Students will learn about photosynthesis, cellular
respiration and deforestation in conjunction with the Indiana state
standards. Below are the standards
we have identified as important and objectives written to meet those standards.
Know and describe that
within the cell are specialized parts for the transport of materials, energy
capture and release, protein building, waste disposal, information feedback,
and movement. In addition to these basic cellular functions common to all
cells, understand that most cells in multicellular organisms perform some
special functions that others do not. (Core Standard)
Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids. (Core Standard)
Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. (Core Standard)
Understand that and describe how organisms are influenced by a particular combination of living and non-living components of the environment. (Core Standard)
- Using pictures or slides of plant
cells, students will be able to identify the chloroplasts and mitochondria, which are important in cellular respiration and photosynthesis, with 100% accuracy. (Knowledge- Bloom)
laboratory work and information given, students would be able to describe the
processes of cellular respiration and photosynthesis using basic terminology and correct order of the process. (Comprehension Bloom)
the BTB lab, students would be able to apply the results of the lab to compare
and contrast the processes of cellular respiration and photosynthesis on a Venn Diagram with at three correct points in each circle. (Analysis Bloom)
a chart and graph, students would be able to use the information given and calculate the general photosynthesis or respiration rate of a plant or animal
with 80% accuracy. (Synthesis Bloom)
- Through independent research in
small groups, students will be able to draw conclusions about the impact of
deforestation on themselves, family, and community with a score of at least 24 points according
to rubric guidelines. (Application Bloom)
- Using their knowledge of
deforestation on the macroscopic and microscopic levels, students will be able
to support and defend their views on deforestation policies and make decisions
about what their community should do with a score of at least 24 points according to rubric
guidelines. (Evaluation Bloom)
will use digital resources to obtain information regarding deforestation
including the web articles, satellite photographs, and video.
will become proficient with presentation software including PowerPoint,
Excel, Word, etc.
will present their findings, which will aid them in developing public speaking
and presentation skills.
Relation to/Integration into Biology I Curriculum
Relation to National/State Standards in Biology
and cellular respiration are covered in chapters 8 & 9 of our current
text. Therefore, this project
relates directly to the curriculum that we will be teaching and also relates to
the standards set forth by the Indiana Department of Education. Also, there is an emphasis of
integrating real world topics in science and this project does this quite well.
- Prior to this unit, students will learn about the parts of the cell.
- After this unit, students will learn about the cell cycle.
- The objectives
correlate directly to the state standards listed above. Please refer to the objective section
to see the correlations.
- Objective 1 correlates to Standard B1.3.
- Objectives 2, 3, and 4 correlates to Standard B1.4. and B1.9.
- Objectives 5 and 6 correlates to Standard B1.43.