The Biology Compendium
TABLE OF CONTENTS
The Biology Compendium: A Field Guide to the Alabama Standards
Acknowledgments . ......................................................................... 4 What is The Biology Compendium ? .................................................. 5 Compendium Goals . ....................................................................... 7 How to Use the Compendium ......................................................... 7 Sequence of Instruction ................................................................ 11 2015 Biology Course of Study ....................................................... 12 n What are the building blocks of life?...................................... 21 n What are living things made of?............................................. 26 n How do living things get and use energy?............................. 36 n How does DNA control traits in living things?. ..................... 45 n How do living things pass traits to their offspring?.............. 55 n How have living things changed over time?.......................... 67 n How do living things interact with each other and the environment?. .................................. 81 Appendix 1: About the Compendium Advisory Team................ 94 Appendix 2: About the Compendium Partners. ........................ 98
Copyright © 2016 HudsonAlpha hereby grants You, a worldwide, royalty-free, non-sub-licensable, non-exclusive, irrevocable license to reproduce, transfer, and share the Biology Compendium; A Field Guide to Alabama Standards (“Compendium”), in whole or in part, for Non-Commercial purposes only; For purposes of this license, Non-Commercial means not primarily intended for or directed towards commercial advantage or monetary compensation. There must be no payment or monetary exchange connected with the transfer, sharing, or reproduction of the Compendium If You transfer, share, or reproduce the Compendium (including in modified form), You must retain the following: • identification of the creator(s) of the Compendium • a copyright notice;
For more information: HudsonAlpha Institute for Biotechnology Educational Outreach Department 601 Genome Way Huntsville, AL 35806 256-327-0458 or visit www.hudsonalpha.org/education Printed in the USA by American Printing Company Birmingham, AL
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Acknowledgments
What is the Biology Field Guide?
We gratefully acknowledge the following organizations and individuals, without whom the compendium would not have been possible: The Boeing Company The Alabama Math, Science, and Technology Initiative part of the Alabama State Department of Education A+ College Ready HudsonAlpha Institute for Biotechnology Compendium educator advisory team: Madelene Loftin (Lead), HudsonAlpha Institute for Biotechnology Jennifer Hutchison, Alabama Science in Motion
In 2015, the state of Alabama adopted new courses of study, the 2015 Alabama Course of Study: Biology (COS) for all K-12 science classes, grounded in best practices for how students learn science through scientific practices and active learning tactics. This approach is substantially different from previous strategies that emphasized breadth over depth and taught science as an exhaustive list of discrete facts. The focus has moved from memorization to posing questions, designing investigations, building models, and engaging in argumentation. These practices allow students to compare ideas, arrive at conclusions, and build knowledge. One of the most challenging hurdles to successfully implementing the new COS is recognizing which resources best support student mastery of the standards. Educa- tors require high-quality, well-vetted resources that facilitate student proficiency. Hundreds of kits, laboratory exercises, tutorial videos, and websites claim to meet those requirements but vary widely in format, quality, and accuracy. Some activities even inadvertently increase student misconceptions or make learning more difficult. The Biology Compendium was developed to help address this challenge. The Compendium is a collection of active-learning resources that reinforce the new COS objectives for high school biology. An advisory team of biology educators, drawn from diverse educational settings across the state (Appendix 1), evaluated hundreds of potential resources and selected only those tools that best allow Alabama students to engage the content present in the 2015 Biology COS. Using a rubric modified to the Alabama standards, the teacher team combed through lesson plans, laboratory protocols, and classroom activities to find three-dimensional, learning-rich resources. The team asked hard questions: Does this activity promote inquiry learning? Does this lab contain science practices and cross-cutting concepts? Is this project student-cen- tered? The advisory team found that many of the traditional experiences and exper- iments only partially supported the new standards. Consequently, many of these old favorites were not incorporated into the Compendium. The Compendium is much more than a list of useful resources but is analogous to a “field guide” for biology educators. Teachers carry the book with them into the class- room, where it assists in navigating through a somewhat unfamiliar landscape – the new course of study. Like a field guide, the Compendium recommends potential paths to follow that highlight relevant points of interest, suggesting ways to sequence activi- ties. It also showcases the flora and fauna that call the landscape home by identifying the activities that use the practices and connecting concepts to best explain biology concepts. The Compendium provides a scaffold upon which the nearly 700 Alabama biology educators can assemble their individual plans of instruction.
Mary Busbee, St. Clair County High School Nerissa Deramus, Thompson High School Susan Dial, Gardendale High School Teresa Gregory, Clay-Chalkville High School Ben Johnston, Bob Jones High School Eve O’Connor Kendrick, Northside High School Leslie Machen, Sparkman High School Kim Miller, Fairhope High School Melody H. Tucker, PhD, Citronelle High School Keshia Williams, Lee High School
The marketing and communication team at HudsonAlpha for their expertise, creativity and patience
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The Biology Compendium Goals
The Goals of The Biology Compendium are to: • Equip Alabama high school biology teachers with the tools to implement three-dimensional learning. • Evaluate available biology educational resources for alignment to the 2015 Alabama COS: Science . • Curate available biology educational resources aligned to 2015 Alabama COS: Science . • Leverage resources already available through existing organizations such as the Alabama Math Science and Technology Initiative’s Alabama Science in Motion (AMSTI/ ASIM) program, A+ College Ready, and HudsonAlpha Institute for Biotechnology to maximize student usage.
The Compendium does not represent the only way to move students toward mastery of the performance expectations outlined in the new COS, but it does provide a thoroughly analyzed plan to do so. The Compendium is neither a pacing guide nor a fully formed course curriculum. Instead, it highlights a potential sequence of activities, les- sons, and labs to help students master the performance expectations associated with each standard. The concept of a biology compendium originated from a series of meetings between three of Alabama’s largest science education initiatives: the Alabama Math, Science, and Technology Initiative, A+ College Ready, and HudsonAlpha Institute for Biotechnology. Collectively, these three programs have developed an extensive library of classroom activities and modules that support high school biology. In addition, they have cultivated a culture of partnership: each routinely supplies the others with resources for teachers and students. Together, they reach every public school biology class in Alabama. Details and online links to each of the partners can be found in Appendix 2 on page 98.
How to Use the Compendium
Learning Targets Learning targets provide students and teachers clear destinations and state what students should know and be able to do at the end of the instructional sequence. Each learning tar- get is associated with a standard from the new COS, noted in parenthesis. Many learning targets include aspects of more than one standard. That is noted by including all applicable standards in the parenthetical notation with the most relevant standard listed first. No single learning target fully addresses any COS standard, therefore targets for a specific standard may appear in multiple places throughout the progression. This repetition is intentional and is due to the interconnected nature of biology. For example, to master a standard about cells, students need multiple experiences targeted at differ- ent aspects of cellular structure or function to gain a holistic concept of how cells work individually and in the context of a multicellular organisms. These learning targets were carefully crafted to address the entire course of study for biology. They include science and engineering practices in student friendly language, and they reach the depth of knowledge required in a modern biology classroom. Continued...
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Teachers’ instructional planning is focused on the learning targets, as they are the end goal for students. Learning targets are the path students will take to master the standards. Targets do not represent pacing and teachers are cautioned to not view each target as the objective for a single day of instruction. These learning targets guide teachers in selecting materials and resources to use in the classroom. Following class- room experiences, students should be able to fully address the target, confidently saying “ I can do what this learning target asks of me. ” Learning Experiences Learning experiences are not lesson plans but descriptions of what students should encounter in biology class. These strategies are not intended to provide a detailed list of everything that should happen in a biology class. However, they will give educators an idea of the kinds of experiences that would meet the learning targets. Learning experiences are described broadly, focusing on the verbs of instruction – investigating, constructing, proposing, testing. This approach provides teachers flexibility in how they structure classroom experiences aimed at specific types of thinking students must engage in to meet the target and ultimately the standard. These learning experiences are written in student-centered language, painting a clear picture of what students will be doing, thinking, building, and writing. This represents the clear shift in instructional focus called for by the new COS. For teachers, this shift requires thinking of lesson planning in new ways focused on building experiences where students actively wrestle with concepts, leading and being responsible for their own learning. In modern biology classrooms, teachers function as facilitators of student inquiry, providing opportunities to experience science concepts in real-world contexts. Teacher Resources The Teacher Resources in the Compendium are not intended as an exhaustive list of required activities or labs. Instead, they are a compilation of resources that have been evaluated for alignment to the new COS, providing teachers with a set of quality resources that are appropriate for meeting the learning targets. Included are in-depth multi-day investigations, probing strategy options, reading passages, video resources, web-based simulations, and short descriptions of teaching strategies. It is not expected that teachers would use every resource from the list to meet the target. The listed resources serves as a menu of options for building the experiences described for students, with teachers selecting the option(s) that best meet the needs of individual classrooms.
Modifying instruction to meet the new COS is challenging. Gone are the days when a single lab activity could check a box and fulfill an objective. In that light, no single resource provides mastery of any biology standard, and educators must think about how to deploy resources differently. In the Compendium, specific resources may appear in multiple places. These resources address multiple learning targets and support mastery of aspects of more than one standard. Alternatively, a resource may only address some aspects of a standard, and additional effort may be required of the teacher to bring all three dimensions of learning into any given lesson.
Page Example:
Learning Targets
Learning Experiences
Misconceptions
V Cells are not made of atoms. V Biological materials
1 I can describe the particles that compose an atom and relate these particles to types of chemical bonding such as covalent, ionic, and hydrogen and describe Van der Waals forces. 2 I can identify patterns in the elements that compose each macromolecule and the arrangement of mono- mer units in carbohydrates, proteins, nucleic acids, and lipids. (1)
Active learning strategies re-acquaint students with basic chemistry con- cepts from prior science courses, such as elements, atomic structures and types of bonding. Sample strategies are included in the resource list. Students also review the four mac- romolecules that compose life and identify the elements that compose the monomer subunits that combine to form each macromolecule polymer. The focus of this introductory experi- ence is to review general biochemistry knowledge rather than a deep dive into detailed content.
are not made of matter.
Teacher Tip The intent of these learning targets is to review basic chem-
istry concepts during the first few days of school. The targets can be incorporated into other first days of school activities.
Teacher Resources
Dogs Teach Chemistry — YouTube This video clip uses cute dogs to review simple chemistry concepts. bit.ly/dogs-teaching-chemistry
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Common Student Misconceptions Students do not arrive at biology class as blank slates but bring with them a host of prior learning and conceptions about life that inform their thinking. Not all of the preconceptions that students bring with them are accurate. Being aware of common misconceptions about particular content allows teachers to monitor and address fallacies appropriately in the classroom and to design learning experiences that help students identify their own misconceptions and metacognitively address them. The examples in the Compendium are not intended as an exhaustive list but encompass many of the more common misconceptions encountered by Alabama teachers. Teachers are encouraged to use the identified misconceptions to assess students’ thinking as new topics are introduced. “Teachers must use appropriate strategies to uncover misconceptions and design experiences that will help students willingly give up their misconceptions in favor of a scientific idea,” says Page Keeley, developer and author of the Uncovering Student Ideas in Science series. Some probing strategies are included in the teacher resources sections of the Compendium. Teachers who want to know more about addressing student misconceptions can find valuable resources at www.UncoveringStudentIdeas.org Teacher Tips Much of the Compendium is phrased in student-centered language, speaking directly to what students should be doing, saying, and thinking during biology class. The teacher tips provide educators insight into the learning progression, foreshadowing of future experiences for planning purposes, resources to help the teacher plan, and words of caution from veteran educators. Tips are included when teachers need additional information and are intended to support teachers’ efforts to build standards-based, student-centered experiences.
Sequence of Instruction
The Biology Compendium is organized around a proposed sequence of instruction. This sequence organizes learning experiences in a gradually widening spiral that begins with the building blocks of life and ends with students developing solutions to complex environmental problems. This spiraling sequence allows for critical topics to be revisited multiple times over the course of the year, adding additional layers to student understanding of these key concepts.
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The 2015 Biology Course of Study (COS) Visit alex.state.al.us to view the 2015 Alabama Course of Study online.
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What are the building blocks of life? In order to ground understanding of biological processes, it is necessary to be familiar with key chemical components, behaviors, and characteristics. Before students grasp structural concepts of proteins and lipids, they must understand key features of chemical bonding and the properties of water.
1 I can describe the particles that compose an atom and relate these particles to types of chemical bonding such as covalent, ionic, and hydrogen and describe Van der Waals forces. 2 I can identify patterns in the elements that compose each macromolecule and the arrangement of monomer units in carbohydrates, proteins, nucleic acids, and lipids. (1) 3 I can conduct several short investigations to predict the unique prop- erties of water. (5a) 4 I can build a model of a water molecule that illustrates hydrogen bonding. (5a) 5 I can use that model to illustrate how water molecules interact with each other and with other polar and nonpolar molecules, based on oppositely charged parts of the molecule. (5a) 6 I can design and conduct an experiment, including controls and variables, that provides data regarding a property of water. (5a) 7 I can communicate the results of my investigation in one or more modes. (5a) 8 I can use standard experimental tests to predict the macromolecular content of a given substance. (1) 9 Given a model, schematic, or diagram, I can differentiate macromolecules based on common characteristics. (1)
10 I can build a model of a carbohydrate and describe its role in biological processes, such as photosynthesis and cellular respiration. (1) 11 I can build a model of a lipid and describe its role in biological processes, such as cell membrane function and energy storage.(1) 12 I can build a model of a nucleic acid and describe its role in biological processes, such as transmission of hereditary information. (1) 13 I can build a model of a protein and describe its role in biological processes, such as enzyme function or structural functionality. (1) 14 I can compare and contrast the structure of each macromolecule and can predict the function of each from its structure. (1) 15 I can draw conclusions from evidence of matter cycling through living and nonliving components of an ecosystem. (8) 16 I can describe the term biogeochemical by breaking it into its root, prefix, and suffix. (8)
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What are the building blocks of life?
Learning Experiences
Learning Targets
Learning Experiences
Learning Targets
Misconceptions
V Cells are not made of atoms. V Biological materials
3 I can conduct several short investigations to predict the unique properties of water. (5a) 4 I can build a model of a water molecule that illus- trates hydrogen bonding. (5a) 5 I can use that model to illustrate how water molecules interact with each other and with other polar and non-polar molecules, based on oppositely charged parts of the molecule. (5a) 6 I can design and conduct an experiment, including controls and variables, that provides data regarding a property of water. (5a) 7 I can communicate the results of my investigation in one or more modes. (5a)
1 I can describe the particles that compose an atom and relate these particles to types of chemical bonding such as covalent, ionic, and hydrogen and describe Van der Waals forces. 2 I can identify patterns in the elements that compose each macromolecule and the arrangement of mono- mer units in carbohydrates, proteins, nucleic acids, and lipids. (1)
Students explore the unique properties of water (polarity, surface tension, capillarity, adhesion, and cohesion) through a combination of observation, modeling, and experimentation. Students initially encounter water’s properties with a set of simple experiments set up as stations around the classroom (potential station ideas are included in the ASIM Thirsty for Water Lab). As students rotate through the stations, they develop a working list of the properties of water. As each experiment is completed, students explain in written or verbal form how the results highlight that particular property of water. In addition, students may annotate text that includes a description of the properties and relate the description to the properties observed in the water stations. Students also design and assemble physical or virtual models of water molecules. These are used to explain the properties at a molecular level, reinforcing the observations at each station. The models are also used to illustrate chemical interactions between water molecules and other polar and non-polar compounds. Once students have explored properties of water at the macro and molecular level, they design and conduct a novel experiment showcasing one or more of the properties of water. Student-designed experiments should follow standard experimental design parameters with appropriate variables and controls. Experimental design, results, and conclusions are communicated using print or electronic formats.
Active learning strategies re-acquaint students with basic chemistry con- cepts from prior science courses, such as elements, atomic structures and types of bonding. Sample strategies are included in the resource list. Students also review the four macromolecules that compose life and identify the elements that compose the monomer subunits that combine to form each macromolecule polymer. The focus of this introductory experience is to review general biochemistry knowledge rather than a deep dive into detailed content.
are not made of matter.
Teacher Tip The intent of these learning targets is to review basic
chemistry concepts during the first few days of school. The targets can be incorporated into other first days of school activities.
Teacher Resources
Students may need a brief review of basic chemistry concepts. The following videos can serve as brief reviews: Dogs Teach Chemistry — YouTube ® This video clip uses cute dogs to review simple chemistry concepts: bit.ly/dogs-teaching-chemistry This video clip reviews basic information about bonding and molecules: bit.ly/dogs-teaching-chemistry-bonding Chemistry Basics — Science with the Amoeba Sisters Video clip of animated amoeba cartoons reviews basic chemistry: bit.ly/chemistry-basics-amoebas
Teacher Tip The structure and function of biomolecules will be
Teacher Resources
investigated in greater depth later in the sequence. At this point in the instructional progression, teachers are introducing the
Misconceptions
V Water only evaporates from large bodies of water such as lakes, rivers, or the ocean. V Changes in the state of water (ice, liquid water, water vapor) do not involve energy.
Thirsty for Water — Alabama Science in Motion M12ThH2O Students complete activities at five water investigation stations to discover the properties of water and to relate those properties to cell processes, such as homeostasis and cellular respiration. bit.ly/AMSTI-ASIM Students construct a model of a water molecule and illustrate chemical interactions that describe the relationship between water molecules with one another and other compounds. Paper Water Molecule Template — Clear Biology Website bit.ly/paper-water-molecule Water Kit — 3D Molecular Designs Magnetic water molecules and associated teacher materials available for pur- chase. bit.ly/water-kit
biomolecules and their elemental composition.
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Teacher Tip Model may be made with paper, molecular models, or candy. Multiple examples and teach- er resources for molecular models can be found with a simple Internet search.
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What are the building blocks of life?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
8 I can use standard experimental tests to predict the macromolecular content of a given substance. (1) 9 Given a model, schematic, or diagram, I can differentiate macromolecules based on common characteristics. (1) 10 I can build a model of a carbohydrate and describe its role in biological processes, such as photosynthesis and cellular respiration. (1) 11 I can build a model of a lipid and describe its role in biological processes, such as cell membrane function and energy storage.(1) 12 I can build a model of a nucleic acid and describe its role in biological processes, such as transmission of hereditary information. (1) 13 I can build a model of a protein and de- scribe its role in biological processes, such as enzyme function or structural functionality. (1) 14 I can compare and contrast the structure of each macromolecule and can predict the function of each from its structure. (1)
This series of experiences builds on the introduction to macromolecules (carbohydrates, lipids, nucleic acids, proteins) described in learning target #2. Students begin by using standard
15 I can draw conclusions from evidence of matter cycling through living and nonliving components of an ecosystem. (8) 16 I can describe the term biogeochemical by breaking it into its root, prefix, and suffix. (8)
Students are introduced to the key concept that matter cycles through systems. Broadly known as the biogeochemical cycle, students return to this topic multiple times throughout the course. Students dissect the phrase “biogeochemical cycles” for meaningful roots, prefixes and suffixes to develop a concept of the term’s meaning. Simple experiments or visualizations are used to highlight the cycling process in the water or carbon cycle. The focus is not on details but the overarching ideas that (1.) matter enters one system, is used, and then leaves that system to be incorporated elsewhere and (2.) cycles involve both living and nonliving components. Students are introduced to the key concept that matter cycles through systems.
laboratory tests to identify the presence of macromolecules in a food item. Several investigation options are included in the resources. Students could either identify macromolecules from a fast food combo meal or use macromolecule identification to solve a mystery. The data students generate in this introductory lab experience is referenced multiple times throughout the remainder of the content sweep. Following the lab experiences, students construct models of the four major biomolecules (sample model activities included). Students analyze the models to identify the monomer unit that repeats across the macromolecule polymer and relate molecular structure to biological function. The types of macromolecules are compared in terms of structure and function. The section concludes with a content check to assess macromolecule knowledge. Students are shown a model or image of an unfamiliar biomolecule and challenged to infer the molecule’s function based on its component parts.
Teacher Resources
Transpiration Demo Several days before the demonstration, secure a plastic bag around a leaf of a houseplant. Water plant thoroughly and place in a sunny location. Over time, moisture collects in the bag to demonstrate that water has exited through the leaves.
Teacher Tip This set of experiences is intended to briefly introduce the concept of matter cycling. It is not intended to deeply delve into biogeochemical cycles as this will be addressed much later. Early in the year, students should be introduced to matter and energy cycling as this theme recurs throughout the course.
V Proteins are only found in muscles. V DNA is made of proteins. Misconceptions Teacher Tips Students benefit from seeing many examples of specific macromolecules and how they are utilized in living cells and organisms. These topics are revisited in many subse- quent units (cellular respira- tion, photosynthesis, cellular components, DNA, protein synthesis). Teachers are reminded that mastery of this standard will not be achieved until individual biomolecules have been examined in other contexts later in the course. Teachers may want to use some note-taking for the four macromolecules, i.e, four-
Teacher Resources
Sample Transpiration Activity Nuffield Foundation bit.ly/transpiration-plants
MacroMolecules: Structure and Function — Alabama Science in Motion M1MacMol Students use the Pre-Lab chart lab while watching Amoeba Sisters macromolecules video. Activity investigates the structure and function of the four organic macromolecules: carbohydrates, lipids, nucleic acids, and proteins. Students will build models of each macromolecule and compare the structures. Macromolecules in Food — Alabama Science in Motion L4MacMol Students use chemical tests to determine the macromolecules that are found in Students learn how to test foods for lipids, glucose, starch, and protein and then use these tests to solve a mystery. Simple protein models can be constructed using colorful plastic beads and floral wire or pipe cleaners. These protein models can be stored and used multiple times throughout the course. Paper Biomolecule Templates — Explore Biology Website bit.ly/paper-biomolecule Enzymes Help Us Digest Food — Serendip Studio Students examine models of carbohydrates and lactase and do an activity to test the action of the enzyme. goo.gl/Ay77JI Molecular Model Kits —for purchase from Ward’s, Carolina Biological, 3D Molecular Design and Flinn. food. Both resources at bit.ly/AMSTI-ASIM McMush — NMSI Laying the Foundation Lesson
Carbon Cycle Diagram Annotate a simplified carbon cycle diagram illustrating carbon storage in living and nonliving things.
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flap paper manipula- tive or Cornell notes.
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What are living things made of ?
What are living things made of? Cells are the basic unit of living things. Biology students develop mental constructs of cellu- lar structures and functions. Students draw conclusions about the essential components of cells and cell organelles to explain a variety of cellular functions in unicellular and multi- cellular organisms. Students investigate cellular structures using microscopes, models, and diagrams. Within this content progression, students build a richer conceptual under- standing of cell processes such as signaling, cell life cycles, and reproduction.
Learning Targets Learning Experiences
Misconception
V All cells are the same size and shape, i.e., there is a generic cell.
17 I can describe the cell theory and discuss the historical context of its development. (2) 18 I can distinguish biotic components from abiotic materials, using the scientifically accepted characteris- tics of living things. (2)
Using discussion, video and animation clips, and reading passages, students review the scientific discoveries that contributed to the foundation of the cell theory. Students should be able to summarize the evidence that supports the cell theory. With this background, students are given an object and asked to judge whether it meets the definition of “alive” (samples might include colored water droplets on wax paper, raisins suspended in soda water, pond algae or others drawn from the resource list). After a brief period of observation, students list lifelike and non-lifelike behaviors, and compare their findings to the scientifically accepted characteristics of life. Based on their analysis, students formulate a claim whether their sample is living or not, providing evidence from observation to justify their reasoning. Using prefixes and root words, students dissect the terms “abiotic” and “biotic,” construct a definition of each, and provide examples of both. Students use a card sort (pre-existing or self-constructed) to assist in distinguishing between abiotic and biotic factors.
Teacher Tips This learning progression is the beginning of the
17 I can describe the cell theory and discuss the historical context of its develoment. (2) 18 I can distinguish biotic components from abiotic materials, using the scientifical- ly accepted characteristics of living things. (2) 19 I can classify cells (prokaryotes and eukaryotes) based on the observation of internal structures and the complexity of the cell and can use those classifications to annotate a diagram of prokaryotic and eukaryotic cells. (2) 20 I can distinguish between common cellular organelles based on structure and function. (2) 21 I can classify cells after observing the presence or absence of organelles and I can draw conclusions about the function of the cell based on the abundance of organelles. (2) 22 I can compare and contrast different types of cells (plant, animal, bacterial, fun- gal, etc.) found in a variety of organisms. (2) 23 I can predict the role of an unfamiliar cell based on my knowledge of cellular components and their functions. (2) 24 Using knowledge of cell parts, I can design a cell that performs a specific function and can communicate the features of my designed cell. (2) 25 I can build a model of a phospholipid and compare the chemical characteristics of the two distinct parts of the molecule. (1) 26 I can build a model of a cell membrane and use the model to demonstrate how materials move across the membrane. (2, 5) 27 I can distinguish between solution types based on solute concentration (hypo-, hyper-, isotonic solutions). (5) 28 I can investigate how materials move across membranes and categorize the movements as active or passive transport. (5)
29 I can investigate cell membrane function using data collected from my investigation to explain a phenomenon related to movement across a membrane. (2, 5) 30 I can compare active and passive transport, provide examples of each, and describe the process for each. (2, 5) 31 I can relate multiple properties of water to impacts on cells and living systems, as well as the maintenance of homeostasis. (2, 5a) 32 I can describe the ways cells obtain information from nearby cells and the environment in the context of cell membrane composition. (2, 4) 33 I can modify a membrane model to ex- plain the phenomenon of cell communication in terms of membrane composition. (2) 34 I can make calculations from a hands- on activity and illustrate the amount of time spent in each phase of the cell cycle by a cell. (4) 35 I can use a model to describe patterns in typical cell growth and relate those patterns to the mechanisms of cell reproduc- tion for growth, differentiation, and repair. (4) 36 I can develop a model of chromosome movement and can use the model to explain the maintenance of chromosome number during mitosis. (4) 37 I can use chromosome models to illus- trate mitosis and to explain the role of mito- sis in maintaining populations of cells. (4) 38 I can use a model to demonstrate errors that may occur during cell division.(4) 39 I can identify the strengths and limitations of a model in representing the cell cycle and cell differentiation. (4) 40 I can use evidence to describe the internal and external factors that influence cell cycle control mechanisms. (4) 41 I can use a model to compare multiple pathways to tumor formation. (4)
discussion of cells. The emphasis is on the structure and function of organelles and the relationships of these within various types of cells. Students need to be involved in activities that allow them to observe, analyze, evaluate, and communicate the information about organ- elles and cells using various media. Viewing cells and organelles in various media will allow students to see the two-diomensional and three-dimensional structure. Student conceptualizations about the structure and function of organelles will be used in subsequent stan- dards to further understand cell processes. For example, it is imperative for students to understand the detailed structure of the cell mem- brane in this standard as a foundation for understanding cellular transport.
Teacher Resources
The Wacky History of Cell Theory — Lauren Royal-Woods Animated video on the history of Cell Theory. bit.ly/cell-theory Origins: How Life Began — NOVA Teachers Mini-activity to investigate the characteristics of life. bit.ly/characteristics-life (part 1 only) Sewer Lice Demo Directions — Flinn Scientific Students to use observations to evaluate the characteristics of life. bit.ly/sewer-lice What is Life? — Astrobiology A reading activity about the characteristics of life. bit.ly/astrobiology-what-is-life
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Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
Misconception
V Plants are not made of cells.
19 I can classify cells (pro- karyotes and eukaryotes) based on the observation of internal structures and the complexity of the cell and can use those classi- fications to annotate a diagram of prokaryotic and eukaryotic cells. (2)
20 I can distinguish between common cellular organelles based on structure and function. (2) 21 I can classify cells after observing the presence or absence of organelles and I can draw conclusions about the function of the cell based on the abundance of organelles. (2) 22 I can compare and contrast different types of cells (plant, animal, bacterial, fungal, etc.) found in a variety of organisms. (2) 23 I can predict the role of an unfamiliar cell based on my knowledge of cellular components and their function. (2) 24 Using knowledge of cell parts, I can design a cell that performs a specific function and can communicate the fea- tures of my designed cell. (2)
Having determined that living things are composed of cells, students begin the process of classifying types of cells and their individual components. A variety of cells are explored via microscope, print and/or online image and video, or web-based interactives. The goal is to distinguish between prokaryotic and eukaryotic cells and compare and contrast various types of cells (blood, skin, muscle etc.). As a content check, students can annotate diagrams of eukaryotic and prokaryotic cells.
This content sweep is focused on the structure and function of cellular organelles. Using various sources (prepared or wet mount slides, images, digital animations), students identify cellular organelles and correlate organelle function to structure. Students should note how plant, animal, and bacterial cells differ in terms of organelle presence and relative abundance and create a chart or diagram that compares and contrasts the three cell types. With this knowledge, students construct a three-dimensional model of a specific organelle, showing how the structure enables the organelle to perform its specific tasks. Students may instead create functional analogy booklets, interactive posters, or web-based diagrams with links to illustrate a conceptual understanding of cell structures and their functions. NOTE: This activity goes beyond simply reproducing the image of a cell on a poster, slide show or candy-covered cake. The focus is demonstrating how molecular structure enables the organelle or cell to perform its required function. Students work in groups to design a cell that is optimized to perform a specific task (i.e. growing hair, storing water, secreting mucus). Each group prepares an advertisement/commercial explaining how their specific combination of cellular organelles and structures enables the special feature of their cell. To conclude this content sweep, students encounter an image or model of an unfamiliar cell type, such as the cells that line the stomach, an exocrine gland, or a motor neuron. Based on their acquired knowledge, students predict the cell’s functional role. Use the student-created diagrams to classify unfamiliar cells as a formative assessment.
Teacher Tip Teachers unfamiliar
with the POGIL strategy are en- couraged to investigate the resources below before using this in their classroom. POGIL is a strategy in which students work in small groups with individual roles to ensure that all students are fully engaged in the learning process. Incorrectly applied, POGIL appears to be a traditional worksheet, but when utilized correctly, the strategy can engage multiple learners in critical thinking about their own learning. pogil.org bit.ly/pogil-how-to bit.ly/pogil4
Teacher Resources
Comparing Cell Structures Alabama Science in Motion M3CompCel
Explore the function and diversity of organelles and structures in various types of cells, including plant, animal, and bacteria. bit.ly/AMSTI-ASIM Prokaryotic and Eukaryotic Cells: Do all cells have the same structure? Flinn Scientific POGIL activity in which students work in groups to analyze models to differentiate cell types. bit.ly/prokaryote-eukaryote
Teacher Resources
Cells Alive Interactive website containing multiple cell activities www.cellsalive.com iCell — HudsonAlpha Institute for Biotechnology 3D cell model app allows students to explore the internal structures of plant, animal, and bacterial cells. icell.hudsonalpha.org Inside-A-Cell — Genetic Sciences Learning Center Click through web-based cell animation bit.ly/inside-a-cell
Magnetic Cell Alabama Science in Motion C6MagCel Students use magnetic manipulatives to illustrate and compare and contrast organelles found in a variety of cell types. bit.ly/AMSTI-ASIM Organelle Model Project Students produce a three-dimensional model of an organelle. www.hudsonalpha.org/compendium
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Misconception
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V Cells do not carry out essen- tial life functions for the organ- ism they compose.
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The Biology Compendium
What are living things made of ?
Teacher Resources
Learning Targets
Learning Experiences
Phospholipid & Membrane Transport — 3D Molecular Designs (for purchase) Foam model phospholipids and cell membranes. This kit will be distributed at GREAT workshops 2016/17. www.hudsonalpha.org/GREAT Build-A-Membrane — Genetic Science Learning Center Using paper cut-outs and a box top, students build a model of a cell membrane. bit.ly/build-a-membrane Cell Membrane Tutorial — Genetic Science Learning Center
25 I can build a model of a phospholipid and compare the chemical characteristics of the two distinct parts of the molecule. (1) 26 I can build a model of a cell membrane and use the model to demonstrate how materials move across the membrane. (2, 5) 27 I can distinguish between solution types based on solute concentration (hypo-, hyper-, isotonic solutions). (5) 28 I can investigate how materi- als move across membranes and categorize the movements as active or passive transport. (5) 29 I can investigate cell membrane function using data collected from my investigation to explain a phenomenon related to movement across a membrane. (2, 5) 30 I can compare active and passive transport, provide examples of each, and describe
This series of activities highlights the chemical structure of the phospholipid membrane and the various ways large and small molecules move between the inside and outside of the cell. Students construct a model of a single phospholipid to illustrate how this macromolecular building block possesses both hydrophobic and hydrophilic properties. Students expand the model to form a phospholipid bilayer membrane. This membrane model is revisited and revised several times during the course. The function of the membrane is investigated using laboratory experiments, web-based simulations, or simple diagrams. Use activities from the resource list. By embedding various proteins within their membrane models, students can demonstrate how biologically important materials move across the membrane. Students use the models to demonstrate how the movement of water is a cellular response to different solute concentrations within and outside the cell (hypo-, hyper-, and isotonic conditions). Students link these membrane transport responses to the properties of water introduced in learning targets #3 - 7, and explain how water movement is critical to the maintenance of homeostasis for cells and vascular systems. Students also model how small and large molecules are transported across the membrane, differentiating between active and passive methods of transport. Students provide examples of each and discuss specific transport mechanisms such as aquaporin, the sodium/potassium pump, and calcium channels. Utilizing standard experimental design parameters and materials provided by the instructor, students plan and carry out an investigation to illustrate a specific form of membrane transport (examples are included in the resource list). Collected data and conclusions are shared with classmates.
Teacher Tip Teachers may wish
Reading passage about cell membranes. bit.ly/cell-membrane-tutorial Homeostasis (and the Cell Membrane King) — Science with the Amoeba Sisters Vidoe clip on homeostatsis bit.ly/cell-membrane-king Diffusion Confusion — NMSI Laying the Foundation Lesson Osmosis lab using both dialysis tubing and potatoes to explore osmosis. Onion Cell Diffusion — Alabama Science in Motion C2aOnionDif Exploring effect of salt concentration on purple onion cells. bit.ly/AMSTI-ASIM
to keep and store a class set of membrane models. These same models will be used further in the learning progression.
Rubber Egg Diffusion — Alabama Science in Motion C2cEggDif This is a traditional egg osmosis lab where the shell is dissolved and students observe osmosis and record data daily. Note: To more closely address the standard, allow students to alter key variables to produce their own data. bit.ly/AMSTI-ASIM Osmosis and Diffusion — Alabama Science in Motion C2bOsDif Osmosis lab using potato slices can also be adjusted to provide opportunities for student experimentation. bit.ly/AMSTI-ASIM
Diffusion Across Biological Membranes: A Simulation — Cornell Institute for Biology Teachers A multi-part Inquiry Diffusion Lab for student experimentation. bit.ly/diffusion-across-membranes
the process for each. (2, 5) 31 I can relate multiple
properties of water to impacts on cells and living systems, as well as the maintenance of homeostasis. (2, 5a)
These activities could be demonstrations or brief investigations that set the stage for student designed experimentation. Sample investigations include:
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• Examine the process of diffusion and osmosis through a selectively permeable membrane. • Explore the change in the mass of a potato piece through the process of osmosis depending on the concentration of corn syrup. • Use two different sizes of dialysis tubing to represent cellular and organelle membranes. Students place solutions of iodine, starch, and glucose on different sides of a membrane to show movement of molecules.
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