Transformations in Matter and Energy Carbon TIME is an NSF-funded partnership led by Michigan State University
Activity 4.2: Explaining How Fungi Move and Function: Cellular Respiration (40 min)
Target Student Performance
Students explain how matter moves and changes and how energy changes during cellular respiration in fungus cells.
Resources You Provide
- (from previous activity) 3.3 Evidence-Based Arguments Tool for Bread Molding
- 4.2 Explanations Tool for Fungi Cellular Respiration (1 per student)
- 4.2 Grading the Explanations Tool for Fungi Cellular Respiration
- 4.2 Explaining How Fungi Move and Function: Cellular Respiration PPT
- 4.2 How do Decomposers Get the Energy They Need to Move and Function? Reading (1 per student)
- Decomposers Matter Tracing Tool
- Assessing the Decomposers Matter Tracing Tool
- Questions, Connections, Questions Student Reading Strategy
- Decomposer 11 x 17 Poster (1 per class)
- Three Questions 11x17 Poster (1 per class)
- Three Questions Handout (Color Version)
- Three Questions Handout (BW Version)
- (Optional) Example Decomposers Explanations Handout (1 per student)
- Learning Tracking Tool for Decomposers
- Assessing the Learning Tracking Tool for Decomposers
Print one copy of the 4.2 Explanations Tool for Fungi Cellular Respiration for each student. Return students’ completed versions of the 3.3 Evidence-Based Arguments Tool for Bread Molding for review. Prepare a computer and a projector to display the PPT. In this activity, your students will need to use the Three Questions Explanation Checklist on the back of the Three Questions Handout. Be sure to have this available to students and see the notes in the Modifications at the end of the Activity for ideas about how to use it.
During the class, circulate while students are comparing their explanations. Listen to see if they are able to explain cellular respiration at both the macroscopic and atomic-molecular scales. Use 4.2 Grading the Explanations Tools for Fungi Cellular Respiration to grade student responses. This worksheet has “grading” in the title (instead of “assessing”) because at this point, students can be held accountable for correct answers. If students are still struggling with these concepts, you may want to revisit parts of the activity they are finding difficult. Use the Assessing the Decomposers Matter Tracing Tool to grade the tool.
- Make sure students understand that the chemical energy in glucose (not glucose itself) is converted to heat energy.
- Make sure that students discuss and understand all three columns of the Three Questions 11x17 Poster or Three Questions Handout. They play a central role in all Carbon TIME units.