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BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Unit Overview: Chapter 8
● Students investigate prokaryotic and eukaryotic cells. They discover how the invention of the microscope led to the exploration of cells and the development of the Cell Theory.
● Using analogies and models, students identify the cellular structures that direct and organize cellular processes, store needed materials, rid the cell of wastes and provide for structure and movement. They also
identify cellular structures that capture and release energy, and those involved in producing proteins.
● They explore how cells absorb and release materials through passive and active transport, essential processes for maintaining homeostasis in constantly changing environments.
Chapter 9
● Students use models of photosynthesis to demonstrate the flow of energy and matter into autotrophic cells.
Chapter 10
● Students explore how organisms obtain energy through the process of cellular respiration.
● They investigate how cells release energy from food in the presence of oxygen and in the absence of oxygen.
Chapter 11
● Students explore the reasons why cells must remain small. They begin to realize that cell division prevents a cell from becoming so large that it cannot support its own needs. Students compare the advantages and
disadvantages of asexual and sexual reproduction for cells.
● They investigate mitosis and the role of chromosomes during mitosis. Students learn that the cycle is highly regulated, and that when this regulation breaks down, cell growth and division are disrupted and serious
problems such as cancer can arise.
● Students investigate the ways the different cell types in an organism develop from a zygote to a full-grown organism. They also explore ethical concerns surrounding stem cell technology as well as potential uses in
medicine.
Essential Questions ● What are the key points of cell theory?
● How do prokaryotic and eukaryotic cells differ?
● What organelles help make and transport proteins and other macromolecules?
● What are the functions of vacuoles, lysosomes, and the cytoskeleton?
● What are the functions of the chloroplasts and the mitochondria?
● How do single celled organisms maintain homeostasis?
● How do the cells of a multicellular organism work together to maintain homeostasis?
● What happens during the process of photosynthesis?
● What is cellular respiration?
● What is the relationship between cellular respiration and photosynthesis?
● How do sexual and asexual reproduction compare?
● What are the main events of the cell cycle?
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
NYSSLS Standards: Chapter 8 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines
the structure of proteins which carry out the essential functions of life through systems of
specialized cells. (Structure and Function)
• LS1.A: Structure and Function
● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms. (Systems and System
Models)
• LS1.A: Structure and Function
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. (Stability and Change)
• LS1.A: Structure and Function
● HS-LS1-7: Use a model to illustrate that aerobic 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. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS4-6: NGSS Standard not NYSSLS
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria
and trade-offs that account for a range of constraints, including cost, safety, reliability, and
aesthetics, as well as possible social, cultural, and environmental impacts.
• ETS1.B: Developing Possible Solutions
NYSSLS Standards: Chapter 9 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● 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 such as nitrogen, sulfur, and
phosphorus to form amino acids and other carbon-based molecules. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and
flow of energy in ecosystems. (Energy and Matter)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow
of energy among organisms in an ecosystem. (Energy and Matter)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
● HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
• PS3.D: Energy in Chemical Processes
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities
on natural systems. (Stability and Change)
• ESS3.C: Human Impacts on Earth Systems
• ETS1.B. Developing Possible Solutions
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
• ETS1.A: Defining and Delimiting Engineering Problems
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
NYSSLS Standards: Chapter 10 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-7: Use a model to illustrate that aerobic 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. (Energy and Matter)
• LS1.C: Organization for Matter and Energy Flow in Organisms
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and
flow of energy in ecosystems. (Energy and Matter)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
● HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
NYSSLS Standards: Chapter 11 Performance Expectations and Disciplinary Core Ideas:
● HS-LS1-4: Use a model to illustrate cellular division (mitosis) and differentiation. (Systems and
System Models)
• LS1.B: Growth and Development of Organisms
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
• ETS1.A: Defining and Delimiting Engineering Problems
Science & Engineering Practices: ● Asking Questions
● Defining Problems
● Constructing Explanations
● Planning and Carrying Out Investigations
● Developing and Using Models
● Using Mathematics and Computational Thinking
● Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: ● Systems and System Models
● Energy and Matter
● Stability and Change
● Structure and Function
● Scale, Proportion, and Quantity
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Unit 3 Problem-Based Learning: Power From Pond Scum
Problem: What is the best way to grow algae for biofuel?
Task: Design a solution to maximize the production of algal biomass in bio-factories.
Students will solve this problem by performing the activities as they come up in the unit (below) and recording their findings in their Explorer’s Journal.
● Launch Video: Energy and Life (Realize)
● Problem Launch: Power From Pond Scum ( Explorer’s Journal)
● Lab Investigation: What Structures Make Up Algal Cells? (Realize Lesson 8.2)
● STEM Project: Raising Algae for Biofuels (Explorer’s Journal Lesson 8.4)
● Authentic Reading: Gold Rush for Algae (Explorer’s Journal Lesson 9.1)
● Interactivity: Algae and Biofuels (Realize Lesson 10.1)
● Interactivity: Optimizing Algal Growth(Realize Lesson 11.1)
● Problem Wrap-Up: Power From Pond Scum (Explorer’s Journal)
Time
Frame Essential Questions
Instructional
Sequence
Resources- Miller & Levine Biology
Textbook
Resources- Miller and Levine Biology
Realize Digital Component
Additional Resources Brief Review Book and Labster access is through
Savvas Realize Home
Unit Launch: ● EJ-PBL Introduction: Power From Pond Scum
● EJ-PBL Video: Energy and Life
● EJ-PBL Video Worksheet: Energy and Life
● EJ Problem Launch: Power From Pond Scum
Week 11
11.22.21-
11.24.21 *11.25.2021-
1.26.2021
Thanks-
giving
Recess
Chapter 8- Cell Structure
and Function:
Case Study What’s happening to me?
● Introduction (p. 241)
● Diagram: Cellular Powerhouse (Figure 8-12, p. 254)
● Analyzing Data: Mitochondria in a Mouse (p. 268)
● Lesson 8.4 Review (#6, p.269)
● Case Study Wrap-Up (p. 270-271)
Lesson 8.1 Life is Cellular
● What are the key points of
cell theory?
● How do microscopes
work?
● How do prokaryotic and
eukaryotic cells differ?
Connect ● Class Discussion: Cell Theory Brief Review Book:
Topic 9: Microscope (p.169-173)
Statedclearly.com Video Series:
A Brief History of the Microscope
Learn Genetics Cell Size and Scale
(interactive animation to learn about size
relationships)
Investigate ● Textbook: Life is Cellular (p. 242- 247)
● Quick Lab: What is a Cell? (p. 243)
● eText: Life is Cellular
● Quick Lab: What is a Cell?
● Interactivity: Prokaryotes and Eukaryotes (compare and contrast prokaryotes and eukaryotes,
including different DNA structures)
● Editable PPT Presentation: Life is Cellular
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Vocabulary: cell, cell theory,
cell membrane, nucleus,
eukaryote, prokaryote
Synthesize ● Interactive Video: Microscopes (4:23 min)
Video Animation from Sumanasinc.com Science as a Process (related to cell theory)
Demonstrate ● Lesson 8.1 Review (p. 247) ● eText: Lesson Review: Life is Cellular
● Quiz: Life is Cellular
Week 12
11.29.21-
12.3.21
Lesson 8.2 Cell Structure
● What is the role of the
nucleus?
● What organelles help make
and transport proteins and
other macromolecules?
● What are the functions of
vacuoles, lysosomes, and
the cytoskeleton?
● What are the functions of
the chloroplasts and the
mitochondria?
● What is the function of the
cell membrane?
Vocabulary: cytoplasm,
organelle, ribosome,
endoplasmic reticulum, Golgi
apparatus, vacuole, lysosome,
cytoskeleton, chloroplast,
mitochondrion, cell wall, lipid
bilayer, selectively permeable
Connect ● Discussion Board: Structure and Function Brief Review Book:
Topic 1: Cells: The Basic Structure of Life
(p.5-6)
Learn.Genetics Inside a Cell (interactive
animation to learn about the parts of plant,
animal and bacteria cells that function to
sustain life)
Learn.Genetics: Membranes Organize
Cellular Complexity (information, videos
and images about the cell membrane)
Video Animation from Sumanasinc.com
Eukaryotic Organelles
Labster Lab:
5- Microscopy
Investigate ● Textbook: Cell Structure (p. 248- 259)
● Diagram: Cellular Powerhouse (Figure
8-12, p. 254)
● Quick Lab: How Can You Make a
Model of a Cell? (p. 255)
● eText: Cell Structure ● Quick Lab: How Can You Make a Model of a Cell? ● Interactivity: Cell Structure (compare and contrast prokaryotes and eukaryotes,
including different DNA structures)
● Interactivity: Comparing Typical Cells (Figure 8-16 in
eText)
● Editable PPT Presentation: Cell Structure
Synthesize ● Science Skills Activity: Specialized Cells (study the structures and functions of specialized cells)
● Science Skills Worksheet: Specialized Cells ● EJ-PBL Lab Investigation: What Structures Make Up
Algal Cells?
Demonstrate ● Lesson 8.2 Review (p. 257) ● eText: Lesson Review: Cell Structure
● Quiz: Cell Structure
Lesson 8.3 Cell Transport
● How does passive
transport work?
● How does active transport
work?
Vocabulary: homeostasis,
diffusion, facilitated diffusion,
aquaporin, osmosis, isotonic,
hypertonic, hypotonic, osmotic
pressure
Connect ● Class Discussion: In or Out Brief Review Book:
Topic 1: Cell Membrane (p.7-10)
Required NYS Lab - Diffusion Through a
Membrane
NYS Diffusion Through a Membrane video
- Video use should be for instructional
reference and not a substitute for live lab
instruction.
Investigate ● Textbook: Cell Transport (p. 260- 265) ● eText: Cell Transport
● Interactivity: Osmosis (investigate osmosis and the concentration gradient by
looking at a cell before and after equilibrium, as well as
three cell environments: isotonic, hypotonic, and
hypertonic)
● Animation: Active Transport (Figure 8-21 in eText)
● Editable PPT Presentation: Cell Transport
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Synthesize ● Science Skills Activity: Cell Transport in Plants
(learn about the concept of turgor pressure as they study cell
transport in plants under three conditions (isotonic,
hypotonic, and hypertonic) with a focus on the effects
observed in the central vacuole)
● Science Skills Worksheet: Cell Transport in Plants
● Exploration Lab: Detecting Diffusion
Learn Genetics: Directing Traffic: How
Vesicles Transport Cargo (information and
videos about exocytosis)
Demonstrate ● Lesson 8.3 Review (p. 265) ● eText: Lesson review: Cell Transport
● Quiz: Cell Transport
Lesson 8.4 Homeostasis and
Cells
● How do single celled
organisms maintain
homeostasis?
● How do the cells of a
multicellular organism
work together to maintain
homeostasis?
Vocabulary: tissue, organ,
organ system, receptor
Connect ● Class Discussion: Maintaining Homeostasis Brief Review Book:
Topic 1: Interactions for Life Processes and
Regulation (p.12-13)
Topic 2: Feedback & Homeostasis (p.29-32)
Learn.Genetics Real Cell Gallery (interactive
animation to learn about various specialized
cells and their unique features)
Investigate ● Textbook: Homeostasis and Cells (p.
266- 269)
● Analyzing Data: Mitochondria in a
Mouse (p. 268)
● eText: Homeostasis and Cells
● Interactivity: Multicellular Life
(learn about cell differentiation and specialization)
● Interactivity: Levels of Organization (Figure 8-23 in
eText) ● Analyzing data: Mitochondria in a Mouse: Case Study ● Editable PPT Presentation: Homeostasis and Cells
Synthesize ● Interactive Video: Maintaining Homeostasis (3:00 min) ● EJ-PBL STEM Project: Raising Algae for Biofuels
Demonstrate ● Lesson 8.4 Review (p. 269) ● eText: Lesson Review: Homeostasis and Cells
● Quiz: Homeostasis and Cells
Chapter Close: Cell Structure and Function ● Case Study Wrap-Up (p. 270 -271)
● Study Guide (p. 272-273)
● Performance-Based Assessment:
Bioremediation: Using Cells to Clean
Up Pollution (p. 274-275)
● Chapter 8 Assessment (p. 276- 278)
● End-of- Course Test Practice (p. 279)
● eText: Case Study Wrap-Up: What’s Happening to Me?
● Career Video: Bioethicist
● eText: Chapter 8 Study Guide
● eText: Performance-Based Assessment: Bioremediation
Using Cells to Clean Up
● eText: Chapter 8 Assessment
● Test: Cell Structure and Function
● eText: End-of-Course Test Practice: Cell Structure and
Function
Optional Enrichment: Cell Structure and Function ● Enrichment: Rehydrating Athletes STEM Activity
Week 13
12.6.21-
12.10.21
Chapter 9- Photosynthesis Case Study What Would it Take to Make an Artificial Leaf?
● Introduction (p. 281)
● Lesson 9.1 Review (#5, p. 285)
● Diagram: The Chloroplast (p. 287)
● Interactivity: Case Study- Using Photosynthesis to Generate Electricity (p. 296)
● Case Study Wrap-Up (p. 298-299)
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Lesson 9.1 Energy and Life
● Why is ATP useful to
cells?
● What happens during the
process of photosynthesis?
Vocabulary: ATP,
photosynthesis
Connect ● Class Discussion: Saving for a Rainy Day Brief Review Book:
Topic 2: Photosynthesis (p.20-22)
Learn.Genetics: ATP (learn about ATP and
how it drives nearly all body processes)
Labster Lab:
6-Electron Transport Chain
Investigate ● Textbook: Energy and Life (p.282-
285)
● Quick Lab: How do Organisms Capture
and Use Energy? (p. 284)
● eText: Energy and Life
● Interactivity: ATP and Batteries (Figure 9-2 in
eText)
● Quick Lab: How do Organisms Capture and Use
Energy?
● Interactivity: ATP and Energy
(investigate how ATP is formed from ADP and Pi during
cellular respiration)
● Editable PPT Presentation: Energy and Life
Synthesize ● Interactive Video: Amazing Autotrophs (3:29 min)
● EJ-PBL Authentic Reading: Gold Rush for Algae
Demonstrate ● Lesson 9.1 Review (p. 285) ● eText: Lesson review: Energy and Life
● Quiz: Energy and Life
Lesson 9.2 Photosynthesis:
An Overview
● What role do pigments
play in photosynthesis?
● What are the reactants and
products of
photosynthesis?
Vocabulary: pigment,
chlorophyll, thylakoid, stroma,
NADP, light-dependent
reactions, light-independent
reactions
Connect ● Class Discussion: Trapping Energy Brief Review Book:
Topic 2: Photosynthesis (p.20-22)
Labster Lab:
7- Pigment Extraction
Investigate ● Textbook: Photosynthesis: An
Overview (p. 286- 290)
● Diagram: The Chloroplast (p. 287)
● eText: Photosynthesis: An Overview
● Interactivity: A Model of Photosynthesis
(examine what happens during the different stages of
photosynthesis)
● Interactivity: Stages of Photosynthesis (Figure 9-6 in
eText)
● Editable PPT Presentation: Photosynthesis: An
Overview
Synthesize ● Develop a Solution Lab: Plant Pigments and
Photosynthesis
● Science Skills Activity: The Effect of Light on the Rate
of Photosynthesis
(see photosynthesis in action by using it to produce oxygen
in a contained environment)
● Science Skills Worksheet: The Effect of Light on the
Rate of Photosynthesis
Demonstrate ● Lesson 9.2 Review (p. 290) ● eText: Lesson review: Photosynthesis: An Overview
● Quiz: Photosynthesis: An Overview
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Lesson 9.3 The Process of
Photosynthesis
● What factors affect
photosynthesis?
Vocabulary: photosystem,
electron transport chain, ATP
synthase, Calvin cycle
Connect ● Discussion Board: A Look Into the Future Brief Review Book:
Topic 2: Photosynthesis (p.20-22)
Video Animation from Sumanasinc.com Harvesting Light (Photosynthesis)
Investigate ● Textbook: The Process of
Photosynthesis (p. 291- 297)
● Analyzing Data: Rates of
Photosynthesis (p. 296)
● eText: The Process of Photosynthesis
● Animation: The Light-Dependent Reactions
(Figure 9-8 in eText)
● Interactivity: The Details of Photosynthesis
(explore the biochemistry and energy transfers involved
with the process of photosynthesis)
● Analyzing Data: Rates of Photosynthesis
● Interactivity: Case Study- Using Photosynthesis to
Generate Electricity
● Editable PPT Presentation: The Process of
Photosynthesis
Synthesize ● Science Skills Activity: Photosynthesis and Cellular
Respiration (perform an exercise to see how
photosynthesis can be used to generate electricity)
● Science Skills Worksheet: Photosynthesis and Cellular
Respiration
Demonstrate ● Lesson 9.3 Review (p. 297) ● eText: Lesson Review: The Process of Photosynthesis
● Quiz: The Process of Photosynthesis
Chapter Close: Photosynthesis ● Case Study Wrap-Up (p.298- 299)
● Chapter 9 Study Guide (p. 300- 301)
● Performance-Based Assessment: Data
From the Corn Field (p. 302- 303)
● Chapter 9 Assessment (p. 304-306)
● End-of-Course Test Practice (p. 307)
● eText: Case Study Wrap-Up: What Would It Take to
Make an Artificial Leaf?
● Career Video: Chemical Engineer
● eText: Chapter 9 Study Guide
● eText: Performance-Based Assessment: Data From the
Corn Field
● eText: Chapter 9 Assessment
● Test: Photosynthesis
● eText: End-of-Course Test Practice: Photosynthesis
Optional Enrichment: Photosynthesis ● Enrichment: Optimal Conditions for Photosynthesis
STEM Activity
Week 14
12.13.21-
12.17.21
Chapter 10- Cellular
Respiration
Case Study Can San Francisco sourdough be copied?
● Introduction (p. 309)
● Analyzing Data: You Are What You Eat (p.311)
● Quick Lab: Rise Up (p. 323)
● Case Study Wrap-Up (p. 326-327)
● Performance Based Assessment: Making a Better Bread (p. 330 - 331)
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Lesson 10.1 Cellular
Respiration: An Overview
● Where do organisms get
energy?
● What is cellular
respiration?
● What is the relationship
between cellular
respiration and
photosynthesis?
Vocabulary: calorie, cellular
respiration, aerobic, anaerobic
Connect ● Class Discussion: Feel the Burn Brief Review Book:
Topic 2: Cellular Respiration (p. 23-25)
Learn Genetics: Carbon Oxidation (burning
fuel with one chemical reaction)
Statedclearly.com Video Series
What is Metabolism? Video Animation from Sumanasinc.com Cellular Respiration: The Big Picture Labster Lab:
2- Cellular Respiration
Investigate ● Textbook: Cellular Respiration: An
Overview (p. 310-313)
● Analyzing Data: You Are What You
Eat (p. 311)
● eText: Cellular Respiration: An Overview
● Analyzing Data: You Are What You Eat: Case Study
● Interactivity: Cellular Respiration
(examine the events that occur during the different
stages of cellular respiration)
● Interactivity: The Stages of Cellular Respiration (Figure
10-1 in eText) ● Editable PPT Presentation: Cellular Respiration: An
Overview Synthesize ● EJ-PBL Science Skills Activity: Algae and Biofuels
● EJ-PBL Science Skills Worksheet: Algae and Biofuels
Demonstrate ● Lesson 10.1 Review (p. 313) ● eText: Lesson Review: Cellular Respiration: An
Overview
● Quiz: Cellular Respiration: An Overview
10.2 The Process of Cellular
Respiration
● What happens during the
process of glycolysis?
● How much ATP does
cellular respiration
generate?
Vocabulary: glycolysis, NAD,
Krebs cycle, matrix
Connect ● Inquiry Warm-Up Lab: Maximizing Surface Area Brief Review Book:
Topic 2: Cellular Respiration (p. 23-25) Learn Genetics: Metabolic Pathways (how
cells process carbohydrates, fats and protein)
Statedclearly.com Video Series
What is Metabolism?
Video Animation from Sumanasinc.com Glycolysis Citric Acid Cycle (Krebs Cycle)
Investigate ● Textbook: The Process of Cellular
Respiration (p. 314-320)
● eText: The Process of Cellular Respiration
● Interactivity: The Krebs Cycle (Figure 10-4 in eText)
● Interactivity: The Mechanics of Cellular Respiration
(examine the events that occur during each stage of
cellular respiration)
● Editable PPT Presentation: The Process of Cellular
Respiration
Synthesize ● Science Skills Activity: Exercise and Mitochondria
(look at exercise and how it relates to mitochondria)
● Science Skills Worksheet: Exercise and Mitochondria
● Modeling Lab: Making a Model of Cellular Respiration
Demonstrate ● Lesson 10.2 Review (p. 320) ● eText: Lesson review: The Process of Cellular
Respiration
● Quiz: The Process of Cellular Respiration
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
10.3 Fermentation
● How do organisms
generate energy when
oxygen is not available?
Vocabulary: fermentation
Connect ● Class Discussion: Baking Bread
Investigate ● Textbook: Fermentation (p. 321- 325)
● Quick Lab: Rise-Up: Case Study (p.
323)
● eText: Fermentation
● Interactivity: Evidence of Fermentation (Figure 10-8 in
eText)
● Quick Lab: Rise-Up: Case Study
● Interactivity: Comparing Cellular Respiration and
Fermentation
(compare and contrast the processes of cellular
respiration and fermentation)
● Editable PPT Presentation: Fermentation
Synthesize ● Interactive Video: Fermentation and Exercise (3:34 min)
Demonstrate ● Lesson 10.3 Review (p. 325) ● eText: Lesson Review: Fermentation
● Quiz: Fermentation
Chapter Close: Cellular Respiration ● Case Study Wrap-Up (p. 326- 327)
● Chapter 10 Study Guide (p. 328- 329)
● Performance-Based Assessment:
Making Better Bread (p. 330- 331)
● Chapter 10 Assessment (p. 332- 334)
● End-of-Course Test Practice: Cellular
Respiration (p. 335)
● eText: Case Study Wrap-Up: Can San Francisco
Sourdough Be Copied?
● Career Video: Baker
● eText: Chapter 10 Study Guide
● eText: Performance-Based Assessment: Making a Better
Bread
● eText: Chapter 10 Assessment
● Test: Cellular Respiration
● eText: End-of-Course test Practice: Cellular Respiration
Optional Enrichment: Cellular Respiration ● Enrichment: Cellular Respiration and Energy STEM
Activity
Week 15
12.20.21-
12.23.21 *12.24.21-
12.31.21
Winter
Recess
Chapter 11- Cell Growth and
Division
Case Study Will Stem Cells Change the Future of Healing?
● Introduction (p. 337)
● Diagram: Future Treatment for Heart Disease? (Figure 11-18, p. 359)
● Photo and Diagram: Shinya Yamanaka (Figure 11-19, p. 360)
● Case Study Wrap-Up (p. 362-363)
Lesson 11.1 Cell Growth,
Division and Reproduction
● What are some of the
difficulties a cell faces
when it grows in size?
Connect ● Inquiry Warm-Up Lab: What Limits the Sizes of Cells? Brief Review Book:
Topic 4: Types of Reproduction (p.60-62)
Learn Genetics: Sexual vs Asexual
Reproduction (interactive animation)
Investigate ● Textbook: Cell Growth, Division and
Reproduction (p. 338- 342) ● eText: Cell Growth, Division and Reproduction ● Interactivity: Limits to Cell Size (investigate how and why cells are limited in how large they
can grow)
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
● How do sexual and asexual
reproduction compare?
Vocabulary: cell division,
asexual reproduction, sexual
reproduction
● Interactivity: Asexual and Sexual Reproduction
(Figure 11-5 in eText)
● Editable PPT Presentation: Cell Growth, Division, and
Reproduction
Synthesize ● EJ-PBL Interactivity: Optimizing Algal Growth
● EJ-PBL Interactivity Worksheet: Optimizing Algal
Growth
Demonstrate ● Lesson 11.1 Review (p. 342)
● eText: Lesson Review: Cell Growth, Division, and
Reproduction
● Quiz: Cell Growth, Division, and Reproduction
Lesson 11.2 The Process of
Cell Division
● What is the role of
chromosomes in cell
division?
● What are the main events
of the cell cycle?
● What happens during the
phases of mitosis?
● How do daughter cells
split apart during mitosis?
Vocabulary: chromosome,
chromatin, cell cycle,
interphase, mitosis,
cytokinesis, prophase,
chromatid, centromere,
centriole, metaphase,
anaphase, telophase
Connect ● Class Discussion: The Cell Cycle Brief Review Book:
Topic 4: Cell Division (p.63)
Video Animation from Sumanasinc.com
Mitosis
Statedclearly.com Video Series:
What is a Chromosome? Labster Lab:
8- Mitosis
Investigate ● Textbook: The Process of Cell Division
(p. 343-349)
● Quick Lab: Make a Model of Mitosis
(p. 347)
● eText: The Process of Cell Division
● Animation: Mitosis (Figure 11-10 in eText) ● Quick Lab: Make a Model of Mitosis
● Interactivity: Exploring Mitosis (view an overview of how cells duplicate themselves through
the process of mitosis)
● Editable PPT Presentation: The Process of Cell Division
Synthesize ● Simulation: Exploring the Cell Cycle
Demonstrate ● Lesson 11.2 Review (p. 348)
● eText: Lesson Review: The Process of Cell Division
● Quiz: The Process of Cell Division
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Lesson 11.3 Regulating the
Cell Cycle
● How is the cell cycle
regulated?
● How do cancer cells differ
from other cells?
Vocabulary: growth factor,
cyclin, apoptosis, cancer,
tumor
Connect ● Class Discussion: Knowing When to Stop Brief Review Book:
Topic 2: Disease as a Failure of Homeostasis
(p.33)
Learn.Genetics: Cancer (learn about
what causes cancer)
Learn.Genetics: Gene Control
(interactivity - change the level of gene
expression in a cell)
Investigate ● Textbook: Regulating the Cell Cycle
(p. 350- 354)
● Analyzing Data: The Rise and Fall of
Cyclins (p. 352)
● eText: Regulating the Cell Cycle
● Interactivity: Regulating Cell Growth
(investigate internal regulation mechanisms for cell growth
and what factors regulate it)
● Analyzing Data: The Rise and Fall of Cyclins
● HHMI Animation: Angiogenesis (Figure 11-13 in
eText)
● Editable PPT Presentation: Regulating the Cell Cycle
Synthesize ● Science Skills Activity: Investigating Cell Regulation
(investigate internal regulation mechanisms for cell growth
and what factors regulate it)
● Science Skills Worksheet: Investigating Cell Regulation
Demonstrate ● Lesson 11.3 Review (p. 354) ● eText: Lesson Review: Regulating the Cell Cycle
● Quiz: Regulating the Cell Cycle
Lesson 11.4 Cell
Differentiation
● How do cells become
specialized for different
functions?
● What are some possible
benefits and issues
associated with stem cell
research?
Vocabulary: embryo,
differentiation, totipotent,
blastocyst, pluripotent, stem
cell, multipotent
Connect ● Video: Lab Grown Meat Brief Review Book:
Topic 4: Early Development (p.67)
Topic 3: DNA and Individuality (p.51)
Learn.Genetics: The Nature of Stem
Cells (learn about roles of stem cells)
Investigate ● Textbook: Cell Differentiation (p. 355-
361
● Diagram: Future Treatment for Heart
Disease? (Figure 11-18, p. 359)
● Photo and Diagram: Shinya Yamanaka
(Figure 11-19, p. 360)
● eText: Cell Differentiation ● Interactivity: Differentiation in C. elegans (Figure 11-16
in eText)
● Interactivity: Cell Differentiation
(see how various cells differentiate)
● Editable PPT Presentation: Cell Differentiation Synthesize ● Exploration Lab: Regeneration in Planaria
● Interactive Video: Growing New Limbs (2:59 min)
Demonstrate ● Lesson 11.4 Review (p. 361) ● eText: Lesson Review: Cell Differentiation
● Quiz: Cell Differentiation
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Chapter Close: Cell Growth and Division ● Case Study Wrap-Up (p. 362- 363)
● Chapter 11 Study Guide (p. 364- 365)
● Performance Based Assessment: Taxol:
A Drug, Poison…or Both? (p. 366-367)
● Chapter 11 Assessment (p. 368- 370)
● End-of-Course Test Practice: Cell
Growth and Division (p. 371)
● eText: Case Study Wrap-Up: Will Stem Cells Change
the Future of Healing?
● Career Video: Science Journalist
● eText: Chapter 11 Study Guide
● eText: Performance-Based Assessment: Taxol a Drug, a
Poison… or Both?
● eText: Chapter 11 Assessment
● Test: Cell Growth and Division
● eText: End-of-Course Test Practice: Cell Growth and
Division
Optional Enrichment: Cell Growth and Division ● HHMI Enrichment Video: Cancer as a Genetic Disease
Highlights
● HHMI Enrichment Activity: Cancer Gene Cards
● HHMI Enrichment Activity: Classifying Genes Poster
● HHMI Enrichment Activity: Classifying Genes Activity
● HHMI Enrichment Activity: Human Chromosomes
Poster
● HHMI Enrichment Activity: Human Chromosomes
Sheets
● HHMI Enrichment Activity: Functions of Genes Poster
● HHMI Enrichment Activity: Cancer Patients Cards
● HHMI Enrichment Activity: Cancer Patients Activity
Unit Close ● EJ-PBL Wrap-Up: Power From Pond Scum
● Benchmark Test: Unit 3: Cells UNIT 3 Higher Order Questions from
LE Regents Exams (LE Regents Exams
are hyperlinked for ease of access to
questions)
Resources http://ngss.nsta.org/Classroom-Resources.aspx - Searchable NYSSLS/NGSS aligned resources curated by NSTA
Buffalo Public Schools Science Department LE Webpage – BPS Living Environment curriculum resource hub
BPS Science Department Recommended Virtual Labs – Virtual lab resources with embedded links to virtual labs and student sheets. Must be logged into BPS google account through BPS Gmail account to access.
NYS Regents Living Environment Exams 2010-2020 NYSED’s Office of State Assessment webpage for released Regents Living Environment Examinations
NYS MST Science Learning Standards Living Environment 1996 NYS Living Environment Standards
NYS P-12 Science Learning Standards (HS) – NYSSLS High School Standards for Living Environment
NYSED Bilingual Glossaries – NYS Statewide Language Regional Bilingual Education Resource for NYSED approved bilingual glossaries.
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
English
Language
Learners
(ELL)
Enhancements
To access
hyperlinked
material, you
must be logged
into your BPS
Google Drive
Listening
● Cross- Linguistic Practices:
Gives students opportunities to
make connections between what
they hear and their home
language (For example, allow
students to listen to a passage
and identify cognates.)
● Build background knowledge
● Activating Prior Knowledge
Activating prior knowledge
means both eliciting from
students what they already know
and building initial knowledge
that they need in order to access
upcoming content
● Activating Prior Knowledge ● Visuals - GIFs, pictures- will
assist students in understanding
what they are listening to. Use
visual thinking strategies to set
the lens for learning.
● Video to review or introduce a
topic – use closed captioning to
help students see the words and
pronunciations while they listen
to the content.
● Word stretching / Vowel
stretching when instructing
allows student to listen closely to
the pronunciation of the word
● Performance Level Descriptors
this document provides teachers
with a description of what output
they can expect from students
based on earned NYSESLAT
levels in the modality of
listening Scroll for grades 9-12.
Speaking
● Sentence Frames - to begin a
sentence - such as Evolution is…
or I think that evolution is…
● Academic Conversation
Starters: Have a visual of a list of
academic sentence starters that
students can refer to in a
discussion. Examples include-
I expect ____ to happen.
My data shows that…
This helps students have a
more science focused
dialogue.
● Choral Reading - To build
fluency, self-confidence and
motivation with reading/speaking
● Create movement to go with the
word. Movement can be a
motivating factor, as well as a
kinesthetic tool for
conceptualizing the rhythm and
flow of fluent reading while
triggering brain function for
optimal learning
● Performance Level Descriptors
This document provides teachers
with a description of what output
they can expect from students
based on earned NYSESLAT
levels in the modality of speaking.
Scroll for grades 9-12
Reading
● Supplementary Text to help
reinforce concepts. If necessarily,
use lower Lexile levels to ensure
comprehension.
● Visual Aids - Pictures or models
to support vocabulary words and
concepts
● Video to review or introduce a
topic - use closed captioning to
help students read along while
they listen to the content
● 4 Square / Frayer models to help
students gain a deeper
understanding of vocabulary.
● Highlighting important text to
assist students in answering
questions after the reading.
● Chunking-Break reading of text
into chunks or paragraphs
● Performance Level Descriptors
this document provides teachers
with a description of what output
they can expect from students
based on earned NYSESLAT
levels in the modality of reading. Scroll for grades 9-12.
● Vocabulary Morphology-
Morphology relates to the
segmenting of words into affixes
(prefixes and suffixes) and roots
or base words, and the origins of
words. Understanding that words
connected by meaning can be
connected by spelling can be
critical to expanding a student’s
vocabulary.
Writing
● Sentence Frames - to begin a
sentence- such as Biodiversity
is… or An example of
competition is….
● Cloze passages with word banks
● Word banks
● Graphic Organizers to help
break down the writing process
and organize thoughts
● Standards-based sentence stems ● Performance Level Descriptors
this document provides teachers
with a description of what output
they can expect from students
based on earned NYSESLAT
levels in the modality of writing.
Scroll for grades 9-12.
Instructional Accommodations
(depending on the student’s needs)
● Extended time for tests in class,
projects and assignments
● Directions read. Broken down as
necessary
● Model how to complete the
activity in the lesson
● Oral simplification of directions
or questions
● Translated version of test when
available. Student may have both
version English and native
language version
Use of approved bilingual
glossaries from NYS in each
subject
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
Special
Education
Modifications
Special
Education
students must
have
accommodation
s as per
Individual
Educational
Plan (IEP)
Instructional
● Pre-teach vocabulary
● Use picture vocabulary
● Scaffold Depth of Knowledge questions
● Provide copy of notes/notes in “cloze” form
● Use of Think, Pair, and Share strategy to help process
information
● Scaffold written assignments with the use of graphic
organizers
● Allow for multiple ways to respond (verbal, written,
response board)
● Provide model of performance task
● Modify informational text to fit the needs of the students
● Provide a digital or paper interactive notebook
● Present complex tasks in multiple ways
Provide mnemonic strategies for Living Environment
concepts
Technology:
● Audio reading of text
● Text to type functions
● Videos to clarify/visualize Living Environment concepts
● Record class lecture/discussions and make accessible to
student
● Nearpod- interactive presentations of notes
● Playposit - show a video clip about the topic and add your
own questions for them to answer as they watch
Allow students to type answers in chat on Teams
Other:
● Arrange seating for maximum engagement and minimum
distraction
● Accessible lab space (counter level)
In Class Assessments
● Provide review packet or review sheet of concepts covered
on the test
● Practice similar questions prior to the test
● Provide multiple options for projects
● Give a timeline of when things are due and remind them of
the process often.
● Use of timer in class
● Break all complex tasks into chunks
BPS Science K-
12 Schoology
Folder 🡪9-12
Resources→
Biology→
Resources→
Curriculum
Materials
SUTW Strategies
● Informal Outline
● Color-Coding – Informative/Explanatory Text
● Two-column notes
● I-V-F Topic Sentence progressing to Four Step Summary Paragraph
● CUPS – Capitalization, Usage, Punctuation, Spelling
● Transitions
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
1996 MST
Standards
Standard 4:
● Key Idea 1:
• 1.2 - Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles)
• 1.2a - Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.
• 1.2c - The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a
diversity of control mechanisms that detect deviations and make corrective actions.
• 1.2f – Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also
be coordinated and work together.
• 1.2g – Each cell is covered by a membrane that performs a number of important functions for the cell. These include separation from its outside environment, controlling which molecules
enter and leave the cell, and the recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.
• 1.2h – Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and
starches must initially be broken down (digested to amino acids and simple sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in
the synthesis of compounds necessary for life.
• 1.2i – Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients
(mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).
• 1.3 - Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
• 1.3a – The structures present in some single-celled organisms act in a manner similar to the tissues and systems tissues found in multicellular organisms, thus enabling them to perform all of
the life processes needed to maintain homeostasis.
● Key Idea 2:
• 2.1 – Explain how the structure and replication of genetic material result in offspring that resemble their parents.
• 2.1d – In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.
● Key Idea 5:
• 5.1- Explain the basic biochemical processes in living organisms and their importance in maintaining equilibrium.
• 5.1a – The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living things.
• 5.1b – Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon
dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.
• 5.1c – In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of
energy for life processes.
• 5.1d – In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the
process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as waste.
• 5.1e – The energy from ATP is used by organisms to obtain, transform, and transport materials, and to eliminate wastes.
• 5.1f – Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The
rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature.
• 5.1g – Enzymes and other molecules, such as hormones, receptor molecules, and antibodies have specific shapes that influence both how they function and how they interact with other
molecules.
• 5.2- Explain disease as a failure of homeostasis.
• 5.2a – Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.
BPS Science Department Biology – Unit 3 - Cells
BPS Science Department 2021-2022 Biology Unit 3 - Cells
● Key Idea 7:
• 7.3 – Explain how individual choices and social actions can contribute to improving the environment.
• 7.3a – Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.
