Unit 2: ECE/AP Biology Cell Biology 12 class meetings. Essential Questions. Enduring Understanding with Unit Goals

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1 Essential Questions How does cellular structure impact the function of life? How does energy flow freely through biological systems? Why is cellular reproduction essential to life? Enduring Understanding with Unit Goals EU# 1: Interactions within biological systems lead to complex properties. o Understand the structure and function of subcellular components and their interactions provide essential cellular processes. o Explore Eukaryotic cells membrane bound organelles to create specialized regions. EU# 2: Homeostasis require that cells create and maintain internal environments. o Explain that cell membranes are selectively permeable due to their structure. o Understand that growth and dynamic homeostasis are maintained by the constant movement of molecules across cellular membranes. o Explore how organisms exchange matter with the environment to grow, reproduce and maintain organization. EU# 3: Heritable information provides for continuity of life. o Visually demonstrated how in eukaryotes pass their heritable information from one generation to the next via processes that include the cell cycle and mitosis or meiosis plus fertilization. o Understand that in the cell cycle is a complex set of stages that is highly regulated with checkpoints, which determine the ultimate fate of the cell. o Explore the cell cycle and how Mitosis passes a complete genome from the parent cell to daughter cells. o Explain the steps of Meiosis, a reduction division, followed by fertilization and how this ensures genetic diversity in sexually reproducing organisms. 1

2 Standards Common Core State Standards/College and Career Readiness Anchor Standards : CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Next Generation Science Standards: HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. MSMHS 21 st Century Learning Expectations Competency 1: Read and write effectively for a variety of purposes Competency 2: Speak effectively with a variety of audiences in an accountable manner Competency 3: Make decisions and solve problems independently and collaboratively Competency 4: Apply scientific knowledge and concepts to a variety of investigative tasks Competency 5: Student Ownership and Civic responsibility 2

3 Unit Content Overview Campbell Chapters: 4-10 EU# 1: Structure and function of subcellular components o Types Cells: Prokaryote vs. Eukaryote o Organelles: Anatomy and Physiology of all organelles and cellular structures. EU# 2: Cell Membrane: Anatomy and Physiology, Passive Transport, Active Transport. o Cell membranes, Cell walls o Passive transport, active transport and facilitated diffusion. o Hypertonic, hypotonic, or isotonic solutions. o Endocytosis and Exocytosis cellular transport. EU# 3: Cell Cycle (Mitosis and Meiosis) o Stages and what cells look like during the cell cycle. o Meiosis, a reduction division, followed by fertilization ensures genetic diversity in sexually reproducing organisms. Learning Objectives Students will be able to Summarize the differences between prokaryotic and eukaryotic cells. Explain how internal membranes and organelles contribute to cell functions. Construct models that connect the movement of molecules across membranes with membrane structure and function. Demonstrate with models and pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. Demonstrate with models and pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. Construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. Evaluate data to show the relationship between photosynthesis and respiration in the flow of free energy through a system. Understand that carbon and nitrogen move from the environment to organisms where it is used to build carbohydrates, proteins, lipids, or nucleic acids. Describe using evidence the events that occur in the cell cycle. Construct and explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization. Construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. 3

4 Assured Learning Experiences Differentiated Instruction and Instructional Strategies: o Daily warm-ups and vocabulary reflections o PowerPoint lecture notes with skeletal components for note-taking o Flexible grouping o Concept maps and foldables o Exit slips o Graphic organizers o Creating real-world connections for students o Case-studies and independent reading o Outlining of texts and vocabulary root words o Reading and accountable talk discussions o Laboratory experiences o Bozeman Videos Interdisciplinary Connections: o Mathematics Statistics and graphing o Language Arts Accountable talks, reading, note-taking and interpretation of texts o History famous scientists and discoveries o Art visual drawings and animations of cellular processes Assessments FORMATIVE ASSESSMENTS: Close reading and vocabulary check-ups Outlining of textbook Warm up activities Check-ins with students and student groups Classroom discourse on case-studies Practice Short-response and Extended response questions Homework/Reading Checks Organelle/Endomembrane, cell labeling project Build a Membrane, membrane tonicity packet Lab: Diffusion/Osmosis Case Study My Dog is Broken Photosynthesis & Cellular Respiration project Article- What the heck is a chloroplast? Lab: Photosynthesis Leaf Disk Assay Lab: Respiration Lab: Microscope Cell Lab Lab: Mitosis/Meiosis SUMMATIVE ASSESSMENTS: 4

5 Unit 2: ECE/AP Biology EU# 1: Quiz on cell structures and functions EU# 2: Diffusion/Osmosis lab analysis questions (Essays) o Case Study My Dog is Broken EU#3: Quiz on Mitosis and Meiosis Unit Test (Multiple Choice, matching, lab data interpretation, short answer) Unit Task Unit Task Name: EU# 2: Cell Permeability and Communication Free Response Questions Description: Students will use written representations and models to communicate how cell membranes are selectively permeable and how the processes of passive, active and facilitated diffusion work. Students will be applying their knowledge to answer released AP exam free response and short response answers. This is a culminating writing exercise that students will document their knowledge of selectively permeable membranes and cell communication processes in order to response to real-world scenarios that occur in cells. Evaluation: MSMHS Rubric 1: Communications: Students can read and write effectively for a variety of purposes Unit Resources o Textbook (Biology in Focus, AP Edition by Urry, Cain, Wasserman, Minorsky, Jackson and Reece. o MSMHS School-wide Rubrics o Video clips o Internet animations/databases o Laptops o Biological manipulative models o Concept Charts AP 4 Big Ideas, Biological Molecules o Case Studies o Bozeman videos o AP and UCONN/ECE labs 5

Unit 8: ECE/AP Biology Plants 9 Class Meeting. Essential Questions. Enduring Understanding with Unit Goal

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