Lesson 4: Energy Movement and Growth

If a plant loses mass during respiration, how does it ever get bigger?

Biosynthesis, Conservation of Energy, Chemical Bonds, Carbon Cycle, Biomass.

HS-LS1-5, HS-LS1-7; SEP: Constructing Explanations; CCC: Systems & System Models.

Synthesis of Texts: Analyzing related models (PS vs. CR) to draw a single conclusion about energy flow.

(DOK 4) Students use the Phase 1 vs. Phase 2 growth model. They must explain that growth occurs when photosynthesis rates exceed respiration rates, leading to net matter storage.

Explain that growth in the sidewalk crack occurs because the plant’s rate of photosynthesis (building mass) is greater than its rate of respiration (using mass), allowing it to successfully store matter and expand even in a cramped space..

Confusing the one-way flow of energy with the circular cycling of matter.

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

LP 1.4 & LP 1.5 Checkpoint (Quiz)

https://drive.google.com/drive/folders/1W6Cpn-gI17x6WaoKRvKECDMOd2lM4Po9?usp=drive_link