How does the fundamental matter and energy that makes up living things on Earth cycled on Earth?
Communication
Students will communicate complex ideas through scientific modeling, written, and oral discourse using appropriate scientific vocabulary. Students will communicate research in a poster format for display in the school.
Collaboration
Students will collaborate and cooperate in a food web simulation where students co-create the interactions of a food web.
Responsibility
Students will learn to use lab equipment responsibly and safely so that the equipment can be used in the future. Students will responsibly participate in simulations so that all students have access to their education.
Which is a more important process for living things on Earth? Cellular respiration or photosynthesis?
How are cellular respiration and photosynthesis connected?
As energy and matter moves up the trophic levels of a food web, what is lost and gained?
Students should be able to construct an argument that defends their position regarding what process is a more important process for life (photosynthesis or cellular respiration).
Scientific Modeling - Students use scientific modeling to collaborate on a hypothesis regarding the essential question. Students use scientific models to make meaning of phenomena.
Written and Oral Discourse - Students will communicate ideas and arguments through writing and through speech
Note taking - Students write key ideas in their lab notebooks so that they may use the resource on labs and other assessments.
Mathematical Calculations - Students will use mathematical calculations in word problems where they will calculate the % transfer of energy between trophic levels.
Differentiation:
Explicit instruction of expectations for answering questions in complete sentences (TTQA) on formative and summative assessments.
Explicit instruction on lab notebook setup and maintenance throughout the course.
Explicit instruction on reading articles, lab activity instructions, and textbook passages (Bold Words, Headings, Interpreting Diagrams and Charts).
Explicit instruction on how to create a coherent and persuasive argument based on evidence.
Reteach and recall material during the start of the lesson prior about previous concepts in order to develop memory skills and create future study material for exams.
Review activity and instruction on how to study for closed book exams. Students draw connections between concepts through a visual web of ideas.
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.
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-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
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