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 |

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|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 |

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|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. |

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| |1.01 |

| |Identify biological problems and questions that can be answered through scientific investigations. |

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| |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 |

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| |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. |

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| |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. |

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| |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. |

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| |Goal 2.01 |

| |Compare and contrast the structure and functions of the following organic molecules: |

| |Carbohydrates. |

| |Proteins. |

| |Lipids. |

| |Nucleic Acids |

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| |Goal 2.02 |

| |Investigate and describe the structure and function of cells including: |

| |Cell organelles. |

| |Cell specialization |

| |Communication among cells within an organism |

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| |Goal 3.01 |

| |Analyze the molecular basis of heredity including: |

| |DNA Replication |

| |Protein Synthesis |

| |(transcription and translation) |

| |Gene Regulation |

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| |3.02 |

| |Compare and contrast the characteristics of asexual and sexual reproduction |

|Essential Skills/Vocabulary: |Assessment Tasks: |

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|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. |

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|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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