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Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Dynamics of the Cell

Name: Paula Alcantar

Content Area: Biology

Grade Level: 9

Next Generation Science Standards

HS-LS1

From Molecules to Organisms: Structures and Processes

Common Core Literacy and Mathematic Standards


Common Core Literacy:

RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-LS1-6)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (HSLS1-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. (HSLS1-3)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
(HS-LS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-6)

Disciplinary Core Ideas and Essential Questions

LS1.A: Structure and Function

Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing
it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can
encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HSLS1-3)

LS1.C: Organization for Matter and Energy Flow in Organisms

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water
into sugars plus released oxygen. (HS-LS1-5)
The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make
amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA),
used for example to form new cells. (HS-LS1-6)
As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in
different ways to form different products. (HS-LS1-6),(HS-LS1-7)
As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another and
release energy to the surrounding environment and to maintain body temperature. Cellular respiration is a chemical
process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can
transport energy to muscles. (HS-LS1-7)

Essential Questions
1.
2.
3.
4.

How do the cell membrane and various methods of transport across the cell membrane contribute to homeostasis?
How do biological macromolecules contribute to the proper functioning of organisms?
How are photosynthesis and cellular respiration related to each other?
Why are photosynthesis and cellular respiration important for living organisms?

Performance Expectations

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules
and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS1-5.Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Unit Summative Assessments

Exam on Cell Membrane and transport


Exam on macromolecules
Final Group Write-up about Macromolecules
Final Draft of Cellular Respiration Analogy Prezi
Exam on Cellular Respiration and Photosynthesis

Lesson 1 Diffusion Demo


Performance Expectation:

HS-LS1-3. Plan and conduct an investigation


to provide evidence that feedback
mechanisms maintain homeostasis.

Acceptable Evidence Formative and/or Summative Assessment:


Acceptable evidence includes the completed Diffusion Demo
handout and participation in both Think-Pair-Share and wholeclass discussion. The formative assessment included answering
warm up questions about a video on hemodialysis and direct
observation of students engaging in think-pair-share.

Lesson 2 Which Macromolecule Matters the Most?

Performance Expectation:

Acceptable Evidence Formative and/or Summative Assessment:

HS-LS1-6. Construct and revise an


explanation based on evidence for how
carbon, hydrogen, and oxygen from sugar
molecules may combine with other
elements to form amino acids and/or
other large carbon-based molecules.

Acceptable evidence includes students engaging in a group writing activity where they
are assigned a specific macromolecule and, after obtaining evidence from lab work,
readings, and whole-class discussions, students will write an argument about why
their assigned macromolecule is the most important for our cells. Formative
assessment includes completing the Argumentation handout and direct observation of
students engaging in group discussion.

Lesson 3 Modeling Cellular Respiration


Performance Expectation:

HS-LS1-7. Use a model to illustrate that


cellular respiration is a chemical process
whereby the bonds of food molecules and
oxygen molecules are broken and the
bonds in new compounds are formed
resulting in a net transfer of energy.

Acceptable Evidence Formative and/or Summative Assessment:


Acceptable evidence for the lesson would include an accurate summary of each
groups cellular respiration analogy for their Prezis. Formative assessment for
this lesson includes reviewing details on cellular respiration at the beginning of
class, having the analogy summary approved by the teacher, and completing the
anaerobic respiration diagram handout. The summative assessment for this topic
is a final draft of the cell respiration analogy Prezi.

Lesson 4 Reading into Photosynthesis


Performance Expectation:

HS-LS1-5.Use a model to illustrate how


photosynthesis transforms light energy
into stored chemical energy

Acceptable Evidence Formative and/or Summative Assessment:


Acceptable evidence will include students completing the Big Ideas handout that
they must work on while reading an appropriate form of text that talks about
photosynthesis. Formative assessment includes engaging in Think-Pair-Share and
whole-class discussion. The summative assessment for the topic includes writing
a summary about what was read.

Unit Resources:
YouTube video on kidney dialysis (https://www.youtube.com/watch?v=shFSW8VE3Gs)
YouTube video on egg diffusion demo (https://www.youtube.com/watch?v=0c8acUE9Itw
Anaerobic Respiration handout: http://fc.granderie.ca/~jen.luke/sbi4u/2.2-3.pdf

Useful Websites: