Subject/Grade or Course: HS - Biology
Unit Name: Cells
Overarching Understandings(s):
The structure and function of multicellular organisms is made up of
numerous parts and each part contributes to the next level of
organization.
Essential Questions:
How does the function of each cell organelle contribute to the proper
function of the organism?
How does membrane transport at the cellular level affect the fitness of the
organism?
How does meiosis lead to genetic variation within a species?
Why do some cells undergo frequent mitosis, while others do not?
Can plants live without animals on the Earth?
Topics Covered:
 Microscopes/cell theory
 Plasma membrane
 Organelles
 Cell transport
 Cell Division
 Energy
 Cell Respiration
 Photosynthesis
Scientists use models and technology to identify and solve problems
that occur in biological systems.
Pacing:
 Semester 1
 8 weeks
 Weeks 7-14
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
Performance
Targets:
I can:









Diagram and explain the functions of each organelle.
Identify the phases and outcomes of mitosis and meiosis.
Describe the role of ATP in the cell.
Describe the movement of materials through the membrane.
Distinguish the various forms of membrane transport.
List the reactants and products of both cellular respiration and photosynthesis.
Explain how positive and negative feedback mechanisms maintain homeostasis within the cell and organism.
Compare the outputs, in terms of ATP production, of aerobic and anaerobic organisms.
Explain how genes regulate a single cell’s development into a variety of differentiated cells and thus, a complex organism.
I can:
 Read informational texts on disorders and identify which organelles are not functioning properly.
“What I can make to show my
learning.”






Write a summary of the similarities and differences between mitosis and meiosis.
Write a clear explanation explaining why some cells undergo mitosis and others do not.
Argue my position, using what I know about photosynthesis and cellular respiration, to defend whether plants
can live without animals on the Earth.
Provide a visual representation showing how meiosis leads to genetic variation within a species.
Describe how a cell obtains and removes wastes, nutrients, gases, and water through its cell membrane.
Design an experiment to test the effects of different factors on bacterial growth. Compare results with
classmates and revise and perform the modified experiment.
MATERIALS FOR LESSON PLANNING
Labs/Activities
Common
Assessment
Subject/Grade or Course: HS - Biology
Idaho State Content Standards
9-10.B.3.2.3 Show how the energy for life is
primarily derived from the sun through
photosynthesis. (653.01c)
CL: D
Content Limit: The basic photosynthetic
reaction should be covered.
9-10.B.3.2.4 Describe cellular respiration and
the synthesis of macromolecules. (653.01d)
CL: D
Content Limit: Students should understand
and be responsible for the basic reaction, the
exchange/production of oxygen and carbon
dioxide for respiration, and the steps involved
in production of macromolecules by living
cells.
Goal 3.3: Understand the Cell is the Basis of
Unit Name: Cells
Corresponding NGSS
Students who demonstrate understanding can:
HS.LS-SFIP Structure, Function, and Information
Processing
Students who demonstrate understanding can:
a. Obtain and communicate information explaining how
the structure and function of systems of specialized cells
within organisms help them perform the essential
functions of life. [Assessment Boundary: Limited to
conceptual understanding of chemical reactions that take
place between different types of molecules such as water,
carbohydrates, lipids, and nucleic acids.]
c. Develop and use models to explain the hierarchical
organization of interacting systems working together to
provide specific functions within multicellular organisms.
[Clarification Statement: Levels of organization should
include cells, tissues, organs, systems, and organisms.]
[Assessment Boundary: The focus is on the basic
CCSS ELA
SL.9-10.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source.
RST.9-10.9 Compare and contrast
findings presented in a text to those from
other sources (including their own
experiments), nothing when the findings
support or contradict previous
explanations or accounts.
SL.11-12.2 Integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed
decisions and solve problems, evaluating
the credibility and accuracy of each
source and noting any discrepancies
among the data.
Form and Function for All Living Things
9-10.B.3.3.1 Identify the particular structures
that underlie the cellular functions. (651.01a)
CL: D
Content Limit: Items should probe the
function of organelles including chloroplasts,
the nucleus, and vacuoles.
9-10.B.3.3.2 Explain cell functions involving
chemical reactions. (651.01b)
CL: D
Content Limit: Items should probe the
function of organelles including chloroplasts,
the nucleus, and vacuoles.
9-10.B.5.2.1 Explain how science advances
technology. (655.01a)
CL: E
Content Limit: Use scientists whose
discoveries have significance and
ramifications in today’s world to frame items.
9-10.B.5.2.2 Explain how technology
advances science. (655.01a)
CL: E
Content Limit: Use common pieces of
technology (lenses, electricity, computers,
etc.) as the foundation for items that lead
students to see the role technology has in
advancing science.
9-10.B.5.2.3 Explain how science and
technology are pursued for different purposes.
(656.01b)
CL: E
Content Limit: Items should address the role
of technology in applying science to improve
some aspect of human life, and the role of
organization of systems across several levels of organization.]
d. Use modeling to explain the function of positive and
negative feedback mechanisms in maintaining
homeostasis that is essential for organisms. [Assessment
Boundary: The focus is on conceptual models explaining
examples of both types of feedback systems.]
HS.LS-MEOE Matter and Energy in Organisms and
Ecosystems
a. Construct a model to support explanations of the
process of photosynthesis by which light energy is
converted to stored chemical energy. [Clarification
Statement: Models may include diagrams and chemical
equations. The focus should be on the flow of matter and
energy through plants.]
[Assessment Boundary: Limited to the inputs and outputs of
photosynthesis and chemosynthesis, not the specific
biochemical steps involved.]
c. Use a model to explain cellular respiration as a
chemical process whereby the bonds of food molecules
and oxygen molecules are broken and bonds in new
compounds are formed that result in a net transfer of
energy. [Assessment Boundary: Limited to the conceptual
understanding of the inputs and outputs of metabolism, not
the specific steps.]
d. Evaluate data to compare the energy efficiency of
aerobic and anaerobic respiration within organisms.
[Assessment Boundary: Limited to a comparison of ATP
input and output.]
HS.LS-IVT Inheritance and Variation of Traits
b. Use a model to explain how mitotic cell division results
in daughter cells with identical patterns of genetic
materials essential for growth and repair of multicellular
organisms. [Assessment Boundary: The focus is on
conceptual understanding of the process; the details of the
RST.11-12.9 Synthesize information from
a range of sources (e.g., texts,
experiments, simulations) into a coherent
understanding of a process, phenomenon,
or concept, resolving conflicting
information when possible.
RI.9-10.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RI.9-10-8 Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient
identify false statements and fallacious
reasoning.
RST.9-10.7 Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or
chart) and translate information expressed
visually or mathematically (e.g., in an
equation) into words.
RST.11-12.7 Integrate and evaluate
multiple sources of information presented
in diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.
RST.11-12.8 Evaluate the hypotheses,
data, analysis, and conclusions in a
science or technical text, verifying the
data when possible and corroborating or
challenging conclusions with other
sources of information.
WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
RST.9-10.3 Follow precisely a complex
multistep procedure when carrying out
science in answering questions and extending
knowledge.
Goal 1.1: Understand Systems, Order, and
Organization
Goal 1.2: Understand Concepts and Processes
of Evidence, Models, and Explanations
Goal 1.3: Understand Constancy, Change, and
Measurement
Goal 1.4: Understand the Theory that
Evolution is a Process that Relates to the
Gradual Changes in the Universe and of
Equilibrium as a Physical State
Goal 1.5: Understand Concepts of Form and
Function
individual steps are beyond the intent.]
c. Construct an explanation for how cell differentiation is
the result of activation or inactivation of specific genes as
well as small differences in the immediate environment of
the cells. [Assessment Boundary: Limited to the concept that
a single cell develops into a variety of differentiated cells and
thus, a complex organism.]
d. Use a model to describe the role of cellular division and
differentiation to produce and maintain complex
organisms composed of organ systems and tissue
subsystems that work together to meet the needs of the
entire organism. [Clarification Statement: The focus is on
the conceptual understanding that a single cell can give rise to
complex, multicellular organisms consisting of many
different cells with identical genetic material.] [Assessment
Boundary: Limited to the concept that a single cell develops
into a variety of differentiated cells and thus, a complex
organism.]
HS-ETS-ED Engineering Design
Goal 1.6: Understand Scientific Inquiry and
Develop Critical Thinking Skills
Goal 1.7: Understand That Interpersonal
Relationships Are Important in Scientific
Endeavors
Goal 1.8: Understand Technical
Communication
d. Plan and carry out a quantitative investigation with
physical models or prototypes to develop evidence on the
effectiveness of design solutions, leading to at least two
rounds of testing and improvement. [Clarifying Statement:
F or example, physical models or prototypes to conduct a
quantitative investigation to determine if an ultraviolet light
can purify water equally well as a chlorine-based system.]
e. Use computational thinking to create, simulate, and
compare different design solutions, checking to be certain
that the simulation makes sense when compared with the
real world. [Clarifying Statement: For example, students
create a computer simulation of a model building to see how
different modifications could save energy and reduce CO 2
emissions.] [Assessment Boundary: Students use existing
modeling software.]
f. Refine a solution by prioritizing criteria and taking into
account the life cycle of a given product or technological
system and factors such as safety, reliability, and
experiments, taking measurements, or
performing technical tasks, attending to
special cases or exceptions defined in the
text.
RST.11-12.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in
the text.
aesthetics to achieve an optimal solution. [Clarifying
Statement: F or example, choose the best possible heat pump
technology for a campus building; determine the optimum
method for extracting oil and natural gas; or best method for
treating soil prior to planting crops.]