Unit Lesson Plan – Membranes & Proteins
Teacher:
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Time Frame:
12
Grade:
Subject:
22 days
School:
AP Biology
AP
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
EK 2.A.3 Organisms mush exchange matter with the environment to grow,
reproduce, and maintain organization.
EK 2.B.1 Cell membranes are selectively permeable due to their structure.
EK 2.B.2 Growth and dynamic homeostasis are maintained by the constant
movement of molecules across membranes.
EK 2.C.1 Organisms use feedback mechanisms to maintain their internal
environments and respond to external environmental changes.
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.
EK 3.B.2 A variety of intercellular and intracellular signal transmissions
mediate gene expression.
EK 3.D.1 Cell communication processes share common features that reflect a
shared evolutionary history.
EK 3.D.2 Cells communicate with each other through direct contact with other
cells or from a distance via chemical signaling.
EK 3.D.3 Signal transduction pathways link signal reception with cellular
response.
EK 3.D.4 Changes in signal transduction pathways can alter cellular
response.
EK 3.E.2 Animals have nervous systems that detect external and internal
signals, transmit and integrate information, and produce responses.
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?)
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How is the cell membrane structured?
What role to proteins play in an organism?
How do cell acquire nutrients and rid themselves of waste?
How do cells communicate with one another?
How are cell activities controlled?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students can:
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By the end of this unit, students will be able to:
SP 1.1 Create representations and models of
natural or man-made phenomena and systems in
the domain
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 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)
AP Biology
Membranes & Proteins
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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.
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 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
AP Biology
Membranes & Proteins
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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 cellto-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)
AP Biology
Membranes & Proteins
 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:
Summative Evaluations:
Diffusion & Osmosis Lab
Membranes Quiz
Change it Up Activity
Lab #4 Quiz
Enzymatic Activity Lab
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)?
Topic
Classwork
Homework
1
Cell Membranes
SMART Notebook Slides 431; Questions #1-5
#14-19
2
Water Potential
SMART Notebook Slides
32-51; Pre-Lab Questions;
#6-10
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
Day
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AP Biology
#20-24
Membranes & Proteins
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
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AP Biology
Membranes & Proteins