Survival Unit

Cells/Reproduction/Heredity

Unit Summary:

The guiding questions for this unit are:

  • To what extent should humans use biotechnology to enhance survival?

In order to answer these guiding questions, students will read… and demonstrate their understanding with … They will create….

Long Term Targets / Supporting Targets / Summative & Formative Assessments
OUR HOOK!!! / I can explain what is needed for me to survive. What? Tornado, Zombies, GMO /
  • Annotate and reflect on a passage from The Martian.

I can explain how plants are vital to our survival. / I can describe the connection between photosynthesis and respiration.
  • I can list the products and reactants of photosynthesis and cellular respiration.
/
  • Animal cells vs . Plant cell (cheek cells and romaine lettuce) lab
  • Venn diagram
  • Foldable on photosynthesis and cellular respiration
  • Photosynthesis cards
  • Cycle diagrams to VTS (visual thinking strategies)

I can design and conduct my own experiment on how environmental factors impact plants.
  • I can ask an inquiry question.
  • I can describe and plan for variables.
/
  • Design and conduct their own experiment on how different environmental factors impact plants. (lighting, pollution, water quality)

I can illustrate and explain how water & nutrients transfer in and out of an organism.
  • I can ______cell membranes regulate the transfer of material in and out of the cell
  • I can ______how the path water and nutrients take as they move through the transport system of cells
  • I can relate the law of conservation of mass to food chains.
/
  • Egg Lab- osmosis
  • Gummie bear diffusion
  • Celery or carnation and food coloring
  • Radish roots
  • Lima bean disection

I can explain how reproduction is vital to the survival of a species. / I can list the organelles and structures of reproduction.
  • (Nucleus, chromosomes, DNA, chromatids, cell membrane, cell wall, mitochondria)
  • Honors (which proteins link up with which)
/
  • DNA extraction
  • Tangled yarn activity form textbook

I can compare and contrast sexual and asexual reproduction.
  • Types of cells used
  • Types of asexual reproduction(ie binary fission, budding, regeneration)
  • How sexual reproduction occurs in plants and vertebrates (ie. Internal vs. external).
  • I can explain the process of mitsosis and meisosis.
/
  • Microscopes with hydra & yeast
  • Flower dissection (daffodil)
  • Article on boa constrictor and asexual reproduction
  • NOVA- computer simulation
  • Bee Movie (fact vs. fiction)
  • Silence of the bees (pbs special on the colony collapse disorder)

I can---still need to put out genetics stuff in here!!!!
I can communicate my position on genetically modifying organisms. /
  • I can use technology to communicate my ideas and interact with other citizen scientists using evidence to support my thinking.
  • I can describe ways in which science and society influence one another.
  • I can describe how technological solutions to problems can have both benefits and drawbacks.
  • I can how technological improvements have led to the invention of new products that may improve lives.
/
  • Concentric Circle Reflection
  • Philosophical Chairs
  • Blog on position (Bloggers)
(Resource- “Uglies” by Scott Westerfield)