Download TFSD Unwrapped Standard 3rd Math Algebra sample

TFSD Unwrapped Standard
Grade 10 - Biology
Power Standard (s) Reference: Standard 3- Cells in Living Things
State Standard:
Goal 1.1: Understand Systems, Order, and Organization
9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization.
9-10.B.1.1.2 Apply the concepts of order and organization to a given system.
Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanation
9-10.B.1.2.2 Develop models to explain concepts or systems.
Goal 1.5: Understand Concepts of Form and Function
Standard 3: Biology
Students explain the importance of cells as they relate to the organization and structure of
complex organisms, differentiation and specialization during development, and the chemical
reactions necessary to sustain life. Students describe the functions of cell structures. Students
use the theory of evolution to explain diversity of life.
better able to survive and reproduce.
Goal 3.2: Understand the Relationship between Matter and Energy in Living Systems
9-10.B.3.2.1 Explain how matter tends toward more disorganized states (entropy).
Goal 3.3: Understand the Cell is the Basis of Form and Function for All Living Things
9-10.B.3.3.1 Identify the particular structures that underlie the cellular functions.
9-10.B.3.3.2 Explain cell functions involving chemical reactions.
9-10.B.3.3.3 Explain how cells use DNA to store and use information for cell functions.
National Standards
C.1.a Cells have particular structures that underlie their functions.
C.1.c. Cells store and use information to guide their functions.
C.1.d. Cell functions are regulated.
C.1.e Plant cells contain chloroplasts, the site of photosynthesis
C.2.a In all organisms, the instructions for specifying the characteristics of the organisms are
carried in DNA.
District Standard:
TFSD Power Standard:
Students analyze the scientific inquiry process as related to form and function of living
things
Concepts: Need to know about (Nouns)
 Anton Van Leeuwenhoek
 Robert Hooke
 The cell theory states
 Prokaryote vs. Eukaryote
 Nucleus
 Chromosomes
 Nuclear envelope
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Nucleolus
Ribosomes
Endoplasmic Reticulum
Golgi Apparatus
Lysosomes
Vacuoles
Mitochondria
Chloroplasts
Cytoskeleton
Cell Membrane
Fluid Mosaic Model
Cell Wall
Diffusion
Osmosis
Passive transport
Active Transport
The level of organization
Skills: Be able to do (Verb Phrases)
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Explain what the cell theory is.
Describe how researchers explore the living cell.
Distinguish between eukaryotes and prokaryotes.
Describe the function of the cell nucleus.
Describe the functions of the major cell organelles.
Identify the main functions of the cell membrane and cell wall.
Describe what happens during diffusion.
Explain the processes of osmosis, facilitated diffusion, and active transport.
Describe cell specialization.
Identify the organization levels in multicellular organisms.
Identifying Big Ideas from Unwrapped Standards:
1. Prokaryotic and eukaryotic cells differ in nucleus structure. Plant and animal cells differ in
organelles.
2. The cell membrane is composed of both lipids and proteins.
3. The cell membrane regulates movement of substances into and out of a cell based on their size
and chemical change.
4. The cell membrane allows the diffusion of materials into and out of cells in order to maintain
homeostasis.
Essential Questions from Big Ideas to Guide Instruction and Assessment:
1. How do cell structures differ among living things?
2. How is the cell membrane organized?
3. How does the cell membrane control movement of substances into and out of the cell?
4. How does a cell re-establish homeostasis when its environment changes?
Possible Topics or Context: (what you will use to teach the concepts and skills-particular
unit, lessons or activities)
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Pre-assessment
o “What is a cell”? Students work in pairs to answer this question. Next, the pairs
get together in groups. Then the groups share their answers with the class.
o List as many types of cells in the human body as you can (be creative- bacteria in
the gut, fungus and other pathogens/symbiotic organisms.
Formative Assessment
o Cell Project: Use diagrams or models of a plant cell and animal cell to name
and label the structural parts and organelles for each.
o Cheek Cell: Use a microscope to compare cell types.
o Osmosis Lab
Summative Assessment
o Project: make a Cell Activity Book that includes the key concepts of the unit.
o Create a PowerPoint presentation that could be used to teach another class the
major concepts learned in this unit