Structures+and+Processes+(NGSS+LS1)


 * ~ ** From Molecules to Organisms: Structures and Processes **

** Stage 1 – Desired Results ** ||
 * Established Goals ||
 * = **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. **[Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]** ||<   ||
 * ~ HS-LS1-2. || ** Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. ** [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [//Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.//] ||
 * ~ HS-LS1-3. || ** Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ** [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [//Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.//] ||
 * ~ HS-LS1-4. || ** Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. ** [//Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.//] ||
 * ~ HS-LS1-5. || ** Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. ** [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [//Assessment Boundary: Assessment does not include specific biochemical steps.//] ||
 * ~ 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. ** [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [//Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.//] ||
 * ~ 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. ** [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [//Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.//] ||||  ||
 * ====**Understandings**==== || **Students will understand . . . **
 * The configuration of atoms in a molecule determines the molecule's properties. Shapes are particularly important in how large molecules interact with others.
 * An enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.
 * Chemical energy is associated with the configuration of atoms in molecules that make up a substance. Some changes of configuration require a net input of energy whereas others cause a net release.
 * The rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials.
 * Some atoms and molecules are highly effective in encouraging the interaction of others
 * enzymes function individually and in pathways.
 * How DNA can transmit information in its molecular structure from generation-to-generation.
 * How the molecular environment within the cell affects biochemical reactions.
 * How cells acquire and use energy
 * The roles played by cells are determined by their molecular structure.
 * The changes and regulation of the Cell Cycle.

// . //
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 * **Essential Questions**

|| ===Essential Questions for Students (prompts for Inquiry): ===
 * 1) == How do organisms live and grow? ==
 * 2) ===Where do cells get the energy and matter they need to live and grow? ===
 * 3) ===At what point are molecules and cells alive? ===
 * 4) === How do cells communicate? ===
 * 5) === What is cancer and what causes a cell to become cancerous? === ||   ||   ||
 * **Knowledge** || ====**Key knowledge and skills acquired: **====

Students will know. ..
 * Differences between prokaryotic and eukaryotic cells (CASS 1c,e,j)
 * Roles of several major organelles within the eukaryotic cell.


 * How to define and connect to other concepts these biochemistry and cellular concepts: covalent bond, ionic bond, hydrogen bond, ionization in water, catalysis, chemical equilibrium, polar molecules, non-polar molecules, acids, bases, ionic charge, chemical energy, kinetic molecular theory, diffusion.
 * The structure of macromolecules (Carbohydrates, lipids, proteins, and nucleic acids) and how they are produced within a cell.
 * Identify the major roles of these macromolecules and explain these roles in terms of their structure.
 * (Central Dogma of DNA) The major steps of Transcription and Translation in protein synthesis. (CASS 1d)
 * Explain how proteins are produced in the cell and the specific role of each organelle involved in protein synthesis.


 * Describe why selective permeability of membranes is important in cell function and communication and how the phospholipid bilayer and transport proteins accomplish this for the cell.
 * Mechanisms for simple diffusion, facilitated diffusion, active transport through a cell membrane.


 * How molecular fit, chemical action, and induced fit between an enzyme and its substrate account for the chemical reactions in living things.
 * How enzyme function can be altered by pH and temperature


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">How, in general terms, photosynthetic organisms are able to capture light energy and convert it into a form of stored energy.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">How the structure of the cell membrane(see above), mitochondrion, chloroplast, Golgi apparatus, Endoplasmic Reticulum, and cytoskeleton is related to its functions within the cell.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">How both anaerobic and aerobic organisms generate ATP from macromolecules through the process of respiration and how ATP provides energy to most biochemical reactions.
 * The difference in cell growth and movement in tumor formation and cell metastisis.
 * How, in general terms, regulation of the cell cycle is accomplished and how mutation and damage to regulatory proteins are involved in the development of cancer. ||  ||   ||
 * < **Science Practices**

||< **<span style="background-color: #ffffff; font-family: Arial,sans-serif;">Students will be able to. . . **

[|Developing and Using Models]
[|Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.]
 * [|Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-2)]
 * [|Use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-4),(HS-LS1-5),(HS-LS1-7)]

[|Planning and Carrying Out Investigations]
[|Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.]
 * [|Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-LS1-3)]

[|Constructing Explanations and Designing Solutions]
[|Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.] - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
 * [|Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-1)]
 * [|Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6)]

Scientific Investigations Use a Variety of Methods

 * Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)
 * Use a microscope to observe plant and animal cell structure and function.
 * Set up a wet mount slide of cells.
 * Describe a range of diverse structure and function among cells.
 * Measure the rate of an enzyme catalyzed reaction and design an experiment to test at least one factor that might influence this reaction rate.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Identify the major changes that occur during the cell cycle, including mitosis.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Apply the laws of energy transfer to cells.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif;">Develop skill of data collection, data organization, data analysis, describing data trends, drawing connections between trends and data and biological concepts. ||
 * Cross Cutting Concepts || ===<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Cause and Effect ===
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS3-1),(HS-LS3-2)

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Scale, Proportion, and Quantity

 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-LS3-3)

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Systems and System Models

 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-decoration: none;">Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-4)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Science is a Human Endeavor
Performance Task Assignment Description and Rubrics for Formative and Summative Assessment of the Task Unit Exam for the Molecules to Cells Unit. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3) ||
 * ** Stage 2 – Assessment Evidence ** ||
 * Performance Tasks: || We have two major Summative Assessments that we use in our course, a Performance Task or project and a Unit Exam. Below are our 2013-2014 Assessments and an evaluation of them using the EQuIP rubric.
 * || Other Evidence ||
 * ** Stage 3 – Learning Plans ** ||
 * Learning Activities ||