CCPS Science Unit Plan

Grade 9th-12th Subject Biology Unit # 3

Unit Name Structure and Function of Cells Timeline 3 Weeks

How to use the Framework This Framework should be used to guide you in your instructional planning as you develop your daily and/or weekly lesson plans.  The resources and instructional strategies reflected in the Framework will

provide a foundation for the full development of your instructional design and implementation.

Unit Overview

1. Cellular Processes

2. Structure and Function of the Membrane

3. Osmosis and diffusion

4. Homeostasis in Organisms

5. Chloroplast, Mitochondria and Carbohydrates

6. Photosynthesis

7. Cellular Respiration

8.        Enzymes as Catalysts

9.        Endosymbiosis

Note: Endosymbiosis can be introduced during discussions about chloroplasts and mitochondria.  

The characteristics of prokaryotic and eukaryotic cells can be introduced during discussions about organelles.

Georgia Standards of Excellence (GSE) SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships in living cells.

SB4. Obtain, evaluate, and communicate information to illustrate the organization of

interacting systems within single-celled and multi-celled organisms.

Unit Elements SB1

a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm,

cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles,

ribosomes, and mitochondria) interact as a system to maintain homeostasis.

b. Develop and use models to explain the role of cellular reproduction (including binary fission,

mitosis, and meiosis) in maintaining genetic continuity.

c. Construct arguments supported by evidence to relate the structure of macromolecules

(carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out

cellular processes.

(Clarification statement: The function of proteins as enzymes is limited to a conceptual

understanding.)

d. Plan and carry out investigations to determine the role of cellular transport (e.g., active,

passive, and osmosis) in maintaining homeostasis.

e. Ask questions to investigate and provide explanations about the roles of photosynthesis and

respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled

alga).

(Clarification statement: Instruction should focus on understanding the inputs, outputs, and

functions of photosynthesis and respiration and the functions of the major sub-processes of

each including glycolysis, Krebs cycle, electron transport chain, light reactions, and Calvin

cycle.)

SB4

Obtain, evaluate, and communicate information to illustrate the organization of

interacting systems within single-celled and multi-celled organisms.

a. Construct an argument supported by scientific information to explain patterns in structures

and function among clades of organisms, including the origin of eukaryotes by

endosymbiosis. Clades should include:

* archaea

* bacteria

* eukaryotes

* fungi

* plants

* animals

(Clarification statement: This is reflective of 21st century classification schemes and nested

hierarchy of clades and is intended to develop a foundation for comparing major groups of

organisms. The term 'protist' is useful in describing those eukaryotes that are not within the

animal, fungal or plant clades but the term does not describe a well-defined clade or a natural

taxonomic group.)

Science and Engineering Practices Asking Questions and Defining Problems

∙ Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information. ∙ Ask questions that arise from examining models or a

theory, to clarify and/or seek additional information and relationships. ∙ Ask questions to determine relationships, including quantitative relationships, between independent and dependent

variables. ∙ Ask questions to clarify and refine a model, an explanation, or an engineering problem. ∙ Evaluate a question to determine if it is testable and relevant. ∙ Ask questions that can be

investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a

model or theory. ∙ Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design∙ Define a design problem that

involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations.

Developing and Using Models

∙ Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design

criteria. ∙ Design a test of a model to ascertain its reliability.

Planning and Carrying Out Investigations

∙ Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for

phenomena, or testing solutions to problems. Consider possible variables or effects and evaluate the confounding investigation’s design to ensure variables are controlled. ∙ Plan and conduct

an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce

reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. ∙ Plan and conduct an investigation or

test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.

Constructing Explanations and Designing Solutions

Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables. ∙ Construct and revise an explanation based on valid and reliable

evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the

natural world operate today as they did in the past and will continue to do so in the future. ∙ Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and

solve design problems, taking into account possible unanticipated effects.

Obtaining, Evaluating, and Communicating Information

∙ Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex

evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. ∙ Compare, integrate and evaluate sources of information presented

in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem. ∙ Gather, read, and evaluate scientific and/or technical

information from multiple authoritative sources, assessing the evidence and usefulness of each source. ∙ Evaluate the validity and reliability of and/or synthesize multiple claims, methods,

and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. ∙ Communicate scientific and/or technical information or ideas (e.g. about

phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and

mathematically).

Cross Cutting Concepts Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.

∙ The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. ∙ Some systems can only be studied indirectly as they are too small, too large, too

fast, or too slow to observe directly. ∙ Patterns observable at one scale may not be observable or exist at other scales. ∙ Using the concept of orders of magnitude allows one to understand

how a model at one scale relates to a model at another scale. ∙ Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear

growth vs. exponential growth).

Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.

Disciplinary Core Ideas

LS1.A: Structure and Function

Systems of specialized cells within organisms help them perform the essential functions of life.

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.

Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external condi-

tions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

LS1.B: Growth and Development of Organisms

In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized

egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular

division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

LS1.C: Organization for Matter and Energy Flow in Organisms

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.

The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can

be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.

As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of

food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to

maintain body temperature despite ongoing energy transfer to the surrounding environment and to maintain body temperature. Cellular respiration is a chemical process whereby

the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

Next Generation of Science Standards

(These standards should be used to

guide you in the selection of resources

that are NGSS aligned to ensure

compatibility with this unit of study.)

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

LS1.B: Growth and Development of Organisms

In multicellular organisms’ individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that

divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and

differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

[Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]

HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or

other large carbon-based molecules.

LS1.C: Organization for Matter and Energy Flow in Organisms

The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be

assembled into larger molecules (such as proteins or DNA), used for example to form new cells.

As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

[Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific

chemical reactions or identification of macromolecules.]

Deconstructed Standard

Essential Vocabulary

(introduced/taught in context)

Tier 2 Terms

analyze, obtain, evaluate, develop, model, construct, explain, argue, reason, predict, use mathematical

models, engineer, devise, revise, continuity, single, multi (as a prefix), adaptation, investigate, maintain,

cell, reproduction, process, transport, active, passive, cycling (as it relates to matter and energy), matter,

energy, binding (chemical reactions)

Tier 3 Terms

Cognitive Skill

Indicate whether the verb is Knowledge (K), Reasoning

(R), Skill (S), or Product (P)

Obtain(Skill)

Evaluate(Skill),(Reasoning),

Communicate (Skill)

Explain (Reasoning), (Knowledge)

Plan (Skill) (Reasoning)

Describe (Reasoning)

Analyze (Skill), (Reasoning)

Interpret (Reasoning)

“Connecting” Words

devise, revise, continuity, single, multi (as

a prefix), adaptation, investigate, maintain,

cell, reproduction, process, transport,

active, passive, cycling (as it relates to

matter and energy), matter, energy,

binding (chemical reactions)

Content Specific Vocabulary

Organelle, nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosomes, Golgi,

endoplasmic reticulum, vacuoles, mitochondria, homeostasis, binary fission, bacteria,

mitosis, meiosis, macromolecules, carbohydrates, proteins, lipids, nucleic acids, cellular

transport, osmosis, phospholipid, carbon dioxide, water (in terms of polarity and the

properties associated with that), glucose, oxygen, stroma, grana, light reaction, dark

reaction, Calvin Cycle, Electron Transport Chain, Krebs Cycle, glycolysis, pyruvate,

pyruvic acid

Suggested Performance Learning Targets *The listed learning targets are only provided as a starting point. It does not represent an exhaustive list of all learning targets for this unit.*

Construct an explanation of how cell structures and organelles interact as a system to maintain homeostasis.

Construct an argument that relates to the structure of the macromolecules to their function.

Explain how enzymes function as catalysts.

Explain how carbon’s versatility allow it to form a variety of organic molecules.

Explain the role that macromolecules play in carrying out life processes.

Develop models that explain the role of cellular transport in maintaining homeostasis within the cell.

Explain how matter and energy are cycled through the processes of photosynthesis and cellular respiration.

Differentiate between prokaryotic and eukaryotic cells.

Explain the origins of prokaryotic and eukaryotic cells through the theory of endosymbiosis.

The listed learning targets are only provided as a starting point.  It does not represent an exhaustive list of all learning targets for this unit.

Anchoring Phenomena Overall Driving Questions

The driving questions are to activate thinking for direction of the unit and are not to be used as daily essential questions. The questions are to aid the teacher and are not to be given to the students to answer, directly. The students should generate their own questions based on

their wonderings and observations of the phenomena.

Teacher Notes:

1. Allow students to view the following picture/video/demonstration. Ask students what do they notice/observe. Guide students to change their observations of the image/video/demonstration into questions by using “why” or “how”. Teacher will select from stu-

dents generated questions the one(s) that most align to the direction of the unit and use that as the focus for the unit.

2. Introduce students to the sample Student Wondering of Phenomena questions above.

a. ). Allow students time to generate possible answers/claims to the question or draw a model of what they think has occurred. Record the student responses on the first column of the Investigative Phenomena Table

3. Allow students time to generate their own additional questions they might have based on the phenomena. Let students know that as they move through the unit, they will be doing a number of activities to learn the information needed to help them answer the

Phenomena Question. The content they learn during the unit can be recorded on their Investigative Phenomena Table (similar to a KWL chart [3 column chart labeled before, during, and after instruction]). Each time they learn something new, discuss how the information relates

to the Investigative/Anchoring Phenomena question and record their ideas in the middle column of the Investigative Phenomena Table.

4. When the unit is complete, have students look back at the Investigative Phenomena. As you lead them in answering the question, have them use the information they learned throughout the unit. Record students’ responses and ideas in the last column of the Inves-

tigative Phenomena Table prior to completing the summative CER assessment.

5. Encourage students to ask any additional questions about this or other related phenomena.

HYPERLINK "https://www.georgiascienceteacher.org/phenomena?filterS=20"The Green Sea Slug steals genes from algae to photosynthesize for

itself.

How do cell structures and organelles interact to maintain homeostasis?

What role does cellular transport contribute to a cell maintaining homeostasis?

How do feedback mechanisms contribute to homeostasis in an organism?

Secondary Phenomena Driving Questions

Protists are a challenging group to classify.

Teacher Background: https://goo.gl/acXhSK

What are some patterns in structure and function among clades of organisms?

How does endosymbiosis contribute to the development of complex cellular structure?

Explore Learning Gizmo Phenomenon Explore Learning Gizmo Task

Homeostasis

Human Homeostasis

Paramecium Homeostasis

Cell Energy Cycle

Photosynthesis

Dehydration Synthesis

https://www.explorelearning.com/

pH Analysis

Flying Classrooms Task

Learning Power Task

Argument Driven Inquiry Mandatory Labs

ADI Labs:

Lab 1: Osmosis & Diffusion

Lab 5: Photosynthesis

Lab 6: Cellular Respiration

Lab 8: Enzymes

STEM Garden: Farm to Table Task

STEMscopes Lesson

B1A Cell Structures and Homeostasis

B1B Cellular Reproduction

B1C Macromolecules

B1D Cellular Transport and Homeostasis

B1E Photosynthesis and Respiration in the Cell

Storyline 1-Homeostasis

Storyline 2-Compare and Contrast Mitosis and Meiosis

Storyline 3-Biological Macromolecules

Storyline 4-Photosynthesis and Cellular Respiration

Common Assessment(s) Common Assessments will be created at the school level.

Benchmark Assessment(s)

The Clayton County School System will provide cumulative benchmark assessments throughout the school year at 9-week intervals for High School and 6-week intervals for Elementary and Middle School.

UNIT Instructional Guide

Mandatory Lab Activities ADI Labs:

Lab 1: Osmosis & Diffusion

Lab 5: Photosynthesis

Lab 6: Cellular Respiration

Lab 8: Enzymes

Investigations should have an investigation report as a learning product to support mastery of the Science and Engineering Practices, Cross Cutting Concepts, and Disciplinary Core Ideas using the Claim-Evidence-Reasoning

model or Argument Driven Inquiry model.

Culminating Performance Task

Computational Thinking Activities CT-STEM Activities

Exploring Homeostasis and Feedback Loops With Diabetes- https://ct-stem.northwestern.edu/curriculum/preview/122/

STEM Activities

HYPERLINK "https://www.teachengineering.org/activities/view/usm_membranes_activity1"Selectively Permeable Membranes

Cell Membrane Experimental Design

Seimens STEM Activities- https://www.siemensstemday.com/educators/activities?g=7

3D Student Assessment

Supplemental Resources Lesson Materials:

Writing Activities:

Tasks and Grasps:

Case Studies:

Sickle Cell Anemia Who killed Yew? (cell division) Water Can Kill? (cellular transport)

Textbook Reference:

See McGraw Hill Textbook (Biology)

Technology Resources Online Resources:

http://www.sumanasinc.com/webcontent/animations/biology.html

(above site has great animations for various concepts in biology

http://www.uen.org/core/science/studentactivities/biology.shtml#ch2

https://www.khanacademy.org/search?search_again=1&page_search_query=cell+structure+and+function

McGraw Hill textbook resources

Misconceptions 1.The nucleus is the ‘brain of the cell’.

2.Mitochondria make energy for the cell.

3 Respiration is the same as breathing.”

Proper Conceptions 1.The nucleus is not the “brain of the cell”. The nucleus controls the cell because it contains the genetic code to make the cell’s proteins.

2.Mitochondria release or transfer energy in the cell. Energy cannot be created or destroyed.

3.Respiration is a biochemical reaction, breathing is a physiological gas exchange.

Literacy Standards for GSE

(Literacy Strategies)

Key Ideas and Details

L9-10RST1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

L9-10RST3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

Craft and Structure

L9-10RST4: 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 9–10 texts and topics.

L9-10RST5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

L9-10RST6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Integration of Knowledge and Ideas

L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an

equation) into words.

L9-10RST8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

L9-10RST9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Range of Reading and Level of Text Complexity

L9-10RST10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Production and Distribution of Writing

L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L9-10WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

L9-10WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to

display information flexibly and dynamically.

Standards for Mathematical Practice

(Strategies)

Quantities

MGSE9-12.N.Q.1 Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems:

a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs;

b. Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor);

c. Use units within multi-step problems and formulas; interpret units of input and resulting units of output.

Making Inferences and Justifying Conclusions

MGSE9-12.S.IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

MGSE9-12.S.IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0. 5.

Would a result of 5 tails in a row cause you to question the model?

MGSE9-12.S.IC.6 Evaluate reports based on data. For example, determining quantitative or categorical data; collection methods; biases or flaws in data.

Conditional Probability and the Rules of Probability

MGSE9-12.S.CP.2 Understand that if two events A and B are independent, the probability of A and B occurring together is the product of their probabilities, and that if the probability of two events A and B

occurring together is the product of their probabilities, the two events are independent.

MGSE9-12.S.CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events

are independent and to approximate conditional probabilities. For example, use collected data from a random sample of students in your school on their favorite subject among math, science, and English.

Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.

Using Probability to Make Decisions

MGSE9-12.S.MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).