Download stage 1 – desired results

Unit #: 3
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Jane Cruce, Lori Treiber
STAGE 1 – DESIRED RESULTS
Unit Title: Biochemistry-Cells-Transport
Transfer Goal(s):
 Understand the relationship of the macromolecules in their body.
 Understand how proper nutrition helps your body assemble the macromolecules for life.
 Understand that all life shares common structures and processes.
Enduring Understandings:
Students will understand that…
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Structure of organic molecules relates to their function.
Buffers are used to regulate cell pH, which helps enzymes function
properly.
Enzymes must have the appropriate environment to function
properly.
Enzymes act as organic catalysts.
Water is an essential molecule for life.
Microscopes had to be developed prior to the discovery of cells and
the development of the cell theory.
Proper use of a microscope is necessary for studying cells.
Prokaryotic and eukaryotic cells have varying degrees of complexity.
Multicellular organisms have specialized cells for various life
functions.
Microscopes can be used to study cell diversity.
An organelle’s structure is related to its function.
Cellular transport is necessary to maintain homeostasis.
Cells use a variety of methods to communicate to maintain
homeostasis.
Essential Questions:
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How do the structures and characteristics of monomers relate to
the functions and characteristics of polymers?
How does the specificity of enzymes relate to homeostasis?
Why is water so important to life?
What knowledge can be gained by studying cells with a
microscope?
How do cell organelle structure and function help maintain
homeostasis?
Why is cell communication important?
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/5/16
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Unit #: 3
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Jane Cruce, Lori Treiber
Students will know:
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The similarities and differences between structure and function of
common organic molecules: carbohydrate, proteins, lipids, nucleic
acids.
The 4 essential elements that make up organisms- C, H, O, N.
The difference between organic and inorganic molecules.
Cells use buffers to regulate pH.
Enzyme function is determined by temperature and pH.
Enzymes have a specific 3D shape that is specific to their substrate.
Enzymes speed up the chemical reaction by lowering the activation
energy.
Enzymes are reusable.
The structure and function of the following cell structures:
mitochondria, nucleus, vacuole, chloroplast, ribosomes, plasma
membrane, and cell wall.
The structure of an organelle determines its function. Ex: folded
membranes of mitochondria, stacks of membranes of the chloroplasts,
phospholipid bilayer of the plasma membrane, etc.
Cell structures must interact in order to maintain homeostasis (life
functions).
Chemical signals are used by cells to communicate with other cellshormones, nerves, and neurotransmitters.
Passive transport moves with the concentration gradient.
Active transport moves against the concentration gradient.
The structure of the plasma membrane makes it selectively
permeable.
Students will be able to:
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Identify the similarities and differences of functions of organic
macromolecules.
Analyze diagrams of organic molecules.
Identify everyday substances that contain organic molecules.
Construct and analyze graphs of enzyme function/activity.
Design an inquiry activity demonstrating the effect of
temperature or pH on enzyme function, their specificity, and
their reusability.
Use a microscope to study a variety of cells.
Distinguish the difference between prokaryotic, eukaryotic,
plant, and animal cells.
Compare nerve cells, muscle cells, blood cells, sperm cells,
xylem, phloem, and other specialized cells.
Distinguish between passive and active transport and examples
of each.
Predict changes in osmotic pressure when cells are placed in
various solutions.
Design an inquiry activity demonstrating the effect of osmosis
and diffusion on cells- egg, dialysis tubing, potatoes, and elodea.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/5/16
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Unit #: 3
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Jane Cruce, Lori Treiber
STAGE 1– STANDARDS
Bio.1.1
Essential Standards
Understand the relationship between the structures and
functions of cells and their organelles.
Bio.1.1.1
Bio.1.1.2
Bio.1.1.3
Bio.1.2
Analyze the cell as a living system.
Bio.1.2.1
Bio.4.1
Understand how biological molecules are essential to the
survival of living organisms.
Bio.4.1.1
Bio.4.1.3
Clarifying Objectives
Summarize the structure and function of organelles in
eukaryotic cells (including the nucleus, plasma membrane,
cell wall, mitochondria, vacuoles, chloroplasts, and
ribosomes) and ways that these organelles interact with each
other to perform the function of the cell.
Compare prokaryotic and eukaryotic cells in terms of their
general structures (plasma membrane and genetic material)
and degree of complexity.
Explain how instructions in DNA lead to cell differentiation
and result in cells specialized to perform specific functions in
multicellular organisms.
Explain how homeostasis is maintained in a cell and within
an organism in various environments (including temperature
and pH).
Compare the structures and functions of the major biological
molecules (carbohydrates, proteins, lipids, and nucleic acids)
as related to the survival of living organisms.
Explain how enzymes act as catalysts for biological
reactions.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/5/16
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Unit #: 3
Subject(s): Biology
Performance Tasks:
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Grade(s): 10
Designer(s): Christy Burton, Jane Cruce, Lori Treiber
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence: There may not be an assessment of each type listed
below for each unit. Examples of other types of assessment may include:
Biochemistry Portfolio
Eggbert’s Stomach (organic lab)
Academic Prompts
Quiz and Test Items
Informal Checks for Understanding
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Click here to access the performance tasks listed above.
Constructed Response Question Bank
End-of-Course Released Forms
Click here to access the other evidence listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/5/16
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Unit #: 3
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Jane Cruce, Lori Treiber
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 Discovery Education Resources-Aligned
 Biology EOC Vocabulary List
 Unpacking Unit 3
 Biology EOC Vocabulary List 2
Click here to access the resources listed above.
 Biomolecules Poster
 Cell Diffusion Lab
Additional resources can be found using these digital tools:
 Cell Lab
 Defined Stem (main site)
 Cell Transport Lab (demo)
 Discovery Education (main site)
 Cell-abration Project
 iCurio (main site)
 Cells Alive
 Cellular Transport Foldable
 Chemistry of Life Lab
 Egg Diffusion Lab
 Enzymes Foldable
 Enzyme Lab
 Macromolecule Comparison Chart
o Key
 Microscope/Cell Lab (Honors)
 Using the Compound Microscope Lab
Click here to access the resources listed above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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Microscope/Cell Lab (Honors)
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/5/16
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