Subject: - Currituck County Schools
Subject: Biology
Grade Level: 10th Grade
Unit Title: Unit 1- Life on a Cellular Level |Timeframe Needed for Completion: 3 weeks (on a 90 min per day block schedule)
Grading Period: 1st Nine Weeks | |
|Big Idea/Theme: Life on a Cellular Level |
| |
|Understandings: This unit is focused on the cell as the basic component of structure and function in living things. In particular, this unit focused on basic biochemistry and cell processes. Students |
|will learn about cells and many of the molecules that are involved in cell function. Specifically, students will gain an understanding of: |
|role of inquiry in investigating cells |
|basic macromolecules found in living things, the structures of those molecules and their function in living systems. |
|the function of those macromolecules within the context of cell structure |
|the functions of various cell organelles |
|the maintenance of homeostasis within a cell |
|the replication of DNA in order to prepare for cell division |
|sexual and asexual reproduction at the cellular level |
|how DNA directs the production of proteins within a cell |
|the effects of mutations on protein production |
|the relationship of gene regulation, cell specialization, and cell communication |
| |
|Essential Questions: |Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) |
|Imagine you went back in time to 1776. How would you| |
|explain to people what a cell was? |Goal 1: |
|If you were a stem cell and could specialize into any| |
|type of cell, what type would you turn into and why? |Learner will develop abilities necessary to do and understand scientific inquiry. Goal 1 addresses scientific investigation. These objectives are an |
| |integral part of each of the other goals. Students must be given the opportunity to design and conduct their own investigations in a safe laboratory. |
| |The students should use questions and models to formulate the relationship identified in their investigations and then report and share those findings |
| |with others. |
| | |
| | |
| |1.01 |
| |Identify biological problems and questions that can be answered through scientific investigations. |
| | |
| |1.02 |
| |Design and conduct scientific investigations to answer biological questions. |
| |Create testable hypotheses. |
| |Identify variables. |
| |Use a control or comparison group when appropriate. |
| |Select and use appropriate measurement tools. |
| |Collect and record data. |
| |Organize data into charts and graphs. |
| |Analyze and interpret data. |
| |Communicate findings |
| | |
| |1.03 |
| |Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to: |
| |Explain observations. |
| |Make inferences and predictions. |
| |Explain the relationship between evidence and explanation. |
| | |
| |1.04 |
| |Apply safety procedures in the laboratory and in field studies: |
| |Recognize and avoid potential hazards. |
| |Safely manipulate materials and equipment needed for scientific investigations. |
| | |
| |1.05 |
| |Analyze reports of scientific investigations from an informed scientifically literate viewpoint including considerations of: |
| |Appropriate sample. |
| |Adequacy of experimental controls. |
| |Replication of findings. Alternative interpretations of the data. |
| | |
| |Goal 2.01 |
| |Compare and contrast the structure and functions of the following organic molecules: |
| |Carbohydrates. |
| |Proteins. |
| |Lipids. |
| |Nucleic Acids |
| | |
| |Goal 2.02 |
| |Investigate and describe the structure and function of cells including: |
| |Cell organelles. |
| |Cell specialization |
| |Communication among cells within an organism |
| | |
| |Goal 3.01 |
| |Analyze the molecular basis of heredity including: |
| |DNA Replication |
| |Protein Synthesis |
| |(transcription and translation) |
| |Gene Regulation |
| | |
| |3.02 |
| |Compare and contrast the characteristics of asexual and sexual reproduction |
|Essential Skills/Vocabulary: |Assessment Tasks: |
| | |
|Explore and test different mixtures for the presence | |
|of various macromolecules. |Yum! Liquid lunch Lab: a study of nutrients |
|write examples of products that represent proteins, |Molecule Madness Online Learning Activity |
|carbohydrates, lipids, and nucleic acids. |Macromolecule Quiz |
|Build connections between macromolecules |Cell growth activity |
|students learn the features of the microscope, |Label Parts of the microscope worksheet |
|including, total magnification, size of field of view|Microscope Lab |
|of each objective, reversal of images, and how to |Microscope Lab Quiz |
|estimate size of objects viewed through the |Investigating cells lab: |
|microscope |Cell Foldable (plant vs animal cell) |
|Students will use microscopes to view various cells |Writing assessment: How do cells function like a school/factory? (Use the parts of the cell in your writing assessment) |
|Students will investigate the specific functions of |Reproduction at a glance lab practical |
|each of the types of cells as they relate to the |Cell cycle inquiry lab |
|structures. |Mitosis In Motion Activity (flip book) : |
|Students will prepare a foldable which is a 3-D |Quiz/Writing: Comparison of mitosis and meiosis |
|graphic organizer that is created by folding and |Class scape Unit 1 (Cells) test |
|cutting paper to display information. |DNA Webquest |
|Students will explain how organelles interact to help|Mutations Activity (protein synthesis) |
|cells function as a whole unit. |Alien Encounters Activity |
|Students will understand relationships among and |Cell Specialization and Control of Gene Expression Web Quest |
|between the organelles |Class scape: Chapter 12 (Prentice Hall) Test (DNA, RNA, Protein synthesis) |
|Students will compare and contrast asexual and sexual| |
|reproduction. | |
|understand how changes in surface area/volume ratio | |
|affect diffusion in cells | |
|Design and conduct scientific investigations to | |
|answer biological questions. | |
|Understand the processes of mitosis and meiosis; | |
|compare and contrast | |
|Students will create and understand the steps in | |
|creating and collecting data in biotechnology. | |
|Analyze DNA and its role in the production of | |
|proteins and the cells function | |
|Connect the knowledge of how proteins are made with | |
|actual traits in an organism. | |
|Materials Suggestions: |
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|Molecule Madness - |
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|Mitosis in Motion- |
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|Cell Cycle Inquiry Lab - |
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|This website provides microscope pictures of whitefish and onion root tip slides. |
| |
| |
|This website allows the student to determine how many cells are found in each stage of the cell cycle. |
| |
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|This website provides an animated tutorial of the process of mitosis. |
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|DNA Webquest - |
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|Cell Specialization and Control of Gene Expression Web Quest- |
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