Big Ideas: Metabolism / Respiration / Photorespiration  
Essential Questions: What is cellular respiration?  What is cellular fermentation?  How does a cell create energy in the form of ATP for anabolic/catabolic reactions? How is energy in the form of glucose created with light, water, carbon dioxide, and pigments?
Vocabulary: aerobic respiration, pyruvate converstion, Kreb's cycle, electron transport chain; light, pigments, photosystems 
Month Content Skills Asessment Standards Instructional Activities,
Strategies, and Differentiation
November Cellular Metabolism, Fermentation, and Respiration: Formative:  Formal Indiana State Core Standards Are Not Available  Provide Topic Reading Assignments and Vocabulary List   
* Aerobic Respiration (Pyruvate Conversion and Kreb’s Cycle and Electron Transport Chain) Study how exercise affects the disposal of waste (CO2) from cellular respiration Student Partipiation and Dialog  Deliver Information via Lecture, Discussion and Handouts
* Chemisosmotic Theory (ATP Production)   Study Guide Assignments  The Proceeding Are Related State Core Standards Associated with Use Technology (ie Simulations/Illustrations/Videos), Various Manipulatives and Word Play
  Lab Practicles and/or Projects General Biology That Can Be Applied To This Discipline/Curriculum: Offer Review Opportunities (Study Guides and Study Sessions)
Photosynthesis: Chapter Quizzes Visit: Supplement Topic Discussion with Labs/Projects/Demonstrations
* Terminology and Functions (Heterotrophs/Autotrophs, ATP/NADP+, Light-Dependent/Independent Reactions) Identify chloroplast organelles and the guard cells that help with the process of photosynthesis using a scope Reading / Vocabulary Exam
* Plastids (Chlorophyll and Carotenoids) and Light Energy (Nature and Absorption) Extracted pigments from various leaves and separate those various types (i.e. carotenes, xanthophylls, chlorophylls a and b)  Core Standards:    
* Photosystems (Antenna Complex/Reaction Center, Systems I and II, Photophosphorylation, Z-Scheme) Demonstrate “florescence” when photons of light excite electrons to a higher energy level Summative:
  Observe the rate of photosynthesis by infusing carbon dioxide into plant leaves and then exposing the leaf “discs” to light as well as without light Chapter Exam B.2.3, B.3.1, B.3.2 ; B.1.2, B.2.3, B.3.1, B.3.2, B.3.3, B.3.5
Visit ( for Further Details and Information with Regards to the Curriculum    
Process Standards:
[x] SEPS.1 Posing Questions
[x] SEPS.2 Developing and Using Models and Tools
[x] SEPS.3 Constructing and Performing Investigations 
[x] SEPS.4 Analyzing and Interpreting Data
[x] SEPS.5 Using Mathematics and Computational Thinking
[x] SEPS.6 Constructing Explanations
[x] SEPS.7 Engaging in Argument from Evidence 
[x] SEPS.8 Obtaining, Evaluating, and Communicating Info
Literacy Standards:
[x] LST.1 Learning Outcomes: 
Read and comprehend science and technical texts  
independently and proficiently and write effectively for a variety 
of discipline-secific tasks, purposes, and audiences
[x] LST.2 Key Ideas and Textual Support
Extract and construct meaning from science and technical texts  
using a variety of comprehension skills
[x] LST.3 Structural Elements and Organization
Build understanding of science and technical texts, using  
knowledge of structural organization and author’s purpose and  
[x] LST.4 Synthesis and Connection of Ideas
Build understanding of science and technical texts by 
synthesizing and connecting ideas and evaluating specific
[x] LST.5 Writing Genres
Write for different purposes and to specific audiences or people
[x] LST.6 The Writing Process
Produce coherent and legible documents by planning, drafting, 
revising, editing, and collaborating with others