Highland Park Science Curriculum

Transcription

1 08/08/20115:20 PM 1 Biology I Semester I Unit IV Highland Park Science Curriculum Components Biology I Biology I Pre AP Extensions Biology I Pre AP TAG Extensions Unit Overview Cells and Cellular Mechanisms Generalizations/Enduring The cell is the basic structural and functional unit of all living systems and growth of the organism is dependent on cell Understandings division. The physical properties of molecular motion influence transport into and out of cells Concepts Cell structure and function Membrane properties and transport Osmosis and diffusion Cell cycle and mitosis Guiding/Essential Questions What is the cell theory? What are the characteristics of prokaryotes and eukaryotes? How are light microscopes and electron microscopes similar? How are they different. What are the functions of the major cell structures? What are the main functions of the cell membrane and cell wall? What happens during diffusion? What is osmosis? What is cell specialization? What are the four levels of organization in multicellular organisms? What problems does growth cause for cells? What are the main events of the cell cycle? What are the four phases of mitosis? How is the cell cycle regulated? How are cancer cells different from other cells?

2 08/08/20115:20 PM 2 Learning Targets Students will distinguish between prokaryotic and eukaryotic cells. Students will demonstrate a basic understanding of cell structure and function. Students will learn about cell specialization and identify the levels of organization in the multicellular organism. Students will describe the properties of the plasma membrane and explain its role in the cell. Students will define diffusion and osmosis. Students will explain the effects of diffusion and osmosis on cells. Students will contrast passive and active transport in cells. Students will identify the parts of the cell cycle and differentiate normal cell cycles from cancer cell cycles. Students will understand how cells grow and divide. Students will learn the phases of mitosis. Students will contrast plant and animal cell mitosis. Formative Assessment Summative Assessment TEKS 4 Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: 4A. compare and contrast prokaryotic and eukaryotic cells, Supporting 4B. investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; Supporting Scientific Process Skills: (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide

3 08/08/20115:20 PM 3 5A describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms 5B examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium Supporting 5D recognize that disruptions of the cell cycle lead to diseases such as cancer. Supporting 7D analyze and evaluate scientific explanations concerning the complexity of the cell. Supporting variety of conditions are incorporated into theories; (C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology; (F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures; (G) analyze, evaluate, make inferences, and predict trends from data; and (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment; (E) evaluate models according to their limitations in representing biological objects or events; and (F) research and describe the history of biology and contributions of scientists. (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: (A) compare and contrast prokaryotic and eukaryotic cells; Supporting (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; Readiness (C) compare the structures of viruses to cells, describe viral reproduction, and

4 08/08/20115:20 PM 4 EOC Connections Processes and Skills Objective 2: The student will demonstrate an understanding of the organization of living systems. Gathering data, graphing data, interpreting data, distinguishing observations from inferences, using laboratory equipment properly. Exploring the components of the cell. Distinguishing between cell types and functions. Identifying functions of organelles. Describing the processes of osmosis and diffusion. Identifying the organization levels in multicellular organisms Explaining the steps of cell division and the cell cycle and how each is regulated.. describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. Readiness Topics Essential Facts The functioning of an organism is reliant on the properties and activities of each individual cell in the organism. The cell theory states that all living things are composed of cells, cells are the basic units of structure and function in living things, and new cells are produced from existing cells. Prokaryotic cells have genetic material that is not contained in a nucleus. Eukaryotic cells contain a nucleus in which their genetic material is separated from the rest of the cell. The nucleus contains nearly all the cell s DNA and the coded instructions for making proteins and other important molecules. Proteins are assembled on ribosomes. One type of endoplasmic reticulum makes membranes and secretory proteins. The other type of ER makes lipids and helps to detoxify or remove harmful substances. The Golgi apparatus modifies, sorts, Cancer cells do not respond to the signals that regulate the growth of most cells. Cancer cells do not respond to the signals that regulate the growth of most cells.

5 08/08/20115:20 PM 5 and packages proteins and other materials from the ER for storage or secretion outside the cell. Mitochondria convert the chemical energy stored in food into compounds that are more convenient for the cell to use. Chloroplasts capture the energy from sunlight and convert it into chemical energy. The cytoskeleton is a network of protein filaments that helps the cell to maintain its shape. The cytoskeleton is also involved in movement of materials within and outside the cell. All cells have a cell membrane. The cell membrane regulates what enters and leaves the cell and also provides protection and support. Some cells also have cell walls. Cell walls provide additional support and protection. Diffusion causes many substances to move across a cell membrane but does not require the cell to use energy. Osmosis is the diffusion of water through a selectively permeable membrane. Cells in multicellular organisms develop in different ways to perform particular functions within the organism. The levels of organization in a multicellular organism are individual cells, tissues, organs, and organ systems. The larger a cell becomes, the more demands the cell places on its DNA. In addition, the cell has more trouble moving enough nutrients and wastes across the cell membrane. During the cell cycle, a cell grows, prepares for division, and divides to form two daughter cells. Each of which then begins the cycle again. Biologists divide the events of mitosis into four phases: prophase, metaphase,

6 08/08/20115:20 PM 6 anaphase, and telophase. Mitosis insures that each daughter cell has the same genetic information as the parent cell. Language of Instruction State Assessment Connections National Assessment Connections Cell, cell theory, nucleus, eukaryote, prokaryote, organelle, cytoplasm, nuclear envelope, chromatin, chromosome, nucleolus, ribosome, endoplasmic reticulum, Golgi apparatus, lysosome, vacuole, mitochondrion, chloroplast, cytoskeleton, centriole. Lipid bilayer, diffusion, equilibrium, osmosis, isotonic, hypertonic, hypotonic, facilitated diffusion, active transport, endocytosis, phagocytosis, pinocytosis, exocytosis, tissue, organ, organ system, mitosis, cytokinesis, chromatid, centromere, interphase, cell cycle, prophase, centriole, spindle, metaphase, anaphase, telophase, cancer Origin of Replication Origin of Replication

7 08/08/20115:20 PM 7 RESOURCES Student Investigations/Student Products Suggested Laboratory Investigations Sell a Cell Organelle Advertisement Project, Microscope Use, Observation of Plant and Animal Cells, Diffusion through Dialysis Tubing, Osmosis (potato or egg model) Mitosis (using micro viewer or microscope slides of onion root tip) Microscope Use Observing Plant vs. Animal Cells Closed Box Mystery (diffusion) My Egg, My Cell (osmosis) Observing Cells in a Changing Environment Time for Mitosis Potato Core Lab Demonstrate proficiency in locating and focusing a specimen on a slide (lab practical) Microscope Use Observing Plant vs. Animal Cells Closed Box Mystery (diffusion) My Egg, My Cell (osmosis) Observing Cells in a Changing Environment Time for Mitosis A Quantitative Investigation into Osmosis (potato and sugar concentration lab) Dry Lab Kidney and Homeostasis Textbook Correlation Prentice Hall Chapters 7 & 10 BSCS Chapters 3 & 6 In-depth Study/Research Opportunity The Molecular Biology of Cancer BSCS Teacher s Resource Book Research Problems in Biology (BSCS Biology Teacher Resource Book) Coming to Grips with the Golgi Current Literature Article Challenge/Extension Extension of Sell a Cell Organelle Project - advertisement