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Animals Unit Carbon: Transformations in Matter and Energy Environmental Literacy Project Michigan State University

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Carbon TIME: Animals Unit 2016-17 Field Test Version The Animals unit builds on student learning about organic and inorganic materials in the Systems and Scale unit, including how all systems exist at multiple scales and the transformation of materials and energy during chemical change. In the Animals unit students learn how the processes of digestion and biosynthesis transform food molecules into the biomass of an organism during growth, and how the process of cellular respiration transforms organic materials to inorganic materials and chemical energy to energy for function and movement of organisms.

Principal Authors Christa Haverly, Department of Teacher Education, Michigan State University

Christie Morrison Thomas, Department of Teacher Education, Michigan State University

Kirsten Edwards, Department of Teacher Education, Michigan State University

Hannah K. Miller, Department of Teacher Education, Michigan State University

Charles W. “Andy” Anderson, Department of Teacher Education, Michigan State University

Contributing Authors Jennifer H. Doherty, Lindsey Mohan, Elizabeth Tompkins, Emily Scott, Nicholas Verbanic,

Wendy Johnson, Allison Freed, Jenny Dauer, Pingping Zhao

Illustrations Craig Douglas

This research is supported in part by grants from the National Science Foundation: A Learning Progression-based System for Promoting Understanding of Carbon-transforming Processes (DRL 1020187) and Sustaining Responsive and Rigorous Teaching Based on Carbon TIME (NSF 1440988). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the united States Department of Energy.

This unit is also available online at http://carbontime.bscs.org/. Contact the MSU Environmental Literacy Program for more information: [email protected].


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Table of Contents Principal Authors ....................................................................................................... 1 Contributing Authors ................................................................................................. 1 Illustrations ................................................................................................................ 1 Table of Contents ...................................................................................................... 2 General Unit Information ........................................................................................... 2 Unit Goals ................................................................................................................. 2 Unit at a Glance ........................................................................................................ 3 Table 1: Unit Learning Objectives ............................................................................. 4 Next Generation Science Standards ......................................................................... 6 Table 2: Observations, Patterns, Models & Instructional Model ............................... 7 Materials List ............................................................................................................. 8

General Unit Information The Animals unit builds on student learning about organic and inorganic materials in the Systems and Scale unit, including how all systems exist at multiple scales and the transformation of materials and energy during chemical change. In the Animals unit students learn how the processes of digestion and biosynthesis transform food molecules into the biomass of an organism during growth, and how the process of cellular respiration transforms organic materials to inorganic materials and chemical energy to energy for function and movement of organisms.

Unit Goals The tables below show goals for this unit in two forms. Table 1 shows unit learning objectives aligned with inquiry and application practices. Table 1 also contrasts the goal performance with performances of students at lower learning progression levels.

This table is followed by a list of Next Generation Science Standards (NGSS) addressed by this unit.


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Unit at a Glance Note: Symbols designate activities where there are options about which activities to do: Repeating activities: The same activities are also in the Plants and Decomposers

units. If you have already taught these activities in another unit, do not teach them again unless you specifically want to do them as a review with your students.

Turtle symbols indicate more and less demanding activities. See http://media.bscs.org/carbontime/files/Turtles_07.05.16-1.pdf.

Lesson 1 – Pretest and Expressing Ideas (50 min) • Activity 1.1: Animals Unit Pretest (20 min)

• Activity 1.2: Expressing Ideas about How Animals Grow (30 min) Lesson 2 – Foundations: Zooming into Organisms (2 hr 5 min)

Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min)

Activity 2.2: Molecules Cells Are Made of (45 min)

Activity 2.3: Molecules in Cells Quiz (20 min)

• Activity 2.4: Questions about Animals (20 min)

Lesson 3 – Investigating Mealworms Eating (2 hr 40 min) • Activity 3.1: Predictions about Mealworms Eating (50 min) • Activity 3.2: Observing Mealworms Eating (60 minutes over 2 days) • Activity 3.3: Evidence-Based Arguments about Mealworms Eating (50 min)

Lesson 4 –Explaining How Animals Move and Function (1 hr 20 min) Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (40 min)

• Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min)

Lesson 5 – Explaining How Animals Grow (1 hr 20 min) • Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis

(40 min) Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min)

• Activity 5.3: Explaining How Cows Grow: Digestion and Biosynthesis (40 min) Lesson 6 – Explaining Other Examples of Animals Growing, Moving, and Functioning (2 hr)


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• Activity 6.1: Explaining Other Examples of Animals Growing, Moving, and Functioning (50 min)

• (Optional) Activity 6.2: Explaining How All Animals Grow, Move, and Function (50 min)

• Activity 6.3: Animals Unit Posttest (20 min)

Table 1: Unit Learning Objectives Type of Objective and

NGSS Practices Learning Objective Challenges for Level 2

Students Challenges for

Level 3 Students Inquiry: Measurement 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 8. Obtaining, evaluating, and communicating information

Measure mass changes in animals and food. Detect changes in carbon dioxide concentration caused by animal metabolism.

Level 2 students may have trouble reading digital balances and attaching meaning to measurements in small fractions of grams. Level 2 students will not think of air as a mixture of different gases, so while they can understand that BTB detects CO2, they will not think of CO2 as one of the mix of gases in the air.

Level 3 students may have trouble accounting for tare mass and interpreting small fluctuations in readings on digital balances. They will have difficulty identifying threats to accuracy and precision in measurement.

Inquiry: Arguments from evidence 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Construct arguments that use evidence about changes in mass of animals and carbon dioxide concentration to defend claims about movements of atoms during 1) growth (digestion and biosynthesis) and 2) function and movement (cellular respiration).

Level 2 students will not interpret changes in mass as evidence of movements of atoms, believing instead that animals need food for “energy to grow,” that an organism dynamically grows “by itself” as it gets older and that food is “burned up” by the organism. They will also believe that oxygen can be converted to CO2—they will not be committed to the idea that the carbon must have come from somewhere.

Level 3 students will see the relevance of evidence to claims, but they will not systematically consider alternate hypotheses or show how evidence supports or refutes specific claims.

Inquiry: Collective validation 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Find patterns in data collected by multiple groups about changes in mass of animals or food and carbon dioxide concentration.

Level 2 students may focus primarily on their own results rather than seeing the value of multiple measurements.

Level 3 students will understand that multiple measurements are valuable, but they will have few strategies for finding patterns across multiple trials.


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Type of Objective and NGSS Practices

Learning Objective Challenges for Level 2 Students

Challenges for Level 3 Students

Application: Matter movement question 2. Developing and using models 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Describe systems and processes in a hierarchy of scales, including atomic-molecular, macroscopic, and large scale. Draw and explain movements of materials during 1) growth of an animal and 2) function/movement of an organism, including air and food entering the animal, and waste, air enriched in carbon dioxide and water vapor leaving the animal.

Level 2 students will explain what happens as an action of the organism (the mealworm grows, burns up food). They will not interpret mass loss in the food and mass gain of the organism as evidence that atoms are moving.

Level 3 students will rely on accounts that trace movements of solids and liquids (food, water) separately from movements of gases (oxygen, carbon dioxide, water vapor).

Application: Matter change question 2. Developing and using models 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Identify the most abundant organic materials in foods—fats, proteins, and carbohydrates—and use food labels to find out how concentrated they are in different foods and animal tissues. Explain the chemical changes that occur when an animal digests food and creates new biomass. Explain the chemical changes that occur during cellular respiration, representing the changes with molecular models and chemical equations.

Level 2 students will explain what happens as an action of the organism (the mealworm grows, burns up food) rather than as a chemical change in which atoms and mass are conserved. They will recognize that organisms get larger as they grow, but not trace those materials through chemical processes. They will recognize that organisms need and use food and oxygen, but they will not try to trace those materials through the chemical change process.

Level 3 students will recognize that a chemical change is taking place, but they will not be able to successfully trace all the materials through the organism. They may say that the food is converted to energy.

Application: Energy change question 2. Developing and using models 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Identify forms of energy involved in growth and movement of animals: chemical energy, movement, and heat energy. Explain energy transformations during 1) growth: chemical energy stored in food is preserved as polymers are broken down to monomers then reassembled as animal biomass and 2) function/movement of an organism: Chemical energy stored in organic molecules is transformed into motion and heat.

Level 2 students will recognize that an organism needs energy, but may associate with vitality (dead organisms have no energy) rather than with organic materials. Level 2 students will recognize motion and heat are forms of energy in the organism, but they will not be committed to the idea that the energy must have a source. (The mealworm could create energy.)

Level 3 students are likely to identify food as a source of energy for animals, but they may not distinguish between food as a material and chemical energy stored in the food.


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Next Generation Science Standards Middle School

• MS. Matter and its Interactions. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

http://www.nextgenscience.org/msps1-matter-interactions • MS. Matter and its Interactions. MS-PS1-2. Analyze and interpret data on the properties of

substances before and after the substances interact to determine if a chemical reaction has occurred.

http://www.nextgenscience.org/msps1-matter-interactions • MS. Matter and its Interactions. 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. http://www.nextgenscience.org/msps1-matter-interactions

• MS. 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.

http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes

High School

• HS. 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.

http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes • HS. Matter and its Interactions. HS-PS1-4. Develop a model to illustrate that the release or

absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

http://www.nextgenscience.org/hsps1-matter-interactions • HS. Matter and its Interactions. HS-PS1-7. Use mathematical representations to support the

claim that atoms, and therefore mass, are conserved during a chemical reaction. http://www.nextgenscience.org/hsps1-matter-interactions

• HS. From Molecules to Organisms: Structures and Processes. 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.

http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes • HS. From Molecules to Organisms: Structures and Processes. 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.

http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes • HS. Ecosystems: Interactions, Energy, and Dynamics. HS-LS2-5. Develop a model to

illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

http://www.nextgenscience.org/hsls2-ecosystems-interactions-energy-dynamics


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Table 2: Observations, Patterns, Models & Instructional Model Like all Carbon TIME units, this unit consists of an instructional model designed to teach for a mastery of the unit’s inquiry and application goals. For more information about this, see the “Carbon TIME Instructional Model” document at http://carbontime.bscs.org/resources.

Observations, Patterns, and Models in the Animals unit (the layers of the triangle)

Observations and Patterns: Students investigate mealworms eating a potato. Key patterns in their observations: • Mealworms gain mass. • The potato loses mass. • The potato loses more mass than the

mealworms gain. • Mealworms release CO2 into the air.

Models (and Explanations): Students explain digestion, biosynthesis, and cellular respiration by connecting macroscopic and atomic-molecular scales, and by answering the Three Questions: • Movement: Animals do not digest all the food they eat,

eliminating undigested food as feces. Digested food moves through blood to the cells.

• Carbon and energy: o Animal cells get the materials they need to grow

and divide through digestion and biosynthesis. o Animal cells get the energy they need to move and

function through digestion and cellular respiration.

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Materials List Materials You Provide: Activity 1.1: Animals Unit Pretest (20 min) • pencils (1 per student, for paper version) • computer with an Internet connection (1 per student, for online version)

Activity 1.2: Expressing Ideas about How Animals Grow (20 min) • sticky notes (1 per student)

Activity 2.3: Molecules in Cells Quiz (20 min) • pencils (1 per student)

Activity 2.4: Questions about Animals (20 min) • (From previous lesson) 2.1 Comparing Plants, Animals, and Decomposers Worksheet

Activity 3.1: Predictions about Mealworms Eating (50 min) • (From previous lesson) Students’ ideas and questions they shared in Activity 1.2 Expressing

Ideas about How Animals Grow • (From previous lesson) 1.2 Expressing Ideas Tool for Animals Growing • Time-lapse video of mealworms eating a carrot:

http://www.youtube.com/watch?v=xRYE0JjHYoQ

Activity 3.2: Observing Mealworms Eating (60 min over 2 days) • bromothymol blue (BTB) solution (less than 1 cup per group of four students) • digital balance (1 per group of four students) • mealworms (10-15 grams, approximately 100-150 mealworms per group of four students) • plastic Petri dish (1 per group of four students) • sealable, 9.5 cup container (1 per group of four students) • small container to hold mealworms (1 per group of four students) • thick slice of potato (food for mealworms) (1 per group of four students) • (From previous lesson) 3.1 Predictions Tool for Mealworms Eating with student answers

Activity 3.3: Evidence-Based Arguments about Mealworms Eating (50 min) • (From previous lesson) 3.2 Mealworms Investigation Class Results 11 x 17 Poster (or

Spreadsheet) • (From previous lesson) 3.2 Observing Mealworms Eating Worksheet

Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (40 min) • (From previous lesson) Students’ unanswered questions they shared in Activity 3.3

Evidence-Based Arguments about Mealworms Eating • (From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating • molecular model kit (1 per pair of students) • scissors (1 per pair of students)


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• twist ties (at least 12 per pair of students) • video of a cow moving, such as here: https://youtu.be/onWzeDElz6w

Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min) • (From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating Activity 5.1: Tracing the Process of Cows Growing: Digestion and Biosynthesis (40 min) • pennies (5 per pair of students) • nickels (2 per pair of students) • video of a cow growing, such as here: https://www.youtube.com/watch?v=LWJN7li120ch Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min) • scissors (1 per pair of students) • removable or re-stick tape (1 dispenser per pair of students)

Activity 5.3: Explaining How Cows Grow: Digestion and Biosynthesis (40 min) • (From previous lesson) 3.3 Evidence-Based Arguments for Mealworms Eating

Activity 6.1: Explaining Other Examples of Animals Growing, Moving, and Functioning (50 min) • (From previous lesson) 1.2 Expressing Ideas Tool for Animals Growing • (From previous lesson) 3.2 Mealworms Eating Class Results 11 x 17 Poster (or

Spreadsheet) • (From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating

(Optional) Activity 6.2: Explaining How All Animals Grow, Move, and Function (50 min) • (From previous lesson) 6.1 Explaining Other Examples of Animals Growing, Moving, and

Functioning • computers (1 per pair of students, for option 2 in step 6) • blank posters (1 per pair of students or small group, for option 3 in step 6)

Activity 6.3: Animals Unit Posttest (20 min) • pencils (1 per student, for paper version) • computers with an Internet connection (1 per student, for online version)

Materials Available on the Website: Activity 1.1: Animals Unit Pretest (20 min) • 1.1 Animals Unit Pretest (1 per student or online) • 1.1 Assessing the Animals Unit Pretest


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Activity 1.2: Expressing Ideas about How Animals Grow (20 min) • 1.2 Expressing Ideas about How Animals Grow PPT • 1.2 Expressing Ideas Tool for Animals Growing (1 per student) • 1.2 Assessing the Expressing Ideas Tool for Animals Growing

Activity 2.1: Zooming into Plants, Animals, and Decomposers (40 min) • 2.1 Comparing Plants, Animals, and Decomposers Worksheet (1 per student) • 2.1 Assessing the Comparing Plants, Animals, and Decomposers Worksheet • 2.1 Zooming Into Plants, Animals, and Decomposers PPT • Three Questions 11 x 17 Poster (1 per class)

Activity 2.2: Molecules Cells are Made of (45 min) • 2.2 Food Labels Worksheet (1 per student) • 2.2 Grading the Food Labels Worksheet • 2.2 Molecules Cells Are Made of PPT • 2.2 Reading Nutrition Labels Handout (1 per pair of students) • 2.2 Food Label Cards (1 per pair of students) • (Optional for more demanding classes) Posters about large organic molecules:

o Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class) o Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class) o Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)

• Molecule 11 x 17 Poster (1 per class) • Metabolic Pathways Poster: http://www.sigmaaldrich.com/content/dam/sigma-

aldrich/docs/Sigma/General_Information/metabolic_pathways_poster.pdf (1 per class)

Activity 2.3: Molecules in Cells Quiz (20 min) • 2.3 Molecules in Cells Quiz (1 per student) • 2.3 Grading the Molecules in Cells Quiz

Activity 2.4: Questions about Animals (20 min) • 2.4 Questions about Animals PPT

Activity 3.1: Predictions about Mealworms Eating (50 min) • 3.1 Predictions about Mealworms Eating PPT • 3.1 Predictions Tool for Mealworms Eating (1 per student) • 3.1 Assessing the Predictions Tool for Mealworms Eating (1 per class) • 3.1 Mealworm Factsheet Handout (1 per pair of students) • Three Questions 11 x 17 Poster (1 per class) • Mealworms Eating Video

Activity 3.2: Observing Mealworms Eating (60 min over 2 days) • 3.2 Observing Mealworms Eating Worksheet (1 per student) • 3.2 Grading the Observing Mealworms Eating Worksheet • 3.2 Observing Mealworms Eating PPT • 3.2 Mealworms Investigation Class Results 11 x 17 Poster (1 per class)


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• 3.2 Mealworms Investigation Class Results Spreadsheet (1 per class) • (Optional) BTB Color Handout (1 per group) • Mealworms Eating Video

Activity 3.3: Evidence-Based Arguments for Mealworms Eating (20 min) • 3.3 Evidence-Based Arguments Tool for Mealworms Eating (1 per student) • 3.3 Assessing the Evidence-Based Arguments Tool for Mealworms Eating • 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT • Instructional Model Poster (1 per class) • Three Questions Handout (1 per student)

Activity 4.1: Molecular Models for Cows Moving and Functioning: Cellular Respiration (40 min) • Molecular Models 11 x 17 Placemat (1 per pair of students) • 4.1 Molecular Models for Cow Cellular Respiration Worksheet (1 per student) • 4.1 Grading the Molecular Models for Cow Cellular Respiration Worksheet • 4.1 Molecular Models for Cow Cellular Respiration PPT • (Optional) 4.1 Cellular Respiration Handout • Cow 11 x 17 Poster (1 per class) • Forms of Energy Cards (1 set per pair of students)

Activity 4.2: Explaining How Cows Move and Function: Cellular Respiration (40 min) • 4.2 Explanations Tool for Cow Cellular Respiration (1 per student) • 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT • 4.2 Grading the Explanations Tool for Cow Cellular Respiration • Cow 11 x 17 Poster (1 per class) • Three Questions 11 x 17 Poster (1 per class) • Three Questions Handout (1 per student)

Activity 5.1: Tracing the Processes of Cows Growing: Digestion and Biosynthesis (40 min) • 5.1 Tracing the Processes of Cows Growing: Digestion and Biosynthesis PPT • 5.1 Tracing Atoms and Energy in Animals Worksheet (1 per student) • 5.1 Grading the Tracing Atoms and Energy in Animals Worksheet • Cow 11 x 17 Poster (1 per pair of students) • Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class) • Metabolic Pathways 11 x 17 Poster (http://www.sigmaaldrich.com/content/dam/sigma-

aldrich/docs/Sigma/General_Information/metabolic_pathways_poster.pdf) (1 per class)

Activity 5.2: Molecular Models for Cows Growing: Digestion and Biosynthesis (40 min) • 5.2 Molecular Models for Cows Growing: Digestion and Biosynthesis PPT


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• 5.2 Polymers for Cutting Handout (1 copy for every four students) • Molecular Models 11 x 17 Placemat (1 per pair of students) • Forms of Energy Cards (1 per pair of students) • Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class) • Cow 11 x 17 Poster (1 per class)

Activity 5.3: Explaining How Cows Grow: Digestion and Biosynthesis (40 min) • 5.3 Explaining How Cows Grow: Digestion and Biosynthesis PPT • 5.3 Explanations Tool for Cow Digestion (1 per student) • 5.3 Explanations Tool for Cow Biosynthesis (1 per student) • 5.3 Grading the Explanations Tool for Cow Digestion • 5.3 Grading the Explanations Tools for Cow Biosynthesis • Three Questions 11 x 17 Poster (1 per class) • Three Questions Handout (1 per student) • Digestion and Biosynthesis of Carbohydrates 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Fat 11 x 17 Poster (1 per class) • Digestion and Biosynthesis of Protein 11 x 17 Poster (1 per class)

Activity 6.1: Explaining Other Examples of Animals Growing, Moving, and Functioning (50 min) • 6.1 Explaining Other Examples of Animals Growing and Moving PPT • 6.1 Explaining Other Examples of Animals Growing, Moving, and Functioning- Mealworms • 6.1 Explaining Other Examples of Animals Growing, Moving, and Functioning- Child • 6.1 Explaining Other Examples of Animals Growing, Moving, and Functioning- Dogs • 6.1 Explaining Other Examples of Animals Growing, Moving, and Functioning- Fish • 6.1 Explaining Other Examples of Animals Growing, Moving, and Functioning- Birds • 6.1 Grading Explaining Other Examples of Animals Growing, Moving, and Functioning • Three Questions 11 x 17 Poster (1 per class) • Three Questions Handout (1 per student)

(Optional) Activity 6.2: Explaining How All Animals Grow, Move, and Function (50 min) • 6.2 Explaining How All Animals Grow, Move, and Function PPT • 6.2 Explaining Functions that All Animals Share Worksheet (1 per student for option 1 in

step 6) • 6.2 Grading the Explaining Functions that All Animals Share Worksheet

Activity 6.3: Animals Unit Posttest (20 min) • 6.3 Grading the Animals Unit Posttest • 6.3 Animals Unit Posttest (online or paper version)

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