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Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

Students engage with the phenomenon by eating a slice of apple as they watch a short video.  As they watch students make observations focusing on four different questions.  Sharing their observations with others they are able to compare and look for patterns in the observations.  This will lead to questions about how living organisms get energy from the food they eat.  Students answer the questions based on what they already know.  Many students will have misconceptions of how they obtain energy from food. It is anticipated that students will come up with two main thoughts, energy is obtained through digestion of food and that food is a fuel we burn to get energy.  If this is so then the students are given a chance to explore these answers by obtaining additional information to determine if they are correct, partially correct or not correct at all.  Students continue to explore the types of molecules that are used to obtain energy. Comparing hydrocarbons to carbohydrates leads to the discovery that carbohydrates (sugars) are used by living organism to obtain energy will help students to begin understanding the process of cellular respiration.  Students expand their exploration of this phenomenon by carrying out an investigation to apply the information to a living organism.  Using yeast the students test how sugar is used to obtain energy for growth. Collecting and testing the gas produced by the yeast will allow the students to begin to build a chemical equation of the process of cellular respiration.  Students then design and carry out an investigation by testing a variable to further explore the process.  Students will look for cause and effect relationships as they analyze and interpret the data they gather. To expand and further solidify the understanding of cellular respiration and the release of energy students will explore how exercise affects the production of CO2 gas.  Since CO2 gas is a product of cellular respiration the increase in its production should increase as an organism uses more energy.  Additional information will be gathered by the students that will lead them to name and explain the phenomenon that they have been exploring.  Once named students will describe the process of cellular respiration including defining the system, the change in energy and the flow of matter.  They then develop a model illustrating their description.

Storyline Narrative 8.3.2

Bacon Pancakes

Episode 1

Question

Why do living organisms eat food?

Snapshot

Students engage in the phenomenon by watching a short video while eating an apple slice.  Student ask questions focusing on how they obtain energy from the food they eat.  

Conceptual Understandings

Living organisms eat food to get the energy they need to grow.

How do living organisms get energy from the food they eat?

 

Conceptual Understandings

Digestion is a process that breaks food down into smaller particles so that energy can be obtained.

What are the smaller particles that living organisms use to get energy?

Snapshot

Students explore the process of digestion and its role in obtaining energy from food.  

Episode 2

Question

How do living organisms get energy from the food they eat?

 

Episode 3

Question

What are the smaller particles that living organisms use to get energy?

Snapshot

Students explore the different types of fuels used to obtain energy.  Students identify carbohydrates as the molecules used by living organisms to get energy.

Conceptual Understandings

Carbohydrates are sugars that are used by living organisms to get energy.

What happens to sugar molecules as living organisms use them for energy?

Conceptual Understandings

CO2 gas is produced when sugar is used as food for yeast, a living organism.

Does this process work the same in all living organisms?

Snapshot

Students explore the use of sugar as a food source for yeast.  They identify a gas produced (CO2)  during the process.

Episode 4

Question

What happens to sugar molecules as living organisms use them for energy?

Episode 5

Question

Does this process work the same in all living organisms?

Snapshot

Students elaborate by exploring the cause and effect relationship of CO2 production and energy use in themselves.

Conceptual Understandings

The more energy people use the more CO2 produced.  Therefore, we get our energy from food through cellular respiration as well.

How does a living organism make CO2 and does this process have a name?

 
 
 

Conceptual Understandings

Energy is converted from sugar through a chemical process known as cellular respiration into mechanical energy in the body..  

Can we create a model of the digestive system and cellular respiration?

Snapshot

Students obtain information that will lead them to name and explain the phenomenon that they have been exploring.

Episode 6

Question

How does a living organism make CO2 and does this process have a name?

 

Episode 7

Question

Can we create a model of the digestive system and cellular respiration?

Snapshot

Students develop a model illustrating Digestion and Cellular Respiration in a living organism and how energy flows and matter cycles through an organism.

Conceptual Understandings

The steps of the digestive system and cellular respiration can be represented by everyday objects.