Target Performances
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Activity |
Target Performance |
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Lesson 6 – Explaining Other Examples of Decomposers Growing, Moving, and Functioning (students as explainers) |
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(Optional) Activity 6.1: Exploring Different Kinds of Decomposers |
Students explain how matter and energy move and change in other phenomena involving decomposers, included aerobic and anaerobic bacteria, fermentation, spontaneous combustion of hay, and decomposition in forests. |
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Activity 6.2: Explaining Other Examples of Decomposers Growing, Moving, and Functioning |
Students develop integrated accounts of how other fungi (bracket fungi, bread mold, mycorrhizal fungi) grow and function through the processes of digestion, cellular respiration, and biosynthesis. |
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Activity 6.3: Comparing Decomposers, Plants, and Animals |
Students compare how matter moves and changes and how energy changes in decomposers, plants, and animals. |
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Activity 6.4: Functions of All Decomposers |
Students develop integrated accounts of how all aerobic decomposers grow and function through the processes of digestion, cellular respiration, and biosynthesis. |
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Activity 6.5: Decomposers Unit Posttest |
Students show their end-of unit proficiencies for the overall unit goal: Questioning, investigating, and explaining how decomposers move and change matter and energy as they live and grow. |
NGSS Performance Expectations
High School
- Chemical Reactions. HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy.
- Chemical Reactions. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- From Molecules to Organisms: Structures and Processes. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- Matter and Energy in Organisms and Ecosystems. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
- Matter and Energy in Organisms and Ecosystems. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
- Matter and Energy in Organisms and Ecosystems. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Middle School
- Structure and Properties of Matter. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
- Chemical Reactions. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
- From Molecules to Organisms: Structures and Processes. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
- Matter and Energy in Organisms and Ecosystems. MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
- Matter and Energy in Organisms and Ecosystems. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.