Dana Hess, Katie Anderson, Kelly Eichman, Leanne DeBlieu
Unit 1. Organization, Interdependence and Introduction to Cellular Processes
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.
21st
Century Themes ( www.21stcenturyskills.org )
_X__ Global Awareness ___Financial, Economic, Business and Entrepreneurial Literacy _X__Civic Literacy X__Health Literacy _X__Environmental Literacy
21st
Century Skills
Learning and Innovation Skills: ___Creativity and Innovation _X__Critical Thinking and Problem Solving _X__Communication and Collaboration Information, Media and Technology Skills: _X__Information Literacy _X__Media Literacy _X__ICT (Information, Communications and Technology) Literacy Life and Career Skills: _X__Flexibility and Adaptability _X__Initiative and Self-Direction ___Social and Cross-Cultural Skills _X__Productivity and Accountability _X__Leadership and Responsibility
Common Core Curriculum Standards for Math and English 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 2. 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. 3. 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. 4. 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. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 6. 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.
7. 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. 8. 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. 9. 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. 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
(http://www.corestandards.org/)
Enduring Understandings: (Topical to this unit)
Students will understand that . . . EU1 Living systems, from the organism to the cellular level, demonstrate the complementary nature of structure and function. EU2 All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. EU3 The survival of organisms is affected by interactions with each other and their environment, and can be altered by human manipulation. EU4
Measurement and observation tools are used to categorize, represent and interpret the natural world. EU5 Evidence is used for building, refining, and/or critiquing scientific explanations. EU6 Scientific knowledge builds upon itself over time.
Essential Questions:
EU1 How does structure relate to function in living systems from the organism to the cellular level? EU2 How is matter transferred and energy transferred/ transformed in living systems?
EU3 How are organisms dependent on each other? EU4
How do we build and refine models that describe and explain the natural and designed world? EU5 What constitutes useful scientific evidence? EU6 How is scientific knowledge constructed?
EU7 The growth of scientific knowledge involves critique and communication - social practices that are governed by a core set of values and norms.
EU7 How does scientific knowledge benefit – deepen and broaden - from scientists sharing and debating ideas and information with peers?
Knowledge: Students will know . . . EU1
Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.
Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes.
Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions.
EU2
As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products.
Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat. Continual input of energy from sunlight keeps matter and energy flowing through ecosystems.
EU3
Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.
EU4
Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles.
Interpretation and manipulation of evidence-based models are
Skills: Students will be able to . . . EU1
Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. (5.3.12.A.1)
Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. (5.3.12.A.2)
Predict a cell’s response in a given set of environmental conditions. (5.3.12.A.3)
EU2
Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. (5.3.12.B.1)
Use mathematical formulas to justify the concept of an efficient diet. (5.3.12.B.2)
Predict what would happen to an ecosystem if an energy source was removed. (5.3.12.B.3)
EU3
Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. (5.3.12.C.1)
EU4
Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. (5.1.12.A.1)
Lenape Regional High School District – BOE Approved 2/15/12
used to build and critique arguments/explanations. EU5
Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations.
Mathematical tools and technology are used to gather, analyze, and communicate results.
Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.
EU6
Refinement of understandings, explanations, and models occurs as new evidence is incorporated.
EU7
Science involves using language, both oral and written, as a tool for making thinking public.
Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. (5.1.12.A.2)
EU5
Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. (5.1.12.B.1)
Build, refine, and represent evidence-based models using mathematical, physical, and computational tools. (5.1.12.B.2)
Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. (5.1.12.B.4)
EU6
Reflect on and revise understandings as new evidence emerges. (5.1.12.C.1)
EU7
Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. (5.1.12.D.2)
Stage 2 – Assessment Evidence
Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Your friend and biology lab partner sits down next to you at lunch with only a bottle filled with a lemonade, cayenne pepper and honey mixture. She is in her fifth week of completing this liquid-cleansing diet, and she looks pale and very weak. You and your friends have tried to convince her to stop the diet, but because she is losing weight quickly, she refuses to stop. Use your knowledge of essential biomolecules to explain to your friend the type of damage she is doing to her body. Create a quick five-minute explanation of what is happening to her muscles and other body systems due to the lack of nutrients to share with her during study hall. (Correlations: 5.1.12.A.1, 5.1.12.D.2 and 5.3.12.A.1) EU1, EU4, EU7
Your friend is a vegan who excludes the use of animal products for any lifestyle purpose. When discussing his vegan diet, you tell him that it is not healthy because it does not allow for a balanced diet. How does this type of diet affect your friend’s health? Use scientific evidence to either support or debunk that claim. (Correlations: 5.1.12.B.2, 5.1.12.B.4 and 5.3.12.B.2) EU2, EU5
Lenape Regional High School District – BOE Approved 2/15/12
You are a zookeeper at a nationally recognized zoo. You care for the largest mixed-species exhibit at the zoo, which features a wide variety of organisms from the Amazonian rainforest. When cleaning the exhibit, you have noticed that the soil contains far fewer worms and termites than earlier in the year. Express your concern for the lack of “soil engineers” in terms of the energy flow and matter cycling in the exhibit. Prepare a memo to the zoo director highlighting your concerns in order to request emergency funds, explaining why all of the species living in the exhibit are at risk. To bolster your argument, use evidence and data from appropriate peer-reviewed journal articles. (Correlations: 5.1.12.A.2, 5.1.12.B.4 and 5.3.12.B.1) EU2, EU4, EU5
In your biology class yesterday, there was a discussion about climate change. You learned that human activities are changing the composition of Earth's atmosphere, and that levels of greenhouse gases like carbon dioxide (CO2) have been increasing since pre-industrial times. Your teacher stated that the atmospheric buildup of CO2 and other greenhouse gases is largely the result of human activities such as the burning of fossil fuels. One student in your class disagreed. He said that the increase in human populations worldwide is causing the higher level of CO2. His argument is that as people exhale, they release CO2 from cellular respiration; more people, more CO2. Your class erupted in discussion, and your teacher has asked that you choose a side and research the argument. Working in small groups, create short documentary (3-5 minutes) about how respiration and fossil fuel burning are similar processes. Use data and evidence from peer-reviewed sources to make a claim regarding whether or not one (or both) of these processes can be the root cause of climate change. (Correlations: 5.1.12.C.1, 5.1.12.D.2 and 5.3.12.B.6) EU2, EU6, EU7
You are a conservation biologist for the U.S. Fish and Wildlife Service and you have been assigned to launch a plan to protect a single species in a threatened habitat in the United States (wetland, forest, prairie, kelp forest, etc.) with high biodiversity. Conduct research to determine which individual species provides the most essential ecosystem services to the ecosystem; with their removal, the ecosystem might collapse. Construct your species survival plan based on your research, and create a presentation to share your point of view. (Correlations: 5.1.12.A.2, 5.1.12.B.4 and 5.3.12 C.1) EU3, EU4, EU5
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Lemurs’ bodies are adapted to efficiently store energy for times when food is scarce. This adaptation may help to explain how lemur ancestors survived the trip across the Mozambique Channel from mainland Africa to Madagascar. Which of the following types of molecules are primarily used for long-term energy storage in the lemur? (EU1)
A. Lipids B. Monosaccharides C. Nucleic acids
Lenape Regional High School District – BOE Approved 2/15/12
The diagram below shows part of the carbon cycle. If many trees are removed from a forest, what is the most immediate effect on the carbon cycle in that forest? (EU1, EU3)
A. increased rates of decomposition B. decreased use of atmospheric CO2 C. decreased combustion of fossil fuels D. increased production of organic compounds
Lenape Regional High School District – BOE Approved 2/15/12
Which of the following would most likely happen if grasses and shrubs were removed from a rural New Jersey ecosystem? (EU2, EU3) A. There would be an increase in consumers in the ecosystem. B. There would be an increase of photosynthesis in the ecosystem. C. There would be a decrease in food energy produced by the ecosystem. D. There would be a decrease of carbon dioxide available to the ecosystem.
A food web is shown to the right. Which of the following is most likely to lead to an increase in the number of foxes over time? (EU3)
A. a decrease in owls B. an increase in hawks C. an increase in mountain lions D. a decrease in raspberry bushes
A marine food web is shown here.
Which of the following diagrams correctly represents an energy pyramid from this web? (EU2)
Lenape Regional High School District – BOE Approved 2/15/12
Minerals, etc. (nitrogen, phosphorus, sulfur, calcium…)
Looking at food labels to introduce dietary needs of living organisms (M)
Keep food log to analyze dietary intake (M)
Use USDA website, click on “create my plate”, plug in food from log, printout report and analyze. Identify the organisms from which each of the organic compounds in their food came. (M)
Specific plant (tomato), animal (butter from cow’s milk), fungus (mushroom), bacteria (yogurt) (M)
Teacher- directed discussion on the question, “Why do living things need these things? (A) to include:
Macromolecules Subunits
Monomers Polymers
Carbohydrates: (C,H,O) energy (sugar, starch, glycogen)
cell structures (walls of cellulose and chitin)
Lipids: (C,H,O, but in different ratio, H:O) store energy, cell membranes, nerve development, hormones, steroids, waxes, cholesterol
***Just the basics of structure and function are discussed here. Specific chemical structure and specific life process functions discussed during these sections:
Water, pH, Hydrogen bonding, lipids and proteins
during Cellular Transport (end of Unit 1)
Carbohydrates, enzymes
during Energy Transfer (Unit 2)
Proteins and nucleic acid
during DNA and protein synthesis (Unit 3)
Lenape Regional High School District – BOE Approved 2/15/12
Nucleic Acid: (C,H,O,N,P) DNA, RNA (directions for making proteins)
Test food for the presence of different organic compounds (M/T)
Organic Compound in Food Lab/ Enzyme Lab
Compare energy content of various foods (M)
Interpreting Labels: Stored Food Energy
Teacher- directed discussion on the question, “Where do we get them?” to include: (A)
Chemical cycles (where do the elements needed for each of these come from in an ecosystem)
Other living things (plants, animals, fungi, protists, bacteria) Carbohydrates come from plants, protein comes from animal and plants, lipids from animals (saturated) or plants (unsaturated)
Food webs (interdependence) Autotrophs - producers Heterotrophs - consumers Decomposers – bacteria, fungi 10% Rule of energy transfer from level to level Food pyramids
Construct and analyze food webs (M/T)
Pine Barrens Food Web Construction Activity
Big Paper Review: use variety of state questions, students rotate form questions, discussing answers, adding to the answers of their peers,
them a class discussion. (T)
View Food, Inc. film and conduct class discussion (T)
Teacher- directed discussion on the question, “How do these substances/nutrients get into cells?” to include: (A)
Basic Chemistry: Water, pH
Chemistry of lipids
Structure of fatty acids and glycerol Structure of phospholipid bilayer May discuss saturated versus unsaturated Assessment should not include the details of dehydration synthesis and hydrolysis
Cellular transport
passive – diffusion (with the gradient, no energy needed)
