1. DO NOW 10/31
Can our cells get energy from minerals such as calcium, potassium, phosphorous? Why or Why not?

2. Investigation, Day 2 Measure and record the mass of the whole system
Measure and record the mass of the potato(es)
Measure and record the mass of the mealworms
Observe and record the color of the BTB
(Day 2) Have students record data and observations after 24 hours.
Display slide 8 of the 3.2 Observing Mealworms Eating PPT.
Have students collect and record their data in Part C of their 3.2 Observing Mealworms Eating Worksheets. They will need the digital balance and their worksheets to do this. They may also use the BTB Information and Instructions Handout, slide 6 of the PPT, or the BTB Color Handout to talk about how BTB has a gradient of colors depending on how much CO2 is absorbed.
Note that mealworms might produce some frass (feces) after 24 hours. Because the frass is difficult to separate from the mealworms, have students measure it along with the mass of the mealworm biomass. Have each student record results for his or her group on the 3.2 Mealworms Eating Observations Worksheet.

3. Animals Unit Activity 3.2 Observing Mealworms Eating
Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Animals Unit Activity 3.2 Observing Mealworms Eating
Image Credit: Craig Douglas, Michigan State University

4. Unit Map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 3.2 Observing Mealworms Eating PPT.

5. Comparing group results
Results for mass changes
What patterns are there in measurements made by all the groups?
Do the patterns match your predictions?
Results for BTB changes
What patterns are there in observations made by all the groups?
Do the patterns match your predictions?
Have students compare data between groups and look for patterns. 
Display slide 9 of the 3.2 Observing Mealworms Eating PPT
Have students select a recorder to input their group’s results on the 3.2 Mealworms Investigation Class Results 11 x 17 Poster, or in the 3.2 Mealworms Investigation Class Results Spreadsheet. Lead a discussion to help students compare results across groups and identify patterns in the data.
First, have students calculate the change in mass of the whole system by calculating the overall mass change. Tell students to use the class averages from the spreadsheet to calculate the change in mass of the potato plus mealworms before and after.
Discuss patterns that students see in the class results.
Ask students to identify patterns in the data for both the mass change and also the BTB color change, and discuss any outliers or unexplained data points.
Note: If you input data into the spreadsheet, the software will construct a graph of the students’ data. You can use the graph to elicit more interpretation of their observations.

6. BTB Results for Ms. Angle’s class
Day 1
Day 2
start BTB color
end BTB color
blue
yellow
Image Credit: Michigan State University
Have students compare their class’s data with data from another class to identify patterns.
Show slide 10 of the PPT and ask students to compare their results to Ms. Angle’s class results.
Ask students if they recognize similar patterns from their own data. Use the poster or spreadsheet to compare.
Compare your results to the results for Ms. Angle’s class. What similarities or differences do you notice? What patterns do you see?

7. Weight results for Ms. Angle’s class
Initial Mass Potato (g)
Initial Mass Worms (g)
Final Mass Potato (g)
Final Mass Worms (g)
Change in Potato Mass (g)
Change In Worm Mass (g)
12.50
15.40
11.30
15.90
-1.20
0.50
9.87
16.61
9.35
17.05
-0.52
0.44
11.57
15.41
10.94
15.65
-0.63
0.24
8.89
17.35
-0.46
0.30
13.59
14.77
12.88
15.01
-0.71
9.20
14.50
8.79
14.99
-0.41
0.49
Average change in weight =
-0.66
+0.37
Have students compare their class’s weight results with data from another class to identify patterns.
Show slide 11 of the PPT and ask students to compare their results to the results for Ms. Angle’s class. Ask students if they see the same patterns. What similarities or differences do they notice? What patterns do they see?
How do your results compare with the results for Ms. Angle’s class?

8. Weight results for Ms. Angle’s class
Have students compare the data from the video.
Show slide 12 of the PPT and ask students to compare their results to the results for Ms. Angle’s class.
Explain to students that the data from the video (or from Ms. Angle’s class) showed that the potato lost 0.66 g and the mealworms gained only 0.37 g. So overall the system lost 0.29 g. Remind students that atoms are forever, so this mass must have gone somewhere. Students may have some ideas about where the mass went. Tell students that you will discuss this missing mass later in the unit.
The remainder of the unit is based on the assumption that your class results are similar to those of Ms. Angle’s class and the Mealworms Eating video. If your class results are significantly different for any reason, after a conversation about why that may have happened, decide whether to have students conduct the investigation again or to refer to Ms. Angle’s data as they work through the remainder of the unit.

9. Explaining group results
Explaining results for mass changes
How are the mass changes connected with The Matter Movement Question: Where are atoms moving?
What unanswered questions do you have?
Explaining results for BTB changes
How are the BTB results connected to The Matter Change Question: What molecules are carbon atoms in before and after the chemical change?
What unanswered questions do you have?
Have students complete Part D of their worksheet .
Use slide 13 and Part D of the worksheet to help students describe the patterns they observed during the observation.
Help students to recognize that while the mass changes provide them with good evidence to answer the Movement Question, the BTB evidence provides only a partial answer to the Carbon Question.
Tell students that it shows that carbon ends up in CO2 in the air, but not where the carbon came from in the mealworm.
 As a group?? If so, can have back-pocket questions here. If not, a significant part of Day 2 is designed as whole group discussion, which limits how much everyone can participate.
What did we learn about the Energy Change Question?
What unanswered questions do you have?

10. Initial Mass Mealworms Change in Mass Mealworms
Class Results for Observing Mealworms Pd. 1
Group
Initial Mass Potato
(g)
Final Mass Potato
Change in Mass Potato
Initial Mass Mealworms
Final Mass Mealworms
Change in Mass Mealworms
BTB Before
BTB After 1
 7.58g
5.81g
 -1.77g
 16.05g
20.37g
4.32g
Blue
green 2
 16.76g
14.52g
-2.24g
17.64g
20.24g
2.60g
Yellow 3
 15.37g
12.48g
-2.89g
15.82g
21.09g
5.27g 4
15.37g
12.99g
-2.38g
14.34g
15.89g
1.55g 5
 12.96g
10.35g
-2.61g
15.28g
17.12g
1.74g 6
 14.16g
12.00g
-2.16g
15.13g
19.96g
4.83g 7
Average
 13.17g
 11.36g
 -2.34g
 15.17g
 19.12g
 3.31g
 Blue

11. Initial Mass Mealworms Change in Mass Mealworms
Class Results for Observing Mealworms Pd. 3
Group
Initial Mass Potato
(g)
Final Mass Potato
Change in Mass Potato
Initial Mass Mealworms
Final Mass Mealworms
Change in Mass Mealworms
BTB Before
BTB After
*Dimitri Dish
 8.17
 5.39
 -1.78
 13.01
 14.73
 1.72
 blue
 yellow
2 in the back
 11.7
9.34
-2.36
 12.15
16.46
4.49
 teal
Green yellow
17ion
 9.44g
7.9g
-1.53
11.03g
12.75
1.72
turqoise
 pee.yellow
*eck
 14.42
 12.21
 -2.21
 18.16
 19.25
 1.09
 dark teal
 dark yellow/pee yellow
Super Cool
 13.6
 11.1
 -1.5
 13.4
 17.43
 4.03
 dark green/blue
 yellow that is slightly green
*The Fire Destroyers
 11.94
 9.69
 -2.25
 13.86
 15.35
 1.48
 Blue-green *7
 9.2
 7.21
 -1.99
 11.95
 13.85
 1.9
 Blue
 Yellow
Average
 11.21g
 8.97
 -1.95
 13.37
 16.4
 2.68 v

12. Class Results for Observing Mealworm Pd. 4
Group
Initial Mass Whole System(g)
Final Mass Whole System(g)
Change in Mass Whole System(g)
Initial Mass Potato
(g)
Final Mass Potato
Change in Mass Potato
Initial Mass Mealworms
Final Mass Mealworms
Change in Mass Mealworms
BTB Before
BTB After 1
172.5g
171.9
-0.6g
 12.96g
10.38g
-2.58
15.75g
26.7g
10.95 
Blue-Green
Yellow 2
165.00
164.88g
-0.12
 10.76g
7.62g
-3.14g
15.85g 
26.86
 10.01
Blue green 3
158.92g
158.66g
-0.26g
10.54g
8.53g
-2.01g
11.02g
12.25g
1.23g
Blue Green 4
165.17g
164.87g
-0.3g
 8.36g
6.42g
-1.94g
13.19g
22.73g
9.54g
Teal 5
167.12g
166.67g
-0.45g
13.08g
11.48g
-1.6g
 11.39g
21.81g
10.42g
Blue 6
164.07g
163.64g
-0.43g
20.8g
9.84g
-10.96g
12.53g
22.98g
10.45g 7 --
(14.33g)
(11.57g)
(-2.76g)
(15.91g)
(11.39g)
(-4.59g)
 Blue
Average
165.46g
165.1g
-0.36g
12.75g 
8.05g 
-3.71g 
13.7g 
22.22g 
8.76g 
 Bluish

13. Class Results for Observing Mealworm Pd. 5
Group
Initial Mass Whole System(g)
Final Mass Whole System(g)
Change in Mass Whole System(g)
Initial Mass Potato
(g)
Final Mass Potato
Change in Mass Potato
Initial Mass Mealworms
Final Mass Mealworms
Change in Mass Mealworms
BTB Before
BTB After 1
174.1g
174.03g
-0.7g
16.32g
14.04g
-2.28g
13.87g
14.78g
0.91g
Teal
Yellow 2
166.6g
166g
-0.6g
8.8g
7.19g
-1.7g
11.85g
13.01g
1.2g
Blue 3
172.22g
171.97g
-0.25g
11.87g
9.5g
-2.37g
18.55g
20.25g
1.7g
Light Blue
Light Yellow 4
233.43g
233.16g
-0.27g
10.1g
7.27g
-2.83g
13.41g
25.05g
11.6g
Yellow green 5
171.66g
171.33g
-0.33g
11.95g
10.15g
-1.8g
12.45g
13.96g
1.51g 6
177.27g
173.9g
-3.45g
14.74g
12.53g
-2.21g
10.39g
12.36g
1.97g 7
234.97g
234.87g
-0.1g
8.57g
6.75g
-1.82g
16.96g
20.98g
4.02g
Average
190.04g
189.33g
-0.81g
11.76g
9.63g
-2.03g
13.93g
17.2g
1.89g
Bluish Teal
yellowish

14. Class Results for Observing Mealworm Pd. 6
Group
Initial Mass Whole System(g)
Final Mass Whole System(g)
Change in Mass Whole System(g)
Initial Mass Potato
(g)
Final Mass Potato
Change in Mass Potato
Initial Mass Mealworms
Final Mass Mealworms
Change in Mass Mealworms
BTB Before
BTB After 1
170.04g
168.79g
-1.25g
9.37g
7.37g
-2.00g
13.04g
14.42g
1.38g
Blue
Lime green 2
163.73g
163.39g
-0.34g
13.11g
11.48g
-1.63g
10.54g
12.63g
2.09g
Green 3
158.8g
158.38g
-0.42g
7.61g
5.23g
-2.38g
13.73g
29.74g
16.01g 4
163.26g
162.76g
-0.5g
10.66g
8.46g
-2.21g
13.92g
15.56g
1.64g
Yellow green 5
173.14g
172.7g
-0.44g
13.66g
11.02g
-2.64g
13.54g
15.13g
1.59g 6
159.30g
159.13g
-0.17g
7.71g
5.58g
-2.13g
10.62g
12.05g
1.43g
Yellowish 7
165.4g
166.44g
1.04g
11.36g
8.57g
-2.79g
4.57g
7.33g
2.76g
Average
165.81g
165.53g
-0.28g
10.06g
8.72g
-2.23g
11.03g
12.85g
1.82g
Yellow greenish

15. Happy Tuesday! Submit Notebook to Lab 2 Complete Notebook Check
Debrief Mealworm Investigation
Evidence-Based Arguments Tool for Mealworms

16. Revisit your predictions
Which predictions were correct?
Which predictions were incorrect?
What did we see? What does it mean?
What questions do you still need to answer?
Revisit predictions from the previous activity.
Use slide 14 to revisit students’ predictions from Activity 3.1.
Ask students to retrieve their completed tools from the previous activity: 3.1 Predictions Tool for Mealworms Eating.
Have them compare the predictions they made with the results of the investigation.
Which predictions were correct? Which predictions were incorrect? What questions do they still need to answer?
Remind students that eating food is necessary for mealworms to be able to grow, and to be able to use energy for things like moving. Tell students that they will use the data that they collected here to help them to be able to explain two processes that relate to animals eating: animals growing and animals moving.

17. Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Animals Unit Activity 3.3: Evidence-Based Arguments Tool: What Happens When A Mealworm Eats?
Image Credit: Craig Douglas, Michigan State University

18. Unanswered Questions
Discuss how the Unanswered Questions shape our next steps, and the transition from inquiry to application.
Display slide 9 of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT.
Use the Unanswered Questions to set the stage for students’ next steps, specifically the need to know what’s happening at the atomic -molecular scale.
Take a moment to show students that you have arrived at the “top of the triangle” on the instructional model poster. This means they will be making a transition. When they went “up the triangle,” they conducted an investigation and collected evidence based on what they could observe using their own eyes and also tools (e.g., macroscopic observations). Now they are preparing to go “down the triangle,” when they will figure out how to explain what happened in the investigations at an atomic-molecular scale by being provided and practicing with a model for scientifically-accurate thinking.

19. Can you answer all three questions after our investigation?
Refer back to your green Three Questions Sheet if you get stuck.
Revisit students’ arguments about what happens when mealworms eat.
Show slide 3 of the 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT.
Tell students that this activity’s purpose is to develop explanations for how cow’s use food to move and function.
Return each student’s copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating and have them review their arguments before they completed the molecular modeling activity. Their arguments and unanswered questions should also apply to cows.
Ask them to think about what they know now that they didn’t know then.

20. Discuss (3 minutes) Take out a different pen color
Compare and contrast your answers with your group.
Did you agree or disagree? Why?
If you all struggled to come up with unanswered questions, work together to think of at least one per box.
Have students compare and revise arguments in pairs.
Display slide 5 of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT. Divide students into pairs.
Have each pair compare their evidence, conclusions, and unanswered questions for the Matter Movement Question.
Have partners discuss how their ideas are alike and different. Have students change or add to their responses, based on partner input.
Have students repeat this step for the Matter Change Question and the Energy Question.
As students are sharing, circulate through the groups. Consider asking questions such as, How does this (refer to students’ evidence and/or conclusions) help us better understand the Matter Movement Question (or substitute one of the other Three Questions)? What questions do you still have at the atomic-molecular level to better understand this phenomenon?
Pay attention to patterns in students’ ideas. You will want to begin moving towards class consensus in this activity.
Partner work should take about 10 minutes.

21. Revisit students’ arguments about what happens when mealworms eat.
Show slide 3 of the 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT.
Tell students that this activity’s purpose is to develop explanations for how cow’s use food to move and function.
Return each student’s copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating and have them review their arguments before they completed the molecular modeling activity. Their arguments and unanswered questions should also apply to cows.
Ask them to think about what they know now that they didn’t know then.

22. Save for Later
Later, you will revisit your unanswered questions to see which ones you’ve learned to answer.
Save the Evidence-Based Arguments Tools for later.
Display slide 10. Tell students that they will revisit their unanswered questions later in the unit to see which questions they can now answer. Save the PPT slides with the class’s unanswered questions and/or take a picture of them for later.

23. No DO NOW Tuesday, 11/1 Notebook Check
Write the balanced chemical equation for the combustion of propane (C3H8)
No DO NOW Tuesday, 11/1 Notebook Check

24. Pd. 4 -Mealworms gained mass -Potato lost mass
-Mealworms gained atoms/molecules from the potato
-Potato entered mealworms (molecules left the potato)
-Did matter in the potato go anywhere other than the mealworms?
-Will mealworm mass stay the same if they don’t eat?
-Did the mealworms gain mass from simply consuming food or did it grow?
Revisit students’ arguments about what happens when mealworms eat.
Show slide 3 of the 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT.
Tell students that this activity’s purpose is to develop explanations for how cow’s use food to move and function.
Return each student’s copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating and have them review their arguments before they completed the molecular modeling activity. Their arguments and unanswered questions should also apply to cows.
Ask them to think about what they know now that they didn’t know then.

25. Pd. 5 -Decrease in mass of whole system
-Mealworms gained less mass than the potato lost
-Condensation inside box
-BTB color changed (B  Y)
-How much potato mass was used by the mealworm?
-How much H2O vapor was present and what does it mean/indicate?
-Atoms/molecules left the system (as gases in air)
-Some of the mass ended up in the air (in the form of CO2)
-Movement of H2O
-CO2 moving from mealworms to BTB
-BTB changed color (B  Y)
-CO2 was formed, changed from starch molecules in potato
Revisit students’ arguments about what happens when mealworms eat.
Show slide 3 of the 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT.
Tell students that this activity’s purpose is to develop explanations for how cow’s use food to move and function.
Return each student’s copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating and have them review their arguments before they completed the molecular modeling activity. Their arguments and unanswered questions should also apply to cows.
Ask them to think about what they know now that they didn’t know then.

26. Pd. 6 -Loss of mass in potato -Mass gain in mealworms
-Change in color of BTB
-Starch molecules from potato move into the mealworms and some matter moves into the air as CO2
-Where did the rest of the mass the potato lost, but mealworms didn’t gain go?
-Why didn’t we mass BTB?
-Did decomposers contribute to the mass loss of the potato?
-Did the mealworms make crumbs which could have attributed to potato loss in mass?
-BTB changed color (B  Y)
-Starch molecules (potato) changed into CO2
Revisit students’ arguments about what happens when mealworms eat.
Show slide 3 of the 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT.
Tell students that this activity’s purpose is to develop explanations for how cow’s use food to move and function.
Return each student’s copy of 3.3 Evidence-Based Arguments Tool for Mealworms Eating and have them review their arguments before they completed the molecular modeling activity. Their arguments and unanswered questions should also apply to cows.
Ask them to think about what they know now that they didn’t know then.

27. DO NOW 11/3 (Pd. 1) Where did the missing mass go?
In the investigation, the potato lost more mass than the mealworms gained.
Where did the missing mass go?
What was your evidence for this?

28. What two inputs do cells need for cellular respiration?
DO NOW 11/3
What two inputs do cells need for cellular respiration?

29. Carbon: Transformations in Matter and Energy
Environmental Literacy Project Michigan State University
Animals Unit Activity 4.1 Molecular Models for Cows Moving and Functioning: Cellular Respiration
Image Credit: Craig Douglas, Michigan State University

30. Unit Map
You are here
Use the instructional model to show students where they are in the course of the unit.
Show slide 2 of the 4.1 Molecular Models for Cow Cellular Respiration PPT.

31. Connecting Questions about Processes at Different Scales
Unanswered Questions
Macroscopic Scale
How do cows move?
Microscopic Scale
How do a cow’s muscle cells get energy to contract the muscles and move?
Atomic-Molecular Scale
What chemical change provides energy to the muscle cells?
Remind students of their unanswered questions from Activity 3.3.
Tell students that in today’s activity we will use molecular modeling to begin to answer some of their unanswered questions about what happens when a mealworm eats.
Return students’ completed 3.3 Evidence-Based Arguments Tool for Mealworms Eating and ask them to review their unanswered questions from the last lesson.
You may have typed and saved students’ unanswered questions on the 3.3 Evidence-Based Arguments Tool for Mealworms Eating PPT or you may have taken a picture of students’ unanswered questions. Display the visual and review what students shared.
We are transitioning from mealworms to cows because it is simpler to track the carbon-transforming processes (cellular respiration, digestion, and biosynthesis) in a cow than in a mealworm.
Make connections among questions about processes at different scales
Display slide 3 in the PPT.
Show students the short clip of a cow moving. Follow the link in the PPT, in the materials list, or here ( Thirty seconds of the clip should be sufficient.
Introduce students to the new driving question: How do cows move?
Connect this question at the macroscopic scale to an unanswered question about the Energy Change Question at the microscopic scale: How do a cow’s muscle cells contract the muscles and move?
Connect this question at the microscopic scale to an unanswered question about the Energy Change Question at the atomic-molecular scale: How does a cow get the energy to move?
Assure students that we will be able to answer several of their unanswered questions by the end of today’s activity.

32. Energy: Cellular respiration
How do a cow’s muscle cells get energy to contract the muscles and move?
Food
Digestion
Image Credit: Craig Douglas, Michigan State University
How does a cow’s muscle cells get energy to move?
Use Slide 4 to show students that animals use food in two ways.
Today we’ll be focusing on energy as one of those uses (cellular respiration).
Energy: Cellular respiration

33. Connecting the Atomic-Molecular Scale to the Macroscopic Scale
Image Credit: Craig Douglas, Michigan State University
Use the cow animation to connect the atomic-molecular scale to the macroscopic scale
Show slide 5 of the PPT.
Use the animation to support students in connecting the atomic-molecular scale to the macroscopic scale.
Tell students they will be modeling the change that occurs during cellular respiration at the atomic-molecular scale.
Chemical change

34. Three Ways to Represent Molecules: Glucose (a Kind of Sugar)
Image Credit: Craig Douglas, Michigan State University
Introduce students to the three different ways we represent molecules in the Carbon TIME units.
Post a copy of the Three Ways to Represent Glucose 11 x 17 Poster in your classroom and display slide 6 in the PPT. Have students discuss the differences in the three different images we use in the Carbon TIME Units to represent molecules.
The first form uses letters and numbers. Each letter represents a type of atom and each number indicates how many of that atom are in the molecule.
The second form uses letters and sticks. Each letter represents an atom, and each stick represents a bond.
The third form uses balls and sticks. Each ball represents an atom, and each stick represents a bond.

35. Molecular Models for Cellular Respiration
Remember the Bonding Rules:
Carbon: 4
Oxygen: 2
Hydrogen: 1
Oxygen will bond with Carbon or Hydrogen before another Oxygen (Homecoming Example)
6. Have students use the molecular model kits to construct the reactants.
Use slide 8 to show instructions to construct the reactants: sugar and oxygen. Students can also follow instructions in Part B of their worksheet.

36. Three Ways to Represent Molecules: Glucose (a Kind of Sugar)
Remember: When you are finished building the reactants put all extra pieces back into the bag.
Three Ways to Represent Molecules: Glucose (a Kind of Sugar)
Image Credit: Craig Douglas, Michigan State University
Introduce students to the three different ways we represent molecules in the Carbon TIME units.
Post a copy of the Three Ways to Represent Glucose 11 x 17 Poster in your classroom and display slide 6 in the PPT. Have students discuss the differences in the three different images we use in the Carbon TIME Units to represent molecules.
The first form uses letters and numbers. Each letter represents a type of atom and each number indicates how many of that atom are in the molecule.
The second form uses letters and sticks. Each letter represents an atom, and each stick represents a bond.
The third form uses balls and sticks. Each ball represents an atom, and each stick represents a bond.

37. Photo of reactant molecules: C6H12O6 (sugar) and O2 (oxygen) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Glucose
Chemical change
Image Credit (energy cards): Craig Douglas, Michigan State University
Image Credit (molecules): Michigan State University
Check students’ work for the reactants.
Show slide 9 in the PPT.
Have students compare their own molecule with the picture on the slide.
Slide 10 shows an important message: after students create their reactant molecules, make sure they put away all unused pieces of their molecule kits. This helps reinforce that the matter and energy in the reactants are conserved through the chemical change, and that only the materials from the reactants are used to build the products.
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

38. Photo of product molecules: CO2 (carbon dioxide) and H2O (water) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Chemical change
Carbon dioxide
Water
Image Credit (energy cards): Craig Douglas, Michigan State University
Image Credit (molecules): Michigan State University
Check students’ work for the products.
Show slide 13 in the PPT.
Have students compare their own molecule with the picture on the slide.
Use slide 14 to compare the reactants and products.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

39. Comparing photos of reactant and product molecules
Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products.
Glucose
Chemical change
Carbon dioxide
Water
Image Credit (energy cards): Craig Douglas, Michigan State University
Image Credit (molecules): Michigan State University
Check students’ work for the products.
Show slide 11 in the PPT.
Have students compare their own molecule with the picture on the slide.
Use slide 12 to compare the reactants and products.
Oxygen
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

40. Happy Friday! No DO NOW write: Planting Plants
Watch TedTalk “The Mathematics of Weight Loss”
Complete Cellular Respiration and TedTalk Debrief Worksheet

41. Chemical equation for cellular respiration
Help students write a balanced chemical equation.
Tell students that now that they have represented a chemical equation using molecular models and in animations, they will represent chemical change by writing the chemical equation.
Show Slide 24 of the presentation to guide students through the process of writing a balanced chemical equation for cellular respiration.Tell students that these rules apply to all chemical reactions.
Tell students to write their equations in Part C of their worksheet.
Have students write their own chemical equations before comparing them with the one on Slide 25.
C6H12O6 + 6O2  6 CO2 + 6 H2O
(in words: glucose reacts with oxygen to yield carbon dioxide and water)

42. What happens to atoms and energy in cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Chemical change
Water
Products
Oxygen
Motion and heat energy

43. Carbon Dioxide Glucose Water Oxygen Motion and heat energy
What happens to carbon atoms and chemical energy in cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on carbon atoms and chemical energy.
Chemical change
Water
Products
Carbon atoms become part of carbon dioxide molecules and Chemical energy is transformed into energy for cell work and heat energy.
Oxygen
Motion and heat energy 43

44. What happens to atoms and energy during cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Chemical change
Water
Products
Oxygen
Motion and heat energy

45. What happens to carbon atoms during cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on carbon atoms.
Chemical change
Water
Products
Carbon atoms become part of carbon dioxide molecules.
Oxygen
Motion and heat energy 45

46. What happens to oxygen and hydrogen atoms during cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on oxygen and hydrogen atoms.
Chemical change
Water
Products
Oxygen and hydrogen atoms become part of carbon dioxide and water molecules.
Oxygen
Motion and heat energy

47. What happens to chemical energy during cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Focus on chemical energy.
Chemical change
Water
Products
Chemical energy is transformed into energy for cell work and heat energy.
Oxygen
Motion and heat energy

48. What happens to atoms and energy during cellular respiration?
Carbon Dioxide
Glucose
Reactants
Image Credit: Craig Douglas, Michigan State University
Have students watch an animation of the chemical change.
Show slides in the PPT to help students make connections between what is happening in the animation and the molecular models they made.
For each slide, focus on different atoms and forms of energy and how they change. The animation draws attention to where they atoms begin and end in the reaction.
Chemical change
Water
Products
Atoms last forever! Energy lasts forever!
Oxygen
Motion and heat energy