5.3.12. A.1-6 2011
5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics
A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
Essential Questions
How does structure relate
to function in living
systems from the
organismal to the cellular
level?
Content Statements
Cells are made of complex
molecules that consist
mostly of a few elements.
Each class of molecules has
its own building blocks and
specific functions.
Cellular processes are
carried out by many
different types of
molecules, mostly by the
group of proteins known as
enzymes.
Enduring Understandings
Living
systems,
from
the
organismal to the cellular level,
demonstrate the complementary
nature of structure and function.
Labs, Investigation, and Student Experiences
CPI 5.3.12.A.1
Use modeling kits, or be creative and make your own organic
molecules to show the structure of proteins, carbohydrates,
lipids, and nucleic acids.
To assist visual learners use internet resources to demonstrate
Cumulative Progress
the structure of macromolecules and the reactions they are
Indicators
involved into.
Represent and explain the
relationship between the structure
CPI 5.3.12.A.2
and function of each class of
complex molecules using a variety Students do projects on how the absence of a particular nutrient
affects different group of organisms such as insects, mammals,
of models.
birds, etc.
5.3.12.A.1
or
Biochemical analysis of typical breakfast - What organic
Demonstrate the properties and
molecules are present in the breakfast?
functions of enzymes by
Instructor can use materials on hand to identify the presence of
designing and carrying out an
fat with brown paper, starch with iodine solution from the
experiment.
medical cabinet, etc.
5.3.12.A.2
For example Carolina Introduction to Biochemistry Kit 2, 84
1116 $ 189.00 for 24 students. It provides materials necessary
to perform 10 biochemistry experiments; each can be repeated
10 times. a pH of foods, quantitative analysis of starch,
glucose, fats, proteins, amino acids, and ascorbic acid, and
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5.3.12. A.1-6 2011
Cellular function is
maintained through the
regulation of cellular
processes in response to
internal and external
environmental conditions.
Cells divide through the
process of mitosis,
resulting in daughter cells
that have the same genetic
composition as the original
cell.
Predict a cell’s response in a given
set of environmental conditions.
5.3.12.A.3
Cell differentiation is
regulated through the
expression of different
genes during the
development of complex
multicellular organisms.
Describe modern applications of
the regulation of cell
differentiation and analyze the
benefits and risks (e.g., stem cells,
sex determination).
5.3.12.A.5
There is a relationship
between the organization of
cells into tissues and the
organization of tissues into
organs. The structures and
functions of organs
determine their
relationships within body
systems of an organism.
Describe how a disease is the
result of a malfunctioning system,
organ, and cell, and relate this to
possible treatment interventions
(e.g., diabetes, cystic fibrosis,
lactose intolerance).
5.3.12.A.6
Distinguish between the processes
of cellular growth (cell division)
and development (differentiation).
5.3.12.A.4
chromatography of pigments can be analyzed in this lab
activity.
CPI 5.3.12.A.3
1. Students observe plant cells (elodea or onion, etc.) in
distilled water, solutions of differing osmomolarities, such as
hypotonic, isotonic, and hypertonic solutions of sodium
chloride or sucrose solutions.
2. Teacher can demonstrate an egg in acidic solution
experiment, when raw egg's shell dissolved, place it in distilled
water & various solutions (pancake syrup, etc)
3. Dialysis tubing or sandwich baggies. Solution of
starch/glucose inside distilled water/iodine outside. Observe
osmosis/diffusion.
4. Core or slice potato slices the same dimensions (sizes) and
place them in solutions of different molar concentrations.
Compare the changes in masses
PI 5.3.12.A.4
1. Onion root / ascaris / fish prepared slides. Students identify
and count # of cells in stages of mitosis and interphase.
Calculate % of time spent in each stage to identify how much
time is spent in each phase.
2. Youtube videos on mitosis.
3. Students model phases of mitosis using bead strings
4. On Edhelper.com can create a mitosis crossword puzzle
5. Mitosis Flip Book: Students will construct a flip book to
visually include all of the major steps of mitosis.
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5.3.12. A.1-6 2011
Desired Results
Students will be able to…
1. Explain how organelles of single-celled organisms function as
a system to perform the same basic life processes as are
performed in multi-cellular organisms (e.g., acquisition of
energy, elimination of waste, reproduction, gas exchange,
growth, repair, and protein synthesis).
2. Explain how the cells of a multicellular organisms work
together for the benefit of the colonial or singular organism, to
perform the basic life functions.
3. Provide an example of how, as a result of the coordinated
structures and functions of organ systems, the internal
environment of the human body remains relatively stable despite
changes in the outside environment.
4. Use fluid mosaic models of the plasma membrane to explain
how its structure regulates the movement of materials across the
membrane.
5. Explain the role of concentration gradients between cells, their
compartments and their environment.
6. Explain the role of cell membranes as highly selective barriers
(e.g., diffusion, osmosis, active transport).
7. Distinguish between active and passive transport. Recognize
that active transport requires energy input to move molecules
from an area of low concentration to an area of high
concentration (against the concentration gradient).
8. Construct cell models (e.g., phenolphthalein-agar cubes,
potato-iodine cubes) to investigate the relationship among cell
size, surface area to volume ratio and the rates of diffusion into
and out of the cell.
Explain why large organisms have developed from many cells
rather than one large cell.
CPI 5.3.12.A.5
1. Mill & Levine Chapter Mystery -- regeneration of limb.
2. Eyes of Nye Cloning video addresses stem cells, explains
what they are, how cloning is accomplished.
3. HHMI DVD on stem cells has activities, video.
4. Germinate radish, onion bulb, peas, and beans. Plastic
baggies with moist paper taped to window. Observe
differences in growth -- undifferentiated vs. differentiated cells
(development of root hairs). Baggies can be placed under
various environmental conditions (temp, light conditions,
chemical conditions, soils, etc.)
CPI 5.3.12.A.6
1. NOVA: the Ghost in Your Genes video discusses TaySachs disease and genetic basis for that and other genetic
diseases. Good segue into general discussion of genetic
diseases.
2. Group projects - Students start by participation in a
Symposium on various biotechnological methods and
techniques. The second part of the project is when students are
given "human paper cutouts" (gingerbread people) with a list
symptoms and/or family histories. Students represent medical
teams that have to figure out what tests they will order and
based on the information gathered find out what illness these
"patients" have and any treatments available for them.
3. HHMI Holiday Lecture 2006 - Potent Biology: Stem Cells,
Cloning, and Regeneration. Contains activities such as planaria
regeneration, & pedigree analysis.
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5.3.12. A.1-6 2011
9. Conduct a controlled experiment to investigate the capacity of
the cell membrane to regulate how materials enter and leave the
cell.
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5.3.12. A.1-6 2011
PERFORMANCE ASSESSMENT
“Nitrogen Fertilizer”
OVERVIEW
Nitrogen fertilizer is added to soil in virtually all agricultural areas of the world. The use of nitrogen fertilizer greatly increases the
amount of food produced. However, nitrogen fertilizer can also affect the ecology of an area. The data presented in the table below
were obtained in an experiment conducted to evaluate the effects of nitrogen fertilizer on grass species diversity. Nitrogen fertilizer
was applied yearly to an experimental plot, beginning in 1856.
Year
Total number of grass species
Number of species producing more than 10% of the
total dry weight of all species combined
Number of species producing more than 50% of the
total dry weight of all species combined
Number of species producing more than 99% of the
total dry weight of all species combined
1856
49
1872
15
1949
3
2
3
1
0
1
1
0
0
1
YOUR TASK
a. Write three inferences you can make from the data.
b. How could this experiment have been designed differently to make it a better test of the effects of nitrogen fertilizer on grass
species diversity?
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5.3.12. A.1-6 2011
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BIOLOGY PERFORMANCE TASK #1:
SCORING GUIDE/RUBRIC
3
2
1
The experiment described uses some
biological concepts and terms accurately
in the experimental design.
The experiment described uses some
biological concepts and terms
inaccurately in the experimental design.
The experiment described
does not use biological
concepts and terms.
The experiment is complete and
measures the effects of all four factors
independently.
The experiment is incomplete, but
measures the effect of most factors
independently.
The experiment is incomplete, but
measures at least one factor
independently.
The experiment is
incomplete and/or
measures no factors
independently.
The experiment is organized and
integrated.
The experiment is organized and
integrated with minor discrepancies.
The experiment is disorganized and
contains major omissions.
The experiment is
disorganized or missing.
Organization
Process
Content
The experiment described uses all
biological concepts and terms
accurately in the experimental design.
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