AP Biology Weekly Planner – Week 6 T1 2015 (DeWolf)
Date
10/06/2015 - Monday
Learning target
1. I can participate in class discussion.
2. I can demonstrate content mastery.
3. I can explain the difference between
active and pasisve transport.
4. I can identify the source of energy
for active transport.
5. I can explain the mechanisms used
for active transport.
Bell Ringer/Warm-Up
Quiz Review
Student Grouping
Independent seatwork
School Improvement Strategies
Goal 5: Science (Strategy – curriculum
alignment to standards)
Differentiation Strategies
What will I differentiate: Process
How will I differentiate: test taking
accomodations will be provided.
Unit
Molecules, Cells & Energy
HSCES
B2.4A, B2.4d, B2.4g, B2.4h, B2.5i
L2.p2A, B2.2f, B2.3B, B2.5h
NGSS
Lesson Topic Assessment
Sub-Topic(s): Membranes & Transport
Common Core
CCSS.ELA-LITERACY.SL.9-10.1 (Group Discussion)
CCSS.ELA-LITERACY.RST.9-10.4 (Reading for information and Meaning)
CCSS.ELA-LITERACY.RST.11-12.7 (Integration of Knowledge and Ideas)
Vocabulary/Keywords
endosymbiotic theory, organelles, cytoskeleton, chromatin, nucleoplasm,
chromosomes, genes, nucleolus, nuclear envelope, nuclear pores, ribsomes, signal
peptide, endoplasmic reticulum, rough ER, smooth ER, Golgi apparatus,
lysosomes, peroxisomes, vacuoles, central vacuole, chloroplasts, thylakoid,
granum, plastid, chromoplast, leucoplasts, cristae, matrix, actin filaments,
pseudopods, motor molecules, intermediate filaments, microtubules, centrosome,
centrioles, cilia, flagella, basal body (FOR ASSESSMENT) Plus –aquaporin, bulk
transport, carrier protein, cell-recognition protein, channel protein, cholesterol,
crenation, differentially permeable, diffusion, enzymatic protein, extracellular
matrix, facilitated transport, fluid-mosaic model, glycolipid, glycoprotein,
hypertonic solution, hypotonic solution, isotonic solution, junction protein,
osmosis, osmotic pressure, plasmolysis, receptor protein, solute, solution, solvent,
tonicity, turgor pressure.
Activities
1. Discuss Bellringer
2. Assigned reading quiz. Socrative Room 203190
3.
Membrane Structure & Transport PPT Lecture/Discussion (Part I)
4.
Pre Lab - Investigation 4: Osmosis & Diffusion
*Remind students there will be a quiz prior to the lab tomorrow and to
be sure to review the lab guide thoroughly.
5.
Assigned Reading: Pages 86-94
Closure/Exit Ticket
Students are reading until the bell.
Date
10/07/2015 - Tuesday
Unit
Molecules, Cells & Energy
Learning target
1. I can participate in class discussion.
2. I can explain how the plasma
membrane regulates transport of
molecules out of and into a cell.
HSCES
L2.p2A, B2.2f, B2.3B, B2.5h
Bell Ringer/Warm-Up
What is the principal difference between active
and passive transport?
Student Grouping
Independent seatwork, small group, whole class
School Improvement Strategies
Goal 5: Science (Strategy – curriculum
alignment to standards)
Differentiation Strategies
What will I differentiate: Process
How will I differentiate: Groups are structured
to facilitate peer-support.
Lesson Topic
Investigation 4: Osmosis & Diffusion
Sub-Topic(s):
NGSS
Common Core
CCSS.ELA-LITERACY.SL.9-10.1 (Group Discussion)
Vocabulary/Keywords
aquaporin, bulk transport, carrier protein, cell-recognition protein, channel
protein, cholesterol, crenation, differentially permeable, diffusion, enzymatic
protein, extracellular matrix, facilitated transport, fluid-mosaic model, glycolipid,
glycoprotein, hypertonic solution, hypotonic solution, isotonic solution, junction
protein, osmosis, osmotic pressure, plasmolysis, receptor protein, solute, solution,
solvent, tonicity, turgor pressure.
Activities
1. Discuss Bellringer.
2. Investigation 4: Osmosis & Diffusion – Parts 2 and 3
3. Students should be working on flash cards for the quiz on the assigned
reading from Chapter 5.
Closure/Exit Ticket
Students share a flash card.
Date
10/08/2015 - Wednesday
Learning target
1. I can participate in class discussion.
2. I can design an experiment to find
the water potential of plant cells.
3. I can explain what water potential is
Bell Ringer/Warm-Up
How does water movement in plant cells
affect plant structure?
Student Grouping
NA (Independent Seatwork)
School Improvement Strategies
Goal 5: Science (Strategy – curriculum
alignment to standards)
Differentiation Strategies
What will I differentiate: Process
How will I differentiate: Groups are structured
to facilitate peer-support.
Unit
Molecules, Cells & Energy
Lesson Topic
Sub-Topic(s):
HSCES
L2.p2A, B2.2f, B2.3B, B2.5h, B1.1C, B1.1h
NGSS
Common Core
CCSS.ELA-LITERACY.SL.9-10.1 (Group Discussion)
CCSS.ELA-LITERACY.RST.9-10.4 (Reading for information and Meaning)
Vocabulary/Keywords
aquaporin, bulk transport, carrier protein, cell-recognition protein, channel
protein, cholesterol, crenation, differentially permeable, diffusion, enzymatic
protein, extracellular matrix, facilitated transport, fluid-mosaic model, glycolipid,
glycoprotein, hypertonic solution, hypotonic solution, isotonic solution, junction
protein, osmosis, osmotic pressure, plasmolysis, receptor protein, solute, solution,
solvent, tonicity, turgor pressure.
Activities
1. Discuss Bellringer.
2. Investigation 4: Osmosis & Diffusion – Part 4
3. Lab Report is due Monday
4. Finish your flash cards for the assigned reading from Monday.
5. Inform students of tomorrows quiz over the assigned reading. Students
will be expected to:
a.
Recognize which word does not belong to a list from the
reading. Students will use Socrative for this part of the quiz.
b.
String the bold terms together into associated groupings,
explaining the basis for the grouping.
c.
Use the bold terms to answer these questions:
i.
How are proteins involved in transport across plasma
membranes?
ii. Why is tonicity important?
iii. What is the primary difference between passive and active
transport?
6. Students can prep for the quiz using this site:
https://quizlet.com/_1gpe5q
Closure/Exit Ticket
Date
10/09/2015 - Thursday
Unit
Molecules, Cells & Energy
Learning target
1. I can participate in class discussion.
2. I can demonstrate content mastery.
3. I can explain how cells can take in
and release large amounts of material
– liquid or solid.
HSCES
L2.p2A, B2.2f, B2.3B, B2.5h
Bell Ringer/Warm-Up
Can a single celled organism urinate or defcate?
Student Grouping
Whole class, independent seatwork
School Improvement Strategies
Goal 5: Science (Strategy – curriculum
alignment to standards)
Differentiation Strategies
What will I differentiate: Process
How will I differentiate: Test-taking
accomodations. PPT Outlines made available as
needed.
Lesson Topic
Large-scale movement through
membranes
Sub-Topic(s):
NGSS
Common Core
CCSS.ELA-LITERACY.SL.9-10.1 (Group Discussion)
Vocabulary/Keywords
aquaporin, bulk transport, carrier protein, cell-recognition protein, channel
protein, cholesterol, crenation, differentially permeable, diffusion, enzymatic
protein, extracellular matrix, facilitated transport, fluid-mosaic model, glycolipid,
glycoprotein, hypertonic solution, hypotonic solution, isotonic solution, junction
protein, osmosis, osmotic pressure, plasmolysis, receptor protein, solute, solution,
solvent, tonicity, turgor pressure, active transport, adhesion junction, cell wall,
desmosome, endocytosis, exocytosis, gap junction, phagocytosis, pinocytosis,
plasmodesmata, receptor-mediated endocytosis, sodium-potassium pump, tight
junction
Activities
1. Discuss Bellringer
2. Assigned reading quiz. Socrative Room 203190
3.
Membrane Structure & Transport PPT Lecture/Discussion (Part II)
4. Discussion centered on the “Check Your Progress” questions in the
textbook.
*No separate quiz over the 2nd PPT.
Closure/Exit Ticket
none
Date
10/10/2015 - Friday
Learning target
1. I can participate in class discussion.
2. I can use a computer model to show
how membrane channels work.
3. I can give examples of the role that
membrane channels play in living
systems.
Unit
Molecules, Cells & Energy
HSCES
L2.p2A, B2.2f, B2.3B, B2.5h
Bell Ringer/Warm-Up
Vocabulary/Keywords
active transport, adhesion junction, cell wall, desmosome, endocytosis,
exocytosis, gap junction, phagocytosis, pinocytosis, plasmodesmata, receptormediated endocytosis, sodium-potassium pump, tight junction
Activities
1. Discuss Bellringer.
2. PhET Membrane Channels simulation – Cell Membranes and Neuron
Simulation
(https://phet.colorado.edu/en/contributions/view/3854)
Student Grouping
Whole class, student partners (computer lab)
School Improvement Strategies
Goal 5: Science (Strategy – curriculum
alignment to standards)
Differentiation Strategies
What will I differentiate: Process
How will I differentiate: Students paired on
computers to facilitate peer-mentoring.
Lesson Topic
Sub-Topic(s):
NGSS
Common Core
CCSS.ELA-LITERACY.SL.9-10.1 (Group Discussion)
Closure/Exit Ticket