Title: BIOLOGY I /LAB
Standard: Chemistry of Life (Unit #1)
Grade(s):9/10/11/12
Desired Results
Content Standard(s):
The Chemistry of Life
1.1 Recognize that biological organisms are composed primarily of very few elements. The six
common elements are C, H, N, O, P, and S.
1.2 Describe the basic molecular structures and primary functions of the four major categories
of organic molecules (carbohydrates, lipids, proteins, nucleic acids).
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical
reactions. Identify factors, such as pH and temperature that have an effect on enzymes.
Understanding(s): Key Content Concepts:
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Biological organisms are composed primarily of
very few elements. The six common elements are
C, H, N, O, P, and S.
An element is composed of a single type of
atom.
Atoms interact with one another by transferring
or sharing electrons that are furthest from the
nucleus. These outer electrons govern the
chemical properties of the element.
Bonds between atoms are created when
electrons are paired up by being transferred or
shared. A substance composed of a single kind
of atom is called an element. The atoms may be
bonded together into molecules or crystalline
solids. A compound is formed when two or more
kinds of atoms bind together chemically.
Carbon atoms can bond to one another in
chains, rings, and branching networks to form a
variety of structures, including… the large
molecules essential to life which are called
organic molecules.
Biological organisms are composed of four
major categories of organic molecules,
carbohydrates, lipids, proteins, and nucleic
acids.
Chemical reactions occur all around us…
Complex chemical reactions involving carbonbased molecules take place constantly in every
cell in our bodies.
Chemical reactions may release or consume
energy.
A large number of important reactions involve
Essential Question(s)
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What is matter made of?
How do we describe the structure of matter?
What are the most important elements for life?
What are the characteristics of each that makes
these elements so special for life?
How do atoms form molecules?
What are the most important non-organic
molecules for life?
What are the characteristics of each that make
these non-organic molecules so critical for life?
What are the characteristics of water that make
it so critical for life?
What are the most important organic molecules
for life?
What are the characteristics of each that make
organic molecules so critical for life?
What are enzymes?
What are the characteristics of enzymes that
make them so critical for life?
What makes factors like pH and temperature so
important for life?
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the transfer of either electrons
(oxidation/reduction reactions) or hydrogen
ions (acid/base reactions) between reacting
ions, molecules, or atoms.
Chemical reactions can take place in time
periods ranging from the few femtoseconds (1015
seconds) required for an atom to move a
fraction of a chemical bond distance to geologic
time scales of billions of years.
Catalysts… accelerate chemical reactions.
Chemical reactions in living systems are
catalyzed by protein molecules called enzymes.
Factors, such as pH and temperature have an
effect on enzymes.
Source: National Common Core Understandings
KNOWLEDGE
Students will know:
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All the previous understandings and be able to
answer all the essential questions herein.
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Key vocabulary definitions including: matter,
atom, proton, neutron, electron, orbital, valence,
element, molecule, ion, covalent bond, ionic
bond, polar, organic, hydrophilic, hydrophobic,
enzyme, catalyst, acid, base, and pH.
The relationship between atoms and elements.
The structure of an atom, a molecule, and an
ion.
How atoms interact to form molecules and ions.
The compositions and structures of critical nonorganic molecules and ions for life and how
they interact including: water, salts, O2, and
CO2.
The properties of water and how they affect
water’s interactions at a molecular level.
The compositions and structures of critical
organic molecules for life and how they interact
including: carbohydrates, lipids, proteins, and
nucleic acids.
The role and methods of functioning for
enzymes.
The structure of an acid, the structure of a base,
and how we measure pH.
How factors like pH and temperature can affect
the functioning of enzymes.
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SKILLS
Content Objectives
Students will be able to:
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Define matter.
Draw and label a model of the structure of an
atom.
Explain the roles of electrons, neutrons and
protons.
Explain the relationship between elements and
atoms.
List and locate on the periodic chart the six
most common biological elements; C, O, H, N,
P, and S.
Draw atomic models and electron dot diagrams
of these six elements.
Explain how the number of valence shell
electrons affects an atom’s need to bond.
Describe how atoms bond.
Compare and contrast covalent and ionic
bonds.
Describe the structure of water, salts, O2, CO2,
and other small molecules and ions.
Outline the relationship between hydrogen
bonding and the different properties of water.
Explain how water’s polar nature affects its
ability to dissolve substances.
Describe the basic molecular structures and
primary functions of the four major organic
molecules, (carbohydrates, lips, proteins,
nucleic acids).
Know the difference between hydrophilic and
hydrophobic.
Explain the role of enzymes and catalyst in
living organisms.
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Describe the functioning of enzymes and
catalysts in living organisms.
• Differentiate between acids and bases.
• Compare an acid to a base in terms of the
hydroxide ion concentration.
• Explain how pH and temperature can affect the
functioning of enzymes.
Assessment Evidence
Performance Tasks:
In order for us to measure the student’s knowledge of the content of this unit s/he must demonstrate an
ability to perform the following tasks.
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Knowledge - The relationship between atoms and elements. The structure of an atom, a molecule, and
an ion.
EQ1 -What is matter made of? How do we describe the structure of matter?
Student is able to:
Define matter.
Draw and label a model of the structure of an atom.
Explain the roles of electrons, neutrons and protons.
Explain the relationship between elements and atoms.
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Knowledge - How atoms interact to form molecules and ions.
EQ2 -What are the most important elements for life? What are the characteristics of each that makes these
elements so special for life?
Student is able to:
List and locate on the periodic chart the six most common biological elements; C, O, H, N, P, and
S.
Draw atomic models and electron dot diagrams of these six elements.
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Knowledge - How atoms interact to form molecules and ions.
EQ3 -How do atoms form molecules?
Student is able to:
Explain how the number of valence shell electrons affects an atom’s need to bond.
Describe how atoms bond.
Compare and contrast covalent and ionic bonds.
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Knowledge - The compositions and structures of critical non-organic molecules and ions for life and
how they interact including: water, salts, O2, and CO2.
EQ4 -What are the most important non-organic molecules for life? What are the characteristics of each that
make these non-organic molecules so critical for life?
Student is able to:
Describe the structure of water, salts, O2, CO2, and other small molecules and ions.
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Knowledge - The properties of water and how they affect water’s interactions at a molecular level.
EQ5 -What are the characteristics of water that make it so critical for life?
Student is able to:
Outline the relationship between hydrogen bonding and the different properties of water.
Explain how water’s polar nature affects its ability to dissolve substances.
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Knowledge - The compositions and structures of critical organic molecules for life and how they interact
including: carbohydrates, lipids, proteins, and nucleic acids.
EQ6 -What are the most important organic molecules for life? What are the characteristics of each that
make organic molecules so critical for life?
Student is able to:
Describe the basic molecular structures and primary functions of the four major organic
molecules, (carbohydrates, lips, proteins, nucleic acids).
Know the difference between hydrophilic and hydrophobic.
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Knowledge - The role and methods of functioning for enzymes.
EQ7 -What are enzymes? What are the characteristics of enzymes that make them so critical for life?
Student is able to:
Explain the role of enzymes and catalyst in living organisms.
Describe the functioning of enzymes and catalysts in living organisms.
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Knowledge - The structure of an acid, the structure of a base, and how we measure pH. How factors like
pH and temperature can affect the functioning of enzymes.
EQ8 -What makes factors like pH and temperature so important for life?
Student is able to:
Differentiate between acids and bases.
Compare an acid to a base in terms of the hydroxide ion concentration.
Explain how pH and temperature can affect the functioning of enzymes.
Key Criteria:
The Essential Questions have been derived from the Massachusetts DOE Standards:
The Chemistry of Life
1.1 Recognize that biological organisms are composed primarily of very few elements. The six
common elements are C, H, N, O, P, and S.
• What is matter made of?
• How do we describe the structure of matter?
• What are the most important elements for life?
• What are the characteristics of each that makes these elements so special for life?
1.2 Describe the basic molecular structures and primary functions of the four major categories
of organic molecules (carbohydrates, lipids, proteins, nucleic acids).
• How do atoms form molecules?
• What are the most important non-organic molecules for life?
• What are the characteristics of each that make these non-organic molecules so critical for life?
• What are the characteristics of water that make it so critical for life?
• What are the most important organic molecules for life?
• What are the characteristics of each that make organic molecules so critical for life?
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical
reactions. Identify factors, such as pH and temperature that have an effect on enzymes.
• What are enzymes?
• What are the characteristics of enzymes that make them so critical for life?
• What makes factors like pH and temperature so important for life?
The Key Content Concepts have been derived by matching Massachusetts DOE Standards for Biology with
the National Common Core Understandings for Life Sciences.
The Chemistry of Life
1.1 Recognize that biological organisms are composed primarily of very few elements. The six
common elements are C, H, N, O, P, and S.
• Biological organisms are composed primarily of very few elements. The six common elements
are C, H, N, O, P, and S.
• An element is composed of a single type of atom.
1.2 Describe the basic molecular structures and primary functions of the four major categories
of organic molecules (carbohydrates, lipids, proteins, nucleic acids).
• Atoms interact with one another by transferring or sharing electrons that are furthest from the
nucleus. These outer electrons govern the chemical properties of the element.
• Bonds between atoms are created when electrons are paired up by being transferred or shared.
A substance composed of a single kind of atom is called an element. The atoms may be bonded
together into molecules or crystalline solids. A compound is formed when two or more kinds of
atoms bind together chemically.
• Carbon atoms can bond to one another in chains, rings, and branching networks to form a
variety of structures, including… the large molecules essential to life which are called organic
molecules.
• Biological organisms are composed of four major categories of organic molecules,
carbohydrates, lipids, proteins, and nucleic acids.
• Chemical reactions occur all around us… Complex chemical reactions involving carbon-based
molecules take place constantly in every cell in our bodies.
• Chemical reactions may release or consume energy.
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical
reactions. Identify factors, such as pH and temperature that have an effect on enzymes.
• A large number of important reactions involve the transfer of either electrons
(oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions,
molecules, or atoms.
• Chemical reactions can take place in time periods ranging from the few femtoseconds (10-15
seconds) required for an atom to move a fraction of a chemical bond distance to geologic time
scales of billions of years.
• Catalysts… accelerate chemical reactions. Chemical reactions in living systems are catalyzed
by protein molecules called enzymes. Factors, such as pH and temperature have an effect on
enzymes.
Assessment Tools:
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Scoring rubrics.
Classroom Observations.
Writing assignments including Open Response Questions, essays, and lab reports.
Homework assignments.
Exit Tickets.
Tests and quizzes.
Learning Plan
Learning Activities:
Laboratories:
• LTF – McMush Lab; Testing for the Presence of Biomolecules
o Describe the basic molecular structures and primary functions of the four major organic
molecules, (carbohydrates, lips, proteins, nucleic acids).
o Connect biological concepts and relate them to their everyday lives.
• LTF - Enzyme Activity; Measuring the Effect of Enzyme Concentration
o Explain the role of enzymes and catalyst in living organisms.
• LTF – The Hydrogen Peroxide breakdown; Examining Factors that Affect the Reaction Rate of Enzymes
o Explain the role of enzymes and catalyst in living organisms.
• M&L- Temperature and Enzymes p21
o Explain the role of enzymes and catalyst in living organisms.
• Observing Physical and Chemical Properties
• Construction Molecular Models
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Identifying Organic Compounds
Inquiry and Exploration Labs:
• Storing heat
• Measuring the Activity of Enzymes in Detergents
• Enzyme Action
• Teaching Strategy for Enzymes
Micro-scale Experiments:
• The Starch Test
Internet Activity:
• Atomic structure; Students research the atomic structure and the properties of atoms by going on
www.scilinks.org and topic Atomic Structure and type HM60119.
• Is there Water on Mars: Students will research the planets Mars to inquire about water, by going on
www.scilinks.org and topic Mars and type in the Keyword: HM60913.
Visual Strategies:
• Venn Diagram
• Concept Mapping
Power-point Presentations:
• Water, Solutions, pH, and Buffers
• Water Properties with questions to follow
Title: BIOLOGY I /LAB
Standard: Cell Biology (Unit #2)
Grade(s): 9/10/11/12
Desired Results
Content Standard(s):
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm,
mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall,
chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of
cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport).
2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of
prokaryotes and eukaryotes.
2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to
describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the
interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
2.5 Explain the important role that ATP serves in metabolism.
2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells,
and its importance in maintaining chromosome number during asexual reproduction.
2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of
this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization.
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
Understanding(s):
Key Content Concepts:
• The cell theory states that all living things are made of cells,
that cells are the basic units of structure and function in living
things, and that new cells come from existing cells. (M&L
2012)
• Cells have particular structures that underlie their functions.
Every cell is surrounded by a membrane that separates it from
the outside world. Inside the cell is a concentrated mixture of
thousands of different molecules which form a variety of
specialized structures that carry out such cell functions as
energy production, transport of molecules, waste disposal,
synthesis of new molecules, and the storage of genetic
material.
• Prokaryotes are classified as Bacteria or Archaea, which are
two of the three domains of life. Eukaryotes are classified as
Eukarya, the third domain of life. Prokaryotes vary in their
size and shape, in the way they move, and in the way they get
and release energy. (M&L 2012)
• Eukaryotes have a variety of specialized structures that are
not found in prokaryotic cells which make eukaryotes more
complex.
• The goal of systematics is to organize living things into groups
that have biological meaning. The goal of evolutionary
classification is to group species into larger categories that
show lines of evolutionary descent, rather than the overall
similarities and differences. The tree of life shows current
hypotheses about the evolutionary relationships. The sixkingdom classification system includes the kingdoms
Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and
Animalia. (M&L 2012)
• Cells have particular structures that underlie their
Essential Question(s)
• What are the parts of the cell and
what do they do?
• How does stuff get in and out of a
cell?
• What is a prokaryotic cell? What
characteristics do we use to classify
prokaryotic cells?
• What is a eukaryotic cell? What
characteristics do we use to classify
eukaryotic cells?
• What structures do prokaryotes and
eukaryotes have in common?
• What important differences between
prokaryotes and eukaryotes are used
to classify them into different
domains of life?
• What is the goal of systematics?
• What is the goal of evolutionary
classification?
• What are the six kingdoms of life and
what criteria do we use to classify
cells to each of them?
• How do cells get and use energy?
• How are the processes of
photosynthesis and respiration
interrelated?
• What important role does ATP serve
in metabolism?
• How do cells use ATP?
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functions…We use cellular evidence, such as cell structure,
cell number, cell reproduction, as well as modes of nutrition,
to divide cells into the six kingdoms of classification.
The energy for life primarily derives from the sun. Plants
capture energy by absorbing light and using it to form strong
(covalent) chemical bonds between the atoms of carboncontaining (organic) molecules. [This process is called
photosynthesis.] These molecules can be used to assemble
larger molecules with biological activity (including proteins,
DNA, sugars, and fats). In addition, the energy stored in bonds
between the atoms (chemical energy) can be used as sources
of energy for life processes.
The chemical bonds of food molecules contain energy. Energy
is released when the bonds of food molecules are broken and
new compounds with lower energy bonds are formed. [This
process is called respiration.] Cells usually store this energy
temporarily in phosphate bonds of a small high-energy
compound called ATP.
Photosynthesis is the process of storing energy in food and
respiration is the process of releasing energy from food. The
products of photosynthesis become the reactants of respiration
and the products of respiration become the reactants of
photosynthesis.
The chemical bonds of food molecules contain energy. Energy
is released when the bonds of food molecules are broken and
new compounds with lower energy bonds are formed. Cells
usually store this energy temporarily in phosphate bonds of a
small high-energy compound called ATP. [ATP molecules
provide a safe, efficient, and effective way for cells to store, yet
easily access, energy.]
Reproduction is a characteristic of all living systems; because
no individual organism lives forever, reproduction is essential
to the continuation of every species. Some organisms
reproduce asexually.
Cells store and use information to guide their functions. The
genetic information stored in DNA is used to direct the
synthesis of the thousands of proteins that each cell requires.
The process called the cell cycle is the life cycle of a cell from
“birth” to dividing into two daughter cells. Critical stages in
the cell cycle include the replication of DNA and the process
of mitosis.
The process of mitosis is the way the eukaryotic cell divides
and packages into chromosomes its genetic information.
Mitosis insures the next generation of daughter cells receives
a complete set of instructions for life.
Reproduction is a characteristic of all living systems; because
no individual organism lives forever, reproduction is essential
to the continuation of every species. Some organisms
reproduce sexually; [the genetic instructions of the female are
combined with those of the male to create a novel set of
genetic instructions for the offspring.]
Cells store and use information to guide their functions. The
genetic information stored in DNA is used to direct the
synthesis of the thousands of proteins that each cell requires.
The process of meiosis is the way the multicellular organism
divides and packages into reproductive cells its genetic
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How do eukaryotic cells reproduce
asexually?
How do eukaryotic cells insure that
the next generation of daughter cells
will receive a complete set of genetic
instructions for life?
How do multicellular organisms
reproduce sexually at the cellular
level?
What is the goal of sexual
reproduction compared to asexual
reproduction?
How is the genetic material of viruses
similar to that of cells?
How is the genetic material of viruses
different from that of cells?
How do viruses reproduce?
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information. The goal of meiosis is to ensure genetic diversity
in the population. The result of meiosis is four cells with half
the genetic information found in non-reproductive cells. When
one of these reproductive cells combines with a
complementary reproductive cell, a new cell is formed with a
complete set of genetic instructions for life.
Viruses can reproduce only by infecting living cells. Inside
living cells, viruses use their host’s genetic information to
make many copies of themselves. Some viruses replicate right
away. Other viruses stay inactive for a long period of time
within the host cell. (M&L 2010)
Sources: National Common Core Understandings,
Miller & Levine, Biology, 2010; Flynn, 2012
SKILLS
KNOWLEDGE
Content Objectives:
Students will know:
• All the previous understandings and be able to answer all
Students will be able to:
the essential questions herein.
• Compare and contrast prokaryotic
• Key Vocabulary: organelle, plasma membrane, nuclear
cells and eukaryotic cells.
envelope, nucleus, nucleolus, cytoplasm, mitochondrion,
endoplasmic reticulum, Golgi apparatus, lysosome,
• Use cellular evidence and modes of
ribosome, vacuole, cell wall, chloroplast, cytoskeleton,
nutrition to describe the six
centriole, cilium, flagellum, pseudopod, diffusion, osmosis,
kingdoms.
facilitated diffusion, active transport, synthesis, genetic,
• Identify the cell parts and organelles.
prokaryote, eukaryote, Bacteria, Archaea, domain,
• Explain the function of the cell
Eukarya, kingdom, Archaebacteria, Eubacteria, Protista,
organelles.
Fungi, Plantae, Animalia, systematics, evolutionary
• Describe the structure and explain
classification, reactants, products, photosynthesis, cellular
the function of the cell membrane.
respiration, ATP, cell cycle, mitosis, chromosome, asexual
• Compare and contrast plant cells and
reproduction, sexual reproduction, meiosis, haploid cells,
animal cells.
gametes, diploid, zygotes, fertilization, virus, capsid,
• Explain why energy is so important to
sheath, phage, lytic, lysogenic.
living things.
• Students know the names, the anatomy, and the physiology
• Describe how energy is stored in
of the cells parts and organelles. They know the fluid
ATP, and how it is released?
mosaic model and know how materials cross the cell
• Describe the process of respiration in
membrane both actively and passively.
eukaryotic cells.
• Students know what a cell is. Students know the anatomy
• Describe the process of
and physiology of a typical prokaryotic cell and a typical
photosynthesis in eukaryotic cells.
eukaryotic cell. Students know the similarities and the
• Identify the reactants, products, and
differences between prokaryotic cells and eukaryotic cells.
basic purposes of photosynthesis and
• Students know how scientists use systematics to classify
cellular respiration.
and organize life into six different kingdoms. Students
• Identify the phases and describe the
know how to use cellular differences as the criteria that
process of the cell cycle.
distinguishes one kingdom from another. Students know
• Identify the phases and describe the
what these important cellular differences are.
process of mitosis.
• Students know the carbon/oxygen cycle. Students know the
• Identify the phases and describe the
reactants, products, and basic purposes of the processes of
process of meiosis.
photosynthesis and respiration. Students know how the
• Determine and explain the
processes of photosynthesis and respiration are
relationship between mitosis and
interrelated.
meiosis.
• Students know the basic structure and composition of ATP,
• Describe what a virus is and identify
ADP, and AMP. Students know how phosphate bonds hold
the parts.
energy. Students know how cells use ATP in metabolism.
• Describe and explain the lytic cycle
• Students know scientists divide the life cycle of a typical
and the lysogenic cycle.
cell into four stages called the cell cycle. Students know
• Hypothesize how life originated on
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the names of each stage and know what events take place
during each stage of the cell cycle. Students know the
stage called mitosis is divided into four phases. Students
know what events take place during each phase of mitosis.
Students know that the process of mitosis is critical in
organizing and packaging genetic materials to insure that
the cells can divide and form two identical, functioning
daughter cells.
Students know that sexual reproduction requires two cells
called gametes with ½ the genetic material of a typical
cell. Students know these reproductive cells combine to
become one functional cell with a mix of traits from both
parent organisms. Students know the process of forming
these gametes is called meiosis which is divided into eight
phases. Students know what events take place during each
phase of meiosis.
Students know the characteristics of life. Students know
that viruses lack important characteristics and are not
considered living. Students know the anatomy and
physiology of a typical virus. Students know the stages and
events of the two methods of viral reproduction, the lytic
cycle and the lysogenic cycle.
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Earth and describe what the first life
could have been like.
Properly use laboratory equipment
and material with the utmost care as
specified in the lab safety agreement.
Assessment Evidence
Performance Tasks:
In order for us to measure the student’s knowledge of the content of this unit s/he must demonstrate an
ability to perform the following tasks.
Knowledge - Students know the names, the anatomy, and the physiology of the cells parts and organelles. They
know the fluid mosaic model and know how materials cross the cell membrane both actively and passively.
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EQ1 - What are the parts of the cell and what do they do? How does stuff get in and out of a cell?
o Identify the cell parts and organelles.
o Explain the function of the cell organelles.
o Describe the structure and explain the function of the cell membrane.
Knowledge - Students know what a cell is. Students know the anatomy and physiology of a typical prokaryotic
cell and a typical eukaryotic cell. Students know the similarities and the differences between prokaryotic cells
and eukaryotic cells.
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EQ2 - What is a prokaryotic cell? What characteristics do we use to classify prokaryotic cells? What is a
eukaryotic cell? What characteristics do we use to classify eukaryotic cells? What structures do
prokaryotes and eukaryotes have in common? What important differences between prokaryotes and
eukaryotes are used to classify them into different domains of life?
o Compare and contrast prokaryotic cells and eukaryotic cells.
Knowledge - Students know how scientists use systematics to classify and organize life into six different
kingdoms. Students know how to use cellular differences as the criteria that distinguishes one kingdom from
another. Students know what these important cellular differences are.
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EQ3 - What is the goal of systematics? What is the goal of evolutionary classification? What are the six
kingdoms of life and what criteria do we use to classify cells to each of them?
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Use cellular evidence and modes of nutrition to describe the six kingdoms.
Compare and contrast plant cells and animal cells.
Knowledge - Students know the carbon/oxygen cycle. Students know the reactants, products, and basic purposes
of the processes of photosynthesis and respiration. Students know how the processes of photosynthesis and
respiration are interrelated.
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EQ4 - How do cells get and use energy? How are the processes of photosynthesis and respiration
interrelated?
o Explain why energy is so important to living things.
o Describe the process of photosynthesis in eukaryotic cells.
o Describe the process of respiration in eukaryotic cells.
o Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration.
Knowledge - Students know the basic structure and composition of ATP, ADP, and AMP. Students know how
phosphate bonds hold energy. Students know how cells use ATP in metabolism.
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EQ5 - What important role does ATP serve in metabolism? How do cells use ATP?
o Describe how energy is stored in ATP, and how it is released?
Knowledge - Students know scientists divide the life cycle of a typical cell into four stages called the cell cycle.
Students know the names of each stage and know what events take place during each stage of the cell cycle.
Students know the stage called mitosis is divided into four phases. Students know what events take place during
each phase of mitosis. Students know that the process of mitosis is critical in organizing and packaging genetic
materials to insure that the cells can divide and form two identical, functioning daughter cells.
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EQ6 - How do eukaryotic cells reproduce asexually? How do eukaryotic cells insure that the next
generation of daughter cells will receive a complete set of genetic instructions for life?
o Identify the phases and describe the process of the cell cycle.
o Identify the phases and describe the process of mitosis.
Knowledge - Students know that sexual reproduction requires two cells called gametes with ½ the genetic
material of a typical cell. Students know these reproductive cells combine to become one functional cell with a
mix of traits from both parent organisms. Students know the process of forming these gametes is called meiosis
which is divided into eight phases. Students know what events take place during each phase of meiosis.
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EQ7 - How do multicellular organisms reproduce sexually at the cellular level? What is the goal of sexual
reproduction compared to asexual reproduction?
o Identify the phases and describe the process of meiosis.
o Determine and explain the relationship between mitosis and meiosis.
Knowledge - Students know the characteristics of life. Students know that viruses lack important characteristics
and are not considered living. Students know the anatomy and physiology of a typical virus. Students know the
stages and events of the two methods of viral reproduction, the lytic cycle and the lysogenic cycle.
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EQ8 - How is the genetic material of viruses similar to that of cells? How is the genetic material of viruses
different from that of cells? How do viruses reproduce?
o Describe what a virus is and identify the parts.
o Describe and explain the lytic cycle and the lysogenic cycle.
Key Criteria:
The Key Content Concepts have been derived by matching Massachusetts DOE Standards for Biology with
the National Common Core Understandings for Life Sciences.
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm,
mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall,
chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of
cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport).
•
Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that
separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different
molecules which form a variety of specialized structures that carry out such cell functions as energy
production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic
material.
2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of
prokaryotes and eukaryotes.
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•
•
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The cell theory states that all living things are made of cells, that cells are the basic units of structure and
function in living things, and that new cells come from existing cells. (M&L 2012)
Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that
separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different
molecules which form a variety of specialized structures that carry out such cell functions as energy
production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic
material.
Prokaryotes are classified as Bacteria or Archaea, which are two of the three domains of life. Eukaryotes
are classified as Eukarya, the third domain of life. Prokaryotes vary in their size and shape, in the way they
move, and in the way they get and release energy. (M&L 2012)
Eukaryotes have a variety of specialized structures that are not found in prokaryotic cells which make
eukaryotes more complex.
2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to
describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
•
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The goal of systematics is to organize living things into groups that have biological meaning. The goal of
evolutionary classification is to group species into larger categories that show lines of evolutionary descent,
rather than the overall similarities and differences. The tree of life shows current hypotheses about the
evolutionary relationships. The six-kingdom classification system includes the kingdoms Archaebacteria,
Eubacteria, Protista, Fungi, Plantae, and Animalia. (M&L 2012)
Cells have particular structures that underlie their functions…We use cellular evidence, such as cell
structure, cell number, cell reproduction, as well as modes of nutrition, to divide cells into the six kingdoms
of classification.
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the
interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
•
•
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The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to
form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. [This
process is called photosynthesis.] These molecules can be used to assemble larger molecules with
biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds
between the atoms (chemical energy) can be used as sources of energy for life processes.
The chemical bonds of food molecules contain energy. Energy is released when the bonds of food
molecules are broken and new compounds with lower energy bonds are formed. [This process is called
respiration.] Cells usually store this energy temporarily in phosphate bonds of a small high-energy
compound called ATP.
Photosynthesis is the process of storing energy in food and respiration is the process of releasing energy
from food. The products of photosynthesis become the reactants of respiration and the products of
respiration become the reactants of photosynthesis.
2.5 Explain the important role that ATP serves in metabolism.
•
The chemical bonds of food molecules contain energy. Energy is released when the bonds of food
molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this
energy temporarily in phosphate bonds of a small high-energy compound called ATP. [ATP molecules
provide a safe, efficient, and effective way for cells to store, yet easily access, energy.]
2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells,
and its importance in maintaining chromosome number during asexual reproduction.
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Reproduction is a characteristic of all living systems; because no individual organism lives forever,
reproduction is essential to the continuation of every species. Some organisms reproduce asexually.
Cells store and use information to guide their functions. The genetic information stored in DNA is used to
direct the synthesis of the thousands of proteins that each cell requires.
The process called the cell cycle is the life cycle of a cell from “birth” to dividing into two daughter cells.
Critical stages in the cell cycle include the replication of DNA and the process of mitosis.
The process of mitosis is the way the eukaryotic cell divides and packages into chromosomes its genetic
information. Mitosis insures the next generation of daughter cells receives a complete set of instructions for
life.
2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of
this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization.
•
•
•
Reproduction is a characteristic of all living systems; because no individual organism lives forever,
reproduction is essential to the continuation of every species. Some organisms reproduce sexually; [the
genetic instructions of the female are combined with those of the male to create a novel set of genetic
instructions for the offspring.]
Cells store and use information to guide their functions. The genetic information stored in DNA is used to
direct the synthesis of the thousands of proteins that each cell requires.
The process of meiosis is the way the multicellular organism divides and packages into reproductive cells
its genetic information. The goal of meiosis is to ensure genetic diversity in the population. The result of
meiosis is four cells with half the genetic information found in non-reproductive cells. When one of these
reproductive cells combines with a complementary reproductive cell, a new cell is formed with a complete
set of genetic instructions for life.
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
•
Viruses can reproduce only by infecting living cells. Inside living cells, viruses use their host’s genetic
information to make many copies of themselves. Some viruses replicate right away. Other viruses stay
inactive for a long period of time within the host cell. (M&L 2010)
Assessment Tools:
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•
•
•
•
•
Scoring rubrics.
Classroom Observations.
Writing assignments including Open Response Questions, essays, and lab reports.
Homework assignments.
Exit Tickets.
Tests and quizzes.
Other Evidence:
• Communicating science explanations
• Participation in class discussion and lab groups
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•
•
•
•
Appropriate lab safety as well as behavior in the lab
Homework compliance
Evidence of critical thinking in open response questions
Scoring rubrics
Creativity
Learning Plan
Learning Activities:
Laboratories:
• LTF - Cell Factory (Modeling the Function of Cell parts)
o Identify the cell parts and organelles.
o Explain the function of the cell organelles.
o Describe the structure and explain the function of the cell membrane.
• LTF - Is It Plant or Animal ( Comparing the Structure of Plant and Animal Cells)
o Identify the cell parts and organelles.
o Explain the function of the cell organelles.
o Compare and contrast plant cells and animal cells.
• LTF - Mitosis, Mardi Gras Style ( Modeling the Cell Cycle)
o Identify the phases and describe the process of the cell cycle.
o Identify the phases and describe the process of mitosis.
• LTF - Larger Is Not Always Better( Examining Cell size and rates of Diffusion)
o Describe the structure and explain the function of the cell membrane.
• LTF - Plasmolysis (Comparing Elodea and Onion Cell Plasmolysis)
o Describe the structure and explain the function of the cell membrane.
• LTF - Examining Osmosis and Selective Diffusion
o Describe the structure and explain the function of the cell membrane.
• LTF - The Fluid Mosaic Membrane (Modeling Membrane Structures and Osmosis)
o Describe the structure and explain the function of the cell membrane.
• LTF - Chromosome Manipulative (Demonstrating Mitosis)
o Identify the phases and describe the process of mitosis.
• LTF - Photosynthesis (Light, dark, Does It really Matter?)Examining the factors of the Light Reaction
• LTF - The Amazing Sperm Race ( Modeling Meiosis and Determining Zygote Characteristics
o Identify the phases and describe the process of meiosis.
o Determine and explain the relationship between mitosis and meiosis.
• M&L - Detecting Diffusion p 45
o Describe the structure and explain the function of the cell membrane.
• M&L - Plant Pigments and Photosynthesis p 49
o Describe the process of photosynthesis in eukaryotic cells.
o Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration.
• M&L - Comparing Fermentation Rates of Sugars p 55
o Describe the process of respiration in eukaryotic cells.
o Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration.
Internet Activities:
• AIDS Virus; Students can research the AIDS virus by going on to www.scilinks.org and write or present
their findings orally to the class.
• Carbon Cycle; Students can research the carbon cycle by going on to www.scilinks.org and present their
findings to the class.
Organelle Links
• Cells and Organelles
http://www.life.uiuc.edu/bio100/lessons/cells_and_organelles.html
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The Insides of Cells
http://kauai.cudenver.edu:3010/0/nutrition.dir/organelle.html
Structures and Function of Organelles
http://esg-www.mit.edu:8001/esgbio/cb/organelles.html
Why Are There Organelles?
http://iip.ucsd.edu/Step/projects95/cellular.Organelles/WHY.HTM
Cellular Organelles
http://iip.ucsd.edu/Step/projects95/cellular.Organelles/CELLS.HTM
Microfilaments and Microtubules--The Cytoskeleton
http://www-class.unl.edu/bios201/group6/cytoskel.html
Eukaryotic Cell Membrane or Plasma Membrane
http://www.bio.mtu.edu/campbell/eukaryot.htm
The Nucleus, Nucleolus, Nuclear Envelope, and everything you ever wanted to know about DNA (but
were afraid to ask)
http://www-class.unl.edu/bios201/group6/nucleus.html
Lysosomes
http://www-class.unl.edu/bios201/group6/lyso.html
The Rough and Smooth Endoplasmic Reticulum
http://www-class.unl.edu/bios201/group6/er.html
The Endoplasmic Reticulum
http://lenti.med.umn.edu/~mwd/back/cell_www/chapter2/ER.html
The Golgi Bodies
http://www-class.unl.edu/bios201/group6/golgi.html
Centrioles
http://www-class.unl.edu/bios201/group6/centrio.html
Mitochondria
http://www-class.unl.edu/bios201/group6/mitochon.html
Inquiry and Exploration Labs:
• A potential for Energy.
• Bubbles in the Bread.
• A product of the Sun?
Visual Strategies:
• Venn Diagram
• Concept Mapping
Title: BIOLOGY I /LAB
Standard: GENETICS –The Study of Heredity (Unit #3a)
Grade(s):9/10/11/12
Desired Results
Content Standard(s):
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant,
recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns
of inheritance (e.g., dihybrid crosses).
3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
Understanding(s):
Key Content Concepts
REPRODUCTION AND HEREDITY
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•
•
•
•
Reproduction is a characteristic of all living systems;
because no individual organism lives forever,
reproduction is essential to the continuation of every
species. Some organisms reproduce asexually. Other
organisms reproduce sexually.
In many species, including humans, females produce
eggs and males produce sperm. Plants also reproduce
sexually—the egg and sperm are produced in the
flowers of flowering plants. An egg and sperm unite to
begin development of a new individual. That new
individual receives genetic information from its
mother (via the egg) and its father (via the sperm).
Sexually produced offspring never are identical to
either of their parents.
Every organism requires a set of instructions for
specifying its traits. Heredity is the passage of these
instructions from one generation to another.
Hereditary information is contained in genes, located
in the chromosomes of each cell. Each gene carries a
single unit of information. An inherited trait of an
individual can be determined by one or by many
genes, and a single gene can influence more than one
trait. A human cell contains many thousands of
different genes.
The characteristics of an organism can be described
in terms of a combination of traits. Some traits are
inherited and others result from interactions with the
environment.
Students will know:
•
•
All the previous understandings and be able to answer
all the essential questions herein.
Key Vocabulary: genetics, heredity, trait, pollination,
self-pollination, cross-pollination, true-breeding, P
generation, F1 generation, F2 generation, dominant,
Essential Question(s)
• Who was Mendel and what did he do that
makes him famous?
• What are Mendel’s Laws?
• How do we use the Punnett Square to
figure out what the babies will be like?
• How do we use pedigrees to study
inheritance?
• How do we use math and statistics to
predict likely traits and changes in a
population?
• What is DNA and what is its function?
Content Objectives:
Students will be able to:
• Define heredity.
• Describe Mendel’s experiments.
• Discuss how Mendel used pea plants to
explain how genetics works a century
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•
•
•
•
•
recessive, segregation, assortment, genotype,
phenotype, homozygous, heterozygous, probability,
monohybrid cross, Punnett square, genotypic ratio,
phenotypic ratio, testcross, complete dominance,
incomplete dominance, codominance, dihybrid cross.
Students know Mendel did experiments in the 1800’s
that make him the “father of genetics”.
Students know Mendel’s Laws explain how many traits
are passed on from one generation to the next.
Students know there are non-Mendelian inheritance
patterns.
Students know the Punnett square is a useful tool to
determine the probabilities for genotype and
phenotype combinations in monohybrid crosses.
Students know Mendel’s results can be explained by
scientific knowledge of genes and chromosomes.
Students know we use math and statistics to predict
likely traits and changes in a population.
•
•
•
•
•
•
•
•
•
•
•
before the role of the DNA molecule was
understood.
Explain the significance of Mendel’s
experiments and observations, and the
laws derived from them.
List and explain Mendel’s laws.
Define the terms dominant and recessive.
Distinguish how genes are different from
alleles.
Define a gamete is and what a zygote is.
Use a Punnett square to determine the
probabilities for genotype and phenotype
combinations in monohybrid crosses.
Explain how probability relates to
genetics.
Use a graphing calculator.
Perform a Chi Square analysis,
demonstrating knowledge of degrees of
freedom and the null hypothesis.
Distinguish among observed inheritance
patterns caused by several types of
genetic traits (dominant, recessive, codominant, sex-linked, polygenic,
incomplete dominance, multiple alleles).
Read a pedigree in order to study
biological inheritance.
Assessment Evidence
Performance Tasks:
In order for us to measure the student’s knowledge of the content of this unit s/he must demonstrate
an ability to perform the following tasks.
Knowledge -Mendel did experiments in the 1800’s that make him the “father of genetics”.
• EQ1- Who was Mendel and what did he do that makes him famous?
o Describe Mendel’s experiments.
o Discuss how Mendel used pea plants to explain how genetics works a century before the role of the
DNA molecule was understood.
o Explain the significance of Mendel’s experiments and observations, and the laws derived from
them.
Knowledge -Mendel’s Laws explain how many traits are passed on from one generation to the next.
• EQ2 - What are Mendel’s Laws? How do they work?
o List and explain Mendel’s laws.
Knowledge -There are non-Mendelian inheritance patterns.
• EQ3 - What are some non-Mendelian inheritance patterns? How do they work?
o Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, co-dominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
Knowledge -The Punnett Square is a useful tool to determine the probabilities for genotype and phenotype
combinations in monohybrid crosses.
• EQ4 - How do we use the Punnett Square to figure out what the babies will be like?
o
o
Use a Punnett square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
Explain how probability relates to genetics.
Knowledge - Pedigree charts are tools that allow us to follow a genetic trait through generations of a family.
• EQ5 - How do we use pedigrees to study inheritance?
o Read a pedigree in order to study biological inheritance.
Knowledge -We use math and statistics to predict likely traits and changes in a population.
• EQ5 - How do we use pedigrees to study inheritance?
• EQ6 - How do we use the Punnett Square to figure out what the babies will be like?
o Use a Punnett square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
o Use a graphing calculator.
o Perform a Chi Square analysis, demonstrating knowledge of degrees of freedom and the null
hypothesis.
Knowledge -Mendel’s results can be explained by scientific knowledge of genes and chromosomes.
• EQ7 - What is DNA and what is its function?
o Distinguish how genes are different from alleles.
o Define a gamete is and what a zygote is.
Key Criteria:
The Key Content Concepts have been derived by matching Massachusetts DOE Standards for Biology with
the National Common Core Understandings for Life Sciences where possible.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant,
recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
• Reproduction is a characteristic of all living systems; because no individual organism lives forever,
reproduction is essential to the continuation of every species. Some organisms reproduce asexually.
Other organisms reproduce sexually.
• Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these
instructions from one generation to another.
• Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries
a single unit of information. An inherited trait of an individual can be determined by one or by many
genes, and a single gene can influence more than one trait. A human cell contains many thousands of
different genes.
3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns
of inheritance (e.g., dihybrid crosses).
• In many species, including humans, females produce eggs and males produce sperm. Plants also
reproduce sexually—the egg and sperm are produced in the flowers of flowering plants. An egg and
sperm unite to begin development of a new individual. That new individual receives genetic information
from its mother (via the egg) and its father (via the sperm). Sexually produced offspring never are
identical to either of their parents.
•
Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries
a single unit of information. An inherited trait of an individual can be determined by one or by many
genes, and a single gene can influence more than one trait. A human cell contains many thousands of
different genes.
3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
• The characteristics of an organism can be described in terms of a combination of traits...
Assessment Tools:
• Scoring rubrics.
• Classroom Observations.
• Writing assignments including Open Response Questions, essays, and lab reports.
• Homework assignments.
• Exit Tickets.
• Tests and quizzes.
Other Evidence:
• Communicating science explanations
• Participation in class discussion and lab groups
• Appropriate lab safety as well as behavior in the lab
• Homework compliance
• Evidence of critical thinking
• Scoring rubrics
• Creativity
Learning Plan
Learning Activities:
Laboratories:
• LTF - Numbers Do Indeed Make a Difference (Investigating the Importance of Sample Size); this lab
requires graphing calculators and some knowledge of statistics)
o Who was Mendel and what did he do that makes him famous?
o How do we use math and statistics to predict likely traits and changes in a population?
• LTF- Mendel and His Peas (Investigating Monohybrid Crosses Using the Graphing Calculator); this lab
requires graphing calculators and some knowledge of statistics)
o Who was Mendel and what did he do that makes him famous?
o What are Mendel’s Laws?
o How do we use the Punnett Square to figure out what the babies will be like?
o How do we use math and statistics to predict likely traits and changes in a population?
• LTF - The Amazing Maize( Investigating Di-hybrid Crosses)
o What are Mendel’s Laws?
o How do we use the Punnett Square to figure out what the babies will be like?
o How do we use math and statistics to predict likely traits and changes in a population?
• M&L - Using DNA to Identify Human Remains p 83
o How do we use pedigrees to study inheritance?
o What is DNA and what is its function?
• LTF - Hardy Har Har
o What are Mendel’s Laws?
o How do we use the Punnett Square to figure out what the babies will be like?
o How do we use math and statistics to predict likely traits and changes in a population?
Internet Activity:
• Gregor Mendel; Students can research the life and work of Gregor Mendel by going on www.scilinks.org
and going to topic Gregor Mendel and type in the Keyword :HM60698 and then write or present their
findings.
• Dominance: Students can research the topic by going on www.scilinks.org and going to topic Dominance
and type in the Keyword: HM60422 present their findings.
• Punnett Squares; Students can research by going on www.scilinks.org the topic of Punnett Squares and
type in the Keyword: HM61249 and present their findings.
• Genetic Code; Students can research by going on www.scilinks.org the topic of Genetic Code and type in
the Keyword: HM60648 and present their findings.
Inquiry and Exploration Labs:
• Mapping a chromosome.
Activities:
• Calculate Mendel’s ratios
• Calculating Probability
• Pea Pollination
• Determining Genotypes
• Building base pairs
• Modeling Codons
Visual Strategies:
• Venn Diagram
• Concept Mapping
Great Discoveries:
• Gregor Mendel
• Pneumonia
• DNA Model
Biotechnology Labs:
• Extracting DNA
• Comparing DNA Samples
• Ice-Nucleating Bacteria
Title: BIOLOGY I /LAB
Standard: GENETICS – DNA: Structure and Physiology (Unit #3b)
Grade(s):9/10/11/12
Desired Results
Content Standard(s):
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide
pairs) of DNA, and describe its function in genetic inheritance.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of
the genetic code. Explain the basic processes of transcription and translation, and how they result in the
expression of genes. Distinguish among the end products of replication, transcription, and translation.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an
organism. Explain how mutations in gametes may result in phenotypic changes in offspring.
Understanding(s):
Key Content Concepts:
THE MOLECULAR BASIS OF HEREDITY
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•
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In all organisms, the instructions for specifying the
characteristics of the organism are carried in DNA, a
large polymer formed from subunits of four kinds (A,
G, C, and T). The chemical and structural properties
of DNA explain how the genetic information that
underlies heredity is both encoded in genes (as a
string of molecular ''letters") and replicated (by a
templating mechanism). Each DNA molecule in a cell
forms a single chromosome.
The DNA code is the initial instructions for
assembling proteins. Through a multi-step process
that includes the use of DNA, RNA, and a number of
proteins, amino acids are linked together to make the
specific proteins required by the cell.
Changes in DNA (mutations) occur spontaneously at
low rates. Some of these changes make no difference
to the organism, whereas others can change cells and
organisms. Only mutations in germ cells can create
the variation that changes an organism's offspring.
Students will know:
• All the previous understandings and be able to answer
all the essential questions herein.
• The structure and parts of the DNA molecule.
• What the difference is between DNA, chromosomes,
genes and alleles.
Essential Question(s)
• What is DNA and what is its function?
• What are genes and what are their
functions?
• How does the structure of DNA allow the
cell to copy it?
• How does the structure of DNA and RNA
lead to the cell making proteins?
• Why is DNA the instructions for life?
• What can happen if there is a mistake in
the DNA?
Students will be able to:
•
List the elements and describe the
structure of the DNA molecule.
•
Describe the basic process of DNA
replication.
•
Explain how DNA replication relates to
•
•
•
•
•
•
•
How to describe the basic process of DNA replication
and how it relates to the transmission and
conservation of the genetic code.
The structure and parts of the RNA molecules.
The functions of the 3 major RNA molecules, mRNA,
rRNA, and tRNA, in protein synthesis.
How to describe and explain the two basic processes
of protein synthesis - transcription and translation.
How the assembling of proteins leads to the
expression of genes.
What a gamete is and what a zygote is.
What a mutation is, how it can occur, and how it can
affect an organism.
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•
•
•
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•
the transmission and conservation of the
genetic code.
List the elements and describe the
structure of the three major RNA
molecules.
List the elements and describe the
structure of a typical protein molecule.
Summarize the process of protein
synthesis to explain how DNA coding
leads to proteins construction.
Explain the basic processes of
transcription and translation.
Explain how the process of protein
synthesis results in the expression of
genes.
Distinguish among the end products of
replication, transcription, and
translation.
Discuss the relationships among
chromosomes, genes, and DNA.
Define what a mutation is and explain
how mutations occur in DNA.
Explain how mutations in the DNA
sequence of a gene may or may not result
in phenotypic change in an organism.
Explain how mutations in gametes may or
may not result in phenotypic changes in
offspring.
Assessment Evidence
Performance Tasks:
In order for us to measure the student’s knowledge of the content of this unit s/he must demonstrate an
ability to perform the following tasks.
Knowledge – Students know the structure and parts of the DNA molecule.
• EQ1 - What is DNA and what is its function?
o List the elements and describe the structure of the DNA molecule.
Knowledge – Students know what the difference is between DNA, chromosomes, genes and alleles.
• EQ2 - What are genes and what are their functions?
o Discuss the relationships among chromosomes, genes, alleles, and DNA.
Knowledge – Students know how to describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic code.
• EQ3 - How does the structure of DNA allow the cell to copy it?
o Describe the basic process of DNA replication.
o Explain how DNA replication relates to the transmission and conservation of the genetic code.
Knowledge – Students know the structure and parts of the RNA molecules.
• EQ4 - How does the structure of DNA and RNA lead to the cell making proteins?
o List the elements and describe the structure of the three major RNA molecules.
Knowledge – Students know the functions of the 3 major RNA molecules, mRNA, rRNA, and tRNA, in protein
synthesis.
• EQ4 - How does the structure of DNA and RNA lead to the cell making proteins?
o Explain the basic processes of transcription and translation.
Knowledge – Students know how to describe and explain the two basic processes of protein synthesis transcription and translation.
• EQ4 - How does the structure of DNA and RNA lead to the cell making proteins?
o List the elements and describe the structure of a typical protein molecule.
o Summarize the process of protein synthesis to explain how DNA coding leads to proteins
construction.
o Explain the basic processes of transcription and translation.
Knowledge – Students know how the assembling of proteins leads to the expression of genes.
• EQ4 - How does the structure of DNA and RNA lead to the cell making proteins?
• EQ5 - Why is DNA the instructions for life?
o Explain how the process of protein synthesis results in the expression of genes.
o Distinguish among the end products of replication, transcription, and translation.
Knowledge – Students know what a gamete is and what a zygote is.
• EQ5 - Why is DNA the instructions for life?
o Discuss the relationships among chromosomes, genes, alleles, and DNA.
Knowledge – Students know Students know what a mutation is, how it can occur, and how it can affect an
organism.
• EQ6 - What can happen if there is a mistake in the DNA?
o Define what a mutation is and explain how mutations occur in DNA.
o Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change
in an organism.
o Explain how mutations in gametes may or may not result in phenotypic changes in offspring.
Key Criteria:
The Key Content Concepts have been derived by matching Massachusetts DOE Standards for Biology with
the National Common Core Understandings for Life Sciences where possible.
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide
pairs) of DNA, and describe its function in genetic inheritance.
• In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA,
a large polymer formed from subunits of four kinds (A, G, C, and T). .. Each DNA molecule in a cell
forms a single chromosome.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of
the genetic code. Explain the basic processes of transcription and translation, and how they result in the
expression of genes. Distinguish among the end products of replication, transcription, and translation.
• In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA,
a large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural
properties of DNA explain how the genetic information that underlies heredity is both encoded in genes
(as a string of molecular ''letters") and replicated (by a templating mechanism).
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an
organism. Explain how mutations in gametes may result in phenotypic changes in offspring.
• Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no
difference to the organism, whereas others can change cells and organisms. Only mutations in germ
cells can create the variation that changes an organism's offspring.
Assessment Tools:
• Rubrics
• Define key terms
• Models
• Open-ended investigations
• Station-to-station laboratory tasks
• Writing assignments
• Homework assignments
• Open response questions
• Tests and quizzes
Key Criteria:
• Use of knowledge to solve problems
• The use of performances and science process skills to complete tasks
• Collect data and evidence based upon their observations
• Construct an explanation, in the form of a written report, based on evidence collected
• Thoroughness of explanations
• Accuracy of predictions
• Identification and use of key terms and clarity in presentations
Other Evidence:
• Communicating science explanations
• Participation in class discussion and lab groups
• Appropriate lab safety as well as behavior in the lab
• Homework compliance
• Evidence of critical thinking
• Scoring rubrics
• Creativity
Learning Plan
Learning Activities:
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Laboratories:
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LTF - Going Bananas for DNA (Isolating DNA, Deoxyribonucleic Acid, from Bananas) This lab also fits in
well with Chem of Life, right after McMush Lab.
o What is DNA and what is its function?
M&L – Extracting DNA p 73 Equivalent to “Going Bananas”
o What is DNA and what is its function?
LTF - Karyotype Curiosities (Determining Different Karyotypes)
o Why is DNA the instructions for life?
o What can happen if there is a mistake in the DNA?
M&L - Using DNA to Solve Crimes 91
o What is DNA and what is its function?
o Why is DNA the instructions for life?
LTF - Proteins, the Essences of Life (Simulating the Process of Protein Synthesis)
o What is DNA and what is its function?
o How does the structure of DNA allow the cell to copy it?
o How does the structure of DNA lead to the cell making proteins?
o Why is DNA the instructions for life?
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M&L – From DNA to Protein Synthesis p 77 Equivalent to “Proteins, the Essences of Life”
o What is DNA and what is its function?
o How does the structure of DNA allow the cell to copy it?
o How does the structure of DNA lead to the cell making proteins?
o Why is DNA the instructions for life?
LTF- ADVANCED - The trp Operon(Modeling Gene Regulation)
o What is DNA and what is its function?
o How does the structure of DNA allow the cell to copy it?
o How does the structure of DNA lead to the cell making proteins?
Internet Activity:
• Gregor Mendel; Students can research the life and work of Gregor Mendel by going on www.scilinks.org
and going to topic Gregor Mendel and type in the Keyword :HM60698 and then write or present their
findings.
• Dominance: Students can research the topic by going on www.scilinks.org and going to topic Dominance
and type in the Keyword: HM60422 present their findings.
• Punnett Squares; Students can research by going on www.scilinks.org the topic of Punnett Squares and
type in the Keyword: HM61249 and present their findings.
• Genetic Code; Students can research by going on www.scilinks.org the topic of Genetic Code and type in
the Keyword: HM60648 and present their findings.
Inquiry and Exploration Labs:
• Mapping a chromosome.
Activities:
• Calculate Mendel’s ratios
• Calculating Probability
• Pea Pollination
• Determining Genotypes
• Building base pairs
• Modeling Codons
Visual Strategies:
• Venn Diagram
• Concept Mapping
Great Discoveries:
• Gregor Mendel
• Pneumonia
• DNA Model
Biotechnology Labs:
• Extracting DNA
• Comparing DNA Samples
• Ice-Nucleating Bacteria