Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Cellular Energy

Name: Lauren Welker

Content Area: Biology

Grade Level: 9th

Next Generation Science Standards

HS-LS1 From Molecules to Organisms: Structures and Processes

HS LS1 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
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.
Disciplinary Core Ideas
LS1. A. Structure and Function:

System of specialized cells within organisms help perform the essential functions of life.

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for
the formation of proteins, which carry out most of the works of work of cells
LS1. C. Organization for Matter and Energy Flow in Organisms:

The process of photosynthesis concerts light energy to stored chemical energy by converting carbon dioxide plus water into sugar 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 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. 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. Cellular respiration also releases energy needed to maintain body temperature despite ongoing energy
transfer to the surrounding environment.
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
HS LS2 3 Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic
conditions among organisms in an ecosystem
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

Disciplinary Core Ideas

LS2.B Cycles of Matter and Energy Transfer in Ecosystems

Photosynthesis and cellular respiration provide most of the energy for life processes
PS3.D Energy in Chemical Processes

The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis
Common Core Literacy and Mathematic Standards
Appropriate Common Core State Standard Connections
ELA/Literacy
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research
SL.11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.

Disciplinary Core Ideas and Essential Questions

LS1. C. Organization for Matter and Energy Flow in Organisms:

Photosynthesis is a process where light energy converts carbon dioxide and water into stored energy and oxygen.
Essential Question: How is energy transferred to living systems from the Sun?
LS2.B Cycles of Matter and Energy Transfer in Ecosystems
Photosynthesis and cellular respiration are needed for life to happen
Essential Question: How are the processes of photosynthesis and cellular respiration interrelated?
LS1. C. Organization for Matter and Energy Flow in Organisms:
Energy and matter flow through living systems and elements recombine to form different products (HS-LS1-6) (HSLS1-7)
Chemical reactions occur and transfer energy from one system to another. Cellular Respiration is an important

process that transports energy to muscles to support movement in the body. (HS-LS1-7)
Essential Question: What are some paths for energy production and storage?
PS3.D Energy in Chemical Processes
Solar energy is captured and Stored on Earth through a complex process called, photosynthesis.
Essential Question: Why is photosynthesis essential for all living things?
Performance Expectations
HS LS1 5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
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 the flow of energy in aerobic and anaerobic
conditions among organisms in an ecosystem
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 Summative Assessments

Lesson 2: Mission to Mars Project HS-LS1-5

Students will be given a scenario where they will have to develop a plan to help plants grow in space. Students will have to do research
where they are to explain ideal conditions for growing a plant and create a solution to grow plants on Mars.
Lesson 4: Summative Writing Prompt HS-LS2-3

Students will have to present knowledge of aerobic and anaerobic conditions in a written response and explain what this means for an
ecosystem.
Lesson 5: The Big Picture Project HS-LS2-5

Students will have to research global issues about how humans are affecting the carbon on the planet, Then, students will have to work on
groups to prepare a presentation about the impact on the carbon cycle affects photosynthesis and cellular respiration.
Lesson 5: Cumulative Exam HS-LS1-5 HS-LS1-9

Students will be assessed on information presented through out the unit. The exam will be composed of multiple choice, True/False, short
answer, and case study analysis questions.

Lesson 1 [How Organisms Obtain Energy/ Getting Energy]

Performance Expectation:
HS LS1 5 Use a model to illustrate how
photosynthesis transforms light energy into stored
chemical energy.
Lesson Objective: Students will be able to
identify differences between autotrophic and
heterotrophic nutrition and create a summary
analyzing the differences.

Formative and/or Summative Assessment:

Formative and informal assessment based on students KWL chart

Acceptable Evidence

Evidence will be shown by students writing about what is known about how
organisms obtain energy from the sun

Lesson 2 [Photosynthesis/Photosynthesis]
Performance Expectation:
HS LS1 5 Use a model to illustrate how
photosynthesis transforms light energy into stored
chemical energy.
Lesson Objective: Students will be able to create
a model synthesizing knowledge about
photosynthesis to explain how they would grow
plants on a foreign planet to survive.

Formative and/or Summative Assessment:

Summative assessment: Planetary Voyage to Mars Project

Formative: Concept Map showing process of photosynthesis

Acceptable Evidence

Evidence students can deduce the prerequisites to make plants grow: moisture, soil
conditions, light intensity and day length to prepare a convincing presentation for
the class about why their conditions would work

Concept map includes correct terminology associated with photosynthesis

Lesson 3 [Cellular Respiration/ Cellular Respiration]

Performance Expectation:
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.
Lesson Objective: Students will be able to
analyze photosynthesis and cellular respiration to
recite the reactants and products for each process.

Formative and/or Summative Assessment:

Formative Quiz about cellular respiration and photosynthesis with a performance

task
Acceptable Evidence

Students will be able to correctly identify the reactants and products of

photosynthesis and cellular respiration with 100% accuracy and be able to explain
that the products of photosynthesis are the reactants for cellular respiration.

Lesson 4 - [Anaerobic Respiration / Anaerobic Respiration]

Performance Expectation:
HS LS2 3 Construct and revise an explanation
based on evidence for the cycling of matter and

Formative and/or Summative Assessment:

Summative: Writing prompt assignment

Acceptable Evidence

the flow of energy in aerobic and anaerobic

conditions among organisms in an ecosystem

Students written responses include correct statements about ATP production in

anaerobic and aerobic respiration to support their claim which process is more
efficient.

Lesson Objective: Students will be able to

construct a one-page explanation citing evidence
as to why aerobic respiration is more efficient than
anaerobic respiration.

Lesson 5 - [Relating Photosynthesis and Cellular Respiration/The Big Picture]

Performance Expectation:
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
Lesson Objective: Students will be able to create a
presentation relating the two cellular processes
and and emphasize the human impact using
evidence.
Unit Resources:

Formative and/or Summative Assessment:

Summative: Project about the impact of humans on the carbon cycle and how it
affects life
Acceptable Evidence

Students work in groups to design a presentation where they present research and
synthesize knowledge to explain how humans are affecting organisms

Textbook
YouTube
Internet Access
Microsoft office

Useful Websites:
Pearson offers a simple overview of photosynthesis and briefly discusses the transfer of electrons in photosynthesis.
NATA links to resources for lab experiments
Wyzant review of photosynthesis
Cornell conditions for plant growth