

over time.”

Selma: “I think small organisms use it for

energy and building material.”

Felicia: “ I think the atoms and molecules in the

apple just break down.”

5.L.1.2 An infant grows to become a big adult.

(a) What causes the infant to grow?

(b) Explain how an infant gains weight as she grows.

(c) How does the digestive system compare to the

circulatory system as it relates to the role each system plays

in assisting the child to gain weight as she grows?


oxygen carbon dioxide other

Describe which gas is most important to the flow of

energy through an ecosystem.

6.P.2 Understand the structure, classifications

and physical properties of matter. 6.P.2.1 Recognize that all matter is made up of atoms

(4D/M1a) and atoms of the same element are all alike,

but are different from the atoms of other elements.

4D/M1b*

Respiration: Put an X next to the organisms on the

list that use the process of respiration. Explain your

thinking about your choices and respiration.

____human ____ grass ____ duck ____ frog eggs

____ mushroom ____ tomato plant ____fish

____chick inside an egg ____ human body cell

____ worm

____ single-celled pond organism

____germinating seed

____ horse ____ apple tree ____ bacteria

____butterfly larvae inside a chrysalis

____ honeybee

Explain: Tell why respiration is important to the

survival of each organism on your list.

Where did most of the matter that makes up the

wood and leaves of these huge tress originally

come from?

a. Sunlight

b. Water

c. Soil

d. Carbon dioxide

e. Minerals

f. Chlorophyll

Explain your thinking.

Logan: “I think the wind and water soften it, and it

dissolves into the soil.”

Eli: “I think water and air rot it, then small animals

come and eat the rest.”

Jack: “I think it gets old and breaks apart into

pieces too small to see.”

Which student do you most agree with?

Explain your answer.

Almost all kinds of animals’ food can be traced back to

plants. 5E/1 Insects and various other organisms

depend on dead plants and animal material for food.

5D/1


How did you decide where most of the matter

that makes up the wood and leaves of these

huge trees come from?

__________________________________________

__________________________________________



4.L.2 Understand food and the benefits of

vitamins, minerals and exercise. Some source of energy is needed for all organisms to

stay alive and grow. 5E/2

4.L.2.2 Explain the role of vitamins, minerals and

exercise in maintaining a healthy body.

4.L.2 Understand food and the benefits of

vitamins, minerals and exercise. Some source of energy is needed for all organisms to stay

alive and grow. 5E/2

4.L.2.1 Classify substances as food or non-food items based

on their ability to provide energy and materials for survival,

growth and repair of the body.

3.L.2 Understand how plants survive in their

environments. 3.L.2.2 Explain how environmental conditions determine

how well plants survive and grow.

3.P.2 Understand the structure and properties of matter

before and after they undergo a change. 3.P.2.1 Recognize that air is a substance that surrounds us, takes

up space and has mass.

Performance Expectation Performance Expectation

Performance Expectation3-LS4-3

Construct an argument with evidence that in a

particular habitat some organisms can survive well,

some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

Performance Expectation

4.L.2.2 An infant grows to become a big adult.

(a) Why is food essential for an infant as she

grows into an adult?

(b) Explain how vitamins minerals and exercise

enable an infant to gain weight as she grows.

(c)

4.L.2.1The Grocery List: Johnny’s dad gave him a

grocery list and told him to only buy items that are

food. At the store, Johnny recalled the scientific

definition of food and proceeded to shop. Based on

the scientific definition of food, which items should

Johnny omit from his list. Explain your thinking.

What definition or “rule” did you use to decide what

Johnny should omit.

____lettuce ____ sugar ____ salt ____cookies

____bread ____ butter ____ milk ____ vitamins

____ water ____ french fries ____ candy bar

____ minerals ____ pancake syrup ____ banana

____ ketchup ____ diet soda ____ flour

Performance Expectation3-LS4-4

Make a claim about the merit of a solution to a

problem caused when the environment changes and

the types of plants and animals that live there may

change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

3.P.2.1 The picture below shows two balls that have the

same weight.

Ball A Ball B

Mr. Green has two identical balls (same size and weight).

He puts 15 pumps of air into Ball B but he does not touch

Ball A. If he weighs the two balls, what would he find out

about the weight of the two balls?

a. Ball A is heavier than Ball B because air is light.

b. Ball A is lighter than Ball B because air adds weight.

c. Balls A and B are the same because air is nothing.

d. Balls A and B are the same because they are the same

size.

Explain how you know.


2.P.2 Understand properties of solids and

liquids and the changes they undergo. 2.P.2.1 Give examples of matter that change from a

solid to a liquid and from a liquid to a solid by heating

and cooling. 4D/P2

1.L.2 Summarize the needs of living organisms for

energy and growth. 1.L.2.2 Summarize the basic needs of a variety of different

animals (including air, water, and food) for energy and

growth. 5C/P2;LS1.C

1.L.1 Understand characteristics of various

environments and behaviors of humans that enable

plants and animals to survive.

1.L.1.1 Recognize that plants and animals need air, water,

light (plants only), space, food and shelter and that these

may be found in their environment. 5D/P1,5C/P2

K.L.1 Compare characteristics of animals that make them

alike and different from other animals and nonliving things.

K.L.1.2 Compare characteristics of living and nonliving things in

terms of their: structure, growth, changes, movement, basic needs.

5D/P1;5C/P2;LS1.C

Performance Expectation 2-PS1-4

Construct an argument with evidence that some

changes caused by heating or cooling can be

reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Performance Expectation K-ESS3-1

Use a model to represent the relationship between the

needs of different plants or animals (including

humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

Performance Expectation K-LS1-1

Use observations to describe patterns of what plants and

animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water.]

1.L.2.2 Create a garden habitat that will attract and

provide the basic needs for birds, butterflies and plants

that are found in North Carolina. Research and plant

appropriate flowers.

Have students research and draw habitats of similar

plants and animals that are found in other parts of the

world. Discuss differences and similarities (e.g., type

of materials used to build each shelter) and explain

how each environment enables the different plants

and animals to obtain the basic needs for energy and

growth.

Joey has decided to plant several plants and keep

animals in his garden that are similar to the ones he

has at home. Describe what Joey will need to keep his

plants and animals alive, if he chooses the following:

Plants:

Milkweed Butterfly bush Climbing aster

Smooth coneflower

Animals:

a turtle a toad a bunny

1. L.1.1 and 1.L.2.2 Create a garden habitat that will attract and provide

the basic needs for birds, butterflies and plants that

are found in North Carolina. Research and plant

appropriate flowers.

Have students research and draw habitats of

similar plants and animals that are found in other

parts of the world. Discuss differences and

similarities (e.g., type of materials used to build

each shelter) and explain how each environment

enables the different plants and animals to survive.

Joey decided to create a garden habitat, exactly like

the one from school, in his backyard except he

would include plants and animals from other parts

of the world as well as those from NC. Which

plants and animals do you think will grow and

survive best? Explain your selections.

K.L.1.2 The pictures below represent an owl, a butterfly

and a statue of an owl. Make a claim about what the owl

and butterfly have in common and how they are different?

Make a claim

Living Owl

Living Butterfly

Statue of Owl

Performance Expectation K-LS1-1

Use observations to describe patterns of what plants

and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water.]

http://www.google.com/imgres?imgurl=http://paulsbutterflies.com/OwlVerso.jpg&imgrefurl=http://bbs.keyhole.com/ubb/ubbthreads.php?ubb%3Dshowflat%26Number%3D1069410%26page%3Dall&usg=__7J71xcReyL9M5OBTinyg0OZAQ08=&h=592&w=563&sz=224&hl=en&start=6&sig2=TRIYOD6fwHm7B80Gr1eLYw&um=1&itbs=1&tbnid=U3AsmAEVLFlTpM:&tbnh=135&tbnw=128&prev=/images?q%3Dowl%2Beye%2Bbutterfly%26um%3D1%26hl%3Den%26sa%3DX%26rlz%3D1T4GGLL_enUS372US373%26tbs%3Disch:1&ei=aC4JTKfzEdHccOTa1YYO

K-12 Essential Questions: 1. How do organisms obtain and use the matter and energy they need to live and

grow? 2. How do matter and energy move through an ecosystem? LS1.C;LS2: FLOW OF MATTER &

ENERGY

CARBON FLOW IN A GRASSLAND ECOSYSTEM

Respiration Respiration

4g/m2

How much carbon (in g/m2) is released into the atmosphere as a result of the metabolic

activity of herbivores? Give your answer to the nearest whole number.

Grass Herbivores Predators 125 g/m2 5 g/m2

125 g/m2

(liter)

Soil/Decomposers

250 g/m2

(roots)

60 g/m2

1 g/m2

Respiration

336 g/m2

biology -...

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