Revised AP BIO CELL UNIT 14 DAYS ( DOUBLE PERIODS)
FOLZENLOGEN 2013
Stage 1 Desired Results
ESTABLISHED GOALS/
STANDARDS:
AP Revised Curriculum
EU: 1B, 2A, 2B, 3D, 4A,
4B, 4C ESSENTIAL
KNOWLEDGE: 4A2,
4B2, 4C1, 2B3, 1B1,
3D1, 4A3, 2B1,2B2,
2B3, 3D2, 3D3
LEARNING
OUTCOMES:
1.14,1.15, 1.16, 2.62.14, 3.31-3.39, 4.44.6, 4.18,4.22 ODE
SCIENCE LITERACY
CCSS
Transfer
Students will be able to independently use their learning to…
Evaluate, analyze & explain how changes at the molecular & cellular level effect the dynamic homeostasis of the cell and
hence, the functioning of the biological systems created by cells.
BIG IDEAS:4.6
Biological systems are created & defined by the appearance of emergent, complex properties
The movement of matter and energy in the cell is essential for all organisms survival.
Evolution drives diversity and unity of life.
Cellular communication is essential in survival of life.
Meaning
UNDERSTANDINGS Students will understand that…
1. Science is more than knowing information. It is the examining,
questioning, analyzing, extending and applying of scientific information
to advance human understanding of the world around them.
2. Organelles function and interact as the result of diverse membrane
system to accomplish the emergent functions and properties of a
cell…growth reproduction and maintain dynamic homeostasis.
3. Movement of matter and use of energy are required to grow,
reproduce and maintain homeostasis in cells and other biological
systems.
4. Cell communication is essential to survival and functioning of cell as a
unit and of living systems.
5. Cell communication pathways and organelle structure/function have
© Grant Wiggins & Jay McTighe 2011
ESSENTIAL QUESTIONS
1) Does the structure of cellular
membranes effect the structure and
function of the cell? (Structure and
function- what’s the connection?)
2) How might changes at the molecular
& cellular level affect the functioning of
a whole organism or even an
ecosystem?
3) Is the “whole” really greater than the
sum of its “parts”?
4) Are all organisms link by a common
ancestor? (Evolution- it is plausible?)
common attributes as a result of descent from common ancestry.
6. Cooperation & competition is an essential aspect of biological systems
Acquisition
Students will know…
1. The structure and function of subcellular components, and their
interactions, provide essential cellular processes – for both
prokaryotic & eukaryotic cells
2. Organisms share many conserved core features that evolved
and are widely distributed among organisms today
3. Eukaryotic cells maintain internal membranes that partition the
cell into specialized regions
4. Cell membranes are selectively permeable due to their
structure.
5. Variation in molecular units provides cells with a wider range of
functions.
6. Growth and dynamic homeostasis are maintained by the
constant movement of molecules across membranes:
passive/active transport types.
7. Cooperative interactions within organisms promote efficiency in
the use of energy and matter.
8. Organisms must exchange matter with the environment to grow,
reproduce and maintain organization.
9. Cells communicate with each other through direct contact with
other cells or from a distance via chemical signaling
10. Cell communication processes share common features that
reflect a shared evolutionary history
11. Signal transduction pathways link signal reception with cellular
© Grant Wiggins & Jay McTighe 2011
Students will be skilled at…
CCLS1. Read & evaluate complex text
to gain relevant information
CCLS2. Determine central ideas and
Integrate information from diverse
sources into a coherent understanding
CCLS3 cite specific textual evidence in
building understanding and to support analysis,
reflection, and research.
CCLS4 write clear and coherent
informational text
CCLS5 write clear and coherent
argument text
1.1 The student can create
representations and models of natural
or man- made phenomena and
systems in the domain.
1.4 The student can use
representations and models to analyze
situations or solve problems
qualitatively and quantitatively.
1.5 The student can reexpress key
elements of natural phenomena across
multiple representations in the domain.
2.2 The student can apply
mathematical routines to quantities that
describe natural phenomena.
3.1 The student can pose scientific
questions.
3.3 The student can evaluate scientific
questions.
4.1 The student can justify the
selection of the kind of data needed to
answer a particular scientific question.
4.2 The student can design a plan for
response.
12. Changes in signal transduction pathways can alter cellular
response.
13. Surface area-to-volume ratios affect a biological system’s
ability to obtain necessary resources or eliminate waste
products.
© Grant Wiggins & Jay McTighe 2011
collecting data to answer a particular
scientific question.
4.3 The student can collect data to
answer a particular scientific question.
5.1 The student can analyze data to
identify patterns or relationships.
5.2 The student can refine
observations and measurements
based on data analysis.
5.3 The student can evaluate the
evidence provided by data sets in
relation to a particular scientific
question.
6.1 The student can justify claims with
evidence.
6.2 The student can construct
explanations of phenomena based on
evidence produced through scientific
practices.
6.4 The student can make claims and
predictions about natural phenomena
based on scientific theories and
models.
7.1 The student can connect
phenomena and models across spatial
and temporal scales.
7.2 The student can connect concepts
in and across domain(s) to generalize
or extrapolate in and/or across
enduring understandings and/or big
ideas.
Stage 2 - Evidence
Alignment Coding
Evaluative
Criteria
U1, U2, U3,U5,
A1,A3,A4,A5, A6, A7,
A8, A9, A11, A12, L1,
L2, L3, L4, S1.1,S1.5,
S6.1, S6.2, S6.4,S7.1
U1,A3,A8,S1.1,
S1.4,S2.2,S5.2, S6.1
U2,A4, A5, A6,A8,
L1,L2,L3,L4,L5 , S2.2,
S3.1, S3.3, S4.1,S4.2,
S4.3, S5.1, S5.2, S5.3,
S6.1, S6.2, S6.4, S7.2
Assessment Evidence
PERFORMANCE TASK(S):
Culminating Unit Task: Design a cell model/illustrated book/or a product (approved by me) that can
be used to help Dr. Melody explain the medical problem that poor ED the dog is suffering from.
The design must clearly demonstrate the structure and explain the role of the endomembrane
system in the cell structure/function, and show all means of cellular transportation discussed in class
in various areas of the cell. It must also include a simplified, functional signal transduction pathway
that can be used to show how the cellular/molecular problem effects structure/function of
organelles and the cell resulting in organ failure.
A written argument justifying the use of ginseng and Viagra as a treatment for ED being sure to
explain the effects of each on the nitric oxide and PDE5. Also explain what other protein would you
suspect if neither Viagra nor ginseng works. (Modified from http://sciencecases.lib.buffalo.edu/cs/
national center for case studies in science)
Competitive Cell Diffusion Races & written justification for final jello cell design ( Modified from
Explore Biology http://www.explorebiology.com/apbiology/labs/lab42.html , Kim B Foglia)
Essay “Why does size matter in cells?”
Diffusion/Osmosis Lab Challenge & Lab Write up (adapted from Kim B Foglia, Explore Biology)
U4, A2, A10, L5
OTHER EVIDENCE:
Endosymbiotic Essay
Unit Test- AP multiple choice and 3 essays
© Grant Wiggins & Jay McTighe 2011
Stage 3 – Learning Plan
Coding
Summary of Key Learning Events and Instruction (including pre- and formative assessments)
Pre-Assessment Work: Prokaryote Vs. Eukaryote –venn diagram;
Prokaryote, Eukaryotic Animal Cell & Eukaryotic Plant Cell : structure labeling/ function description
Small Group Concept Map – What do we know?
Unit Introduction & Big Picture –W
My Dog is Broken- Case study H,W (http://sciencecases.lib.buffalo.edu/cs/ national center for case studies in science)
What do we need to know in order to solve the Broken Dog Case?
L1,L2,L3
L1.5,L2.2L6.1, L6.2,
L6.4,L7.2
U1, U2, A3, A4, A5, A8,
Class Discussion/Lectures & Prezi Presentations: Tour of the Cell Pt 1,2,3, Transport, Cellular Communication Prezi;s
Pre- lecture questions: TDQ and Complex Text reading along with Bozeman Science Videos
(http://www.bozemanscience.com/ap-biology/ ): Compartmentalization, Cellular Organelles, Cell Membranes,
Transport across the Membrane, Signal Transduction (http://dpapbio.wikispaces.com/Presentations-Cells , thanks to
David Knuffke)
Reading References: Textbook ( Biology, Campbell & Reece) Chapter 6,7,11, 26 ( pg 523-524) and reading handouts.
Post- lecture questions: Start the day’s discussion…
FA- Practice multiple choice questions mid unit and end of unit.
A5
S2.2, S3.1, S3.3,
S4.1,S4.2, S4.3, S5.1,
S5.2, S5.3, S6.1, S6.2,
S6.4, S7.2
U1,U2, U5,A1, A2, A3,
A5, A6, A7, A8,L7.2
U3,U4, A2, A7, A8, A9,
A10, A11, A12,L4,
L1.1,L1.4,L1.5, L3.1,
Tour of Cell 1: Class activities
Cell Diffusion Activity and Cell Diffusion Races….FA built into the activity (Kim B Foglia, Explore Biology and Karen
Kalumuck from Exploratorium Teacher Institute)
Cell Membrane model building— how changes in molecular make up changes functioning …connection to
macromolecules
FA-observation and questioning
Diffusion Inquiry Lab…FA – lab follow up questions after each section (adapted from Kim B Foglia, Explore Biology)
Lab A- Diffusion through a membrane-E-2
Lab B- Osmosis through a membrane-E-2
Lab C- Osmosis in a plant and blood cell-E-2
LAB D: CHALLENGE
© Grant Wiggins & Jay McTighe 2011
L7.2
Tour of Cell 2 & 3: Class Activities
Endosymbiotic Theory http://www.fossilmuseum.net/Evolution/Endosymbiosis.htm Evidence Building
FA- Observation and questioning
Transport and Cellular Communication: Class Activities
Small Group Concept map building and discussion - FA
Sounding Smart!- Essay practice utilizing key terms surrounding membranes.-FA (adapted from Kim B Foglia, Explore
Biology)
Pathways with Friends role playing—signal transduction (learn.genetics.utah.edu)
Model building of G- protein signal transduction pathway -FA
© Grant Wiggins & Jay McTighe 2011