ASET Three Dimensional Mapping Tool 

 
Science Lesson/Unit Title:​ Cellular Respiration and Energy Transfer 
Intended Grade: ​9 
 
Grounding Phenomenon & Essential Questions -   Conceptual Goals -   Performance Expectations 
     
We are what we eat. Why is this? If we eat, we live. If we  Cellular Respiration   HS-LS1-7- From Molecules to Organisms: Structures and 
don’t eat, we die. Sometimes it seems that simple, but it  Process  Processes: 
goes beyond this. Why do we feel more energized when  Aerobic v. Anaerobic  Use a model to illustrate that cellular respiration is a 
we eat vegetables than when we eat pizza? How does our  Energy Yields from different foods  chemical process whereby the bonds of food molecules 
body turn food into energy? What happens to this energy    and oxygen molecules are broken and the bonds in new 
in our body?  Trophic Levels  compounds are formed resulting in a net transfer of 
  Energy Transfer  energy.  
  Autotrophs v. Heterotrophs   
  HS-LS2-4- Ecosystems: Interactions, Energy, and 
Inspired by: 
  Dynamics: 
We are what we eat : Corn v. Soy 
Use mathematical representations to support claims for 
NatGeo 
the cycling of matter and flow of energy among 
CNN 
organisms in an ecosystem. 
 

Learning Objectives  Assessment 

Students will investigate the effects of cellular respiration on energy transfer in organisms.  Students will create a CER chart to record final thoughts, 
Students will organize data collected to represent their experiment and defend a claim.  visuals, and observations from different experiments.  
The individual group findings will be presented to the 
class to compare data and results.  

Science and Engineering Practice(s) (SEP)  Disciplinary Core Idea(s) (DCI)  Crosscutting Concept(s) (CCC) 
Developing and Using Models  LS1.C: Organization for Matter and Energy Flow in  Energy and Matter 
Planning and Carrying Out Investigations  Organisms  - The total amount of energy and matter in closed 
    systems is conserved. (HS-ESS2-6) 
  LS2.B: Cycles of Matter and Energy Transfer in  - Energy drives the cycling of matter within and 
Ecosystems  between systems. (HS-ESS2-3) 
  - Energy cannot be created or destroyed—it only 
  moves between one place and another place, 
  between objects and/or fields, or between 
systems. (HS-LS2-4) 
 - Energy drives the cycling of matter within and 
between systems. (HS-LS2-3) 
Systems and System Models 
- Models (e.g., physical, mathematical, computer 
models) can be used to simulate systems and 
interactions—including energy, matter, and 
information flows—within and between systems 
at different scales. (HS-LS2-5) 
 

How does this lesson/unit make explicit connections  How does this lesson/unit make explicit connections  How does this lesson/unit make explicit connections 
between the target S​EP(s​) and D ​ CI(s)​? (Cite  between the target S​EP(s)​and ​CCC(s)​? (Cite  between the target C ​ CC(s)​and D ​ CI(s)​? (Cite 
evidence/reasoning)  evidence/reasoning)  evidence/reasoning) 
In my lesson plan (Yeast Lab), which fits the unit     
described above, students will plan and carry out an  In my lesson plan (Yeast Lab), which fits the unit  In my lesson plan (Yeast Lab), which fits the unit 
investigation to understand energy transfer in ecosystems.  described above, students will use an investigation to  described above, students will learn about Energy and 
Students will also develop a visual model to illustrate  understand that energy drives the cycling of matter  Matter flow within and between organisms of different 
energy flow in organisms.  between systems. Students will also develop a model to  trophic levels. Students will also use models to represent 
  represent energy flow between systems (trophic levels)  energy transfer between systems at different scales (time 
    v. growth → yeast & balloon).