Curricular Standards and Objectives
State of Indiana Standards
SCI.B.1 2010 - Cellular Chemistry:
SCI.B.1.1 2010
Describe the structure of the major categories of organic compounds that make up living organisms in terms of their building blocks and the small number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur) from which they are composed.
SCI.B.1.2 2010
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
SCI.B.1.3 2010
Explain and give examples of how the function and differentiation of cells is influenced by their external environment (e.g., temperature, acidity and the concentration of certain molecules) and changes in these conditions may affect how a cell functions.
SCI.B.2 2010 - Cellular Structure
SCI.B.2.1 2010
Describe features common to all cells that are essential for growth and survival. Explain their functions.
SCI.B.2.3 2010
Explain that most cells contain mitochondria (the key sites of cellular respiration), where stored chemical energy is converted into useable energy for the cell. Explain that some cells, including many plant cells, contain chloroplasts (the key sites of photosynthesis) where the energy of light is captured for use in chemical work.
SCI.B.2.6 2010
Investigate a variety of different cell types and relate the proportion of different organelles within these cells to their functions.
SCI.B.3 2010 - Matter Cycles and Energy Transfer
SCI.B.3.1 2010
Describe how some organisms capture the sun’s energy through the process of photosynthesis by converting carbon dioxide and water into high-energy compounds and releasing oxygen.
SCI.B.3.2 2010
Describe how most organisms can combine and recombine the elements contained in sugar molecules into a variety of biologically essential compounds by utilizing the energy from cellular respiration.
SCI.B.3.4 2010
Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety of organic molecules to be used in part in their own cellular structures.
SCI.B.3.5 2010
Describe how energy from the sun flows through an ecosystem by way of food chains and food webs and how only a small portion of that energy is used by individual organisms while the majority is lost as heat.
SCI.B.4 2010 - Interdependence
SCI.B.4.1 2010
Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
SCI.B.4.2 2010
Describe how human activities and natural phenomena can change the flow and of matter and energy in an ecosystem and how those changes impact other species.
SCI.B.4.4 2010
Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem.
Standards were obtained from http://www.learningconnection.doe.in.gov
Objectives with Bloom’s Taxonomy
1. (Biochemistry). Students will evaluate the different energy compositions of carbohydrates associated with biofuels. (B.1.1, B.1.2)
2. (Enzymes). Students will evaluate enzyme specificity, and the role they play in biofuel production. (B.1.3, B.2.1, B.3.2, CP)
3. (Fermentation). Students will analyze the composition of carbon compounds, and discuss how relative amounts of carbon and oxygen relate to the energy density of biomasses and fossil fuels. (B.1.1, B.1.2, B.2.1, B.2.3, B.3.2, CP)
4. (Carbon Cycle). Students will identify and analyze how carbon is cycled pre- and post- industrial revolution. (B.1.1, B.3.4, B.3.5, B.4.1,B.4.2, B.4.4)
5. (Cell Structure) Students will analyze how plant cells are useful in the production of biofuels, and the challenges associated with using them as an energy source. (B.1.1, B.1.2, B.2.6, B.3.1, B.3.2)
6. (All Standards Listed) Students will create a presentation to disseminate their evaluation of which biomass is the best choice for biofuel production. (B.1.1, B.1.2, B.1.3, B.2.1, B.2.3, B.2.6, B.3.1, B.3.2, B.3.4, B. 3.5, B.4.1, B.4.2, B. 4.4, IM, CC, CI, CP)
21st Century Skill Areas
Achieving the Objectives
Throughout the unit the standards, objectives, and 21st century skills will be emphasized using the various activities the student’s will be completing. Some of the activities include: What biomass produces the greatest concentration of ethanol?, What enzyme produces glucose?, carbon cycle modeling, life cycle activity, and the final presentation.
How the Standards and Objectives will be Communicated?
The standards and objectives that are being covered will be written on the board on a daily basis. By doing this, the student is not only know what is being taught, but the state standard(s) that is being emphasized. They will also receive a handout containing all of the objectives and standards being covered.
Plan to Ensure Students are Learning
Student’s will be evaluated using multiple formative and two summative assessments. Formative assessments will be in the form of surveys, compiling data, and drawing conclusions from lab investigations. There will also be exit questions utilized at the end of the class periods. The summative assessment will be an enzyme quiz and a final presentation which is the culminating assignment. Reflections will be used throughout the unit to see how student skills mature, and to measure their progress. The reflections will give students an opportunity to address any misunderstandings or misconceptions they run across.
Image taken from http://www.123rf.com/photo_3110030_kernels-of-corn-arranged-into-the-word-biofuel.html.
State of Indiana Standards
SCI.B.1 2010 - Cellular Chemistry:
SCI.B.1.1 2010
Describe the structure of the major categories of organic compounds that make up living organisms in terms of their building blocks and the small number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur) from which they are composed.
SCI.B.1.2 2010
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
SCI.B.1.3 2010
Explain and give examples of how the function and differentiation of cells is influenced by their external environment (e.g., temperature, acidity and the concentration of certain molecules) and changes in these conditions may affect how a cell functions.
SCI.B.2 2010 - Cellular Structure
SCI.B.2.1 2010
Describe features common to all cells that are essential for growth and survival. Explain their functions.
SCI.B.2.3 2010
Explain that most cells contain mitochondria (the key sites of cellular respiration), where stored chemical energy is converted into useable energy for the cell. Explain that some cells, including many plant cells, contain chloroplasts (the key sites of photosynthesis) where the energy of light is captured for use in chemical work.
SCI.B.2.6 2010
Investigate a variety of different cell types and relate the proportion of different organelles within these cells to their functions.
SCI.B.3 2010 - Matter Cycles and Energy Transfer
SCI.B.3.1 2010
Describe how some organisms capture the sun’s energy through the process of photosynthesis by converting carbon dioxide and water into high-energy compounds and releasing oxygen.
SCI.B.3.2 2010
Describe how most organisms can combine and recombine the elements contained in sugar molecules into a variety of biologically essential compounds by utilizing the energy from cellular respiration.
SCI.B.3.4 2010
Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety of organic molecules to be used in part in their own cellular structures.
SCI.B.3.5 2010
Describe how energy from the sun flows through an ecosystem by way of food chains and food webs and how only a small portion of that energy is used by individual organisms while the majority is lost as heat.
SCI.B.4 2010 - Interdependence
SCI.B.4.1 2010
Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
SCI.B.4.2 2010
Describe how human activities and natural phenomena can change the flow and of matter and energy in an ecosystem and how those changes impact other species.
SCI.B.4.4 2010
Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem.
Standards were obtained from http://www.learningconnection.doe.in.gov
Objectives with Bloom’s Taxonomy
1. (Biochemistry). Students will evaluate the different energy compositions of carbohydrates associated with biofuels. (B.1.1, B.1.2)
2. (Enzymes). Students will evaluate enzyme specificity, and the role they play in biofuel production. (B.1.3, B.2.1, B.3.2, CP)
3. (Fermentation). Students will analyze the composition of carbon compounds, and discuss how relative amounts of carbon and oxygen relate to the energy density of biomasses and fossil fuels. (B.1.1, B.1.2, B.2.1, B.2.3, B.3.2, CP)
4. (Carbon Cycle). Students will identify and analyze how carbon is cycled pre- and post- industrial revolution. (B.1.1, B.3.4, B.3.5, B.4.1,B.4.2, B.4.4)
5. (Cell Structure) Students will analyze how plant cells are useful in the production of biofuels, and the challenges associated with using them as an energy source. (B.1.1, B.1.2, B.2.6, B.3.1, B.3.2)
6. (All Standards Listed) Students will create a presentation to disseminate their evaluation of which biomass is the best choice for biofuel production. (B.1.1, B.1.2, B.1.3, B.2.1, B.2.3, B.2.6, B.3.1, B.3.2, B.3.4, B. 3.5, B.4.1, B.4.2, B. 4.4, IM, CC, CI, CP)
21st Century Skill Areas
- Communication and Collaboration (CC)- Student groups will be reflecting on their progress as well as creating a final presentation of their findings.
- Creativity and Innovation (CI)- Students will be using their creativity to solve a problem as well as coming up with a possible solution.
- Critical Thinking and Problem Solving (CP)- Students will be compiling various sources of information to draw conclusions and solve problems.
- Information and Media Skills (IM)- Students will be using technology to perform their research and create a presentation.
- Civil Literacy (CL): Exercising the rights and obligations of citizenship at local, state, national and global levels. Understanding the local and global implications of civic decisions
Achieving the Objectives
Throughout the unit the standards, objectives, and 21st century skills will be emphasized using the various activities the student’s will be completing. Some of the activities include: What biomass produces the greatest concentration of ethanol?, What enzyme produces glucose?, carbon cycle modeling, life cycle activity, and the final presentation.
How the Standards and Objectives will be Communicated?
The standards and objectives that are being covered will be written on the board on a daily basis. By doing this, the student is not only know what is being taught, but the state standard(s) that is being emphasized. They will also receive a handout containing all of the objectives and standards being covered.
Plan to Ensure Students are Learning
Student’s will be evaluated using multiple formative and two summative assessments. Formative assessments will be in the form of surveys, compiling data, and drawing conclusions from lab investigations. There will also be exit questions utilized at the end of the class periods. The summative assessment will be an enzyme quiz and a final presentation which is the culminating assignment. Reflections will be used throughout the unit to see how student skills mature, and to measure their progress. The reflections will give students an opportunity to address any misunderstandings or misconceptions they run across.
Image taken from http://www.123rf.com/photo_3110030_kernels-of-corn-arranged-into-the-word-biofuel.html.