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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: 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. 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.] MONDAY Learning Goal: TUESDAY Learning Goal: Calendar the Unit WEDNESDAY Learning Goal: Objective: Objective: Objective: Objective: Objective: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Objective: Objective: Objective: Objective: Objective: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Objective: Objective: Objective: Objective: Objective: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Learning Goal: Objective: Objective: Objective: Objective: Objective: THURSDAY Learning Goal: FRIDAY Learning Goal: