I.Grade Level/Unit Number: 9 - 12 Unit 1

COURSE: Biology

I.Grade Level/Unit Number: 9 - 12 Unit 1

II:Unit Title:Life on a Cellular Level

III.Unit Length: 3 weeks (on a 90 min per day block schedule)

1. Major Learning Outcomes:

The student 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

1. Content Objectives Included (with RBT Tags):

Objective Number / Objective / RBT Tag
Goal 1 / 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. / B1
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

/ B6
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.

/ B6
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.

/ C3
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.

/ B4
2.01 / Compare and contrast the structure and functions of the following organic molecules:

• Carbohydrates.
• Proteins.
• Lipids.
• Nucleic Acids.

/ B2
2.02 / Investigate and describe the structure and function of cells including:

• Cell organelles.
• Cell specialization
• Communication among cells within an organism.

/ B4
C3
3.01 / Analyze the molecular basis of heredity including:

• DNA Replication
• Protein Synthesis

(transcription and translation)

• Gene Regulation

/ B4
3.02 / Compare and contrast the characteristics of asexual and sexual reproduction / B2

VI.English Language Development Objectives (ELD) Included: NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English Proficiency Students (LEP)- English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than intermediate or advanced students.

VII.Materials/Equipment Needed:

Activity / Materials
Yum! Liquid Lunch: A Study of Nutrients / Albumin
Starch solution
Vegetable oil
Food Solution A
Food Solution
Glucose Solution
Test tubes
Test tube rack
Testing solutions – Benedicts, Biurets, Iodine, Sudan III
 Yum! Liquid Lunch: A Study of nutrients / Test tubes
Test tube rack
Benedict’s (for simple sugars)
Biuret’s (for proteins)
Lugol’s Iodine (for starch)
Sudan III (for lipids)
Glucose solution
Albumin
HCl
Pepsin
Starch solution
Vegetable oil
Sort the Groceries (LEP Alternative) / Intact packages of grocery items and household products
Molecule Madness Webquest / Computer with Internet access (Suggestion: 1 computer per 2 students)
Organic Molecules Concept Map / Blank paper- variety of sizes
Post-it Notes
Markers
 Organic Molecules Concept Map (CONCEPT MAP for Biomolecules) / Index Cards
Markers
Energy in a Nut / Celsius thermometer
Metal can with holes
Paper clip
Balance
Ring stand and ring
Stirring rod
Walnut chunk
Almond chunk
Mini marshmallow
Matches
Introduction to Microscope / Microscope
Letter “e”
Microscope slides
Cover slips
Water
Thread (different colors)
 Introduction to Microscope / Microscope
Letter “e”
Microscope slides
Cover slips
Water
Investigating Cells / Various types of cells:

• cork
• onion
• Elodea
• potato
• cheek
• yeast
• stomata

Dropper bottles of:

• water
• salt water
• iodine solution
• methylene blue solution

Toothpicks
Lens paper
Slides
Cover slips
Microscope
 Investigating Cells / Drawing paper
Pencils
Markers
Cell Foldable / 1 piece of construction paper (preferably a light color)
Scissors
Pictures/diagrams
Cell Simile Project- (Cells R Us! Cell Simile () Project)
Cell Storybook / Poster board (Bulletin board paper is an alternative.)
Markers
Pens
Pencils
Paper (notebook or typing)
Pens
Markers
Materials for cover (variety of sturdy paper products)
Cell Storybook / Paper (notebook or typing)
Pens
Markers
Materials for cover (variety of sturdy paper products)
Cell Size and Diffusion- (Cell Size: Surface to Volume Ratios)
/ Knox Gelatin blocks containing phenolphthalein
Plastic spoon
Metric ruler
Paper towels
Plastic knife
small bowl
0.1% sodium hydroxide (NaOH)
Latex gloves
Cell Cycle Inquiry Lab / microscope
onion root tip slides
five note cards
pencil
Mitosis in Motion Flipbook / 3 x 5 cards – 16 per student
Templates: available at this website:
Colored pens or pencils
Stapler
Comparison of Mitosis & Meiosis / Scissors
Piece of string (6 feet in length)
Online Review of Mitosis & Meiosis / Computer with Internet access (Suggestion: 1 computer per 2 students)

Strawberry DNA Extraction

/ 1 heavy duty zip-lock baggie
1 strawberry (fresh or frozen and thawed)
cheesecloth
funnel
100 ml beaker
test tube
stirrer
shampoo without conditioner or liquid dishwashing detergent
NaCl
Distilled water
95% ethanol or 95% isopropyl alcohol

Collect Your Own DNA! (Alternate to Strawberry DNA Extraction)

/ Small cup
6% salt solution
Test tube
10% soap solution
Alcohol

DNA in My Food- Banana (Alternate to Strawberry DNA Extraction)

/ Two 5 oz. Plastic cups
Blender
Plastic spoon
#2 Cone coffee filters
Distilled water
Clear-colored shampoo
3 bananas
Table salt (either iodized or non-iodized)
One plastic transfer pipette or medicine dropper
One test tube with stopper
95% ethanol

DNAModelBuilding

/ Modeling materials- teacher/student choice (clay, play dough, jelly beans, toothpicks, pipe cleaners, cotton balls, etc.)

Cracking the DNA Code

/ Computer with Internet access (Suggestion: 1 computer per 2 students)

DNA Web Quest

/ Computer with Internet access (Suggestion: 1 computer per 2 students)

Alien Encounters

/ Paper for drawing
Pencils
Colored pencils
Markers
Alien Encounters / Paper
Pencils
Cell Specialization and Gene Regulation WebQuest- (Cell Specialization and Control of Gene Expression Webquest) / Computer with Internet access (Suggestion: 1 computer per 2 students)
Summary Foldable / 1 piece of construction paper (preferably a light color)
Scissors

1. Detailed Content Description:

Please see the detailed content description for each objective in the biology support document. The link to this downloadable document is in the Biology Standard Course of Study at:

1. Unit Notes

This unit is focused on the cell as the basic component of structure and function in living things. In particular, this unit is 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:

• 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

In each unit, Goal 1 objectives which relate to the process of scientific investigation are included. In each of the units, students will be practicing the processes of science: observing, hypothesizing, collecting data, analyzing, and concluding.

The unit guide gives an overview of the activities that are suggested to meet the Standard Course of Study Goals for Unit One. The guide includes activities, teacher notes on how to weave the activities into the content, and supplementary notes related to other issues such as preparation time and time to complete the activity. If a teacher follows this unit (s)he will have addressed the goals and objectives of the SCOS. However, teachers may want to substitute other activities that teach the same concept.

Teachers should also refer to the support document for Biology at for the detailed content description for each objective to be sure they are emphasizing the specified concepts for each objective.

Essential Questions for Unit One:

Following are the essential questions for this unit. Essential questions are those questions that lead to enduring understanding. These are the questions that students should be able to answer at some level years after the course. These questions are designed to incorporate multiple concepts. Students will work on answering these questions throughout the unit. Teachers are advised to put these questions up in a prominent place in the classroom and refer to them during the teaching of the unit.

1)What is the role and importance of organic molecules to cells?

2)How do cells function as the smallest unit of life?

3)How do cells specialize and communicate in order to promote the functioning of an organism?

Modified Activities for LEP Students:

Those activities marked with a  have a modified version or notes designed to assist teachers in supporting students who are English language learners. Teachers should also consult the Department of Public Instruction website for English as a Second Language at: to find additional resources.

Computer Based Activities

Several of the recommended activities are computer based and require students to visit various internet sites and view animations of various biological processes. These animations require various players and plug-ins which may or may not already be installed on your computers. Additionally some districts have firewalls that block downloading these types of files. Before assigning these activities to students it is essential for the teacher to try them on the computers that the students will use and to consult with the technology or media specialist if there are issues. These animations also have sound. Teachers may wish to provide headphones if possible.

1. Global Content: Aligned with 21st Skills

One of the goals of the unit plans is to provide strategies that will enable educators to develop the 21st Century skills for their students. As much as students need to master the NCSOS goals and objectives, they need to master the skills that develop problem solving strategies, as well as the creativity and innovative thinking skills that have become critical in today’s increasingly interconnected workforce and society. The Partnership for 21st Century Skills website is provided below for more information about the skills and resources related to the 21st Century classroom.

NC SCS Biology

/ 21st Century Skills / Activity
Communication Skills
1.01, 1.02, 2.01, 2.02, 2.04 / Conveying thought or opinions effectively / Cell Simile
Organic Molecules Concept Map
Reproduction at a Glance
Strawberry DNA
When presenting information, distinguishing between relevant and irrelevant information / Reproduction at a Glance
Explaining a concept to others / Cell Simile
Cell Storybook
Interviewing others or being interviewed
Computer Knowledge
Using word-processing and database programs
Developing visual aides for presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning / Cell Storybook
Persisting until job is completed
Working independently / Cell Storybook
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the computer / Cell specialization and control of gene expression
Mitosis and Meiosis Online Review Activity
Molecule Madness
Searching for print information
Searching for information using community members
Language Skills - Reading
Following written directions / Most of the activities can be presented as opportunities for students to follow written directions. The teacher will have to work with most students to develop this skill over time. The following activities are well suited to developing skills in following directions:

• Alien Encounters
• Collect Your Own DNA
• DNA In My Food – Banana
• Introduction to the Microscope
• Onion Root Tip Mitosis

Identifying cause and effect relationships / DNA Web Quest
Summarizing main points after reading / Cell Specialization and Control of Gene Expression
Cracking the DNA Code
Molecule Madness
Locating and choosing appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately / Cell Cycle Inquiry Lab
Cell Storybook
Investigating Cells
Reproduction at a Glance
Organizing and relating ideas when writing / Alien Encounters
Cell Storybook
Comparison of Mitosis and Meiosis
Strawberry DNA
Proofing and Editing / Cell Storybook
Synthesizing information from several sources / Cell Storybook
Mitosis and Meiosis Online Review Activity
Documenting sources
Developing an outline
Writing to persuade or justify a position / Strawberry DNA
Creating memos, letters, other forms of correspondence
Teamwork
Taking initiative
Working on a team / Most of the activities are designed to be done and discussed in teams. The following activities are well suited to developing team interdependence skills:
Organic Molecules Concept Map
Sell That Organelle
Thinking/Problem-Solving Skills
Identifying key problems or questions
Evaluating results / Cell Growth Activity
Energy in a Nut
Mutation Lab
Developing strategies to address problems / DNAModelBuilding
Developing an action plan or timeline

1

Biology- Unit 1 DRAFT

XI. Hyperlinks to Activities

1. Yum! Liquid Lunch

2. Sort theGroceries

3. Molecule Madness Online Learning Activity

4. Organic Molecule Concept Map

5. Energy in a Nut

6. Introduction to Cells

7.Introduction to Microscopes

8. Cells Lab

9. Cell Foldable

10. Cell Simile/Cell Storybook

11. Whale and Shrew Assessment Probe

12. Reproduction at a Glance

13. Cell Growth Activity

14. Cell Size: Surface toVolume Ratios Activity

15. Cell Cycle Inquiry Lab

16. Onion Root Tip Mitosis

17. Mitosis in Motion Flipbook

18. Comparison of Mitosis and Meiosis

19. Mitosis and Meiosis Online Review Activity

20. Strawberry DNA Extraction

21. Alternate DNA Extraction Activities

22. DNA Model Building

23. Cracking the DNA Code Web Quest

24. DNA Web Quest

25. Alien Encounters

26. What are the Effects of Various Mutations on Protein Synthesis?

27. Cell Specialization and Control of Gene Expression Web Quest

28. Summative Evaluations

Yum! Liquid Lunch

ENGAGE: (20 min.)

What nutrients are found in foods? How do you know? How do we test for them? Think, Pair, Share activity – ask students to think about everything they ate the previous day, what nutrients were present in those foods, how do they know? Introduce liquid lunch lab as simple nutrient testing. Have them think and share their ideas with a partner. Have brief class discussion on how we know what is in foods. In addition to serving as an engage activity this allows the teacher to assess previous knowledge.

EXPLORE:

This activity (Yum! Liquid Lunch: A Study of Nutrients)is intended to allow students to explore organic molecules with a concrete experience. Students will test different mixtures for the presence of glucose, starch, lipid, and protein.

Guiding Question: What are the nutrients that are found in various foods and how do we test for them?

Before the activity: The teacher should prepare students for the basic procedures of the activity such as how to do the nutrient tests and safety rules, but should avoid giving too much content information during the explore phase. Students will research content later.

Activity Time: One 60 minute period. This will include class discussion.

Preparation Time: The time will vary; the teacher needs to prepare a class set of testing solutions and unknowns. This could take about 2 hours; however, once the testing solutions have been made they will be ready for the next year and the preparation time will be much less. Note: the amounts of materials in each test tube can be varied.

Safety: Be aware of students who may have allergies to the foods used (although they should not be drinking the liquid lunches).

Consult MSDS for safety issues surrounding testing solutions.

Make sure students use goggles.

Focus Objectives 2.01, 1.02

Yum! Liquid Lunch: A Study of Nutrients