Opening Activity: Nov. 19, 2018 Pick up molecule handout at front and tape in. Which biological process matches each question: How does a cell make food to grow and function? How does a cell use food to move and function? 3. What is the difference between: Chloroplast and Mitochondria Cell Wall and Cell Membrane 4. Go back to Opening Activity 11/5 #3, what was the role of the vacuole? Which organism have them? I can…Explain how plants use matter it takes in to build its biomass Homework: Plant Test 11/27 Chocolate Team Meeting 11/21

Plant Quiz Retakes available up to 10/12 (85%) Retakes IN CLASS Wednesday 11/21 – returned 11/26 so you can use to study for the test.

Remember what’s in plants PROTEIN Spinach (Leaves) Peanuts (Seeds) FAT Image Credit (molecule): Craig Douglas, Michigan State University Remind students what is in plants. Show slide 8 to remind students of the information they learned from plant (leaves and seeds) nutritional labels: leaves are made primarily of carbohydrate (11g) and protein (2g), and seeds are made primarily of fat (50g), carbohydrate (22g), and protein (24g). This means that the cells in a plant are going to make fat, protein, and carbohydrate (starch) molecules so the cells can grow bigger and divide. Tell students that they will use the placemat and molecules to model the process of biosynthesis, which is what happens when plants build polymers from monomers Point out that when they are modeling, they should remember that during biosynthesis, no "high energy" C-C or C-H bonds will be made or broken. The chemical energy is conserved! Refer to the Digestion and Biosynthesis 11 x 17 Posters in your classroom to help students visualize the biosynthesis of monomers to polymers. STARCH

Plants use food in two ways To Cells Have student think about what happens to the glucose plants make during photosynthesis. Display slide 4 of the PPT. Remind students that plants use glucose in two ways for growth and energy. They have already learned how plants use food for energy. In this activity they will model the chemical processes involved in growth, biosynthesis.

Build a Plant Stem Cell (Biosynthesis) Build STARCH molecule by taping 3 glucose monomers together. Notice you will need to cut an –H and –OH from glucose. Tape these together to make water. Chemical change Image Credit: Craig Douglas, Michigan State University Have students set up their reactants and model biosynthesis. Have students cut up their monomers so each piece of paper only has one monomer molecule. Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol, and glucose molecules. Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form. Carbohydrate: Show slide 9. Have students cut off an –H and –OH of each monomer, then tape together three glucose monomers to form one starch polymer and two water molecules. Then, watch the animation on slides 10-11. Protein: Show slide 12. Have students cut off an –H and –OH of each monomer, tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides 13-14. Fat: Show slide 15. Have students cut off an –H and –OH of each monomer, tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides 16-17. Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.

Plants make other small organic molecules from glucose and minerals The result of photosynthesis is glucose, then plants use the glucose to make other small organic molecules (monomers). Plus nitrogen AMINO ACID Image Credit: Craig Douglas, Michigan State University Tell students that glucose is used with soil minerals to make other small organic molecules (or monomers). Use slide 5 to explain how plants use the monomer they make in photosynthesis (glucose) to make all the other monomers they use to build polymers. Point out that ammonia is also needed to supply the nitrogen atoms to make amino acids. Note: while we use nitrogen as a mineral example, plants use many other minerals in biosynthesis (e.g., Sulfur in some amino acids, Magnesium in chlorophyll). Note: This step was not introduced in the tracing in Activity 5.4. FATTY ACID GLYCEROL GLUCOSE

Class data for plants’ mass changes investigation Have students compare data between groups and look for patterns. Have students select a recorder to input their group’s results on the 5.1 Observing Plants’ Mass Changes Class Results 11 x 17 Poster. Lead a discussion to help students compare results across groups and identify patterns in the data. Use Slide 4 of the PPT to guide students through data recording. Have students compare the dry mass change of the plant with the dry mass change of the paper towel. Show students slide 5 of the PPT. Have students discuss whether the patterns they observe in the class data match with their predictions. Discuss any outliers or unexplained data points.

Comparing group results What patterns are there in measurements made by all the groups? Do the patterns match your predictions? Have students compare data between groups and look for patterns. Have students select a recorder to input their group’s results on the 5.1 Observing Plants’ Mass Changes Class Results 11 x 17 Poster. Lead a discussion to help students compare results across groups and identify patterns in the data. Use Slide 4 of the PPT to guide students through data recording. Have students compare the dry mass change of the plant with the dry mass change of the paper towel. Show students slide 5 of the PPT. Have students discuss whether the patterns they observe in the class data match with their predictions. Discuss any outliers or unexplained data points.

Plant mass change investigation results from Ms. A’s class Group Starting Mass of Radish Seeds (grams) End Dry Mass of Plant Material (grams) Change in mass of Radishes (grams) Starting Mass of Paper Towel (grams) End Dry Mass of Paper Towel (grams) Change in Mass of Paper Towel (grams) 1 0.20 1.04  0.84 4.01  4.03  0.02  2 0.22 1.06 0.84  3.22 3.48  0.26  3 1.39  1.19 3.20 3.37  0.16  4 0.16 1.30 1.14  3.21 3.28  0.07  5 0.21 0.86  0.65  2.77 2.89  0.12 6 0.28 0.43  0.15  3.46 3.47  0.01  7 0.25 0.54  0.29  3.30 3.35  0.05  Average 0.95  0.73 3.31  3.41 0.10 Have students compare their class’s data with data from another class to identify patterns. Show students slide 6 from the PPT and ask them to compare their results to Ms. A’s class results. Ask students if they recognize similar patterns from their own data. Use the poster to compare. What similarities or differences do they notice? What patterns do they see? Probe student thinking with questions such as, Where did this mass come from? Did the mass come from the gel? What evidence do we have to build our conclusions? Use slide 7 to discuss the idea that they know from this investigation that the majority of the mass of the plant did not come from the paper towel, so the mass must come either from air or from water. An unknown question is, does water or air make up the mass of the dried plants? Students may have some ideas about where this mass came from. Tell students that you will discuss where this mass came from later in this Lesson.

Have students compare their class’s data with data from another class to identify patterns. Show students slide 6 from the PPT and ask them to compare their results to Ms. A’s class results. Ask students if they recognize similar patterns from their own data. Use the poster to compare. What similarities or differences do they notice? What patterns do they see? Probe student thinking with questions such as, Where did this mass come from? Did the mass come from the gel? What evidence do we have to build our conclusions? Use slide 7 to discuss the idea that they know from this investigation that the majority of the mass of the plant did not come from the paper towel, so the mass must come either from air or from water. An unknown question is, does water or air make up the mass of the dried plants? Students may have some ideas about where this mass came from. Tell students that you will discuss where this mass came from later in this Lesson.

Examining group results Examining results for mass changes How are the mass changes connected with The Movement Question: Where are atoms moving? What unanswered questions do you have? Have students complete Part D of their worksheet. Use slide 8 and Part D of the worksheet to help students describe the patterns they observed during the observation. Help students to recognize that the mass changes provide them with evidence that much of the plant’s mass is coming from a source other than the medium in which it is growing. However, this evidence does not show where this mass is coming from. Revisit predictions from earlier. Ask students to retrieve their completed tools from the 3.1PT Predictions Tool for Plant Investigations. Have them compare the predictions they made with the results of the investigation. Which predictions were correct? Which predictions were incorrect? What questions do they still need to answer?

Opening Activity: PERIOD 1 Nov. 20, 2018 Sit with your chocolate groups and review tasks: Complete Chocolate Research Identify the gaps in your research and determine questions to ask the chocolate company. Draft email to send to chocolate company. Create a story board for your presentation – determine which images and words will go on each slide to tell your story. Complete Exit Ticket and turn in group story board. I can…Share and finish research and create story board for chocolate pechakucha. Homework: Plant Test 11/27 Chocolate Team Meeting 11/27

Exit Ticket – Write your name and answer on paper What is your homework due on Monday 11/27? (What other research or tasks need to be done to complete the presentation? )

Opening Activity: PERIOD 3-6 Nov. 20, 2018 Carbon, Oxygen and Hydrogen make up the dry mass of the plant in the following percentages: Carbon = 45% , Oxygen = 45% , Hydrogen = 6% T/F Carbon comes from Water? Soil? Air? Minerals? T/F Oxygen comes from Water? Soil? Air? Minerals? 2. All other elements (mostly nitrogen, potassium, calcium, magnesium, and phosphorous) make up about 4% of the dry mass of the plant. Where do these elements come from? I can…Write a scientific argument to explain what happens when plants grow. Homework: Plant Test 11/27 Chocolate Team Meeting 11/27

PLEASE PUT COMPUTERS AWAY WHEN COMPLETE Today’s Goals Work on Scientific Argument – you may use laptop computer to type OR just write directly on the handout. TURN IN TODAY!! Review – Pick up the “Application Materials” for review. (optional) Chocolate Research and prep PLEASE PUT COMPUTERS AWAY WHEN COMPLETE