Mississippi Science BIO.2

BIO.2 is a cluster heading. These are the individual standards under it.

• BIO.2.1

  Use models to demonstrate that ATP and ADP are cycled within a cell as a means to transfer energy.

• BIO.2.2

  Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emp...

• BIO.2.3

  Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stor...

• BIO.2.4

  Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples...

• BIO.2.5

  Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentati...

01

What Students Need to Do

Students trace how plants use light to make sugar from carbon dioxide and water. They show how cells use sugar to make ATP, with or without oxygen. They model ATP becoming ADP when a cell uses energy.

02

What Mastery Looks Like

A student can label the inputs and outputs of photosynthesis and respiration and show where energy goes. They can compare ATP production with and without oxygen in plant and animal cells. They can explain that breaking bonds takes energy, while forming bonds releases it.

03

Common Misconceptions

Students may think plants photosynthesize but do not respire, or that cells make no ATP without oxygen. Some think breaking a bond releases energy by itself. Others draw ATP as a fuel that disappears instead of becoming ADP.

04

How to Assess It

Exit ticket: Draw the inputs and outputs of photosynthesis and aerobic respiration, and mark where ATP is made. Add an arrow showing ATP becoming ADP during cell work, then state what changes when oxygen runs out.

1. 01

   Use a needleless syringe to sink spinach leaf disks in baking soda solution, then count floating disks in light and dark after 15 minutes.

2. 02

   Ask: If a seedling stays in darkness, can its cells still make ATP? Explain using its stored sugar.

3. 03

   Give pairs cards labeled light, CO2, water, sugar, O2, ATP, ADP, and phosphate; have them build both pathways and the ATP cycle.

4. 04

   Compare yeast raising bread without oxygen and muscle cells producing lactate during a sprint; ask why both yield less ATP than using oxygen.

• FB.3

  Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.

• L.5.3A

  Students will demonstrate an understanding of photosynthesis and the transfer of energy from the sun into chemical energy necessary for plant growth and surviva...

• PHS.7

  Students will examine different forms of energy and energy transformations.