INB page. 54

Madelyn’s Story *As a group read pgs. 38-40 INB page. 54 *As a group read pgs. 38-40 *Answer the three questions under the “Biomolecules Open Note Quiz.” 1. This reading describes some of the symptoms of anorexia nervosa. Describe what nutrients were lacking in Madelyn’s diet and how this relates to the symptoms described. 2. Madelyn lost over 40% of her body mass. When someone loses weight, where does the fat (matter) go? 3. As a group, go around and discuss your ideas about question #2. Then draw Madelyn (no stick figures). Draw and label the inputs, outputs, and processes that are occurring in Madelyn.   *Inputs *Where does this happen in Madelynn? *Outputs *What happens to Madelyn’s weight? *Processes *Why is Madelyn so lethargic?

Two scientists surveyed doctors, dieticians, and trainers Two scientists surveyed doctors, dieticians, and trainers. They wanted to know their thinking about how people lose weight. So they asked “When somebody loses weight, where does the fat go?” Their answers are shown in figure below.

Breakdown Biobottles Remove any liquid, soil, plants from your biobottle (add it to the courtyard ecosystem). Give Mrs. O any thermometers that you used. Take apart your biobottle and make it as compact as possible. Toss your biobottle in an outside trashcan (there are two located under the breezeway and 2 in the courtyard area). Extra Credit Opportunity: Mrs. O needs help preparing the lab tomorrow. She has 27 cups that needs to be “trimmed down” with scissors. Let Mrs. O know if you can come in at lunch or after school to help.

Cellular Respiration Notes INB page. 56 *Read the mealworm factsheet. *List 6 important facts about mealworms or their life cycle.

Cellular Respiration Investigation Lab Questions: Where does the mass go? How will you measure mass changes? How will you observe changes in the color of BTB? http://carbontime.bscs.org/animals/activity-3.1 Tests for the presence of CO2 Possible BTB colors Image Credit: FableVision (Day 1) Have students prepare for the investigation.  Display slide 3 on the 3.2 Observing Mealworms Eating PPT. Divide students into groups of four. Pass out one copy of 3.2 Observing Mealworms Eating Worksheet to each student. Walk through the steps in Part A of the worksheet that overview how to set up and conduct the investigation. Ask students for their ideas about how they might conduct the investigation to learn more about what happens when mealworms eat, move, and breathe.

Procedures for Day 1 Get a small cup for your mealworms during the investigation. Make sure the container is deep enough for mealworms to not crawl out. If your mealworms are already in their meal bedding and container, you will need to separate the mealworms from the bedding. Place an empty small container onto the digital balance and “zero” out the scale. Then gently pour about 60 mealworms (no bedding!) into this container. Record on your worksheet the “Mass of the mealworms before” on the bottom ½ of pg. 55. Cut a small piece off of the potato (about 10g) and place on the scale. Record on your worksheet the “Mass of the potato before” on the bottom ½ of pg. 5. Place the piece of potato that you massed into the container with worms. Place the small container with the worms and food into a large disposable plastic container. Place a petri dish with about 30 ml of blue BTB into the plastic container near the container with the mealworms. Record the color of the BTB in the “Color of BTB before” box. Seal the large disposable plastic container. Measure the mass of the entire container with all of its contents. Record on your worksheet the “Mass of whole container before” on the bottom ½ of pg. 5. Place your container in your class periods storage area. IN PENCIL…Complete the Predictions section (top 1/2) of your lab sheet on pg. 55. (Day 1) Have students read through procedures for the investigation. Display slide 4 of the 3.2 Observing Mealworms Eating PPT. Go through the steps to make sure that all the students understand them (or students could follow their own procedures that they developed).

Use this information to help you make your mealworm predictions. IN PENCIL…Complete the Predictions section (top 1/2) of your lab sheet on pg. 55. Use this information to help you make your mealworm predictions.

When its your teams number… Send one student to the board Write your teams answer on the board Be prepared to explain your answer. 2 1 3 4 6 5

Two scientists surveyed doctors, dieticians, and trainers Two scientists surveyed doctors, dieticians, and trainers. They wanted to know their thinking about how people lose weight. So they asked “When somebody loses weight, where does the fat go?” Their answers are shown in figure below.

Choose a NEW partner! *You will be working in teams of 2 today! *Choose a partner you did not work with in the mealworm lab. *You CANNOT sit with the same students as yesterday!!!

Cellular Respiration Notes INB page. 56 Cellular Respiration Notes A. Cellular respiration: a chemical process that changes energy in glucose to a usable form of energy called ATP (adenosine triphosphate). 1. occurs in the mitochondria 2. ATP is a molecule that stores energy in its bonds 3. Analogy: glucose = money in the bank ATP= money in your pocket