Page 1 of 36. Curriculum Map: Biology 1 Course: Biology I/Lab Sub-topic: Biology. Unit: Basic Biological Principles Unit Description:

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1 Curriculum Map: Biology 1 Course: Biology I/Lab Sub-topic: Biology Grade(s): 9 to 10 Course Course Textbooks, Workbooks, Materials Citations: This course introduces the fundamental principles necessary to promote biological literacy and will serve as the Keystone course. Topics will include basic biological principles, the chemical basis of life, bioenergetics, homeostasis and transport, cell growth and reproduction, genetics, theory of evolution, and ecology. 1. Keystone Finish Line (Biology). The Continental Press Miller, Kenneth R. & Levine, Joseph S. Biology. Pearson, Prentice Hall ExploreLearning Curriculum Map Author(s): Mrs. Tracy Whipkey Date of Last Revision to the Curriculum Map: MAY 8, 2015 Unit: Basic Biological Principles Unit Students examine the characteristics and unifying themes of life; understand that cells are the basic structure of all life; and that cells can be organized based on physical traits (prokaryotic and eukaryotic) and complexity (unicellular and multicellular). Unit Big Unit Unit Definitions : 1. Unifying Characteristics of Life 2. Cell Form and Function 3. Organization of Multicellular Organisms 1. What are the characteristics of life? 2. How is the cell theory used to explain the existence of life? 3. In what ways can you compare and contrast prokaryotic and eukaryotic cells? 4. How is form related to function at all levels of organization? 1. Cell: The basic unit of life. 2. Cell Wall: A structure on the outside of the plasma membrane that is made of cellulose and gives the plant cell structure and support. 3. Central Vacuole: A large plant organelle that stores water, nutrients, wastes, and other materials. When filled with liquid it exerts pressure against the cell wall making the plant rigid (supports the plant). 4. Chlorophyll: The pigment that absorbs the energy of sunlight and gives plants their green color. 5. Chloroplast: Plant organelles that transform sunlight into chemical energy. 6. Cytoplasm: The substance, composed mostly of water, that fills the cell's internal volume. 7. Differentiation: Specialization of cells; specialized to perform different or particular functions. 8. DNA: The molecule that stores genetic information and allows the cell to pass on information to future generations. 9. Endoplasmic Reticulum: An organelle, containing folded membranes and sacs, responsible for the production, processing, and transportation of materials for use inside and outside a eukaryotic cell. There are two types: rough and smooth. 10. Eukaryotes: More complex cells that are normally larger than prokaryotes and have membrane-bound organelles located within the cytoplasm (i.e. their DNA is contained within a nucleus). 11. Golgi Apparatus: An organelle that processes materials for release from the cell; modifies and processes proteins for release by the cell. 12. Homeostasis: The process of maintaining a stable internal environment. 13. Mitochondria: Membrane-bound organelles where energy is transformation takes place. Page 1 of 36

2 14. Multicellular: An organism, such as animals and plants, that may have trillions of cells with specialized functions within that organism's life cycle. The cells work together to carry out all of the organism's life functions. 15. Nucleus: An organelle that contains the genetic material of a eukaryotic cell. 16. Organ: A structure made up of two or more tissue types that work together to perform a specific job. 17. Organelle: A specialized part of a cell that carries out a specific function. 18. Organism: A living thing, such as an animal, plant, fungi, protist, or bacteria. 19. Organ System: A group of organs that work together to perform a specific function (human systems include nervous, endocrine, skeletal, digestive, etc) 20. Plasma Membrane: A molecular bilayer consisted of phospholipids that encloses a cell and separates the cell from its environment while regulating the exchange of material into and out of the cell. 21. Prokaryotes: Unicellular organisms that lack membrane-bound organelles (i.e. their DNA is not enclosed in a nucleus, instead it is free floating in the cytoplasm). 22. Ribosomes: The smallest organelles within the cell that decode the genetic information in mrna in order to assemble amino acids into proteins. 23. Rough Endoplasmic Reticulum (RER): Has surface ribosomes and participates in the synthesis of proteins mostly destined for export by the cell. 24. Smooth Endoplasmic Reticulum (SER): Has no ribosomes and participates in the synthesis of lipids and steroids as well as the transport of synthesized macromolecules 25. Stomata: Openings in the underside of leaves that allow water vapor and other gases in and out of the plant. 26. Tissue: A structure made of similar cells that perform a specific function or task. 27. Unicellular: An organism, such as bacteria, that has a single cell to carry out all life functions. 28. Vesicle: A small membrane sac inside the cell, which may contain material for transport. Unit Student Learning 1. Students will be able to explain and use models to show the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms. 2. Students will be able to explain the relationship between structure and function. STANDARDS STATE: Pennsylvania SAS Standards ( ) 3.1.B.A1 (Introduced) Describe the common characteristics of life. Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Explain that some structures in eukaryotic cells developed from early prokaryotic cells (e.g., mitochondria, chloroplasts) Topic: Biology as a Science Science is an organized way of gathering and analyzing evidence about the natural world. The goals of science are to provide natural explanations for events in the natural world and to use those explanations to make useful predictions. Big 1. Students will be able to identify the steps and apply the scientific method to various hypotheses. 2. Students will be able to explain how science, specifically Biology, is related to other fields and life as we know it. 1. What are the goals of science? 2. Describe the steps used in scientific methodology. 3. Identify the central themes of biology. 1. The goals of science. 2. The scientific method. 3. The central themes of biology. Order of Introduction: Page 2 of 36

3 1. Science: 2. Observation: 3. Inference: 4. Hypothesis: 5. Controlled Experiment: 6. Independent Variable: 7. Dependent Variable: 8. Control Group/Variable: 9. Data: Topic: Characteristics of Life Students will describe the characteristics of life shared by all prokaryotic and eukaryotic organisms. Big 1. Students will be able to identify the characteristics that all living things share. 2. Students will understand and be able to describe that organisms are made up of simpler units called cells. 1. How do we know if something is alive? 2. What characteristics must all living organisms have/maintain? 3. How do organisms live, grow, respond to their environment and reproduce? Organisms share common characteristics of life. Order of Introduction: 1. Biology: 2. Cell: 3. Unicellular: 4. Multicellular: 5. DNA: 6. Stimulus: 7. Sexual Reproduction: 8. Asexual Reproduction: 9. Homeostasis: 10. Metabolism: 11. Biosphere: Topic: Cell Form and Function Students will compare cellular structures and their functions in prokaryotic and all types of eukaryotic cells. 1. Students will be able to describe relationships between structure and function at biological levels of organization. 2. Students will be able to explain why cells are the basic unit of structure and function for all living things. 3. Students will be able to identify and classify cells into the two basic forms (prokaryotes and eukaryotes) based on their cellular structures. 4. Students will be able identify and describe each of the cellular organelles along with their functions and integration with each other. Big 1. How does life result from cellular structure and function? 2. How is structure related to function within the cellular level of organization? 3. What are the cellular organelles and their functions, and describe the interdependence of the organelles? All organisms are made up of cells and can be characterized by common aspects of their structure and functioning. Order of Introduction: Page 3 of 36

4 1. Cell: 2. Cell Theory: 3. Cell Membrane/Plasma Membrane: 4. Nucleus: 5. Eukaryote: 6. Prokaryote: 7. Cytoplasm: 8. Organelle: 9. Vesicle: 10. Vacuole: 11. Cytoskeleton: 12. Centriole: 13. Ribosome: 14. Endoplasmic Reticulum: 15. Golgi Apparatus: 16. Chloroplast: 17. Mitochondria: 18. Cell Wall: 19. Lipid Bilayer: 20. Selectively Permeable: Topic: Biological Organization Students will describe and interpret relationships between structure and function at various levels of biological organization. 1. Students will be able to explain the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms. 2. Students will be able to identify and explain the different levels that make up an organism (cell, tissue, organ, organ system, and organism) and how the functions of the structures at each of these levels interrelate. 1. How do systems in multicellular organisms work together? 2. How is structure related to function at all biological levels of organization? Big Parts of a multicellular organism work together to help them live, grow, and reproduce. All organisms from the simplest level, the cell, to the most complex individual organisms have levels of organization. Order of Introduction 1. Homeostasis: 2. Differentiation: 3. Tissue: 4. Organ: 5. Organ System: 6. Receptor: Unit: Chemical Basis for Life Unit Students understand that life is based on chemical processes and interactions; important molecules necessary for life (CNOPS); interdependence of life on water and its unique properties. Unit Big Unit 1. Unique properties of water 2. Organic Molecules 3. Enzymes 1. How does the structure of water and carbon-containing biomolecules enable organisms to carry out the chemical reactions that are needed to maintain homeostasis? 2. In what ways do cells use nutrients to carry out daily functions? 3. How does the unique properties of water support life on Earth? 4. What are the classes of macromolecules (biomolecules) and how does their structure relate to Page 4 of 36

5 their functions within an organism? 5. How do enzymes affect chemical reactions? 6. How do environmental factors affect the function of enzymes? Unit Definitions : 1. Active Site: The region on an enzyme to which the substrate binds. 2. Adhesion: The tendency of water molecules to stick to other surfaces. 3. Amino Acids: The building blocks or monomers of proteins. 4. Capillary Action: The ability of a liquid to flow against gravity in a narrow space/tube 5. Carbohydrate: A macromolecule that contains atoms of carbon, hydrogen, and oxygen in a 1:2:1 ratio and serves as a major source of energy for living things (e.g. sugars, starches, cellulose). 6. Carbon: Element number 6 on the periodic table of elements; has 6 electrons, 6 protons, and 6 neutrons which makes it tetravalent meaning that it can form 4 covalent bonds. 7. Catalyst: Substances that speed up chemical reactions without being changed or used up by the reaction. 8. Cohesion: The tendency of water molecules to attract each other and stick together. 9. Covalent Bond: A bond that occurs when atoms share electrons. 10. Dehydration Synthesis: A chemical reaction that joins monomers together to form large polymers producing water as a byproduct. 11. Denaturation: The process of an enzyme become inactive due to factors (temperature, ph, salinity, etc) that alter the enzyme's structure. 12. Density: The mass of a substance divided by its volume; 13. Disaccharides: Double sugars; two monosaccharides joined in a double ring structure (e.g. sucrose). 14. DNA: Deoxyribonucleic acid; a biological macromolecule that encodes genetic information for living organisms and is capable of self-replication and the synthesis of RNA. 15. Enzyme: Protein catalysts that are substrate specific; a protein that increases the rate of a chemical reaction without being changed by the reaction; ends in the suffix -ase (e.g. sucrase) 16. Freezing Point: The temperature at which a liquid becomes a solid; freezing point of water is 0ºC or 32ºF. 17. Heat of Fusion: The heat released when liquid water freezes to ice. 18. Heat of Vaporization: The heat absorbed as water changes from liquid to a gas (vapor). 19. Hydrogen Bond: An interaction between polar molecules due to the partial positive and negative regions of molecules; not a true bond. 20. Hydrolysis: A chemical reaction that breaks down polymers into smaller monomers; water is required. 21. Hydrophilic: Water loving. 22. Hydrophobic: Water fearing. 23. Lipids: A macromolecule that is made up of carbon, hydrogen, and oxygen that includes fats, oils, and waxes; nonpolar (hydrophobic) molecules and therefore are not soluble in water. 24. Macromolecules: Large complex molecules made of chains of smaller molecules; such as lipids, carbohydrates, proteins, and nucleic acids. 25. Melting Point: The temperature at which a solid becomes a liquid; melting point for water is 0ºC or 32ºF. 26. Meniscus: A curve of water near the surface due to the adhesive force between the water molecules and the container. 27. Monomers: Smaller building block molecules that combine through chemical reactions to form large polymers. 28. Monosaccharides: Simple sugars; basic unit of carbohydrates (e.g. glucose). 29. Nucleic Acid: A macromolecule that carries genetic information (i.e. DNA and RNA). 30. Nucleotides: Monomers or building blocks of nucleic acids; they are composed of carbon, hydrogen, nitrogen, oxygen, and phosphorus. 31. Organic Compounds: Compounds that contain carbon and hydrogen atoms and often contain oxygen, nitrogen, phosphorus, or other elements. 32. Peptide Bond: The bond that forms between amino acids; joins amino acids. 33. Phospholipid: A type of lipid that is made up of two fatty acid chains (nonpolar) tail and a phosphate group head (polar). 34. Polar Molecule: A molecule that has regions of opposite partial charges. 35. Polymers: Large complex compounds composed of many repeated subunits called monomers (e.g. polysaccharides). 36. Polysaccharide: Complex sugars; many monosaccharides joined together in large chains (e.g. starch, glycogen, cellulose). 37. Proteins: Macromolecules made up of monomers called amino acids that perform structural and regulatory functions for cells. 38. RNA: Ribonucleic acid; a macromolecule that transmits genetic information from DNA to proteins. Page 5 of 36

6 39. Solute: A substance that is dissolved in a solution. 40. Solvent: The substance that is dissolved in a solution. 41. Specific Heat: The amount of heat energy needed to increase the temperature of one unit of a substance. 42. Sterol: Lipid molecules that act as chemical messengers within the body. 43. Substrate: The reactant or substance upon which the enzyme acts. 44. Surface Tension: The tendency of the surface of a liquid to stick together and resist an external force; higher surface tension means more force is necessary to break through the surface. Unit Student Learning 1. Students will be able to identify elements, compounds, and mixtures and describe the difference between them. 2. Students will be able explain and describe how molecules and compounds form. 3. Students will identify the different types of bonds used to construct molecules/compounds and why/when each type of bond would be used. 4. Students will be able to explain why water is a key molecule for all life and how its properties allow for life to exist. STANDARDS STATE: Pennsylvania SAS Standards ( ) 3.1.B.A7 (Introduced) Analyze the importance of carbon to the structure of biological macromolecules. Compare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids. Explain the consequences of extreme changes in ph and temperature on cell proteins. Topic: Introduction to Chemistry Students will describe and interpret relationships between structure and function at various levels of biochemical organizations (atoms, molecules, macromolecules); explain the structure, properties, and interactions of matter; explain how bonds store energy that can be released through various biochemical processes. 1. Students will be able to identify the parts of the atom. 2. Students will be able to explain where each of the subatomic particles are located within an atom and their properties. 3. Students will be able to explain some of the characteristics of the periodic table and how it is organized. 4. Students will be able to explain and describe how different bonds are formed. 5. Students will be able to explain the importance of bonds in relation to energy. Big 1. What are the two regions of an atom (atom organization)? 2. What are the subatomic particles and where are they located? 3. How are atoms classified and organized? 4. How do atoms bond and what determines what type of bond forms? 1. Structure of the atom 2. Organization of the Periodic Table 3. Types of bonds 4. Interpretation of basic chemical formulas and models (Lewis Dot Structures and Bohr Models) Order of Introduction 1. Atom: 2. Nucleus: 3. Electron: 4. Element: 5. Isotope: 6. Compound: 7. Ionic Bond: 8. Ion: 9. Covalent Bond: 10. Molecule: 11. van der Waals Forces: Page 6 of 36

7 Topic: Unique Properties of Water Students will describe the unique properties of water and how these properties support life on Earth. 1. Students will be able to identify the molecular formula and structure of water. 2. Students will be able to explain how the structure of water as a polar molecule is the "power" behind the molecule and essentially gives water its special properties. 3. Students will be able to identify and explain the various special properties of water and how they relate to life on Earth. 4. Students will be able to explain the properties of acids and bases. Big 1. How does the structure of the bonds of hydrogen and oxygen interact to form water? 2. What is a polar molecule? 3. How are the properties of water influential in allowing for and maintaining life on Earth? 4. Why is water considered to be a nearly universal solvent? 5. What is the ph scale and how does it influence biochemical reactions? 1. Polarity and Hydrogen bonding 2. Water's Properties - freezing/melting point, specific heat, cohesion, adhesion, surface tension, heat capacity, capillary action 3. Universal Solvent 4. ph Scale - identification of acids and bases and the use of buffers Order of Introduction 1. Hydrogen Bond: 2. Cohesion: 3. Surface Tension: 4. Adhesion: 5. Meniscus: 6. Capillary Action: 7. Heat Capacity: 8. Specific Heat: 9. Density: 10. Mixture: 11. Solution: 12. Solubility: 13. Solute: 14. Solvent: 15. Saturation: 16. Suspension: 17. ph Scale: 18. Acid: 19. Base: 20. Buffer: Topic: Carbon Students will describe the bonding tendencies of carbon and why it is able to bond with many other atoms. Students will explain how carbon is uniquely suited to form biological macromolecules and the importance of these properties and compounds to life on Earth. 1. Students will be able to describe the carbon atom's special bonding capabilities, explain why it is known as a tetravalent structure, and how it relates to the formation of macromolecules. 2. Students will be able to identify organic and inorganic substances based on their molecular formulas. 3. Students will be able to identify the different types of macromolecules and their substructures (monomers). 1. What makes carbon and the bonds it creates unique? Page 7 of 36

8 Big 2. What is an organic compound and what elements make it up? 3. What is a macromolecule and what is carbon's role in forming the them? 1. Carbon Atomic Structure - tetravalent 2. Bonding tendencies 1. Carbon: 2. Organic Compounds: 3. Double Covalent Bond: 4. Triple Covalent Bond: 5. Macromolecule: Topic: Biological Macromolecules Students will describe how biological macromolecules form from monomers and how their structures relate to their function. Students will compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids and explain the importance of these to living things and their energy requirements. Big 1. Students will be able to identify the chains of smaller molecules (monomers) that makes up each of the different macromolecules (polymers). 2. Students will be able to What are the important functions of lipids, phospholipids, carbohydrates, and polysaccharides and how do they relate to the cell energy cycle? 3. What are the reactions that make or break macromolecules? 1. What are the chains of smaller molecules that make up macromolecules? 2. What are the important functions of lipids, phospholipids, carbohydrates, and polysaccharides and how do they relate to the cell energy cycle? 3. What are the reactions that make or break macromolecules? 1. Lipids 2. Carbohydrates 3. Proteins 4. Nucleic Acids Order of Introduction 1. Macromolecules: 2. Monomer: 3. Polymer: 4. Polymerization: 5. Carbohydrate: 6. Monosaccharide: 7. Disaccharides: 8. Polysaccharides: 9. Lipid: 10. Saturated: 11. Unsaturated: 12. Steroids: 13. Hormones: 14. Nucleic Acid: 15. Nucleotide: 16. DNA: 17. RNA: 18. Protein: 19. Amino Acid: Topic: Enzymes and Chemical Reactions Students will explain how enzymes regulate biochemical reactions within a cell. Students will describe the role of enzymes as catalysts. Students will identify and describe specific enzymes and their role within certain chemical reactions. Students will explain how extreme conditions interfere with enzyme productivity or reactivity and why. Page 8 of 36

9 1. Students will be able to explain how enzymes function as catalysts to expedite chemical reactions. 2. Students will be able to identify the common proteins that act as enzymes and the substrates that they react with. 3. Students will be able to relate the use of enzymes in chemical reactions to the effects on activation energy. 4. Students will be able to establish the relationship between enzymes and substrate concentration and the factors that affect the efficiency of enzymes. Big 1. Explain how enzymes function as catalysts. 2. Identify the common proteins that act as enzymes. 3. Relate the use of enzymes in chemical reactions to the effects on activation energy. 4. Establish the relationship between enzymes and substrate concentration. 1. Catalysts 2. Chemical reactions and Activation energy 3. Substrate specificity 4. Denaturation Order of Introduction 1. Chemical Reaction: 2. Reactant: 3. Product: 4. Activation energy: 5. Catalyst: 6. Enzyme: 7. Substrate: 8. Active Site: 9. Denaturation: Unit: Bioenergetics Unit Students understand that energy is transferred through the universe without being created or destroyed; importance of electron structure and chemical bonds and their relationship to the transfer of energy from organism to organism and within an organism. Unit Big Unit Unit Definitions : 1. ATP 2. Energy Transformation 3. Cellular Respiration 4. Photosynthesis 1. How do organisms obtain, transform, and use energy at all levels of organization to carry out life processes? 2. How do organisms (plants and animals) obtain energy from their environment? 3. What are specific energy requirements for life processes and how is the energy used to carry out those processes? 4. What are the chemical reactions that occur during photosynthesis? 5. What are the chemical reactions that occur during cellular respiration? 6. How are ATP and other energy storage molecules created and utilized by living organisms? 7. What role does fermentation play in energy transformation? 1. Aerobic Respiration: Process of energy transformation involving oxygen (e.g. cellular respiration). 2. Anaerobic Respiration: Process of energy transformation that does not involve oxygen (e.g. fermentation). 3. ATP (Adenosine Triphosphate): A small soluble molecule that provides energy to reactions throughout the cell by releasing energy when one of its high-energy bonds is broken to release a phosphate group; energy currency of the cell. 4. Autotroph: Any organism that is able to capture energy from sunlight or chemicals and use Page 9 of 36

10 it to produce its own food from inorganic compounds;producer. 5. Bioenergetics: The study of energy flow or energy transformation into and within living systems. 6. Cellular Respiration: A complex set of chemical reactions involving an energy transformation where potential chemical energy in the bonds of food molecules (glucose) is release and is partially captured in the bonds of ATP molecules. 7. Chlorophyll: A green pigment that captures the energy in sunlight; found inside the chloroplasts. 8. Chloroplasts: Membrane bound organelle found in eukaryotic cells that undergo photosynthesis (plant cells); site of photosynthesis. 9. Heterotroph: Any organism that obtains food by consuming other living things; consumer. 10. Mitochondria: Membrane bound organelles found in most eukaryotic cells that produce energy in the form of ATP for the cell; site of cellular respiration. 11. Phloem: Plant vascular tissue responsible for moving sap. 12. Photon: A unit of light energy; what chlorophyll captures. 13. Plastids: A group of membrane-bound organelles found in photosynthetic organisms and are mainly responsible for the synthesis and storage of food; chloroplasts. 14. Xylem: Plant vascular tissue responsible for moving water and minerals. Unit Student Learning 1. Students will be able to describe how organisms obtain, transform, and use energy at all levels of organization to carry out life processes. 2. Students will be able to explain how organisms (plants and animals) obtain energy from their environment. 3. Students will be able to identify the specific energy requirements for life processes and how is the energy used to carry out those processes. 4. Students will be able to describe the chemical reactions that occur during photosynthesis and where in the cell they occur. 5. Students will be able to describe the chemical reactions that occur during cellular respiration and where they occur in the cell. 6. Students will be able to explain how ATP and other energy storage molecules are "created" and utilized by living organisms and where the processes occur within the cell. 7. Students will be able to describe the role of fermentation in energy transformation. STANDARDS STATE: Pennsylvania SAS Standards ( ) 3.1.B.A2 (Introduced) Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration. 3.1.B.A5 (Introduced) Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc). Topic: ATP and Energy Transformation Students will identify and describe how organisms obtain and transform energy for their life processes. Students will describe the role of ATP in biochemical reactions. Big 1. Students will be able to identify why the transformation of energy is the most important process carried out at the cellular level. 2. Students will be able to explain the role ATP has in obtaining and transferring energy. 3. Students will be able to describe the process of ATP hydrolysis (how ATP is hydrolyzed to form ADP). 4. Students will be able to describe the role of ADP in the formation of ATP. 1. Why is the transformation of energy the most important process carried out at the cellular level. 2. What is ATP's role in obtaining and transferring energy? 3. How is ATP hydrolyzed to form ADP? 4. What is the role of ADP in the formation of ATP and what is process? 1. ATP Structure 2. Basic energy source for all cells 3. Relationship between ATP and ADP 4. Energy Transformation and the Laws of Thermodynamics 5. Endothermic versus Exothermic Reactions Page 10 of 36

11 Order of Introduction 1. ATP: 2. ADP: 3. Hydrolysis: 4. Dehydration Synthesis: 5. Heterotroph: 6. Herbivore: 7. Carnivore: 8. Omnivore: 9. Detritivore: 10. Autotroph: Topic: Photosynthesis Big Students will describe the energy transformation that occurs during photosynthesis and the specific structures that are involved. Students will compare and contrast the processes of photosynthesis and cellular respiration and describe the relationship between these two processes. 1. Students will be able to describe the chemical equation for photosynthesis while identifying the reactants and the products. 2. Students will be able to identify and describe the source of energy for photosynthesis. 3. Students will be able to describe how the energy source for photosynthesis and the photosynthetic process is the ultimate source of energy for most organisms on the planet. 4. Students will be able to identify the structure and function of the chloroplasts and its substructures/parts. 5. Students will be able to explain the role and importance of chlorophyll. 6. Students will be able to differentiate between chlorophyll a and chlorophyll b and how their differences impact the photosynthetic process. 7. Students will be able to identify differences between the light dependent and light independent reactions. 8. Students will be able to describe both the light dependent and light independent reactions and each takes place with the cellular structure. 9. Students will be able to describe/identify the goal of photosynthesis? 1. Students will be able to describe/identify the goal of the light dependent reactions. 2. Student will be able to describe/identify the goal of the light independent reactions. 1. Describe the chemical equation for photosynthesis identifying the reactants and the products. 2. Describe the source of energy for photosynthesis. 3. Identify the structure and function of the chloroplasts and its features. 4. What is the importance of chlorophyll and what is the difference between chlorophyll a and chlorophyll b? 5. What are the differences between the light dependent and light independent reactions and where does each take place? 6. What is the goal of photosynthesis? 1. Equation - Reactants and Products 2. Process 3. Role of the Chloroplast 4. Goal of Photosynthesis and how it relates to cellular respiration 5. Relationship between photosynthesis and cellular respiration 1. Chloroplast: 2. Chlorophyll: 3. Pigment: 4. Thylakoid: 5. Grana: 6. Stroma: 7. NADP+: 8. Light Dependent Reactions: 9. Light Independent Reactions: 10. Photosystem: Topic: Cellular Respiration Students will explain and describe energy transformation through the process of cellular respiration. Students will describe the role of ATP as both a reactant and a product of the cellular respiration process. Students will explain the role of the mitochondria for the process of cellular respiration. Page 11 of 36

12 1. Students will be able to describe the chemical equation for cellular respiration and identify the reactants and the products. 2. Students will be able to describe the source of energy for cellular respiration. 3. Students will be able to identify the structure of the mitochondria and how the structure relates to the function of energy production for the cell. 4. Students will be able to describe and explain the different stages of cellular respiration and where each takes place within the cell. 5. Students will be able to identify the goal of cellular respiration. 1. Describe the chemical equation for cellular respiration and identify the reactants and the products. 2. Describe the source of energy for cellular respiration. 3. Identify the structure of the mitochondria and how the structure relates to the function. 4. What are the different stages of cellular respiration and where does each take place? 5. What is the goal of cellular respiration? Big 1. Equation - Reactants and Products of Cellular Respiration 2. Process 3. Role of the Mitochondria 4. Relationship between cellular respiration and photosynthesis 1. Glycolysis: 2. Fermentation: 3. Aerobic respiration: 4. Anaerobic respiration: 5. Krebs Cycle: 6. Calvin Cycle: 7. Mitochondria: 8. Electron Transport Chain: 9. ATP synthase: Topic: Fermentation Big Whether oxygen is present or not, all organisms must be able to obtain materials for the production or conversion of energy. In the absence of oxygen a less efficient but sustainable way to produce energy is through the process of fermentation. 1. Students will be able to explain how organisms get energy in the absence of oxygen. 2. Students will be able to compare and contrast cellular respiration and fermentation. 3. Students will be able to identify and describe the different types of fermentation and the chemical reactions of each. 4. Students will be able to explain how fermentation provides energy for an organism when non-ideal conditions are present. 5. Students will be able to explain why and how the body produces ATP during different stages of exercise. 1. Explain how organisms get energy in the absence of oxygen. 2. How are cellular respiration and fermentation similar? 3. How are cellular respiration and fermentation different? 4. How does fermentation provide energy for an organism when non-ideal conditions are present? 5. How does the body produce ATP during different stages of exercise? 1. Types of fermentation 2. Role of fermentation in energy needs of organism Page 12 of 36

13 1. Fermentation: 2. Lactic Acid Fermentation: 3. Alcoholic Fermentation: Unit: Homeostasis and Transport Unit Students understand how the structure of the plasma membrane allows it to function as a regulatory structure as well as a protective barrier; the relationship between the transportation of materials and the maintenance of homeostasis. Unit Big Unit Unit Definitions : 1. Membranes of the Cell 2. Passive Transport 3. Active Transport 4. Homeostasis 1. How do organisms maintain a biological balance between their internal and external environments? 2. What type of mechanisms enable materials to move into and out of the cell? 3. How is energy used to move molecules into or through the cell? 1. Active Transport: The movement of particles across the membrane from an area of low concentration to an area of high concentration and uses ATP as an energy source; e.g. pump mechanisms, endocytosis, and exocytosis. 2. Aquaporin: A type of membrane protein that has a hydrophilic tube through the center that allows water to pass through easily. 3. Bilayer: Having two layers. 4. Concentration: The amount of a substance (a solute) dissolved in a given volume of water or other solvent. 5. Concentration Gradient: A gradual difference in the concentration of a substance in a solution as a function of distance. 6. Diffusion: The movement of molecules or ions down a concentration gradient. 7. Endocytosis: A type of active transport process where material is brought into the cell, the plasma membrane pinches inward around material located outside of the cell and "swallows" the material forming a vesicle inside the cell. Phagocytosis: Cellular "eating"; extensions of the plasma membrane/cytoplasm surround a particle and enclose it within a vacuole (usually fuses with lysosome for a food vacuole) Pinocytosis: Cellular "drinking"; tiny pockets form along the plasma membrane, fill with liquid, and then pinch off to form vacuoles inside the cell. 8. Endomembrane System: An interconnect system made up of the membranes of the nuclear membrane, endoplasmic reticulum, Golgi apparatus, and vesicles. 9. Equilibrium: A state where the concentration of a substance is equal or consistent throughout the solution; molecules continue to move, however there is no overall movement in one direction. 10. Exocytosis: A type of active transport process where material is released from the cell, a vesicle moves toward the plasma membrane and fuses with it so that the material inside the vesicle is released into the extracellular space. 11. Facilitated Diffusion: A type of diffusion that relies on membrane proteins to help molecules (such as large or polar molecules, or charged ions) cross the cell membrane; membrane transport proteins provide a way for substances to enter or exit the cell 12. Fluid Mosaic Model: Describes the structure of the cellular membrane; the concept that the plasma membrane is fluid (moving) and is comprised of many different structural pieces (including carbohydrates, proteins, and fats) that move fluidly among the phospholipids. 13. Homeostasis: The maintenance of a constant internal state; internal conditions are maintained and regulated within specific ranges; i.e. 98.6ºF for human body temperature. 14. Homeostatic Mechanism: The process by which an organism monitors and maintains a constant state; i.e. thermoregulation for body temperature. Negative Feedback Loop: Any change to the system causes the system to return to its normal state; i.e. thermostat in your house. Positive Feedback Loop: Amplifies the change in the system, causing it to move farther and farther from its original state; i.e. contractions during labor. 15. Hydrophilic: A substance that is "water loving" or "water seeking"; a polar substance; e.g. polar head of phospholipids in plasma membrane. 16. Hydrophobic: A substance that is "water fearing" or "water avoiding"; a nonpolar substance; e.g. fatty acid tails of plasma membrane. Page 13 of 36

14 17. Impermeable: A membrane that does not allow certain substances to pass through. 18. Membrane Proteins: Proteins embedded within the plasma membrane that may provide structural support or stabilization, receptors, identification markers, or channels for that allow for the transportation of materials into and/or out of the cell (e.g. aquaporin). 19. Osmosis: The movement of water from areas of higher water concentration to areas of lower water concentration. (The concentration of water is high wherever the concentration of dissolved substances is low - osmosis is usually in the opposite direction of diffusion) 20. Passive Transport: Any type of cellular transport that does not require some form of energy input; e.g. diffusion, osmosis, and facilitated diffusion. 21. Permeable: A membrane that is penetrable or easily allows materials (specifically liquids or gases) to pass through; has pores or openings that permit materials to pass through. 22. Phospholipid: An organic macromolecule whose structure has a phosphate head (hydrophilic) and fatty acid tails (hydrophobic). 23. Phospholipid Bilayer: The structure of the cellular membrane that is composed of two layers of phospholipids oriented with the hydrophobic tails facing inward toward each other. 24. Plasma Membrane: A semipermeable barrier that surrounds the cytoplasm of the cell and controls what enters and exits; cell membrane. 25. Pumps: Membrane proteins (active transport mechanisms) that move materials into and out of the cell. Ion Pumps: Move ions or charged atoms; e.g. sodium-potassium pump. Molecular Pumps: Move uncharged molecules. 26. Semipermeable: A membrane that allows some substances to cross more easily than others; i.e. selectively permeable; e.g. cell's plasma membrane. 27. Solute: A dissolved substance. 28. Tonicity: A measure of osmotic pressure (i.e. the amount of solute dissolved in a water). Hypertonic: A fluid that has a greater concentration of dissolved substances in comparison to a cell's interior. Hypotonic: A fluid that has a lower concentration of dissolved substances in comparison to a cell's interior. Isotonic: A fluid that has an equal concentration of dissolved substances in comparison to a cell's interior. 29. Transport Proteins: Proteins that are built into the plasma membrane that helps certain kids of molecules or ions pass through. Channel proteins: Tubelike structures that allow specific substances to enter or exit freely. Carrier proteins: Proteins that bind to molecules/ions and carry them to the other side of the membrane. 30. Vesicles: Small, temporary membrane sacs that form from organelles (Golgi apparatus or ER) or the plasma membrane and allow for movement of materials through the cytoplasm. Unit Student Learning 1. Students will be able to describe passive and active transport. 2. Identify which method of transport requires energy and which does not. 3. Describe what functions a cell uses to maintain homeostasis. 4. Define how cells specialize and communicate with each other to maintain homeostasis. STANDARDS STATE: Pennsylvania SAS Standards ( ) 3.1.B.A5 (Introduced) Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc). 3.1.B.A8 (Introduced) CHANGE AND CONSTANCY - Recognize that systems within cells and multicellular organisms interact to maintain homeostasis. Topic: Cellular Membranes Students will describe which cell structures are involved in the transport of materials into, out of, and through the cell. Students will explain how the structure of the cell membrane is related to its regulatory function. Students will apply and explain the concepts of membrane structure to other organelles and relate it to their transport of materials within the cell. Page 14 of 36

15 Big 1. Establish the difference between active and passive transport. 2. Define diffusion and osmosis. 1. Identify which cell structures are involved in the transport of materials into, out of, and throughout the cell. 2. How does the structure of the cell membrane determine its permeability? 3. Identify the membrane bound organelles that facilitate transport. 4. Describe why the cellular membrane is considered to be fluid and mosaic. 5. Describe the functions of each of the components of the membrane. 1. Membrane Structure 2. Permeability 3. Concentration Gradient 4. Tonicity In order of Introduction 1. Lipid bilayer: 2. Hydrophobic: 3. Hydrophilic: 4. Permeable: 5. Impermeable: 6. Selectively permeable: 7. Fluid Mosaic model: 8. Aquaporin: 9. Endosymbiotic theory: Topic: Passive Transport Big Students will describe how some materials are transported into, out of, or through the cell with out the use of energy. Students will identify the types of environment necessary for passive transport to occur in relation to a concentration gradient. Students will explain how specific membrane-bound organelles facilitate the processes of passive transport. 1. Define passive transport. 2. Establish why osmosis is a good example of facilitated diffusion. 3. Relate osmosis to hypotonic, hypotonic and isotonic solutions. 1. What is diffusion? 2. What is osmosis? 3. What is facilitated diffusion? 4. Why is energy not required for passive transport? 1. Understand and identify why and how passive transport works. 2. Mechanisms of passive membrane transport. 1. Concentration: 2. Concentration gradient: 3. Diffusion: 4. Equilibrium: 5. Passive transport: 6. Facilitated diffusion: 7. Osmosis: 8. Isotonic: 9. Hypertonic: 10. Hypotonic: 11. Osmotic pressure: Page 15 of 36

16 Topic: Active Transport Big Students will describe the active mechanisms that are utilized to transport materials into, out of, or through the cell. Students will explain why energy is needed and will explain the necessity of active transport and describe situations when a cell must utilize active transport. 1. Define active transport and give an example. 2. Define and establish the differences between pinocytosis, endocytosis and exocytosis. 3. Relate how endocytosis id different then exocytosis. 1. What are ion/molecular pumps? 2. What is endocytosis? 3. What is the difference between pinocytosis and phagocytosis? 4. What is exocytosis? 5. How does the structure of the vesicles and the cellular membrane relate to the processes of active transport? 6. Why or when would a cell utilize active transport? 7. How does active transport differ from passive transport? 1. Mechanisms and types of active transport. 2. Difference between active and passive transports. 3. Necessity of active transport. 1. Active transport : 2. Protein pumps : 3. Endocytosis : 4. Phagocytosis : 5. Pinocytosis : 6. Exocytosis : Topic: Homeostasis Big Students will describe how organisms are able to maintain biological balance between their internal and external environments. Students will explain the different major homeostatic mechanisms such as thermoregulation, water regulation, and oxygen regulation. 1. Explain how unicellular organisms maintain homeostasis. 2. Explain how multicellular organisms maintain homeostasis. 3. Determine how cells specialize to different roles. 4. Create a list of the levels of organization of multicellular organisms from least complex to most complex. 1. How is homeostasis maintained and what are the two types of feedback loops? 2. What is the consequence if homeostasis is not maintained? 3. What are the energy requirements for maintaining homeostasis and how does that influence the energy consumption by the organism? 4. Explain specific examples of homeostatic mechanisms (i.e. thermoregulation, osmoregulation, glucose regulation, etc). 1. Need for homeostasis and consequences if not maintained 2. Mechanisms of homeostasis - thermoregulation, osmoregulation, etc 1. Homeostatic mechanism : 2. Negative feedback loop: 3. Set point: 4. Positive feedback loop: 5. Thermoregulation: 6. Osmoregulation: 7. Gas exchange: 8. Alveoli: 9. Insulin: 10. Glucagon: 11. Diabetes: Page 16 of 36

17 Unit: Cell Growth and Reproduction Unit Cells must grow, develop, and reproduce by following specific processes, which includes the cell cycle, in order to maintain homeostasis. Cells have both internal and external regulators that determine if and when the cell will divide. Two types of cellular division include Mitosis and Meiosis. Unit Big Unit Unit Definitions : 1. The Cell Cycle 2. Mitosis 3. Meiosis 1. How do cells grow and reproduce? 2. How does the reproduction of prokaryotes and eukaryotes differ? 3. How does cellular growth and reproduction allow for multicellular organisms to reproduce? 4. What is the difference between organismal body cells and gametes? 5. How do cancer cells differ from other cells? 1. Allele: A variation of a gene's nucleotide sequence; an alternate form of a gene. 2. Anaphase: Third phase of mitosis that begins when the sister chromatids suddenly separate and begin to move apart. 3. Asexual Reproduction: The production of genetically identical offspring from a single parent. 4. Binary Fission: A type of asexual reproduction in which 5. Cell Cycle: The stages of a single cell's life; divided into three stages: interphase, S phase and M phase. 6. Cell Division: The process by which a cell divides into two new daughter cells. 7. Centriole: Tiny paired structures that organize the spindles. 8. Centromere: An area along the length of the chromosome where the duplicated chromosomes attach. 9. Centrosome: 10. Chromatid: Individual strands of DNA within the duplicated chromosome; a.k.a. sister chromatids. 11. Chromatin: A structure of DNA tightly coiled around histones (protein). 12. Chromosome: A single piece of coiled DNA and associated proteins found in linear forms in the nucleus of eukaryotic cells and circular forms in the cytoplasm of prokaryotic cells; contains genes that encode traits; chromosomal number varies among species and each species has a characteristic chromosomal number. 13. Chromosome Number: The number of chromosomes in the body cells of an organism; each specie has a characteristic number of chromosomes (e.g. humans have 46 chromosomes); determined by counting the number of centromeres; referenced as the diploid number of chromosomes. 14. Crossing Over: The exchange of genetic material between homologous chromosomes that occurs during meiosis I. 15. Cyclin: A protein that regulates the cell cycle. 16. Cytokinesis: The last part of the M-phase of cellular division where there is a division of the cell's cytoplasm, organelles, and plasma membrane to produce two daughter cells. 17. Diploid: Term used to describe a cell that contains two sets of homologous chromosomes. 18. Gametes: The sex cells (egg and sperm) used in sexual reproduction that have half the number of chromosomes (i.e. haploid). 19. G 1 Phase: A phase of interphase where the majority of cell growth occurs; cells increase in size and synthesize new proteins and organelles; cell growth. 20. G 2 Phase: The shortest phase of interphase where the molecules and organelles required for cellular division are produced; preparation for cellular division. 21. Haploid: Term used to describe a cell that contains a single set of genes. 22. Homologous: Term used to refer to chromosomes in which one set comes from the male parent and one sets come from the female parent. 23. Interphase: The longest phase of the cell cycle where the cell grows, replicates its DNA, and prepares to divide; divided into three stages: G1, S, G M Phase: Phase of the cell cycle that follows interphase that produces two new daughter cells. 25. Meiosis: A two-phase type of nuclear division that produces gametes that have half of the genetic material in comparison to the original cell (i.e. has have the number of chromosomes). 26. Metaphase: The second phase of mitosis where the centromeres line up across the center of the cell and the spindle fibers connect to the centromere of each chromosomes. 27. Mitosis: The process of eukaryotic nuclear division that produces two nuclei each having the same genetic material and chromosomal number as the original nucleus. Page 17 of 36

18 28. Prophase: First phase of mitosis where the genetic material inside the nucleus condenses and the duplicated chromosomes become visible, and the spindle starts to form. 29. S Phase: The phase of interphase where new DNA is synthesized; phase where chromosomes are replicated; DNA replication. 30. Sexual Reproduction: A type of reproduction where two specialized reproductive cells from two parents fuse to produce a new genetically different offspring. 31. Tetrad: A structure which contains four chromatids. 32. Telophase: The fourth stage of mitosis where the chromosomes (which were distinct and condensed) begin to spread out into a tangle of chromatin. 33. Zygote: The cell that is the result of the sperm fertilizing the egg. Unit Student Learning 1. The student will be able to explain why cells are so small. 2. The student will identify why cells need to divide. 3. The student will calculate the surface area to volume ratios of several size items and understand the relationship between these terms. 4. The student will be able to distinguish between sexual and asexual reproduction and identify organisms that use each as a method of reproducing. 5. Describe the role of chromosomes in cell division. 6. Name them main events in the cell cycle. STANDARDS STATE: Pennsylvania SAS Standards ( ) 3.1.B.A4 (Introduced) Summarize the stages of the cell cycle. 3.1.B.B2 (Introduced) Describe how the process of meiosis results in the formation of haploid gametes and analyze the importance of meiosis in sexual reproduction. Compare and contrast the function of mitosis and meiosis. Illustrate that the sorting and recombining of genes in sexual reproduction results in a great variety of possible gene combinations in offspring. Topic: Cell Cycle and Mitosis All organisms have an inherent need to reproduce, including cells. Knowing that as cells continue to grow and develop through their cell cycle they will reach a point where reproduction, or mitosis, is necessary. Big 1. Name the main events of the cell cycle. 2. Describe what happens during the four phases of mitosis. 3. Describe the process of cytokinesis. 1. What factors cause cells to grow? 2. How does prokaryotic and eukaryotic cellular division differ? 3. What are the stages of the cell cycle and what events take place in each stage? 4. What is the process of mitosis and cytokinesis? 5. How do cells differentiate to form multicellular organisms? Stages of Cell Cycle Stages of Mitosis Chromosomal Structure and Function Regulation of Cell Cycle 1. Cell Division: 2. Asexual Reproduction: 3. Sexual Reproduction: 4. Chromosome: 5. Chromatin: 6. Cell Cycle: 7. Binary Fission: 8. Interphase: 9. G 1 Phase: 10. S Phase: 11. G 2 Phase: 12. Mitosis: 13. Cytokinesis: Page 18 of 36