Lee M.

Thurston High School

20112012

Cells & Cellular Processes Unit Plan

Grade Level / Subject / Course: 11th Grade, Biology, Cells & Cellular Processes Time Frame: Approximately 23 school days A.

Overarching Standard/s:
- B2.4 In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are composed of cells and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is similar in all living organisms. - B2.5 All living or once-living organism are composed of carbohydrates, lipids, proteins and nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also store energy. - B3.1 Organisms acquire their energy directly or indirectly from sunlight. Plants capture the Suns energy and use it to convert carbon dioxide and water to sugar and oxygen through the process of photosynthesis. Through the process of cellular respiration, animals are able to release the energy stored in the molecules produced by plants and use it for cellular processes, producing carbon dioxide and water.

a.

Specific Benchmarks / Learning Objectives:

(Specific Learning Objectives for Standard B2.4) - B2.4e Explain how cellular respiration (aerobic and anaerobic) is important for the production of ATP. - B2.4g Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. - B2.4h Describe the structures of viruses and bacteria. - B2.4i Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells. (Specific Learning Objectives for Standard B2.5) - B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. - B2.5e Explain the interrelated nature of photosynthesis and cellular respiration in terms of ATP synthesis and degradation. - B2.5f Relate plant structures and functions to the process of photosynthesis and respiration. 1

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- B2.5g Compare and contrast plant and animal cells. - B2.5h Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). - B2.5i Relate cell parts/organelles to their functions. (Specific Learning Objectives for Standard B3.1) - B3.1B Illustrate and describe the energy conversions that occur during photosynthesis and respiration. - B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. - B3.1f Summarize the process of photosynthesis. b.

How will the learning objectives be communicated to the students?

- Learning objectives will be posted in classroom for entire unit. - Daily learning objective/s will be displayed on front board, and announced as the focus for the class period.

c.

How will students personalize the learning objectives?

- Students will engage in a variety of activities including lecture/notes, short-reads, diagram-analysis, lab-exercises, problem solving and group work in order to practice and apply the learning objectives.

B.

Key Vocabulary Terms / Phrases:

1. Active transport 2. Bacteria 3. Biological evolution 4. Cell function 5. Cell membrane 6. Cell nucleus 7. Cell organelle 8. Cell wall 9. Cellular differentiation 10. Chloroplast 11. Chromosome 12. Cytoplasm 13. Diffusion 2

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14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.

DNA Eukaryote Golgi apparatus Mitochondrion Osmosis Photosynthesizing organism Prokaryote Protein Ribosome Storage of genetic information Solute, Solution, Concentration Gradient, Equilibrium Hypertonic, Hypotonic, Isotonic Solutions Cell Theory Endoplasmic Reticulum (Smooth & Rough) Nucleolus, Nuclear Envelope Centrioles Lysosomes, Peroxisomes Cytoskeleton Facilitated Diffusion, Active Transport, Endocytosis, Exocytosis, Phagocytosis Unicellular, Multicellular Photosynthesis, Cellular Respiration, ATP

C. Instructional Strategies that provide evidence that students have LEARNED the knowledge:
a. Providing Feedback Students will receive feedback orally during class, during one-on-one conferencing, through the use of rubrics, and via quiz/test analysis.

b. Reinforcing Effort A portion of assignments will be graded based on effort (using a rubric). Students will also receive recognition for their diligence and respect for learning.

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c. Homework & Practice Students will receive daily practice opportunities through class-work and bell-work. Students will also receive homework (on average) 3-4 nights each week.

d. Brief Description / Example Please see the individual descriptions listed above, under each strategy. Please also view the Unit Schedule below for a more detailed look at unit plans.

D.Instructional Strategies that help students ACQUIRE & INTEGRATE the new knowledge:
a. Cues, Questions & Advance Organizers Students will use a combination of graphic organizers, diagrams, and practice questions to help acquire the new content and make meaning of the new content.

b. Summarizing Students will engage in oral summary of daily content, along with brief written summaries for each lab-activity (allowing students to make connections between content and experiments).

c. Note-taking Students will engage in regular note taking, requiring them to transcribe notes from oral discourse, displayed text, and textbook readings.

d. Nonlinguistinc Representation Students will use pictures/diagrams (both drawn and from textbook) to make meaning of the new content. e. Brief Description / Example: Please see the individual descriptions listed above, under each strategy. Please also view the Unit Schedule below for a more detailed look at unit plans.

E. Insructional Strategies that help students PRACTICE, REVIEW & APPLY the learned knowledge:
a. Identifying similarities and differences (compare / contrast, classify, create metaphors or analogies) Students will regularly create metaphors and analogies for the learned science 4

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content, in order to make more personal meaning of the new knowledge.

b. Cooperative Learning Students will collaborate together during lab-activities, in order to accurately apply acquired knowledge to experiments and to accurately analyze results/data. c. Generating & Testing Hypothesis (problem solving, invention, experimental inquiry, historical investigation, decision-making, systems analysis) Students will engage in regular unit labs which will require students to apply learned knowledge to make intelligent predictions, collect data, and accurately analyze results. d. Brief Description / Example: Please see the individual descriptions listed above, under each strategy. Please also view the Unit Schedule below for a more detailed look at unit plans.

F. Assessment Methods:
a. True / False Quizzes and Homework will include true/false statements for students to analyze.

b. Multiple Choice Quizzes and Tests will be formatted for standardized test preparation, including a variety of multiple choice questions with at least 4 choices.

c. Essay Students will be prompted with at least one short-response essay, per unit, either during class or as a summative assessment of unit content.

d. Performance Students will engage in at least one lab-activity, per unit, by which they will be assessed on their effortcollaborationand accurate application of content.

e. Constructed Response Students will be prompted with at least two constructed response questions, per 5

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unit test. f. Personal project (using graded rubric) Student will engage in one personal project, per semester, by which they will complete using a concise rubric.

G.Resources:
a. Content Reference: Course Textbook, MI Biology Content Expectations, ACT College Readiness Standards, MI Biology Priority Expectations b. Real-World Articles/Text: Science Daily http://www.sciencedaily.com/ Scientific American http://www.scientificamerican.com/ Discover http://discovermagazine.com/ BBC News http://www.bbc.co.uk/science/ NY Times http://www.nytimes.com/pages/science/index.html c. General Unit Resources The Science Spot http://sciencespot.net/Pages/classbio.html Awesome Science Teacher Resources http://nclark.net/ The Biology Corner http://www.biologycorner.com/ YouTube http://www.youtube.com/ Khan Academy
http://www.khanacademy.org/video/photosynthesis?playlist=Biology

Explore Learning http://www.explorelearning.com/ d. Cell Analogy Project http://mysite.cherokee.k12.ga.us/personal/todd_sharrock/site/Lists/Class %20Announcements/Attachments/2/cell_analogy_project.pdf e. Pond Water Microscope Observation http://sciencespot.net/Media/pondwaterunit.pdf f. General Microscope Use http://www.middleschoolscience.com/microscope.pdf 6

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g. Egg Osmosis Lab http://www.adamequipment.com/education/Documents/EdExp2c.pdf h. Starch & Iodine Diffusion Lab http://www.biologycorner.com/worksheets/diffusionlab.html

H.

Unit Schedule:
Day 1 2 Basic Objective/s Define the Cell Theory and discuss the discovery of cells. Differentiate between Eukaryotic and Prokaryotic cells. Explain the non-living status of viruses, and their unique structure. Identify the unique cellular structure of bacteria STANDARDS: B2.4 VOCABULARY: 2, 3, 4, 9, 15, 20, 26, 33 Identify types of cells using microscopes. Observe structural differences between types of cells, using microscopes. Observe unique protists in pond-water, using 7 Activity Notes Lab Preparation Homework
(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, CuesQuestions-Advanced Organizers)

Lab Lab Summary Write Up

(Generating & Testing

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microscopes. Understand how to use a microscope. STANDARDS: B2.4 VOCABULARY: 2, 3, 4, 9, 15, 20, 26, 33
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Hypotheses, Collaboration, Summarizing, Performance Assessment)

Identify types of cells using microscopes. Observe structural differences between types of cells, using microscopes. Observe unique protists in pond-water, using microscopes. Understand how to use a microscope STANDARDS: B2.4 VOCABULARY: 2, 3, 4, 9, 15, 20, 26, 33 Assess the students understanding of the cell theory, eukaryotic and prokaryotic cells, viruses, bacteria, and the use of a microscope.

Lab Lab Summary Write Up

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment)

Quiz (10-15 multiple choice; 3-5 short answer)

(Multiple Choice, TrueFalse, Short-Essay Assessment)

Identify the unique structure and function/s of all cell organelles. Identify similarities and differences between plant and animal cells (and their organelles). STANDARDS: B2.5 VOCABULARY: 5-12, 14-17, 19, 21, 22, 23, 27-30, 31

Notes Project Preparation Homework

(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, CuesQuestions-Advanced Organizers)

Compare cell organelles to every-day objects/people by relating each others functions. Understand and Identify the unique structure and function/s of all cell organelles. STANDARDS: B2.5 VOCABULARY: 5-12, 14-17, 19, 21, 22, 23, 27-30, 31 Compare cell organelles to every-day objects/people by relating each others functions. Understand and Identify the unique structure and function/s of all cell organelles. STANDARDS: B2.5 VOCABULARY: 5-12, 14-17, 19, 21, 22, 23, 27-30, 31 Compare cell organelles to every-day 8

Activity / Project
(Identifying Similarities & Differences, Reinforcing Effort)

Activity / Project
(Identifying Similarities & Differences, Reinforcing Effort)

Activity / Project
(Identifying Similarities

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objects/people by relating each others functions. Understand and Identify the unique structure and function/s of all cell organelles. STANDARDS: B2.5 VOCABULARY: 5-12, 14-17, 19, 21, 22, 23, 27-30, 31 Compare cell organelles to every-day objects/people by relating each others functions. Understand and Identify the unique structure and function/s of all cell organelles. STANDARDS: B2.5 VOCABULARY: 5-12, 14-17, 19, 21, 22, 23, 27-30, 31 Assess the students understanding of all cell organelles (their structure + function), and the unique similarities and differences between plant and animal cells. Assess the students understanding of the cell theory, eukaryotic and prokaryotic cells, viruses, bacteria, and the use of a microscope. Elaborate on the process of cellular respiration (including detailed connections between the chemical equation, overall purpose, and cell organelles). Elaborate on the process of photosynthesis (including detailed connections between the chemical equation, overall purpose, and cell organelles). Identify the relationship between cellular respiration and photosynthesis. STANDARDS: B2.4, B2.5, B2.5x, B3.1 VOCABULARY: 5, 10, 17, 19, 34 Observe the relationship between cellular respiration and photosynthesis using internet tutorials. Identify the reactants, products and organelle involved in cellular respiration. Identify the reactants, products and organelle involved in photosynthesis. STANDARDS: B2.4, B2.5, B2.5x, B3.1 VOCABULARY: 5, 10, 17, 19, 34

& Differences, Reinforcing Effort)

Activity / Project
(Identifying Similarities & Differences, Reinforcing Effort)

Quiz (10-15 multiple choice; 3-5 short answer)

(Multiple Choice, TrueFalse, Short-Essay Assessment)

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Notes Lab Preparation Homework

(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, CuesQuestions-Advanced Organizers)

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Computer Lab Activity Lab Summary WriteUp

(Identifying Similarities & Differences, Reinforcing Effort, Advanced Organizers, Generating & Testing Hypotheses, Summarizing, Performance Assessment)

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Observe the relationship between cellular respiration and photosynthesis using internet 9

Computer Lab Activity Lab Summary Write-

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tutorials. Observe the relationship between photosynthesizing organisms, and nonphotosynthesizing organisms in energy + matter cycling. STANDARDS: B2.4, B2.5, B2.5x, B3.1 VOCABULARY: 5, 10, 17, 19, 34

Up (Identifying Similarities & Differences, Reinforcing Effort, Advanced Organizers, Generating & Testing Hypotheses, Summarizing, Performance Assessment)

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Use the concepts of photosynthesis and cellular respiration to reason through scenarios/hypothetical experiments. STANDARDS: B2.4, B2.5, B2.5x, B3.1 VOCABULARY: 5, 10, 17, 19, 34

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Assess the students understanding of photosynthesis and cellular respiration. Assess the students understanding of cell organelles, plant + animal cells, the cell theory, eukaryotic and prokaryotic cells, viruses, bacteria. Define diffusion, concentration, gradient, and equilibrium. Define solute, solvent, solution. Define osmosis, concentration, gradient, and equilibrium. Explain the significance of diffusion and osmosis in maintaining cell homeostasis. Identify the similarities and differences between hypotonic, hypertonic, and isotonic solutions. Explain the significance of the cell membrane (and its structure) in diffusion, osmosis, facilitated diffusion and active transport. Explain the process of, and the need for, facilitated diffusion, active transport, and edocytosisexocytosisphagocytosis. STANDARDS: B2.5 VOCABULARY: 1, 5, 13, 18, 24, 25, 32 Demonstrate the movement of polar substances (food coloring) across a non-polar bi-lipid membrane (oil) to show the diffusion of particles. 10

Group-Work Mini-Group Presentation (Collaboration, Summarizing, Reinforcing Effort, Performance Assessment, Generating Hypotheses) Quiz (10-15 multiple choice; 3-5 short answer) Notes Lab Preparation Homework
(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, CuesQuestions-Advanced Organizers)

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Lab Lab Summary WriteUp Homework

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Observe the natural diffusion of water due to changes in water/solute concentration using eggs. Observe the natural diffusion of particles across a semi-permeable membrane using iodine +starch. STANDARDS: B2.5 VOCABULARY: 1, 5, 13, 18, 24, 25, 32 Observe the natural diffusion of water due to changes in water/solute concentration using eggs. Observe the natural diffusion of particles across a semi-permeable membrane using iodine +starch. STANDARDS: B2.5 VOCABULARY: 1, 5, 13, 18, 24, 25, 32

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment, Reinforcing Effort)

Lab Lab Summary WriteUp Homework

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment, Reinforcing Effort)

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Observe the natural diffusion of water due to changes in water/solute concentration using eggs. Assess the students understanding of diffusion, osmosis, facilitated diffusion, active transport, endocytosisexocytosis phagocytosis, and the role of the cell membrane. STANDARDS: B2.5 VOCABULARY: 1, 5, 13, 18, 24, 25, 32 Observe the natural diffusion of water due to changes in water/solute concentration using eggs. STANDARDS: B2.5 VOCABULARY: 1, 5, 13, 18, 24, 25, 32 Review unit concepts visually using textbook diagrams. Review unit concepts using open-answer questions. Assess students understanding of all unit concepts.

Quiz (10-15 multiple choice; 3-5 short answer) Lab Lab Summary WriteUp
(Multiple Choice, TrueFalse, Short-Essay Assessment)

Lab Lab Summary WriteUp

(Multiple Choice, TrueFalse, Short-Essay Assessment)

Review Review Test

(Multiple Choice, TrueFalse, Short-Essay Assessment)

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