Unit Lesson Plan Atomic Structure s4

Unit Lesson Plan – Membranes & Proteins
Teacher: / Click here to enter text. / Time Frame: / 22 days
Grade: / 12 / School:
Subject: / AP Biology
AP
Instructional Objective:
(condition, behavior, standard) / EK 2.A.3 Organisms mush exchange matter with the environment to grow, reproduce, and maintain organization.
Instructional Objective:
(condition, behavior, standard) / EK 2.B.1 Cell membranes are selectively permeable due to their structure.
Instructional Objective:
(condition, behavior, standard) / EK 2.B.2 Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.
Instructional Objective:
(condition, behavior, standard) / EK 2.C.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.
Instructional Objective:
(condition, behavior, standard) / EK 2.D.1 All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
Instructional Objective:
(condition, behavior, standard) / EK 3.B.2 A variety of intercellular and intracellular signal transmissions mediate gene expression.
Instructional Objective:
(condition, behavior, standard) / EK 3.D.1 Cell communication processes share common features that reflect a shared evolutionary history.
Instructional Objective:
(condition, behavior, standard) / EK 3.D.2 Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.
Instructional Objective:
(condition, behavior, standard) / EK 3.D.3 Signal transduction pathways link signal reception with cellular response.
Instructional Objective:
(condition, behavior, standard) / EK 3.D.4 Changes in signal transduction pathways can alter cellular response.
Instructional Objective:
(condition, behavior, standard) / EK 3.E.2 Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.
Instructional Objective:
(condition, behavior, standard) / EK 4.B.1 Interactions between molecules affect their structure and function.

Essential Questions

(What questions will the student be able to answer as a result of the instruction?)
1. How is the cell membrane structured?
2. What role to proteins play in an organism?
3. How do cell acquire nutrients and rid themselves of waste?
4. How do cells communicate with one another?
5. How are cell activities controlled?

Knowledge & Skills

(What skills are needed to achieve the desired results?)
By the end of this unit, students can:
· SP 1.1 Create representations and models of natural or man-made phenomena and systems in the domain
· SP 1.2 Describe representations and models of natural or man-made phenomena and systems in the domain.
· SP 1.3 Refine representations and models of natural or man-made phenomena and system in the domain.
· SP 1.4 Use representations and models of natural or man-made phenomena and system in the domain.
· SP 1.5 Reexpress key elements of natural phenomena across multiple representations in the domain.
· SP 2.2 Apply mathematical routines to quantities that describe natural phenomena
· SP 3.1 Pose scientific questions.
· SP 4.1 Justify the selection of the kind of data needed to answer a particular scientific question.
· SP 4.2 Design a plan for collecting data to answer a particular scientific question.
· SP 5.1 Analyze data to identify patterns or relationships.
· SP 5.3 Evaluate the evidence proved by data sets in relation to a particular scientific question.
· SP 6.1 Justify claims with evidence.
· SP 6.2 Construct explanations of phenomena based on evidence produced through scientific practices.
· SP 6.4 Make claims and predictions about natural phenomena based on scientific theories and models.
· SP 7.1 Connect phenomena and models across spatial and temporal scales.
· SP 7.2 Connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. / By the end of this unit, students will be able to:
· LO 2.6 Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. (SP 2.2)
· LO 2.7 Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. (SP 6.2)
· LO 2.8 Justify the selection of data regarding the types of molecules that an animal, plant, or bacterium will take up as necessary building blocks and excrete as waste products. (SP 4.1)
· LO 2.9 Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth, and reproduction. (SP 1.1, 1.4)
· LO 2.10 Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. (SP 1.4, 3.1)
· LO 2.11 Construct models that connect the movement of molecules across membranes with membrane structure and function. (SP 1.1, 7.1, 7.2)
· LO 2.12 Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes. (SP 1.4)
· LO 2.15 Justify a claim made about the effect(s) on a biological system at the molecular, physiological, or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. (SP 6.1)
· LO 2.16 Connect how organisms use negative feedback to maintain their internal environments. (SP 7.2)
· LO 2.17 Evaluate data that show the effect(s) of changes in concentration of key molecules on negative feedback mechanisms. (SP 5.3)
· LO 2.18 Make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. (SP 6.4)
· LO 2.19 Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. (SP 6.4)
· LO 2.22 Refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. (SP 1.3, 3.2)
· LO 2.23 Design a plan for collecting data to show that all biological systems are affected by complex biotic and abiotic interactions. (SP 4.2, 7.2)
· LO 2.24 Analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system. (SP 5.1)
· LO 3.22 Explain how signal pathways mediate gene expression, including how this process can affect protein production. (SP 6.2)
· LO 3.23 Use representations to describe mechanism of the regulation of gene expression. (SP 1.4)
· LO 3.31 Describe basic chemical processes for cell communication shared across evolutionary lines of descent. (SP 7.2)
· LO 3.32 Generate scientific questions involving cell communication as it relates to the process of evolution. (SP 3.1)
· LO 3.33 Use representation(s) and appropriate models to describe features of a cell signaling pathway. (SP 1.4)
· LO 3.34 Construct an explanation of cell communication through cell-to-cell direct contact or through chemical signaling. (SP 6.2)
· LO 3.35 Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. (SP 1.1)
· LO 3.36 Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. (SP 1.5)
· LO 3.37 Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular responses. (SP 6.1)
· LO 3.38 Describe a model that expresses key elements to show how change in signal transduction can alter cellular response. (SP 1.5)
· LO 3.39 Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. (SP 6.2)
· LO 3.43 Construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. (SP 6.2, 7.1)
· LO 3.44 Describe how nervous systems detect external and internal signals. (SP 1.2)
· LO 3.45 Describe how nervous systems transmit information. (SP 1.2)
· LO 3.46 Describe how the vertebrate brain integrates information and produces a response. (SP 1.2)
· LO 3.47 Create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. (SP 1.1)
· LO 3.48 Create a visual representation to describe how nervous systems detect external and internal signals. (SP 1.1)
· LO 3.49 Create a visual representation to describe how nervous systems transmit information. (SP 1.1)
· LO 3.50 Create a visual representation to describe how the vertebrate brain integrates information and produces a response. (SP 1.1)
· LO 4.17 Analyze data to identify how molecular interactions affect structure and function. (SP 5.1)

Assessment

(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these concepts using a combination of class work/homework questions and the SMART Response system. Classwork and Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the formal evaluations listed below.
Formative Evaluations:
Diffusion & Osmosis Lab
Change it Up Activity
Enzymatic Activity Lab / Summative Evaluations:
Membranes Quiz
Lab #4 Quiz
Transport Proteins Quiz
Signaling & Enzymatic Proteins Quiz
Lab #13 Quiz
Unit Test
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Day / Topic / Classwork / Homework
1 / Cell Membranes / SMART Notebook Slides 4-31; Questions #1-5 / #14-19
2 / Water Potential / SMART Notebook Slides 32-51; Pre-Lab Questions; #6-10 / #20-24
3 / Diffusion & Osmosis Lab / Lab 4: Procedure 1 / Analysis of Independent Inquiry; Review for Membranes Quiz
4 / Urinary System / Quiz 1: Membranes
SMART Notebook Slides 52-60; Questions #11-13 / #25-27
5 (lab period) / Diffusion & Osmosis Lab / Lab 4: Procedure 2 / Experimental Design
6 / Diffusion & Osmosis Lab / Lab 4: Procedure 2 Independent Inquiry / Analysis of Independent Inquiry
7 / Diffusion & Osmosis Lab / Lab 4: Procedure 3 / Experimental Design
8 / Diffusion & Osmosis Lab / Lab 4: Independent Inquiry / Analysis
9 / Transport Proteins / Lab Quiz
SMART Notebook Slides 61-71; Questions #28-33 / #37-42
10 / K+/Na+ Pump / SMART Notebook Slides 72-80; Questions 34-36 / #43-45
11 / Signaling Proteins / Quiz 2: Transport Proteins
SMART Notebook Slides 81-104; Questions #46-49 / #56-58
12 / Multicellular Signaling / SMART Notebook Slides 105-125; Questions #50-52 / #59-61
13 / Hormones & Feedback / SMART Notebook Slides 126-142; Questions #53-55 / #62-64
14 / Feedback Mechanisms / Change it Up Activity / Analysis Questions
15 / Enzymatic Proteins / SMART Notebook Slides 143-167; Questions #65-67 / #71-73
16 / Enzyme Control / SMART Notebook Slides 168-181; Questions #68-70 / #74-76
17 / Enzyme Activity Lab / Quiz 3: Signaling Enzymatic Proteins
Lab 13: Pre-Lab / Prepare Lab Notebook (if necessary)
18 / Enzyme Activity Lab / Lab 13: Procedure 1 / Analysis Questions
19 / Enzyme Activity Lab / Lab 13: Procedure 2 / Experimental Design
20 (lab) / Enzyme Activity Lab / Lab 13: Independent Inquiry & Discussion / Prepare for Lab Quiz/Review
21 / Review / Lab Quiz
MC/FR Review / MC/FR
22 / Test / Test