BPS Science Department Biology – Unit 3 - Cells BPS Science Department 2021-2022 Biology Unit 3 - Cells Unit Overview: Chapter 8 ● Students investigate prokaryotic and eukaryotic cells. They discover how the invention of the microscope led to the exploration of cells and the development of the Cell Theory. ● Using analogies and models, students identify the cellular structures that direct and organize cellular processes, store needed materials, rid the cell of wastes and provide for structure and movement. They also identify cellular structures that capture and release energy, and those involved in producing proteins. ● They explore how cells absorb and release materials through passive and active transport, essential processes for maintaining homeostasis in constantly changing environments. Chapter 9 ● Students use models of photosynthesis to demonstrate the flow of energy and matter into autotrophic cells. Chapter 10 ● Students explore how organisms obtain energy through the process of cellular respiration. ● They investigate how cells release energy from food in the presence of oxygen and in the absence of oxygen. Chapter 11 ● Students explore the reasons why cells must remain small. They begin to realize that cell division prevents a cell from becoming so large that it cannot support its own needs. Students compare the advantages and disadvantages of asexual and sexual reproduction for cells. ● They investigate mitosis and the role of chromosomes during mitosis. Students learn that the cycle is highly regulated, and that when this regulation breaks down, cell growth and division are disrupted and serious problems such as cancer can arise. ● Students investigate the ways the different cell types in an organism develop from a zygote to a full-grown organism. They also explore ethical concerns surrounding stem cell technology as well as potential uses in medicine. Essential Questions ● What are the key points of cell theory? ● How do prokaryotic and eukaryotic cells differ? ● What organelles help make and transport proteins and other macromolecules? ● What are the functions of vacuoles, lysosomes, and the cytoskeleton? ● What are the functions of the chloroplasts and the mitochondria? ● How do single celled organisms maintain homeostasis? ● How do the cells of a multicellular organism work together to maintain homeostasis? ● What happens during the process of photosynthesis? ● What is cellular respiration? ● What is the relationship between cellular respiration and photosynthesis? ● How do sexual and asexual reproduction compare? ● What are the main events of the cell cycle?
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BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Unit Overview: Chapter 8
● Students investigate prokaryotic and eukaryotic cells. They discover how the invention of the microscope led to the exploration of cells and the development of the Cell Theory.
● Using analogies and models, students identify the cellular structures that direct and organize cellular processes, store needed materials, rid the cell of wastes and provide for structure and movement. They also
identify cellular structures that capture and release energy, and those involved in producing proteins.
● They explore how cells absorb and release materials through passive and active transport, essential processes for maintaining homeostasis in constantly changing environments.
Chapter 9
● Students use models of photosynthesis to demonstrate the flow of energy and matter into autotrophic cells.
Chapter 10
● Students explore how organisms obtain energy through the process of cellular respiration.
● They investigate how cells release energy from food in the presence of oxygen and in the absence of oxygen.
Chapter 11
● Students explore the reasons why cells must remain small. They begin to realize that cell division prevents a cell from becoming so large that it cannot support its own needs. Students compare the advantages and
disadvantages of asexual and sexual reproduction for cells.
● They investigate mitosis and the role of chromosomes during mitosis. Students learn that the cycle is highly regulated, and that when this regulation breaks down, cell growth and division are disrupted and serious
problems such as cancer can arise.
● Students investigate the ways the different cell types in an organism develop from a zygote to a full-grown organism. They also explore ethical concerns surrounding stem cell technology as well as potential uses in
medicine.
Essential Questions ● What are the key points of cell theory?
● How do prokaryotic and eukaryotic cells differ?
● What organelles help make and transport proteins and other macromolecules?
● What are the functions of vacuoles, lysosomes, and the cytoskeleton?
● What are the functions of the chloroplasts and the mitochondria?
● How do single celled organisms maintain homeostasis?
● How do the cells of a multicellular organism work together to maintain homeostasis?
● What happens during the process of photosynthesis?
● What is cellular respiration?
● What is the relationship between cellular respiration and photosynthesis?
● How do sexual and asexual reproduction compare?
● What are the main events of the cell cycle?
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
NYSSLS Standards: Chapter 8 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines
the structure of proteins which carry out the essential functions of life through systems of
specialized cells. (Structure and Function)
• LS1.A: Structure and Function
● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms. (Systems and System
Models)
• LS1.A: Structure and Function
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (Stability and Change)
• LS1.A: Structure and Function
● HS-LS1-7: Use a model to illustrate that aerobic cellular respiration is a chemical process
whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed resulting in a net transfer of energy. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS4-6: NGSS Standard not NYSSLS
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria
and trade-offs that account for a range of constraints, including cost, safety, reliability, and
aesthetics, as well as possible social, cultural, and environmental impacts.
• ETS1.B: Developing Possible Solutions
NYSSLS Standards: Chapter 9 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements such as nitrogen, sulfur, and
phosphorus to form amino acids and other carbon-based molecules. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and
flow of energy in ecosystems. (Energy and Matter)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow
of energy among organisms in an ecosystem. (Energy and Matter)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
● HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
• PS3.D: Energy in Chemical Processes
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities
on natural systems. (Stability and Change)
• ESS3.C: Human Impacts on Earth Systems
• ETS1.B. Developing Possible Solutions
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
• ETS1.A: Defining and Delimiting Engineering Problems
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Unit 3 Problem-Based Learning: Power From Pond Scum
Problem: What is the best way to grow algae for biofuel?
Task: Design a solution to maximize the production of algal biomass in bio-factories.
Students will solve this problem by performing the activities as they come up in the unit (below) and recording their findings in their Explorer’s Journal.
● Launch Video: Energy and Life (Realize)
● Problem Launch: Power From Pond Scum ( Explorer’s Journal)
● Lab Investigation: What Structures Make Up Algal Cells? (Realize Lesson 8.2)
● eText: Cell Structure ● Quick Lab: How Can You Make a Model of a Cell? ● Interactivity: Cell Structure (compare and contrast prokaryotes and eukaryotes,
including different DNA structures)
● Interactivity: Comparing Typical Cells (Figure 8-16 in
eText)
● Editable PPT Presentation: Cell Structure
Synthesize ● Science Skills Activity: Specialized Cells (study the structures and functions of specialized cells)
● Science Skills Worksheet: Specialized Cells ● EJ-PBL Lab Investigation: What Structures Make Up
Chapter Close: Cellular Respiration ● Case Study Wrap-Up (p. 326- 327)
● Chapter 10 Study Guide (p. 328- 329)
● Performance-Based Assessment:
Making Better Bread (p. 330- 331)
● Chapter 10 Assessment (p. 332- 334)
● End-of-Course Test Practice: Cellular
Respiration (p. 335)
● eText: Case Study Wrap-Up: Can San Francisco
Sourdough Be Copied?
● Career Video: Baker
● eText: Chapter 10 Study Guide
● eText: Performance-Based Assessment: Making a Better
Bread
● eText: Chapter 10 Assessment
● Test: Cellular Respiration
● eText: End-of-Course test Practice: Cellular Respiration
Optional Enrichment: Cellular Respiration ● Enrichment: Cellular Respiration and Energy STEM
Activity
Week 15
12.20.21-
12.23.21 *12.24.21-
12.31.21
Winter
Recess
Chapter 11- Cell Growth and
Division
Case Study Will Stem Cells Change the Future of Healing?
● Introduction (p. 337)
● Diagram: Future Treatment for Heart Disease? (Figure 11-18, p. 359)
● Photo and Diagram: Shinya Yamanaka (Figure 11-19, p. 360)
● Case Study Wrap-Up (p. 362-363)
Lesson 11.1 Cell Growth,
Division and Reproduction
● What are some of the
difficulties a cell faces
when it grows in size?
Connect ● Inquiry Warm-Up Lab: What Limits the Sizes of Cells? Brief Review Book:
Topic 4: Types of Reproduction (p.60-62)
Learn Genetics: Sexual vs Asexual
Reproduction (interactive animation)
Investigate ● Textbook: Cell Growth, Division and
Reproduction (p. 338- 342) ● eText: Cell Growth, Division and Reproduction ● Interactivity: Limits to Cell Size (investigate how and why cells are limited in how large they
● HHMI Enrichment Activity: Functions of Genes Poster
● HHMI Enrichment Activity: Cancer Patients Cards
● HHMI Enrichment Activity: Cancer Patients Activity
Unit Close ● EJ-PBL Wrap-Up: Power From Pond Scum
● Benchmark Test: Unit 3: Cells UNIT 3 Higher Order Questions from
LE Regents Exams (LE Regents Exams
are hyperlinked for ease of access to
questions)
Resources http://ngss.nsta.org/Classroom-Resources.aspx - Searchable NYSSLS/NGSS aligned resources curated by NSTA
Buffalo Public Schools Science Department LE Webpage – BPS Living Environment curriculum resource hub
BPS Science Department Recommended Virtual Labs – Virtual lab resources with embedded links to virtual labs and student sheets. Must be logged into BPS google account through BPS Gmail account to access.
NYS Regents Living Environment Exams 2010-2020 NYSED’s Office of State Assessment webpage for released Regents Living Environment Examinations
NYS MST Science Learning Standards Living Environment 1996 NYS Living Environment Standards
NYS P-12 Science Learning Standards (HS) – NYSSLS High School Standards for Living Environment
NYSED Bilingual Glossaries – NYS Statewide Language Regional Bilingual Education Resource for NYSED approved bilingual glossaries.
BPS Science Department 2021-2022 Biology Unit 3 - Cells
1996 MST
Standards
Standard 4:
● Key Idea 1:
• 1.2 - Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles)
• 1.2a - Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.
• 1.2c - The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a
diversity of control mechanisms that detect deviations and make corrective actions.
• 1.2f – Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also
be coordinated and work together.
• 1.2g – Each cell is covered by a membrane that performs a number of important functions for the cell. These include separation from its outside environment, controlling which molecules
enter and leave the cell, and the recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.
• 1.2h – Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and
starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in
the synthesis of compounds necessary for life.
• 1.2i – Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients
(mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).
• 1.3 - Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
• 1.3a – The structures present in some single-celled organisms act in a manner similar to the tissues and systems tissues found in multicellular organisms, thus enabling them to perform all of
the life processes needed to maintain homeostasis.
● Key Idea 2:
• 2.1 – Explain how the structure and replication of genetic material result in offspring that resemble their parents.
• 2.1d – In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.
● Key Idea 5:
• 5.1- Explain the basic biochemical processes in living organisms and their importance in maintaining equilibrium.
• 5.1a – The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living things.
• 5.1b – Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon
dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.
• 5.1c – In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of
energy for life processes.
• 5.1d – In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the
process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as waste.
• 5.1e – The energy from ATP is used by organisms to obtain, transform, and transport materials, and to eliminate wastes.
• 5.1f – Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The
rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature.
• 5.1g – Enzymes and other molecules, such as hormones, receptor molecules, and antibodies have specific shapes that influence both how they function and how they interact with other
molecules.
• 5.2- Explain disease as a failure of homeostasis.
• 5.2a – Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
● Key Idea 7:
• 7.3 – Explain how individual choices and social actions can contribute to improving the environment.
• 7.3a – Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.