Big Idea: Energy Capture and Transformation

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Big Idea: Energy Capture and Transformation by Mind Map: Big Idea: Energy Capture and Transformation

1. Cycling of Matter/Flow of Energy (4).

1.1. Standards

1.1.1. HS-LS2-3 Construct and revise and explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

1.1.2. 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.

1.2. Concepts

1.2.1. All organims take in matter and rearrange them in chemical reactions. P.S and C.R provide most of the energy for life processes.

1.3. Skills

1.3.1. Students can create arguments that are supported by evidence they have obtained showing each step in cycling matter and energy flow as critical for life.

1.4. Products

1.4.1. Construct an essay based on evidence learned how life would be different if one aspect of the cycling of matter or flow of energy were to change in either aerobic or anaerobic conditions.

1.4.2. Students understand and can accurately describe / model the various ways in which matter and energy cycle through biotic and abiotic mediums. They also utilize multiple lines of evidence to prove that earth has long been evolving in ways directly related to the cycling of energy and matter.

2. Carbon Cycle (5)

2.1. Standards

2.1.1. 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

2.2. Concepts

2.2.1. Photosynthesis and cellular respiration are important components of the carbon cycle.

2.2.2. Carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

2.2.3. The main way that solar energy is captured and stored on earth is through hte complex chemical pathway of photosynthesis.

2.2.4. Models can be used to simulate systems and interaction including energy, matter, and information flows - within and between systems at different scales.

2.3. Skills

2.3.1. Students use evidence to develop a model

2.3.2. Students describe relationships between components of a model.

2.3.3. Students describe the contribution that certain parts of a system have on the system as a whole

2.3.4. students make a distinction between models of cycles and real-world cycles

2.4. Products

2.4.1. Students develop a model that identifies and describes the inputs / outputs of photosynthesis & cellular respiration and the biosphere, geosphere, atmosphere, and hydrosphere

2.4.2. Students describe the relationships between the components of their model emphasizing the exchange / storage of carbon between biotic and abiotic factors of the environment

2.4.3. students describe the contribution of photosynthesis and cellular respiration to eh exchange of carbon within and among the biosphere, hydrosphere, atmosphere, and geosphere in their model.

2.4.4. Students make a distinction between the model and ACTUAL cycling of carbon.

3. Evolution of Earth's Atmosphere (6)

3.1. Standards

3.1.1. 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.

3.1.2. HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

3.1.3. HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

3.2. Concepts

3.2.1. Earth's early rock record have been destroyed through tectonic processes.. However, meteorites have not changed in billions of years. Studying them can provide information about early earth.

3.2.2. Radioactivce decay follows a predictable pattern. We can use these nuclear lifetimes to predict that ages of rocks and other materials.

3.3. Skills

3.3.1. Using and analyzing evidence

3.3.2. Developing models

3.3.3. Describing relationships

3.3.4. Construct scientifically accurate accounts and claims that are supported by multiple lines of evidence

3.3.5. Evaluate the validity of evidence

3.4. Products

3.4.1. Students develop a claim that details how Earth's atmosphere evolves through time and is linked with changes in Earth's life forms.

3.4.2. Students understand that the ages of rocks can be determined through radiometric dating and that those rocks can be used to reconstruct the chemical makeup of Earth's ancient atmospheres.

3.4.3. Students show the relationship between photosynthesis and changes in atmospheric chemistry with a model.

4. Photosynthesis (1.)

4.1. Standards

4.1.1. HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

4.2. Concepts

4.2.1. All living things need to acquire energy in order to survive. Producers convert light energy into stored chemical energy by converting carbon dioxide and water into sugars and released oxygen in a process called photosynthesis. LS-1C

4.3. Skills

4.3.1. Students will ask questions and make observations of phenomena and realia to develop an initial model CCC-4, SEP-2, SEP-6

4.3.2. Students will analyze and interpret data collected using a CO2/O2 sensor

4.3.3. Students collect data evidence and make graphs in their notebooks related to the input/output of p.s.(O2/CO2 sensors), and absorption spectra

4.3.4. Students use microscopy to observe and draw animal and plant cells in their laboratory notebook

4.3.5. Students will construct an explanation of the exchange of energy and matter into, out of, and within a system CCC-5

4.4. Products

4.4.1. Students will identify and describe the relationship between the components of P.S in their notebooks

4.4.2. Students develop and revise a model of that illustrates how photosynthetic organisms transform light energy into stored chemical energy, and how that connects to the transfer and flow of energy and matter in a system. CCC-4, SEP-2, SEP-6

5. Cell Respiration (2)

5.1. Standards

5.1.1. 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.

5.2. Concepts

5.2.1. Plants also go through cellular respiration. The inputs and outputs of Cellular Respiration. Energy cannot be created or destroyed.

5.3. Skills

5.3.1. pH Indicator Lab-make observations and gather qualitative data. Construct a plasuible explanation by editing their models to include cellular respiration in plants.

5.3.2. Students observe and analyze plants performing cellular respiration. Questions and explanations are created.

5.4. Products

5.4.1. Revision on intial model: students are able to show that the inputs of cellular respiration go through the process and output products with a focus on energy.

5.4.2. The model must include food, oxygen as an input with water and carbon dioxide as products. Energy is obtained from the breaking of bonds and in chemical reactions.The energy difference showing how energy is produced should be noted.

6. Life is Carbon Based (3)

6.1. Standards

6.1.1. 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.

6.2. Concepts

6.2.1. The relationship between carbon, hydrogen, and oxygen atoms that are found in the inputs an outputs of P.S and C.R.

6.2.2. As matter and energy flow through levels of a living system. The elements that make up the molecules necessary for life are rearranged in different ways to form different products (proteins, nucleic acid, carbohydrates)

6.3. Skills

6.3.1. Students will build physical models of the molecules such as carbon dioxide, water, oxygen, and glucose and describe their relationship to P.S and C.R (SEP-2)

6.3.2. Students will identify and describe how the same raw materials can be recombined in different configurations.

6.3.3. Students will be able to explain how these differences in configuration and potential energy allows carbon-based molecules to store or release energy during these changes.

6.3.4. Students will make connections to conservation of energy and matter, and be able to describe how it flows into, out of , and within a system

6.4. Products

6.4.1. Students will develop molecular models and use evidence to make and support the claim that the units of a carbon based molecule such as glucose can be rearranged to form other molecules necessary for cells to function ( i.e amino acids, nucleic acids..)

6.4.2. Students make a CER poster that the molecules needed to maintain and support life are the sole result of producers.

6.4.3. Students make revisions to their models (ecosphere/mass of tree)