CELLS

=MOLECULES to CELLS=

Essential Questions for Students (prompts for Inquiry):

 * 1) How do organisms live and grow?
 * 2) At what point are molecules and cells alive?
 * 3) How do cells communicate?
 * 4) Where do cells get the energy and matter they need to live and grow?
 * 5) What is cancer and what causes a cell to become cancerous?

Understandings Desired (& Standards Addressed):
Students will understand. ..
 * The roles played by cells are determined by their molecular structure.
 * How cells acquire and use energy
 * How enzymes function individually and in pathways.
 * How the molecular environment within the cell affects biochemical reactions and cell function.
 * How DNA can transmit information in its molecular structure from generation-to-generation.
 * The changes and regulation of the Cell Cycle.

Key knowledge and skills acquired:
Students will know. ..
 * How to define and connect to other concepts these biochemistry and cellular terms: atoms, molecules, chemical reactions, covalent bond, ionic bond, hydrogen bond, ionization, catalysis, chemical equilibrium, polar molecules, non-polar molecules, acids, bases, ionic charge, chemical energy, diffusion.
 * name, recognize, and identify the chemical properties of major molecular functional groups found with biological macromolecules (phosphate, hydroxyl, carboxyl, amino, methyl, sulfhydrl).
 * how to recognize and identify the structure of macromolecules (Carbohydrates, lipids, proteins, and nucleic acids) and how these macromolecules are produced within a cell (dehydration synthesis).
 * Identify the major roles of these macromolecules and explain these roles in terms of their structure.
 * 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
 * Differences between prokaryotic and eukaryotic cells (CASS 1c,e,j)
 * <span style="font-family: 'Arial','sans-serif';">How the structure of the mitochondrion, chloroplast, Golgi apparatus, Endoplasmic Reticulum, and cytoskeleton is related to its functions within the cell.
 * <span style="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.
 * <span style="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.
 * 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.

<span style="color: black; font-family: 'Arial','sans-serif';"> Students will be able to. ..
 * Identify and describe characteristics of living organisms (what is Life?)
 * Develop an ability to take and record detailed, descriptive scientific observations of natural phenomena.
 * 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="font-family: 'Arial','sans-serif';">Identify the major changes that occur during the cell cycle, including mitosis.
 * <span style="font-family: 'Arial','sans-serif';">Apply the laws of energy transfer to cells.
 * <span style="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.

Performance Task
Poster Presentation Prepare a poster that will communicate your understanding of the relationship of 2-3 specific complex biomolecules and the function of one of the following complex kinds of cells: vertebrate blood, muscle, nerves, and wood.

Other Evidence (e.g., tests, quizzes, prompts, work samples, observations)

 * Quizzes
 * Unit Test
 * On-going laboratory notebook record keeping.
 * Student Self-Assessment and Reflection
 * Every week students will write and meet in groups, then in entire class to share what they have learned, how this might connect to larger concepts and questions, what questions have come up, what problems have arrisen, how those problems and questions might be delt with in the following week.

Learning Experiences and Instruction
Schedule of Learning Activities 2012

Learning Objectives
 * Weeks 1-2 August 28 – September 7**
 * Develop an ability to work collaboratively with classmates and teacher
 * Identify and describe at least six reasons understanding biological knowledge will improve your life.
 * Describe and recognize the characteristics of living things.
 * Distinguish Biology as science applied to living things; involving observation and explanations based on evidence.

Introduction to the Course Laboratory Safety Nature of Science First Quiz or Test Notebook Check
 * Develop classroom work relationships – Name Game
 * any activity that enables each student to know everyone else by name and affirms each as an important, unique member of the classroom community.
 * Classroom expectations - Handout Syllabus
 * Materials
 * Participation
 * Evaluation
 * Science Notebook - show an example if possible
 * Note taking expectations.
 * safety tour and procedures;
 * Science Observation - develop skill in making observations and distinguish them from inferences
 * //Insights in Biology -// Learning Experience 1 //Living Proof// p. 4-6 (Living and Non-Living)
 * Experimental Design - formulating a question, importance of empirical evidence, formulating a claim based on evidence
 * //Insights in Biology - Aliens: Search for Extraterrestial Life// p. 7-8 Analysis Questions #1-7; Class Discussion of responses
 * Mystery Tube Activity – //Teaching the Nature of Science through Process Skills// by Randy Bell p. 124 - explaining, predicting, testing, observing, recording

Learning Objectives Why Study Biology? - How will your Biological Knowledge improve your life and the lives of those around you? Organisms Respond to Their Environment Molecular Observation Activity a. Formulating an explanation for molecular actions 4) Chemical Review Handout – What do we already know about atoms, molecules, and molecular properties 5) On-line research on structure of Detergent Molecule 6) Use molecular cut-outs to demonstrate an explanation of molecular actions 7) Assign Performance Task Quiz on Lab Safety, Nature of Science, Molecular polarity; Chemical Bonding and Chemical Reactions; Hydrophobic interactions.
 * Week 3 September 10-14**
 * Distinguish Science as a Process of explaining and predicting the natural world.
 * Explanations valued on their predictive ability
 * How do you explain what you cannot see?
 * Experimental Design features: control group, experimental group, quantitative analysis of results
 * Formulate an explanation based on evidence
 * Access previous knowledge of basic chemical concepts of
 * Atomic structure
 * chemical bonding- covalent, ionic
 * Ions
 * charge attractions and repulsions
 * electronegativity
 * polar and non-polar molecules
 * hydrogen bonding
 * chemical energy
 * physical changes vs. chemical changes
 * molecular shape
 * chemical reactions
 * catalysts
 * Build upon previous understanding so that students can
 * Correctly use atomic symbols, chemical formulas, and structural formulas to describe molecules
 * Identify the basis for the bonding patterns for C, H, O, N (octet rule) for other atoms
 * Indentify the basis for ionic charge and several common biologically important ions
 * Distinguish between physical and chemical changes on the based on whether different substances are formed or not.
 * identify and predict the properties of attraction and repulsion for polar and non-polar molecules
 * Life roles: Individual, Citizen, Family Member, Producer(Career), Recreation/Aesthetics, Consumer, Life-Long Learner
 * //Insights in Biology -// Learning Experience 2 Which //Way Do They Go?// p. 10-15
 * In place of the observation of //Euglena//, students will observe behavioral response (taxis or kinesis) of fruit flies in a water-bottle choice chamber.
 * connect experimental design features to previous discussion
 * make a claim of response based on evidence; claim - evidence - reasoning
 * connect behavioral response to characteristics of Life
 * Class Discussion of Review Items

Learning Objectives >> Polarity >> Solubility >> Chemical energy storage 1) Finalize explanation of molecular movement from last week. 2) Direct instruction/Class discussion a. Functional groups b. Structure and Functions of Large Biomolecules i. Carbohydrates ii. Lipids iii. Proteins iv. Nucleic Acids 3) Protein folding activity – 3D molecular designs a. Recognize the chemical properties of amino acid side chains b. Use knowledge of chemical properties to fold a model of a protein into a three-dimensional structure. 4) Class discussion of the four nucleotides of DNA and RNA a. Identify and state function of ATP 5) Energy changes in synthesis and decomposition of macromolecules a. Dehydration synthesis b. Hydrolysis c. State role of ATP in providing free energy for synthesis
 * Week 4 September 17-21**
 * Identify the functional groups of atoms found in biological macromolecules by structural formula; describe the chemical properties they give to biological molecules
 * Identify and describe the structure and the chemical properties of large biological molecules: Carbohydrates, Lipids, Proteins, and Nucleic Acids
 * Monomers
 * Functional groups (hydroxyl, carboxyl, phosphate, amino, sulfahydrl, carbonyl)
 * Draw and indentify a structural formula for the molecule you are reporting on in the performance task.
 * Identify monomers and links between monomers
 * Functional groups
 * Unique structural features
 * Chemical properties of the molecule and relate them to function

6) First Quiz

Learning Objectives 1) Microscopic observation of cells a. Onion cells, Elodea, Yeast b. Prepared slides of individual stratified squamous epithelium (human), blood, wood, nerve, and muscle 2) Direct instruction on the parts of a eukaryotic cell 3) Research the kinds of cells in the tissue; draw a diagram of a cell
 * Week 5 September 24-28**
 * Demonstrate the ability to care for and use a compound microscope to visualize cells
 * Care and use of microscope
 * Preparation of a wet-mount slide
 * Calculation and description of magnification
 * Identify the molecular structure and overall function of several common cellular parts
 * Membran
 * Nucleus
 * Ribosome
 * Mitochondrion
 * Chloroplast
 * Distinguish between the structure of prokaryotic and eukaryotic cells
 * Draw, label, describe the molecular structure, and function of three (3) major cell parts in one kind of cell of your tissue.

Learning Objectives ❏ Describe the role of an enzyme in directing biochemical reactions and pathways ❏ Identify and describe the changes that occur in reactants, products, and energy during a chemical reaction ❏ Develop skill planning and carrying out an experiment(s) to gather evidence regarding a scientific question ❏ Develop skill formulating a claim that is logically supported by evidence and connected to accepted scientific principles. ❏ Develop skill at communication a claim and reasoning to an audience of peers ❏ Develop skill evaluating and refining laboratory experimentation, formulation and reasoning for a claim, and communication of findings. 4) Observe and describe a biochemical chemical reaction a. Enzyme catalyzed decomposition of Hydrogen Peroxide 5) Design and carry out an experiment that gathers evidence regarding the effect of salinity, temperature, or pH on the enzymatic decomposition of hydrogen peroxide. 6) Direct instruction about bio-chemical processes as chemical pathways. a. Extended class project on yeast fermentation. i. Start during the previous week ii. Direct instruction about the reactions of glycolysis and production of alcohol and carbon dioxide iii. Role of ATP and energy 7) Students draw a chart of a single biochemical pathway that occurs in the tissue they are working on for their performance task. a. Identify reactions by reactant(s), product(s), energy change, enzymes, cellular structures. b. Locate pathway within the structures of the tissue. 8) Quiz
 * Week 6 October 1-5**

Learning Objectives ❏ Describe the events of the cell cycle ❏ Describe the role of checkpoint control ❏ Describe cancer as an alteration of the regulation of the cell cycle o Identify the characteristics of the three kinds of tumors o Identify and describe what causes cancer o 9) Watch, take notes, discuss Learning from Patients: Putting the Brakes on Cancer DVD from Dr. Bert Vogelstein M.D. and HHMI a. Benign, malignant, metastatic tumors b. Genes influencing cancer i. Proto-oncogenes ii. Tumor suppressor genes iii. Cell repair genes c. Environmental factors influencing cancer 10) Performance Task Presented 11) Test: Molecules to Cells
 * Week 7 October 8-12**


 * Molecular Observation Activity<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">[[file:Observing Biological Molecules.doc]]
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Enzyme Activity (molecules performing cellular functions) [[file:Enzyme Catalysis Lab.ppt]]