Download Biology Curriculum Guide GPISD 2012

Biology Curriculum Guide
GPISD
2012-13
Theme
Cell Structure, Function, and Theory (Cell Theory, Microscope, Prokaryote vs. Eukaryote, Functions of Organelles)
Number of Days
6 days
Overview
The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions, the history of the cell theory,
and the proper care and use of the microscope.
6.12 A
6.12 B
7.12 B
7.12 C
Prior Knowledge
Misconceptions
Key Vocabulary
7.12 D
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understand that all organisms are composed of one or more cells
recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic
differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole
recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms
differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole
7.12 E
compare the functions of a cell to the functions of organisms such as waste disposal.
7.12 F
recognize that according to the cell theory, all organisms are composed of cells and carry on similar functions such as extracting energy from
food to sustain life.
Students think that once a theory has been established, it becomes a fact or law; theories can change
Students do not realize that DNA is found in the nucleus of a eukaryotic cell and that it floats around in the cytoplasm in prokaryotic cells.
Students do not often make the connection that other organisms besides humans have organs and systems. For example, plants (organisms) have
leaves (organs) that are made up of leaf tissue (tissue) composed of plant cells (cells).
Students think that plant cells are the only ones that have vacuoles.
Students do not think that plant cells contain mitochondria and carry out cellular respiration.
prokaryote, eukaryote, cell membrane, cell wall, nucleus, ribosome, mitochondria, chloroplast, endoplasmic reticulum, Golgi body, vacuole, lysosome,
organelle
Student Expectations (Science)
3F
2F
TSW research and describe the history of biology and
contributions of scientists.
TSW collect and organize qualitative and quantitative data and
make measurements with accuracy and precision using tools
such as
microscopes, various prepared slides, lab notebooks or
journals, models, diagrams, or samples of biological specimens or
structures.
Teaching Targets
Students will describe the Cell Theory as having three main ideas:
1. All living things are composed of cells.
2. Cells are the basic unit of structure and function within living things.
3. All cells come from pre-existing cells. (Rudolf Virchow)
Students will describe the contributions of the following scientists by completing a timeline:
o Robert Hooke
o Anton von Leewoenhoek
o Theodore Schwann
o Matthais Schleiden
o Rudolf Virchow
o Lynn Margulis
Students will describe how the invention of the microscope influenced the discovery of the cell
and the development of the cell theory.
Students will complete a formative assessment to gauge their prior knowledge of microscope
parts and function.
Students will use proper care when using a compound microscope.
Students will examine different types of cells using the compound microscope such as, onion,
aquatic plant leaves, blood, muscle and epithelium.
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Biology Curriculum Guide
2C
5B
TSW know scientific theories are based on natural and physical
phenomena and are capable of being tested by multiple
independent researchers. Unlike hypotheses, scientific theories
are well-established and highly-reliable explanations, but they may
be subject to change as new areas of science and new
technologies are developed.
TSW examine specialized cells, including roots, stems, and
leaves of plants; and animal cells such as blood, muscle, and
epithelium
4A
TSW compare and contrast prokaryotic and eukaryotic cells
4B
TSW investigate and explain cellular processes, including
homeostasis, energy conversions, transport of molecules, and
synthesis of new molecules
7G
TSW analyze and evaluate scientific explanations concerning the
complexity of the cell.
GPISD
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Students will prepare a wet-mount slide.
Students will know the difference between theory and hypothesis (story of cell theory
Hooke
to Virchow)
Students will know that theories are well-tested and generally accepted explanations and can
change if new information or techniques are developed.
Students will place in order the levels of organization (atoms
compounds
macromolecules
organelles
cell
tissues
organs
systems
organism)
Student will use the compound light microscope to view the following wet-mount or
prepared.slides: cheek cells, blood, muscle, onion and aquatic plant leaf.
Students will review prior knowledge of cellular parts and functions by completing a formative
assessment covering the differentiation between structure and function in plant and animal cell
organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast,
and vacuole.
Students will be able to describe accurately the appearance and functions of each of the cellular
organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast,
and vacuole. lysosome, Golgi body, endoplasmic reticulum, and ribosome.
Students will be able to identify the cellular organelles in diagrams.
Students will distinguish between plant cells and animal cells in terms of their appearance and
the organelles that each possesses.
Students will build a model of a prokaryotic and eukaryotic cell.
Students will use a paper model of the plasma membrane to study the structure of the
membrane surrounding cells and organelles.
Students will evaluate how models are similar to and different from an actual biological object or
event.
Students will practice comparing and contrasting prokaryotic cells to eukaryotic cells using a
graphic organizer. Then, they will use the graphic organizer to write a comparison paragraph.
Students will recognize that each part of the cell is specialized to complete specific function. The
structure of the cellular part is related to its function.
Students need to explain in general terms how molecules are transported within the cell. For
example, according to the genetic instructions stored in the nucleus, proteins are made at the
ribosome, then transported by the ER, modified by the Golgi, then can be transported within
vesicles out of the cell, taken to another organelle, or sent to the lysosome to be digested. These
proteins can be hormones, enzymes, structural proteins, etc.
Students will read about Lynn Margulis and the Endosymbiotic Theory. Students will then
analyze and evaluate the theory in reference to the relationship between early prokaryotes,
mitochondria, and chloroplast.
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Biology Curriculum Guide
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English Language Proficiency Standards (ELPS)
3C
TSW speak using a variety of types of sentences about different
types of cells.
5E
TSW write using a variety of sentence frames and selected
vocabulary about different types of cells.
Required Theme Activities
Use the following sentence stems:
_______ are different from ________ because ____.
_______ are similar to ________ because ____.
Prokaryotic cells ____________ while eukaryotic cell _______________.
Both prokaryotic and eukaryotic cells _____________.
Proteins are madeat the ____________, modified in ____________, transported by
____________, and moved out of the cell by ____________.
Focus Points
Word Wall - Cell Structure
Word Wall Cell Structure Spanish
Key words for the unit to post on the word wall in the classroom.
Cell Theory Timeline
Students will create a timeline describing the contributions of scientists.
Comparing Cells Venn Diagram
Students will compare prokaryotic cells and eukaryotic cells using a giant Venn diagram and
create sentences.
LTF
The Plasma Membrane
Supporting Resources
LTF
Large Is Not Always Better
Students will use a laminated plasma membrane card sort to rebuild the plasma membrane from
the biochemistry unit.
Focus Points
Students will investigate the relationship between cell size and the total surface area-to-volume
ratio and investigate the rate of diffusion and its relationship to cell size.
Concept Map - Prokaryotes vs. Eukaryotes
Interactive Site - students see how large the items from their formative assessment are
arranged according to size to get a better perspective on the relative sizes of things compared to
cells.
Students will compare and contrast prokaryotes to eukaryotes.
How do Animal and Plant Cells Work?
Interactive Site - students can review the animal and plant cell parts and functions.
From Coffee Bean to Carbon
Inside a Cell Interactive Tutorial
Evolution of the Cell
Assessment
CA#1
September 26
Formative Assessment
th
Interactive Site students can explore an interactive cell and includes teacher resources.
Teacher background information about the endosymbiotic theory
Focus Points
Biomolecules (9A) and enzyme (9C)
8 questions.
Cells and Cell Size
Formative Assessment
Comparing Cells
Formative Assessment
Endosymbiotic Theory
probe can be used to determine whether students recognize how small a cell is relative to other
things.
The purpose of this assessment is to find out if students can recognize the differences between
eukaryotic and prokaryotic cells.
Students will draw a comic strip that illustrates their understanding of the Endosymbiotic theory
and then place the events explained in the theory in order in an exit ticket
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2012-13