4 In addition to score 3.0 performance, the student demonstrates in-depth inferences NGSS HS-LS1-5, LS1-7, LS2-3 and applications that go beyond what was taught. 3 Students demonstrate they have developed an understanding of: Science Practice Proficient Explain how photosynthesis transforms energy into stored chemical energy Explain how cellular respiration transforms food and oxygen into energy Students create a model to communicate the processes of and carbon dioxide photosynthesis and cellular respiration to understand the relationship Analyze data to communicate how changing variables affect the rate of between the molecules involved in the process and the connection cellular respiration and photosynthesis between the two processes Compare and contrast aerobic and anaerobic respiration Students plan, conduct, and analyze an experiment that investigates how variables will affect the rate of cellular respiration and/or photosynthesis 2 Students will recognize or recall : Science Practice Specific vocabulary such as: Using a given model, students will communicate their understanding Chlorophyll, pigments, chloroplast, ATP, mitochondria, aerobic, anaerobic, of photosynthesis and cellular respiration to understand the autotrophs, heterotrophs, glucose relationship between the molecules involved in the process and the connection between the two processes Basic knowledge such as: Inputs and outputs (words and symbols) of photosynthesis and cellular Students will conduct and analyze an experiment that investigates how respiration given variables will affect the rate of cellular Where photosynthesis and cellular respiration occur in the cell respiration/photosynthesis Factors that affect the rate of cellular respiration and photosynthesis 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Suggested Instructional Resources Learning Targets Activities Textbook Resources Labs PBL Ideas Web Resources websites or – (projects) resources on
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. NGSS HS-LS1-5, LS1-7, LS2-3 3 Proficient Students demonstrate they have developed an understanding of: Explain how photosynthesis transforms energy into stored chemical energy Explain how cellular respiration transforms food and oxygen into energy and carbon dioxide Analyze data to communicate how changing variables affect the rate of cellular respiration and photosynthesis Compare and contrast aerobic and anaerobic respiration Science Practice Students create a model to communicate the processes of photosynthesis and cellular respiration to understand the relationship between the molecules involved in the process and the connection between the two processes Students plan, conduct, and analyze an experiment that investigates how variables will affect the rate of cellular respiration and/or photosynthesis 2 Students will recognize or recall : Specific vocabulary such as: Chlorophyll, pigments, chloroplast, ATP, mitochondria, aerobic, anaerobic, autotrophs, heterotrophs, glucose Basic knowledge such as: Inputs and outputs (words and symbols) of photosynthesis and cellular respiration Where photosynthesis and cellular respiration occur in the cell Factors that affect the rate of cellular respiration and photosynthesis Science Practice Using a given model, students will communicate their understanding of photosynthesis and cellular respiration to understand the relationship between the molecules involved in the process and the connection between the two processes Students will conduct and analyze an experiment that investigates how given variables will affect the rate of cellular respiration/photosynthesis 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Suggested Instructional Resources Learning Targets Activities Textbook Resources Labs PBL Ideas (projects) Web Resources – websites or resources on
the_cell_unit_15-16_scale.docx