Download Student Achievement Toolkit 2006

The Unit Plan has the following parts:
I. Unit Goal
II. Plan For Learning
III. Science Inquiry and Process Skills
IV. Sequencing and Scaffolding Objectives on a Calendar
Section I. Unit Goal
Unit 2: Cells
Unit Overview
Big Idea: The fundamental life processes of all organisms depend on a variety of chemical reactions that occur
in specialized areas of cells.
In the cell unit, students investigate the details of structure and function that maintain cell and organism function.
The cell unit is an exciting opportunity to begin investigating the details of function that both make things “living” and that unite the
diverse array of organisms on this planet. The cell unit introduces students to the microscopic reactions that drive the interactions
students learned about in the ecology unit. By the end of the unit, students will be able to explain how their bodies get energy and
maintain homeostatic functioning at the cellular level. Building a foundation in the cell prepares students to go deeper into detail
about cell processes in the next unit: DNA and genetics. Deep understanding of cell fuction also provides a foundation for
understanding physiology (levels of organization and body systems) In this unit, your students will learn the following:

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Types of cells
Cell organelles
Cell energy
Cell division
Basic biochemistry
Course Enduring Understandings Connections
All of the sequenced and scaffolded objectives in this unit guide students to building the following course enduring understandings.
Direct content connections to themes can be found in the learning goal amplification section of each learning goal.
 EU A. Science Process Skills: In this unit, students will develop skills in experimental design in order to create and
execute their own investigations.
 EU B. Change Over Time: The cell life cycle and energy processes both represent major changes that take place within a
cell and that affect an entire organism.
 EU C. Form and Function: Cell organelle structure maximizes its ability to complete certain tasks.
 EU D. Homeostasis: The inner workings of a cell play a critical role in ensuring that the cell and the organism as a whole
maintain the homeostasis necessary for life.
 EU E. Interdependence: Every organelle inside of the cell is dependent on all other organelles to properly execute its
function and keep the cell alive.
 EU F. Systems: The cell is a complex system that is made up of interacting parts. Together, cells serve as the components
of larger, multicellular systems such as tissues, organs, and organisms.
Unit Essential Questions:
 What does it mean to be living?
 What are we made of?
Unit Timing
Learning Goal
Lesson Objectives
# of days
1 day =
LG 3.a Identify and distinguish
between prokaryotic cells,
eukaryotic cells, and viruses
based on complexity and
general structure.
LG 3.g Compare and contrast
the structure and function of
the following organic
molecules: carbohydrates,
proteins, lipids, and nucleic
acids.
LG 3.b Explain the
relationship between structure
and function of cell organelles,
including, but not limited to the
nucleus, ribosomes,
mitochondria, chloroplasts,
vacuoles, the cell wall, the
endoplasmic reticulum, and
the Golgi apparatus, and use
this information to distinguish
between plant and animal
cells.
LG 3.c Explain the role of the
cellular membrane in
maintenance of homeostasis
and movement of material in
and out of cells.
 LO3.a.i. Define virus, prokaryote, and eukaryote.
 LO3a.ii Compare and contrast the structure of viruses, prokaryotes, and
eukaryotes.
 LO3.g.i. Relate carbon’s structure to its ability to form a wide variety of
organic compounds.
 LO3.g.ii. Define and describe the structure and function of
carbohydrates, proteins, lipids, and nucleic acids.
 LO3.g.iii. Compare and contrast the structure and function of
carbohydrates, proteins, lipids, and nucleic acids.
 LO3.b.i. Describe the structure and function of cell organelles
 LO3b.ii. Compare and contrast cell organelle structure and function
 LO3.b.iii. Relate structure of an organelle to its function
 LO3.b.iv. Identify plant and animal cells according to structure and
organelles
 LO3b.v. Compare and contrast plant and animal cells
 LO3.b.vi Explain the interactions between organelles in plant and
animal cells that maintain homeostasis
3
 LO3.c.i. Describe the structure and function of the cell membrane.
 LO3.cii. Describe types of transport across the cell membrane.
 LO3.c.iii . Relate solute properties to the type of transport used across
5
the cell membrane.
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

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

LG 3.h Identify the role of
enzymes in biochemical
reactions and predict the
effects of various conditions
including temperature, pH,
and enzyme/substrate
6
 LO3.civ. Identify relative concentrations of water and solutes in intra and

LG 3.d Investigate and identify
the cellular processes involved
in energy production and use
including photosynthesis and
cellular respiration.
45 mins.
2





extracellular fluid.
LO3.c.v. Predict the movement of water and solutes across a cell
membrane.
LO3.c.vi. Relate the movement of water and solutes across the cell
membrane to maintain homeostasis.
LO3.d.i. Write the chemical formulas for cellular respiration and
photosynthesis
LO3.d.ii. Describe the steps of photosynthesis
LO3.d.iii. Describe the steps of cellular respiration
LO3.d.iv.Define and describe fermentation
LO3.d.v. Compare and contrast photosynthesis, cellular respiration, and
fermentation
LO3.d.vi. Explain the roles of cellular respiration, photosynthesis, and
fermentation in maintaining homeostasis
LO3.h.i. Define enzymes
LO3.hii. Identify characteristic components of reaction energy graphs
LO3.h.iii. Explain enzyme activity using reaction energy graphs
LO3.h.iv. Explain specificity regarding enzyme and binding site
structure
LO3.h.v. Predict the effects of various conditions including temperature,
5
3
concentrations on enzyme
effectiveness.
LG 4.e Compare the
processes of mitosis and
meiosis with respect to their
significance to sexual and
asexual reproduction, genetic
variation, number of cells
produced, and number of
chromosome in daughter cells.
Unit Assessment
Total
pH, and enzyme/substrate
 LO3.h.vi. Explain the role of enzymes in homeostasis
 LO4.e.i. Define and describe the purpose of mitosis.
 LO4.e.ii Describe the steps of mitosis.
2
1
27 days
Measuring and Tracking the Unit Goal
Measuring the Unit Goal
 Unit Assessment
 Laboratory investigation
Measuring Progress to Unit Goal
Please insert your formative assessment plan here (e.g., quizzes, exit slips, etc.).
Tracking Student Progress
 Mastery Tracker
Example of Quiz
Match the organelle to its function:
1.
2.
3.
4.
5.
6.
7.
______ mitochondria (b)
______ ribosome (e)
______ endoplasmic reticulum (f)
______ cellular membrane (c)
______ chloroplast (g)
______ nucleus (d)
______ Golgi apparatus (e)
Insert here
a. builds proteins
b. turns glucose into useable energy in the form of ATP
c. controls what enters and leaves the cell
d. stores genetic information
e packages proteins
f folds and processes proteins
g. turns solar energy into glucose
Guidance for Modification: Learning Goals
The cell unit can be arranged in a number of ways. This unit plan has the following structure:
 First, teach the basic types of cells (LG 3.a) followed by carbon compounds (LG 3.g). This way, you will set
students up with a basic understanding of what a cell is and introduce the building blocks of cell parts.
 Next, teach the detailed relationship between structure and function of the cell organelles and membrane (LG
3.b and LG 3.c).
 Finally, teach enzymes (LG 3.h) and mitosis (LG 4.e). These two concepts become vital in the next unit, DNA
and Genetics. Note that you will only teach mitosis aspect of LG 4.e in the cell unit. Students will actually
compare mitosis and meiosis in the next unit.
Variations on this sequence might include the following:
 Move LG 3.g, about carbon compounds, towards the end of the unit or to begin the unit with the two
biochemistry LGs: 3.g and 3.h. Because biochemistry can be intimidating to students, it may be advantageous
to teach carbon compounds at the end of the unit as opposed to the beginning of the unit. On that same note,
you can also choose to start the unit with all biochemistry objectives and “get the hard stuff out of the way” so
students have a chemical background to draw upon when building mental relationships between form and
function.
 Modifications at the objective level can be found in the instructional insight section of each learning goal.
Section II. Plan for Learning
LG 3.a: Identify and distinguish between prokaryotic cells, eukaryotic cells, and viruses based on
complexity and general structure.
2 days
LEARNING GOAL AMPLIFICATION
This learning goal is the first building block in student understanding of the smallest unit of life, the cell. Once students can
identify the distinguishing characteristics of viruses, prokaryotes, and eukaryotes, they are ready to understand and appreciate
the complexity of the interactions between and within cells that will guide them to both unit and course enduring understandings.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
 EU F. Systems: As the basic structure of all living things. Cells represent complex systems themselves and also work
together to form larger systems in the form of organisms.
PRE-REQUISITE SKILLS/KNOWLEDGE
KEY POINTS
 Being able to conceptualize the relative
 Viruses are non-living.
sizes of very tiny things
 All organisms are made up of one or more cells.
 Cells are the smallest unit of life.
 All cells come from preexisting cells.
 The two major types of cells are prokaryotes and eukarytoes.
 Prokaryotes do not have nucleus, eukaryotes do.
Assessing Pre-requisite Knowledge/Skills
This part intentionally left blank.
Potential Student
Misunderstandings
Viruses are living
and/or bacteria are
non-living.
Humans are not
eukaryotes because
they are not plants
or animals.
Lesson Objectives
LO3.a.i. Define
Misunderstanding Intervention
Review, compare, and contrast the structure of viruses and cells. Emphasize that viruses have simple
structures that prevent them from doing the things that would make them living (e.g. obtaining energy,
communicating with other viruses, etc). This difference can be emphasized throughout the unit as
students investigate the complex cell processes that maintain cell homeostasis. Students also assume
that if something is able to replicate, it is “alive.” Review how scientists define something as living or
nonliving (cell theory: living things are made up of cells)
While being sensitive to student apprehensions about being called animals, briefly introduce students to
the 5 kingdoms and ask students where they would place themselves. In addition, have students
observe their own cheek cells under a microscope, compare them to slides of prokaryotic, animal, and
plant cells, and identify the types of cells they most resemble. This misunderstanding will also be
addressed during classification in the evolution unit.
# of
Instructional Insight
days
0.5
Vocabulary: virus, prokaryote, eukaryote, genetic information, DNA, cell theory
virus, prokaryote,
and eukaryote.
LO3a.ii. Compare
and contrast the
structure of
viruses,
prokaryotes, and
1.5
Additional Notes: As the introduction to cells, emphasize the key points of the cell theory. In
addition, this objective is a good opportunity to assess students’ familiarity with and to
introduce a variety of diseases caused by bacteria and viruses. Detailed investigation of these
diseases will take place in the body systems unit.
Key Points: Students should be able to identify the key structural characteristics that
distinguish non-living viruses from living prokaryotic and eukaryotic cells.
Additional Notes: Provide students the opportunity to look at a variety of virus and cell
models and microscope slides so that they truly develop an understanding of how structural
differences can manifest themselves.
eukaryotes.
Guidance for Modification: Lesson Objectives
Modification Summary:
 De-prioritize viruses.
Modification Details:
The main modification to LG 3.a is to de-prioritize viruses and focus on comparing and contrasting prokaryotic and eukaryotic
cells. The difference between viruses and cells can be addressed later in the school year during the organ systems unit if time is
an issue.
LG 3.g Compare and contrast the structure and function of the following organic molecules:
carbohydrates, proteins, lipids, and nucleic acids.
3 days
LEARNING GOAL AMPLIFICATION
This learning goal allows students to begin to answer the essential question, “what are we made of?” By developing
an understanding of the role of carbon in the structure of living things, students can truly relate organelle structure to
function.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:


EU C. Form and Function: Carbon’s structure makes it extremely versatile and allows it to form the multiple
compounds that are the building blocks of life.
EU F. Systems: As the building blocks of life, carbon compounds are the minute components that come
together to form complex organelles and cells.
PRE-REQUISITE
SKILLS/KNOWLEDGE
 Identify an element
given its symbol.
 Read and explain
molecular formulas.
KEY POINTS
 Carbon is the building block of life.
 Living things are primarily made of four carbon compounds: carbohydrates, lipids,
proteins, and nucleic acids
 Carbohydrates are our primary source of energy.
 Lipids store energy through carbon-hydrogen bonds.
 Proteins make up the majority of living tissue and play an important role in
controlling biochemical reactions.
 Nucleic acids like DNA carry genetic information from generation to generation.
SAMPLE LAB
Identifying Carbon Compounds In Food
Assessing Pre-requisite Knowledge/Skills
1. What element is represented by the symbol O? ___________________ (oxygen)
2. What is the symbol for hydrogen? _________________ (H)
3. The molecular formula for tryptophan is C11H12NO2,
a. What elements is tryptophan made of? _______________ (carbon, hydrogen, nitrogen, and oxygen OR
C, H, N, and O)
b. How many atoms of carbon can be found in tryptophan? ______________ (11)
c. How many nitrogen atoms can be found in tryptophan? ______________ (1)
Potential Student Misunderstandings
This part intentionally left blank.
Lesson Objectives
LO3.g.i. Relate carbon’s structure to
its ability to form a wide variety of
organic compounds.
Misunderstanding Intervention
This part intentionally left blank.
# of
days
0.5
LO3.g.ii. Define and describe the
structure and function of
carbohydrates, proteins, lipids, and
nucleic acids.
1.5
LO3.g.iii. Compare and contrast the
structure and function of
carbohydrates, proteins, lipids, and
nucleic acids.
1
Instructional Insight
Additional Notes: Have students draw a Carbon atom, identify the four
vacant electron spaces on the outer orbital, and compare this feature to
the valence shells of other atoms. In addition, quickly review a list of the
large number of carbon molecules that exist to emphasize this point. On
modification is to introduce structures (LO 3.g.ii) first and have students
conclude that they share carbon in common. At that point, you can
explain why carbon can form so many compounds.
Vocabulary: carbohydrate, lipid, protein, nucleic acid, monomer,
polymer, polypeptide, amino acid, monosaccharide, polysaccharide,
nucleotide.
Additional Notes: De-prioritize the monomers and polymers of each
carbon compound if needed (i.e. monosaccharides, polysaccharides,
nucleotides, amino acids, and polypeptides). They address carbon
compounds at a greater level of detail than is necessary to understand
the relationship between each compound’s structure and function.
Additional Notes: Students need to relate each compound’s function
to its structure. Students will continue to compare and contrast structure
and function when they learn about organelle functions in the next
learning goal (3.b).
Guidance for Modification: Lesson Objectives
Modification Summary:
 Teach compound structure before carbon’s structure.
 De-prioritize monomers and polymers
 De-prioritize details of structure and focus on function
Modification Details:
You can elect to de-prioritize the monomer/polymer component of LO3.g.ii. without losing the point of the objective due to time
or language barriers (e.g. in the case of ESL learners and special education students).). Although this learning goal provides
students valuable insight into the relationship between structure and function of ell components, this core learning goal is a
portion of the cell unit that can receive less attention in general (e.g. reduced time and detail) if necessary.
LG3.b: Explain the relationship between structure and function of cell organelles, including, but
not limited to the nucleus, ribosomes, mitochondria, chloroplasts, vacuoles, the cell wall, the
endoplasmic reticulum, and the Golgi apparatus, and use this information to distinguish between
plant and animal cells.
6 days
LEARNING GOAL AMPLIFICATION
This learning goal addresses the core of the unit enduring understanding that cell organelles work together to
maintain homeostasis. By explaining the function of cell organelles and the interactions between these organelles,
students begin to develop an understanding of the complex nature of cell homeostasis that impacts organisms at a
broader level.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
 EU C. Form and Function: In this learning goal, students relate organelle structure directly to its function.
 EU D. Homeostasis: Each organelle plays a critical role in maintaining the cells’ livelihood.
 EU E. Interdependence: Each organelle in the cell depends on all other organelles to execute its function and keep

the cell alive.
EU F. Systems: Cell organelles work together as components of a complex system.
PRE-REQUISITE SKILLS/KNOWLEDGE KEY POINTS
 None
 Cell organelles each have a specific role in the cell and work together to
maintain homeostasis within the cell and therefore within the organism.
 Using the concept of an analogy
to provide context for
 Plant cells have chloroplasts and cell walls and animal cells don’t.
understanding conceptual ideas
Assessing Pre-requisite Knowledge/Skills
This part intentionally left blank.
Potential Student
Misunderstandings
Students may confuse the
relative sizes of carbon
compounds, organelles,
cells, and the organism
(e.g. the cell is in the
nucleus).
Lesson Objectives
LO3.b.i. Describe the
structure and function of
cell organelles
LO3b.ii. Compare and
contrast cell organelle
structure and function
LO3.b.iii. Relate
structure of an organelle
to its function
Misunderstanding Intervention
 Have students sequence the components by size using manipulatives.
 Look at cells under the microscope and emphasize that nuclei can be found inside of
cells.
 Emphasize the hierarchical nature of living things.
 Draw the relative sizes of each component.
# of
days
1
1
1
1
LO3.b.iv. Identify plant
and animal cells
according to structure
and organelles
1
LO3b.v. Compare and
contrast plant and animal
cells
1
LO3.b.vi. Explain the
interactions between
organelles in plant and
animal cells that maintain
homeostasis
Instructional Insight
Vocabulary: ribosomes, mitochondria, chloroplasts, vacuoles, cell wall, endoplasmic
reticulum, Golgi apparatus.
Additional Notes: This objective contains a lot of vocabulary words so it is important to
allow the students plenty of varied opportunities to interact with the words (e.g.
worksheets, manipulatives, games, etc). The organelles identified in this objective are
the most important to cell functioning. However, if extra time is available, you may
choose to include lysosomes, centrioles, and other minor organelles in your instruction
Additional Notes: Relate the cell and its organelles to a school, factory, etc to
provideprovide a clear picture of what organelles do. Be careful not to oversimplify the
analogy since students must explain the role of each organelle.
Key Points:
 The vacuole’s sac-like structure allows it to store waste and material
 Ribosomes’ large numbers and small size allow them to easily come in contact with
protein instructions from the DNA to generate proteins at a high rate (more details on
this in the genetics unit)
 Both energy organelles (mitochondria and chloroplasts))) have similar bean-like
structures (more details on this in LG 3.d)
 The Golgi apparatus and endoplasmic reticulum “curly” structure allows them to
interact with proteins to prepare them for use
Vocabulary: plant cell, animal cell
Additional Notes: Student should compare these structures under the microscope
(e.g. onion skin cells and human cheek cells).
Additional Notes: Students should specifically identify how each organelle impacts all
of the other organelles. To do this, refer to the extended metaphor used in LO3.b.ii.
Guidance for Modification: Lesson Objectives
Modification Summary:
 Include additional organelles in LO 3.b.i
 De-prioritize LO3.b.iii (relating cell structure and function)
Modification Detail:
Although emphasizing the relationship between structure and function in organelles highlights a key theme of biology and
deepens understanding of cellular design, LO3.b.iii, can be de-prioritized if time is limited because it is not essential to student
mastery of LG 3.b.
LG 3.c: Explain the role of the cellular membrane in maintenance of homeostasis and movement of
material in and out of cells.
4 days
LEARNING GOAL AMPLIFICATION
In conjunction with learning goal LG 3.b, this learning goal guides students to the unit enduring understanding that cell
organelles work together to maintain homeostasis. The cell membrane plays a critical role in moving materials in and
out of the cell connecting the workings of one cell to that of other cells. If students understand the structure and function
of the cell membrane, they can relate the processes occurring in one cell’s organelles to the communication and
interactions taking place in all other cells in an organism.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
 EU C. Form and Function: The cell membrane’s structure is closely related to its ability to control the passage of
materials in and out of the cell.
 EU D. Homeostasis: The cell’s ability to maintain internal balance is strongly dependent on the action of the cell
membrane.
 EU E. Interdependence: Organelles inside the cell are dependent on the communication with other cells that takes place
through the cell membrane.
 EU F. Systems: The cell membrane is part of the complex cell system.
PRE-REQUISITE
KEY POINTS
SKILLS/KNOWLEDGE
 Cells are surrounded by a cell membrane that controls what enters and leaves the cell.
 None
 Particles move across the cell membrane using passive or active transport.
 The movement of molecules using passive transport depends on a concentration gradient.
SAMPLE LABS
Movement Across a Membrane
Potential Student
Misunderstandings
Molecules cannot freely
move across a membrane.
Lesson Objectives
LO3.c.i. Describe the
structure and function of
the cell membrane.
LO3.cii. Describe types
of transport across the
Misunderstanding Intervention
Explain to students that a “zip-lock” bag resembles the pore sizes of a cellular membrane on a
microscopic scale and then demonstrate the fact that iodine can pass the zip lock membrane.
# of
Instructional Insight
days
2
Vocabulary: cell membrane, polar, non-polar, phospholipid bilayer, protein channel, semipermeable membrane
0.5
Additional Notes: A 3-d model of a cell membrane can be really useful in making this
objective concrete for students. Also, the vocabulary terms phospholipid bilayer, polar, and
non-polar may be deprioritized without losing the most important information in the
objective as long as students still understand that the outside of the membrane doesn’t mix
with water, but the inside does.
Vocabulary: passive transport, active transport, endocytosis, exocytosis, osmosis,
diffusion, facilitated diffusion
cell membrane.
0.5
LO3.c.iii. Relate solute
properties to the type of
transport used across the
cell membrane.
LO3.civ. Identify relative
concentrations of water
and solutes in intra and
extra-cellular fluid.
0.5
LO3.c.v. Predict the
movement of water and
solutes across a cell
membrane.
LO3.c.vi. Relate the
movement of water and
solutes across the cell
membrane to maintain
homeostasis.
0.5
1
Additional Notes: Provide as many examples and visual representations of these
processes as possible through models, videos, and animations. A great transport animation
can be found at:
http://www.northland.cc.mn.us/biology/BIOLOGY1111/animations/passive1.swf
In addition, types of transport can be simplified to just active and passive transport if time
becomes an issue.
Vocabulary: solute, solvent, solution
Key Points:
 Large molecules move through endocytosis and exocytosis
 Medium-sized molecules move through protein channels
 Small polar molecules must pass through facilitated diffusion protein channels or active
transport protein channels
 Small nonpolar molecules can move across the membrane
 Water passes through water channels
Vocabulary: concentration, concentration gradient, equilibrium
Key Points:
 Identify solutes as particles being dissolved in a solvent (e.g. kool-aid powder in koolaid)
 Determine concentration gradients (i.e. identify the region of high and low
concentration and predict the motion of molecules based on these regions)
Additional Notes: Provide plenty of opportunity for practice on this objective because it is
not intuitive for students to predict movement across a material that appears to be solid.
Additional Notes: This is a great place to relate membrane structure to function in
different parts of the body. For example, liver cells allow much larger proteins to passively
cross the membrane than cells in the kidney.
Guidance for Modification: Lesson Objectives
Modification Summary:
 De-prioritize the vocabulary phospholipid bilayer, polar, and non-polar from LO3.c.i
 De-prioritize the vocabulary endocytosis, exocytosis, diffusion, and facilitated diffusion in LO3.c.ii.
Modification Detail:
The main point of this learning goal is for students to understand that the cell membrane is designed to control movement of
materials in and out of the cell to maintain homeostasis. Consequently, specific details regarding these processes may be deprioritized if time becomes an issue.
LG 3.d: Investigate and identify the cellular processes involved in energy production and use
including photosynthesis and cellular respiration.
5 days
LEARNING GOAL AMPLIFICATION
This learning goal requires students to develop the core knowledge necessary to reach the unit enduring
understanding that cells produce energy using chemical reactions. In addition, if students understand the processes
by which cells acquire energy, then they are developing a deeper understanding of the way cell organelles work
together to maintain homeostasis, the transfer or energy between organisms, and the interdependence of organism
on a macroscopic scale.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
 EU B. Change Over Time: The reactants and products of energy production change forms.
 EU C. Form and Function: The mitochondria and chloroplast have multiple structural features that help maximize
their function.
 EU D. Homeostasis: As a key component of maintaining life, the process of energy production is an essential part of
homeostasis.
 EU E: Interdependence: The reactions inside of energy producing organelles and the larger interactions between
plants and animals both demonstrate interdependence.
 EU F: Systems: The processes that take place inside of the mitochondria and chloroplast cause the actual chemical
changes that impact ecosystems at a much larger scale.
PRE-REQUISITE SKILLS/KNOWLEDGE
KEY POINTS
 Define cellular respiration and photosynthesis.
 Plant cells transfer solar energy into chemical
energy for all other organisms in an ecosystem.
 Identify the molecules carbon dioxide, water, oxygen,
 In photosynthesis, plants and some bacteria use
and glucose in chemical reactions
light energy to convert carbon dioxide and water
into glucose and oxygen in the chloroplast.
 In cellular respiration, plant and animal cells
convert glucose and oxygen into carbon dioxide,
water, and ATP (useable energy) in the
mitochondria.
SAMPLE LABS
Following Carbon Dioxied In a Closed System
Assessing Pre-requisite Knowledge/Skills
The pre-requisite skills in this unit should have been learned in the ecology unit. Although students have already
been assessed on this knowledge, it will have been a few weeks since this content was discussed and it is important
to refresh students on this topic. However, if your biology curriculum is arranged so that the Cell Unit comes before
the Ecology Unit, this assessment will not be necessary and a mini lesson before the unit will be necessary.
Use the reaction for photosynthesis to help you answer the following questions:
6H20 + 6CO2 C6H12O6 + 6O2
True/False
1. Cellular respiration is only done in animals. __________________ (false)
2.
Cellular respiration produces carbon dioxide. __________________ (true)
3. Photosynthesis requires sunlight, oxygen, and water to occur. ________________ (false)
4. The reactants of photosynthesis and cellular respiration are the same. ______________ (false)
5. The molecule O2 is water. ______________ (false)
Potential Student
Misunderstandings
Plant cells do not undergo
cellular respiration.
Lesson Objectives
LO3.d.i. Write the
chemical formulas for
Misunderstanding Intervention
Emphasize to students that plants also need ATP to carry out the activity necessary for life.
Because photosynthesis does not generate ATP as a final product, plants also undergo cellular
respiration.
# of
Instructional Insight
days
1
Vocabulary: ATP
cellular respiration and
photosynthesis
LO3.d.ii. Describe the
steps of photosynthesis
0.5-1.5
Additional Notes: Be sure that students can identify the molecules in the reactions
(e.g. it is easy to assume that students know CO2 is carbon dioxide, but that is often
not the case).
Vocabulary: light reaction, dark reaction, chlorophyll, pigment, Calvin cycle, NADH,
NAD+, electron transport chain, thylakoid membrane, stroma
LO3.d.iii. Describe the
steps of cellular
respiration
0.5-1.5
Additional Notes: States vary significantly in how much detail students need in
understanding photosynthesis. Here are the three major variations:
1. Basic approach: Explain the sum reaction and include a brief discussion of
chlorophyll
2. Medium level approach: Include a general overview of light and dark reactions
3. Detailed approach:: Include electron transport chains, NADH and NAD+, and
chloroplast regions
Vocabulary: glycolysis, Krebs cycle (or citric acid cycle), pyruvic acid
LO3.d.iv. Define and
describe fermentation
0.5
Additional Notes: Like photosynthesis, states vary significantly in how much detail
students need in understanding cellular respiration. At every level, ATP generation
should be discussed because it provides a concrete explanation of how energy is lost
as heat. Connect back to the energy pyramid of the ecology unit. The three major
variations are to teach cellular respiration at:
1. Basic approach: Explain the sum reaction and describe the ATP that’s
generated
2. Medium-level approach: Include a general overview of glycolysis, the Krebs
cycle, and the electron transport chain
3. Detailed approach: Explain the specific roles and interrelationships of
glycolysis, the Krebs cycle, and electron transport chains in cellular
respiration.
Vocabulary: fermentation, lactic acid, alcoholic fermentation
LO3.d.v. Compare and 1
contrast photosynthesis,
cellular respiration, and
fermentation
1
LO3.d.vi. Explain the
roles of cellular
respiration,
photosynthesis, and
fermentation in
maintaining
homeostasis
Key Points:
 Organisms use fermentation to obtain energy in the absence of oxygen
 Fermentation is inefficient in comparison to cellular respiration
Additional Notes: If you go into detail about cellular respiration, include pyruvic acid.
Key points:
 Photosynthesis and cellular respiration are inverse reactions
 Photosynthesis, cellular respiration, and fermentation all play an important
role in energy flow through living systems.
Additional Notes: This lesson objective is a powerful opportunity to make cross unit
connections to ecology (through homeostasis of large systems) and organ systems
(which will be addressed in the future)
Guidance for Modification: Lesson Objectives
The main source of modification in the learning goal is the level of detail at which photosynthesis and cellular respiration will be
taught. Depending on the level of detail, you may spend anywhere from 4.5 to 6.5 days on LG 3.d.
LG 3.h: Identify the role of enzymes in biochemical reactions and predict the effects of various
conditions including temperature, pH, and enzyme/substrate concentrations on enzyme
effectiveness.
3 days
LEARNING GOAL AMPLIFICATION
This learning goal requires students to connect the concepts of carbon compounds, energy, and cell functioning and
homeostasis to each other. Because enzymes play a critical role in maintenance of homeostasis, this is a valuable
opportunity to connect learning to real life processes that occur in the human body and to get students to connect
concepts by predicting the cellular effects of various conditions on enzymes.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
 EU B. Change Over Ti me: Although enzymes themselves do not change over time, they play an important role in
making sure that chemical compounds change over time through chemical changes and protein reconfigurations.
 EU C. Form and Function: Enzymes’ abilities to target specific substrates and act on them are strongly dependent on
their structure.
 EU D. Homeostasis: Enzymes ensure that reactions that might normally take a long time are fast enough to keep
cells and entire organisms internally balanced.
PRE-REQUISITE
SKILLS/KNOWLEDGE
 Identify substances as
KEY POINTS
 Enzymes speed up chemical reactions inside the body.
 Factors including concentration, enzyme/substrate shape, temperature, and pH
all play a role in the effectiveness of enzymes.
acids or bases given their
pH or chemical
properties.
SAMPLE LABS
Factors Affecting Enzyme Effectiveness
Assessing Pre-requisite Knowledge/Skills
1. In the pH scale shown above, the number 3 representsA. an acid
B. a base
C. a neutral compound
2. Water most likely has a pH of –
A.. 3
B. 7
C. 11
3. The molecule NaOH most likely has a pH of –
A. 3
B. 7
C. 11
Potential Student
Misunderstandings
This part intentionally left blank.
Lesson Objectives
LO3.h.i. Define enzymes
Misunderstanding Intervention
This part intentionally left blank.
# of
days
0.25
Instructional Insight
Vocabulary: enzyme, substrate
LO3.hii. Identify
characteristic
components of reaction
energy graphs
LO3.h.iii. Explain
enzyme activity using
reaction energy graphs
LO3.h.iv. Explain
specificity regarding
enzyme and binding site
structure
LO3.h.v. Predict the
effects of various
conditions including
temperature, pH, and
enzyme/substrate
LO3.h.vi. Explain the
role of enzymes in
homeostasis
0.25
Key Points:
 Enzymes speed up chemical reactions
 Enzymes are proteins produced by the body
Vocabulary: activation energy, reactants, products
Key Points:
 Most chemical reactions have to go over an “energy” hump to take place
0.5
Additional Notes: Show students variations of enzyme reaction graphs so that they
can deeply understanding the relationship between energy, enzymes, reactants, and
products
0.5
Vocabulary: binding site, specificity
Additional Notes: Using the concept of “lock and key” gives students a concrete model
for how enzymes work.
1
Vocabulary: pH
Additional Notes: Depending on state requirements and student background
knowledge, teaching the effects of pH on enzyme activity may be de-prioritized.
0.5
Additional Notes: This lesson objective plays an important part in emphasizing a key
theme of biology, homeostasis, through specific content. In addition, enzyme role in
homeostasis also connects to the carbon compounds content in the cells unit and to
protein synthesis in the genetics unit.
Guidance for Modification: Lesson Objectives
It is important that students understand the key points of enzyme functioning, but the level of detail at which you guide students
in investigating enzyme structure and factors affecting enzymes may vary depending on time and background information.
LG 4.e: Compare the processes of mitosis and meiosis with respect to their significance to sexual
and asexual reproduction, genetic variation, number of cells produced, and number of
chromosome in daughter cells.
2 days
LEARNING GOAL AMPLIFICATION
This learning goal answers the question, “how do we grow?” Because mitosis is a highly active process in teenagers
and in cells as they maintain homeostasis, this learning goal builds towards the unit enduring understanding that cells
divide for growth and repair and towards students’ deeper understanding of their own bodies. In the next unit,
students will explore and connect their knowledge to another type of cell division, meiosis.
CONNECTION TO COURSE ENDURING UNDERSTANDINGS:
Help your students connect learning to the bigger picture by exploring the following enduring understandings while teaching this
learning goal:
EU B. Change Over Time: Mitosis plays a critical role in the growth and development in organisms that causes them to change
over time.
EU D. Homeostasis: The body’s ability to repair itself through mitosis is an important way organisms maintain homeostasis.
PRE-REQUISITE SKILLS/KNOWLEDGE
 None
KEY POINTS
 Cells divide for growth and repair.
 Mitosis results in two identical cells, each with a full set of
chromosomes.
Assessing Pre-requisite Knowledge/Skills
This part intentionally left blank.
Potential Student
Misunderstandings
Growth is an increase in
cell size, not an increase
in cell number.
Lesson Objectives
LO4.e.i. Define and
describe the purpose
of mitosis.
LO4.e.ii. Describe the
steps of mitosis.
Misunderstanding Intervention
Do a mini-lesson on volume to surface area ratios to demonstrate that the larger a cell gets, the
greater the demands placed on its nucleus and organelles because volume increases at a much
faster rate than surface area.
# of
Instructional Insight
days
0.5
Vocabulary: mitosis
0.5
0.5
LO4.e.iii. Relate the
process of mitosis to its
function.
0.5
LO4.e.iv. Predict the
effects of errors in
various stages of the
mitotic cycle
Key Points:
 Cells divide for growth and repair.
 Mitosis produces 2 daughter cells that are identical to the parent cells.
Vocabulary: chromosomes, interphase, prophase, metaphase, anaphase, telophase,
cytokinesis
Additional Notes: Because the specific steps of mitosis are not essential to
understanding the function of mitosis, this lesson objective may be deprioritized. However,
the value of teaching the steps of mitosis is that they can be compared to the steps of
meiosis during the genetics unit so that students can truly understand the source of
genetic variation in a population. It is important to note that if the time exists to teach the
steps of mitosis, it will be necessary to introduce the concept of the chromosome before
teaching the actual steps of mitosis.
Additional Notes: In LO4.e.iii, students should form the conclusion that mitosis generates
identical cells because its purpose is to regenerate damaged tissue and to develop new
tissue that is the same as preexisting tissue (in growth).
Additional Notes: This is a good opportunity to discuss cancer, a disease of mitosis.
Guidance for Modification: Lesson Objectives
Although the steps of mitosis are not essential to understanding the key points of this enduring understanding, the mitotic steps
of LO4.e.ii should only be de-prioritized if time is a concern because the steps create a clearer picture of how meiosis results in
genetic variation in the next unit, genetics.
Section III. Science Inquiry and Process Skills
Science Skills Overview
Time spent focusing on the following science skills in the Ecology unit will depend on Diagnostic Assessment data:
 LG 2.a Plan and implement scientific procedures including asking questions, formulating testable hypotheses,
identifying variables, using a control group when appropriate, and selecting and using appropriate
equipment and technology.
 LG 2.d Formulate, communicate, and defend a scientific argument using logic and evidence.
 LG 2.f Distinguish between, apply their appropriate use, and evaluate various models according to their
adequacy in representing biological objects or events.
Learning Goal 2.a
LG 2.a: Plan and implement scientific procedures including asking questions, formulating
testable hypotheses, identifying variables, using a control group when appropriate, and
selecting and using appropriate equipment and technology.
Skill Objectives
LO 2.a.i. Students define components of an experiment.
LO 2.a.ii. Students identify experimental components in pre-designed experiments.
LO 2.a.iii. Students identify experimental questions and hypotheses as testable or non-testable.
LO 2.a.iv. Students identify the features of a good experimental procedure.
LO 2.a.v. Students follow an experimental procedure.
LO 2.a.vi. Students write testable questions and hypotheses given a pre-designed experiment.
LO 2.a.vii. Students use a set of materials to design an experiment that contains an independent variable, dependent
variable, control group, and constants.
LO 2.a. viii. Students write an experimental question and hypothesis for a self designed experiment.
LO 2. a.ix. Students select appropriate tools of measurement for an investigation.
LO 2.a. x. Students generate an experimental procedure for a self-designed experiment.
LO 2.a.xi. Students execute a self-designed experiment.
Integration into Cells Unit
Integration of LG 2.a into the cells unit will depend on the lab activities you choose to do during this unit. Here are a few
suggestions of where to incorporate these science skills into the content:
Identifying Carbon Compounds in Food
 Description-Students perform a series of tests on known and unknown substances to identify the presence of
carbohydrates (using iodine), lipids (using Sudan III), and proteins (using biuret) in each.
 Cell Unit Objectives Addressed- LO3.g.i-LO3.g.iii.
 Science skills/vocabulary-independent variable, dependent variable, control group, constants, problem, hypothesis,
testable, opinion, reliability, sample size, procedure
Movement Across A Membrane
 Description- Students use closed dialysis tubes or ziplock bags to predict the movement of different sized particles
(e.g. iodine, starch, and/or glucose) across a semi-permeable membrane.
 Cell Unit Objectives Addressed- LO3.cc.ii-LO3.c.vi
 Science skills/vocabulary- independent variable, dependent variable, control group, constants, problem, hypothesis,
testable, opinion, reliability, sample size, procedure
Following Carbon Dioxide in a Closed System
 Description-Students place different combinations of snails and elodea in water dyed with bromothymol blue so they
can track pH/the presence of carbon dioxide.
 Cell Unit Objectives Addressed- LO3.d.i-LO3.d.v
 Science skills/vocabulary- independent variable, dependent variable, control group, constants, problem, hypothesis,
testable, opinion, reliability, sample size, procedure
Factors Affecting Enzyme Effectiveness
 Description-Students compare decomposition rates of hydrogen peroxide using different enzymes (e.g. liver, potato,
and apples) and/or different conditions (e.g. temperature, pH, and concentration).
 Cell Unit Objectives Addressed- LO3.h.i-LO3.h.vi.
 Science skills/vocabulary- independent variable, dependent variable, control group, constants, problem, hypothesis,
testable, opinion, reliability, sample size, procedure
Instructional Insight
The complex nature of experimental design requires a minimum of two labs to be performed in the cell unit. In the first
lab performed in the unit, students can be taught LO2.a.i-v. In the second lab performed, students should be expected
to generate a large part of the experiment independently through LO2.a.vi-xi. It is important to provide students with and
teach them how to use a rubric for lab write ups that dictate clear expectations and criteria for student success.
Experimental design can be particularly challenging for students. The following instructional notes may be useful when integrating
experimental design into the biology content::





Because dependent variables are often easier for students to identify, it may be wise to encourage students to identify
dependent variables before independent variables (LO2. a.ii., iii, vi., and vii
Provide guiding questions students can ask themselves when trying to identify experimental components. For example, to
identify the independent variable a student should ask themselves, “what is changing in the experiment, what is being
compared, or what are we testing the effects of?” (LO2. a.ii., iii, vi., and vii.).
It will be much more natural for students to generate higher quality questions/hypotheses if they learn LO2.a.ii before
LO2.a.iii.
If students are having difficulty generating the questions/hypotheses, particularly ESL students, provide students with
sentence stems that help guide them (LO2.vi.).
It is critical to carefully monitor each step of the design process with the students.
Learning Goal 2.d
LG 2.d Formulate, communicate, and defend a scientific argument using logic and evidence.
Skill Objectives
LO2. d.i. Students identify the elements of a conclusion.
LO2.d.ii. Students write a conclusion that contains claim, evidence, and reasoning .
LO2.d.iii. Students generate a complete laboratory report for a self-designed and implemented experiment.
Integration into Cells Unit
Integration of LG 2.b into the ecology unit will depend on the lab activities you choose to do during this unit. All of the
labs described under LG 2.a. provide students valuable opportunities to develop the conclusion writing skills of LG 2.d.
 Science skills/vocabulary-conclusion, supported, not supported, claim, evidence, reasoning
Instructional Insight
In the development of both critical thinking and writing skills, it is useful to provide concrete guidelines and steps on how to write a
conclusion for students. One technique that guides students to higher level thinking and writing is a CER conclusion in which the C
stands for the experiment claim (the hypothesis and whether it was supported or not supported), the E stands for evidences (the
quantitative data that supports this), and the R stands for reasoning the statement that connects the claim and evidence. Effective
conclusion writing, particularly the reasoning portion often takes students many months to master. Practice patience and guidance
and support students who need extra help with sentence stems and key words to use. In addition, many students will feel their
experiments are failures if their hypotheses are not supported. It is critical to emphasize the fact that negative results are equally
and sometimes more useful in science than positive results.
Learning Goal 2.f
LG 2.f Distinguish between, apply their appropriate use, and evaluate various models according
to their adequacy in representing biological objects or events.
Skill Objectives
LO2.f.iii. Read and interpret models
LO2.f.iv. Analyze models as to their strengths and weaknesses
Integration into Cells Unit
The Cell unit lends itself nicely to model analysis. The lesson objectives below provide important opportunities to
interpret a variety of models that represent the same structures and/or processes.
 LO3a.ii-cell structures
 LO3g.iii-carbon compound structures
 LO3b.i-cell organelles
 LO3b.v-plant vs. animal cells
 LO3.c.i-cell membrane structure
 LO3.c.v.-relative cell membrane concentrations
 LO3.d.ii-photosynthesis
 LO3.d.iii-cellular respiration
 LO3.d.vi.-role of energy acquisition in homeostasis
 LO3.h.iv-enzyme specificity
 LO4.e.ii-steps of mitosis
Instructional Insight
If LG 2.f is addressed in the previous unit, it will not be necessary to teach LO2.f.i and ii in this unit. However, students
will still need frequent exposure to and practice with model interpretation in LO2.f.iii and iv.
Section IV. Sequencing and Scaffolding on a Calendar
[Map learning goals and lesson objectives onto the calendar below.]
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