Biology
CurriculumGuide
2015-16
Alleghany County Public Schools
Introduction
TheAlleghanyCountyPublic Schools Science Curriculumis based onthe Science StandardsofLearningfor Virginia PublicSchoolsandisfurtherdefinedby the Science StandardsofLearning CurriculumFramework. The Science Curriculumprovides guidancetoteachers astheydevelopinstruction appropriatefor their students. Itassists teachersas theyplantheirlessons byidentifyingessentialunderstandings, skills, and processesstudentsneedtomaster.Thecurriculum specificallyoutlinesthe minimumcontentthatall teachersshould teach andallstudents shouldlearn.
Teachersshould use the science curriculumas aresource fordevelopinginstruction withoutlimitingthe scope ofinstruction. Additionalknowledge and skillsthat can enrich and enhancestudents’understandingof thecontentidentifiedin the curriculumshouldbeincludedas a partofqualitylearningexperiences.
TheAlleghanyCountyScience Curriculumreflects the knowledge and skills thatstudents are accountable foronthe Science Standards ofLearningassessments thatare administeredinthespringofeach schoolyear.Assessmentitems are notaverbatimreflection ofthe information presentedintheScience Curriculum. Studentsareexpected tocontinue to apply knowledge and skillsfromcurriculumpresented in previous grades astheybuild scientific expertise.
Thedesign ofthe ScienceCurriculumrequiresthatteachers preparestudents to demonstrate achievementof the standards forelementaryand middle schoolbythe time theycompletethegrade levels tested.Thehigh schoolend-of-course assessmentsare administered attheend ofthe yearin which instructiontakes place. (Students mayearn verifiedunits ofcreditupon successfullymeetingexpectationson theStandards ofLearningassessmentand coursematerial.)
Each topic intheScienceCurriculumis derived fromthe Science Standards ofLearning. Theformatofthe Science Curriculumfacilitates teacherplanningby identifyingthe keyquestions, concepts, knowledge and skills thatshould bethe focus of instruction foreachstandard.Thecurriculumdocument isdividedintothree columns:CurriculumInformation,EssentialKnowledge, Skills, and Processes/Key Vocabulary,and EssentialQuestions and Understandings.The purpose ofeach column is explained below.
CurriculumInformation
Each standardreflects whatstudents knowand shouldbe able to do. In thiscolumn, theunit, SOL ReportingCategoryand standardare listed. Additionally, because the Science Standard ofLearning for Virginia PublicSchoolsis scaffolded,foundationalobjectivesthatsupporttheSOLfrompreviousgrades arelisted.
EssentialKnowledge, Skillsand Processes;Key Vocabulary
This sectiondelineatesthekeyconcepts,ideas and scientific relationshipsthatallstudents should grasp todemonstratean understandingof the Standards.This isnot meant to bean exhaustive listnora list thatlimits what istaughtintheclassroom.Thissection ishelpfulto teachers whenplanningclassroomassessments asitisa
guide tothe knowledge andskillsthatdefinethe objective.Thissection alsoidentifies vocabularythatis criticalto masteringthe objective of thatstandardand many
times isthefirstintroduction forthestudent tonewconcepts andskills.Thevocabularyidentifiedisnotan exhaustive listofterms thatastudentwillencounterin addressingeachstandard.
EssentialQuestionsand Understandings
This sectionincludes backgroundinformationfor the teacher. Itcontainscontent thatmayextend theteachers’knowledge of the standardbeyond thecurrentgrade level. Itmayalso contain definitions ofkey vocabularyto helpfacilitate student learning.
Investigate andUnderstand
Manyofthe standards in the ScienceStandards ofLearningbegin with the phrase“Students willinvestigateand understand.”This phrase waschosen tocommunicate therange ofrigorous science skills and knowledge levels embeddedin eachstandard. Limitinga standard to one observablebehavior, such as “describe” or“explain,” would have narrowed the interpretationofwhatwas intendedto bea rich,highlyrigorous, andinclusive contentstandard.
“Investigate”refers to scientific methodologyand impliessystematicuse ofthefollowinginquiryskills:
•observing;
•classifyingand sequencing;
•communicating;
•measuring;
•predicting;
•hypothesizing;
•inferring;
•defining, controlling, andmanipulating variablesinexperimentation;
•designing, constructing, and interpretingmodels;and
•interpreting, analyzing, and evaluatingdata.
“Understand”refersto various levels ofknowledge application. In the ScienceStandardsofLearning,these knowledge levels includetheabilityto:
•recallorrecognize important information, keydefinitions, terminology, and facts;
•explaintheinformation in one’sown words, comprehend howthe information is relatedto otherkeyfacts,and suggestadditional interpretations ofits meaningor importance;
•applythefactsand principles tonewproblems orsituations, recognizingwhatinformationisrequired fora particularsituation, usingtheinformationto explain newphenomena, and determiningwhen there are exceptions;
•analyze the underlyingdetailsofimportantfacts andprinciples, recognizingthe keyrelations andpatternsthatare notalways readily visible;
•arrange and combineimportantfacts, principles,and otherinformationto producea newidea, plan,procedure, orproduct;and
•make judgments aboutinformation in terms ofitsaccuracy, precision,consistency, oreffectiveness.
Planning GuideForBiology
Unit / Objective / SuggestedTime / ReportingCategoryScienceProcessSkills / BIO.1a-m/Infused
Observations
VariablesHypothesesDataConclusionsSourcesoferrorValidityofdata
Chemicals,equipment,safetyTechnology
Hypotheses,theories,lawsAlternativeexplanations,modelsCurrentbiologicalapplications
Scientificliterature / 5 blocks
Infusedthroughouttheyearwithcontent-specificobjectives.Skillsarereinforcedwithhands-onactivities. / ScientificInvestigation
Biochemistry / BIO.2a-d
Waterchemistry
Organiccompounds,enzymesPhotosynthesis–respirationBIO.3a-e
Celltheory / 11blocks
CellStructureandFunction / Prokaryoticandeukaryoticcells
AnalogiesbetweenasinglecellandwholeorganismsCellmembranemodel
Cellsize(surfaceareatovolumeratio) / 10blocks / LifeattheMolecularandCellularLevel
InheritanceandProteinSynthesis / BIO.5a-c,e-h,j
Mitosis–meiosis
Structure,replicationofDNAProteinsynthesis
DNAtechnologies / 20 blocks
BIO.5i
Limits,MisuseofGeneticInformation
BIO.5d
MendelianGenetics
BIO.6a, c,e
BasisforClassification / AfterStandardsof
LearningAssessment / None*
10blocks / LifeattheSystemsandOrganisms
Level
LifeattheMolecularandCellular
Classification / 2blocks / Level
InteractionofLifeForms
(continued)
DiversityofLife / BIO.4a-cComparisonofmetabolicactivitiesofArchaea,Bacteria,
andEukarya
MaintenanceofhomeostasisComparisonofEukaryakingdoms / 5blocks / LifeattheSystemsandOrganismsLevel
BIO.4e
Viruses / LifeattheMolecularandCellular
Level
BIO.4f
Germtheoryofinfectiousdisease / None*
InteractionofLifeForms
OriginofLifeandEvolution / BIO.6d
Biochemical similarities and differences / 15blocks
BIO.6b
Fossil Record Interpretation
BIO.7a-e
FossilrecordevidenceSurvivalofpopulations
NaturalselectionEmergenceofnew species
Scientificevidence
Ecology / BIO.8a-e
InteractionsamongpopulationsNutrientcycling
Successionpatterns
EffectsofnaturaleventsandhumanactivitiesVirginiaecosystems / 4blocks
*thesestandardsareexcludedfromtesting
Biology
TestBlueprintSummary
Reporting Category / StandardsofLearning / Number ofTestItemsAssessed with otherSOL / BIO.1m
Scientific Investigation / BIO.1a-l / 11
LifeattheMolecularand CellularLevel / BIO.2a-d
BIO.3a-e BIO.4e
BIO.5a-c, e-h, j
BIO.6d / 16
Lifeatthe Systems and Organisms Level / BIO.4a-c
BIO.5d BIO.6a, c, e / 12
Interaction ofLife Forms / BIO.4f
BIO.6b BIO.7a-e BIO.8a-e / 11
Excluded fromtesting / BIO.4d
BIO.5i
NumberofOperationalItems / 50
NumberofFieldTestItems* / 10
TotalNumberofItems on Test / 60
*Fieldtestitems are beingtried outwithstudents forpotentialuse on subsequent tests and will notbeusedto compute students’scoreson thetest.
In theACPS Curriculum, all .1 standards areintended to develop investigative and inquiryskills and an understandingofthe natureofscience.Thesestandards describetherangeofinquiryskills and thelevel ofproficiencyin usingthoseskills students should achieve, and thecomponents ofthenatureofsciencethat should bedeveloped andreinforcedin the context ofscience concepts developed ingrades K-12. .1 standards do not requirea discreteunitbe taughton scientificinvestigation andthe natureofsciencebecause theskills thatmakeup thestandard should beincorporated in all theothergradelevel science standards.It is also intended that byparticipatingin activities and experiences that develop theseskills, students will achievea preliminaryunderstandingofscientificinquiryand thenatureofscience and more fullygrasp thecontent-relatedconcepts.
CurriculumInformation / EssentialKnowledge,Skills,andProcesses;KeyVocabulary / EssentialQuestionsandUnderstandings
Unit
Science Process Skills
(SuggestedTime: 5 blocks and infused)
SOLReportingCategory
Scientific Investigation(BIO.1a-l)
Virginia SOLBIO.1
Thestudentwilldemonstrate an understandingofscientific
reasoning, logic, andthenatureof sciencebyplanningand conducting investigations in which
a)observationsoflivingorganisms arerecordedinthelabandinthe
field;
b)hypothesis are formulated based on directobservationsand
informationfromscientific literature;
c)variables are definedand investigations are designedto test hypotheses;
d)graphingand arithmetic calculationsareusedastools in data
analysis;
e)conclusions areformed based on recordedquantitative and qualitative
data;
f)sources oferrorinherentin experimentaldesign areidentified
and discussed;
g)validityofdata is determined;
h)chemicalsand equipmentare usedin asafe manner;
i)appropriate technologyincluding computers, graphingcalculators,
and probeware,is used forgathering / The studentwill
•conductinvestigations inthe classroomand field,as appropriate, and criticallyexamine investigations reportedinscientific literatureand databases. (C)
•collectpreliminaryobservations, both qualitative and quantitative. (C)
•make cleardistinctions among observations, inferences,and predictions. (U)
•formulate hypothesesbasedon cause-and-effectrelationships. (C)
•justifyhypothesesbased onboth preliminaryobservations and scientificliterature.
•identifytheindependentvariable
(IV)andthe values of the IVthat willbe usedin the experiment. (U)
•selectdependentvariables that allowcollection ofquantitative data. (U)
•identify variablesthatmustbeheld constant.(U)
•establishcontrols as appropriate. (U)
•write clear, replicableprocedures.(Ap)
•identifyand useappropriate technologyfordatacollection and analysis, includingprobeware(i.e., sensorsfortemperature,pHand dissolved oxygen. (U) / Essential Questions
•Whatistherole ofexperimentaldesign inbiology?
•Whatsystematic procedures arenecessarytoinvestigate biologicalproblems?
•Whatare importanttools used inthestudyofbiology?
EssentialUnderstandings
•Thenature ofscience refersto the foundationalconcepts thatgovern the way scientists formulate explanations aboutthe naturalworld. The nature ofscience includesthe followingconcepts
a)the naturalworld is understandable;
b)scienceis based on evidence – both observationalandexperimental;
c)scienceisa blend of logic and innovation;
d)scientificideas are durableyet subjecttochange asnewdataarecollected;
e)scienceisa complex socialendeavor;and
f)scientists tryto remain objective and engage in peerreviewto help avoid bias.
•Active participationinscientific investigationsisnecessarytodevelopan understandingofbiologyas an experimentalscience.
•Thecontinualuseand developmentofcognitive and manipulative skills associatedwiththeformulationofscientificexplanationsisimportant.
•Thedesign ofsound scientificexperimentsrelies onsystematic preliminary observationsanddatacollectedinthelaboratoryandinthefield,as wellas on a knowledge base gained froman examination ofrelated scientificliterature. Prior establishmentofanadequate knowledge baseisessentialbefore hypotheses can be developed and tested.
•Because oftherigorthatscientificinquiryrequires, scienceis aprocess that involves evaluatingthe results andconclusionsproposed byotherscientists.
•Scientific toolsincludingmicroscopes,computers, graphingcalculators,and probewareallowforthe gatheringand analysisofdata.
•Theanalysis ofevidenceand data isessentialin order to make sense ofthe contentofscience.
•Multiple data manipulationand analysisstrategiesare available to help explain results ofquantitative investigations.
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
analyzingdata,communicating
results, modelingconcepts,and simulatingexperimentalconditions;
j)research utilizes scientific
literature;
k)differentiationis made betweena scientific hypothesis,theory, and
law;
l)alternative scientificexplanations andmodelsarerecognizedand
analyzed;and
m)currentapplications ofbiological conceptsareused.
FoundationalStandards
6.1
7.1
PS.1 / •record quantitative data inclearly labeledtables with units.(U)
•includelabeled diagrams in the data record.(R)
•determine the range, mean, and values fordata,usinga graphing calculatorand/orcomputer spreadsheetsoftware.(U)
•plotdata graphically, showing independentand dependent variables.(Ap)
•describe trends fromthe data where appropriate, usinga graphing calculatorand/orcomputer spreadsheet. (U)
•recognize anddiscuss contradictory orunusualdata.(U)
•determine the extent towhich data support/do notsupporta hypothesis, and proposefurtherhypothesesand directionsforcontinuedresearch.(U)
•discussthe validityofresults as related toaccuracy, confidence, and sources ofexperimentalerrorbased on numberoftrials and variancein the data.(U)
•use evidence,applylogic,and constructan argumentfor conclusions basedon reported data. (Ap)
•recognize thatin orderto ensurethe validityofscientific investigations, theymustbe evaluatedbyother members of the scientific community.(U)
•compare andcontrasthypotheses, theories, and laws.(An) / •Data and evidence should come froma varietyofsources, includingstudent investigation,peerinvestigation, anddatabases.
•Thescientific establishmentsometimes rejectsnewideas, andnewdiscoveries often springfromunexpected findings.
•Scientific knowledge usually grows slowlythrough contributions frommany differentinvestigatorsfromdiversecultures.
•Science depends on experimentalandobservational confirmationandissubject to change as newevidencebecomes available.
•Ahypothesis can besupported, modified,orrejected based on collected data. A hypothesis is atentative explanation thataccounts fora setoffactsandthatcan be tested byfurtherinvestigation. Atheoryisan acceptedexplanation ofalarge bodyof information, experimentalandinferential, andserves as an overarching frameworkfornumerous concepts. It is subjecttochange as newevidence becomes available. Alawis a statementoffactmeantto describe,inconcise terms, an action. It is generallyacceptedto betrue anduniversal.
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
•identifyand describescientific theories thathave beenchanged or modifiedovertime. (U)
CurriculumExtensions
•designandconductalaboratory investigation.
•write aformallaboratoryreport whichincludes a research-based introduction, hypothesis, variables, constants, materials, procedure, data,data analysis, anda conclusion.
KeyVocabulary
constant
control
controlledexperiment dependentvariable
hypothesis
independentvariable inference
law
mean observation optimum prediction qualitative data quantitative data range
theory
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
Unit
Biochemistry
(Suggested time:11 blocks)
SOLReportingCategory Scientific Investigation(BIO.1m) LifeattheMolecularand Cellular Level(BIO.2a-d)
Virginia SOLBIO.2
Thestudentwillinvestigateand
understand the chemicaland biochemicalprinciples essentialfor life.Keyconcepts include
a)waterchemistryand its impacton life processes;
b)the structure and function of macromolecules;
c)the nature ofenzymes;and
d)the capture,storage, transformation,andflowofenergy through the processes of photosynthesis and respiration.
FoundationalStandards
6.5 The studentwill investigate and
understand the uniqueproperties and characteristicsofwaterand its roles in the naturaland human-made environment.
LS.5 The studentwill investigate and understandthe basicphysical and chemicalprocesses of photosynthesisanditsimportanceto plantandanimal life. / Thestudentwill
•explaintheimportanceofthe chemicaland physicalpropertiesof waterthatmake itvitalto life.(U)
•recognize thatthepHofpure water is 7, butthatvarioussubstancescan lowerorraisethe pH.(U)
•recognize thatthemain components ofalivingcellarecarbon, hydrogen, nitrogen, oxygen, phosphorus,and sulfur. Carbon atoms can easilybond to several othercarbonatoms inchains and rings toformlarge complex molecules.(U)
•explaintherole and function ofthe fourmajorcategories of macromolecules(lipids, carbohydrates, proteins, and nucleic acids).(U)
•identifythefunctions ofdifferent types ofproteins and recognize the significancethattheirconformation plays intheirfunctions.(U)
•describe the structure ofenzymes andexplaintheirroleinactingas catalyststocontrol the rateof metabolic reactions.(U)
•explain howlight istheinitial source ofenergyformost communities.(C)
•recognize the equations for photosynthesis and respiration and identifythereactantsand products.(U) / Essential Questions
•Whatare the distinguishingchemicaland physicalproperties ofwater?
•Whatare the majorgroupsoforganic compoundsandhowdo theyfunctionin livingthings?
•Whatisan enzyme and howdoes itfunction incells?
•Howare photosynthesis and respirationrelated?
EssentialUnderstandings
•Wateris essentialforlife on Earth. Waterabsorbs heat when itevaporates, allowingorganisms torelease excessheat.Thesolidformofwater,ice, floats, preventinglakes andoceans fromfreezingsolid. Watermolecules are both cohesive and adhesive due to the natureofhydrogen bonding.
•About two-thirds ofthe mass ofa cell ismade up ofwater, andmostofthe biochemicalprocesses oflife occurin watersolutions.Wateris ableto dissolve manysubstances(due topolarity);therefore,the waterinside and outside of cellsis abletocarrynutrients intoand around cells andwastes awayfromcells.
•ThepHscalerangesfrom0 to 14.The pHofpure water is7. Substances addedto watercanlowerorraisethe pH. Asolution with apHbelow7is acidic. Asolution with apHabove 7 is basic.
•Organisms can tolerate onlysmallchanges in pHbecause everycellhas a particularpHatwhich itfunctions best. Forexample,changes in pHcause changes in enzyme conformation, resultingin a change in activity. Mostcells functionbestwithin a narrowrange oftemperatures and pH. Atverylow temperatures, reaction ratesaretooslow. High temperatures orextremes ofpH can irreversiblychange thestructureofproteins andaltertheirfunction.
•Inmulticellularorganisms, thefluid within the cellandthefluidssurrounding the cells have a characteristic and nearlyconstantpH.This pHis maintained in a numberofdifferentways, and one ofthe most importantis through buffer systems.
•Inside everycellisa concentratedmixtureofthousands ofdifferent macromoleculesforminga varietyofspecialized structuresthatcarryoutcell functions, such as energyproduction, transport, wastedisposal, synthesis ofnew molecules,andstorage ofgenetic material.
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
•describe the role ofATPinthe storage andrelease ofchemical energyin thecell.(U)
•explaintheinterrelatednessof photosynthesis and cellrespiration.(C) / •Cells can make a varietyofmacromoleculesfroma relativelysmallsetof monomers.
•Theprimaryfunctionsofcarbohydrate macromoleculesareto provide and store energy.
•Theprimaryfunctionsoflipidmacromoleculesaretoinsulate,storeenergy, and make up cellmembranes.
•Nucleic acids (DNAand RNA)controlcellactivitiesbydirectingprotein synthesis.
•Proteins are polymers made bylinkingtogetheramino acid monomers. Protein moleculesthatareassembled incellscarryoutmostofthe cells’work. The functionofeachprotein molecule depends onits specific conformation.The sequence ofamino acidsand theshape ofthechain area consequence of attractions between the chain’s parts. Some proteins arestructural(hair, nails). Others functionintransport(hemoglobin), movement(muscle fibers and cytoskeletalelements), defense (antibodies), and regulationofcellfunctions (hormones and enzymes).
•Mostlifeprocessesarea series ofchemicalreactions influenced by environmentaland geneticfactors.Thechemicalreactions thatoccurinside cells are directlycontrolled bya large setofprotein molecules called enzymes, whose functions depend on theirspecific shapes. Eachenzyme hasa definite three- dimensionalshapethatallows ittorecognize and bindwithitssubstrate. In livingcells,enzymes control the rateofmetabolic reaction byactingas catalysts.
•Thebreakdown ofnutrientmoleculesenables allcells to store energyin specific chemicalsthatareusedto carryoutthe lifefunctionsof the cell.
•Plantcells and manymicroorganisms use solarenergyto combine molecules of carbon dioxide and waterinto complex,energy-rich organiccompounds and releaseoxygenintotheenvironment.
•Theprocess ofphotosynthesis provides a vitalconnection betweenthe sun and the energyneeds oflivingsystems. Duringphotosynthesis, cells trapenergy fromsunlightwith chlorophyll, found inchloroplasts,and use the energy, carbon dioxide, andwater to produce energy-rich organic molecules(glucose) and oxygen. Photosynthesisinvolves an energyconversion in which light
CurriculumExtensions
•explaintheimportanceof electronegativity.
•predictfactorsthatwillinfluence enzyme activity.
•explainthefourlevels ofprotein structure.
•determine the role buffers playin maintaininghomeostasis.
•explaintherelationshipbetweenthe structureandfunctionofchloroplast and mitochondria.
•discussenergytransferaccordingto the Laws ofThermodynamics.
KeyVocabulary
adenosinetriphosphate(ATP) activation energy
active site
adhesion amino acid autotroph carbohydrate catalyst chloroplasts cohesion
dehydrationsynthesis enzyme
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
heterotroph
hydrolysis lipid
polar
macromolecule monomer monosaccharide nucleicacid nucleotide photosynthesis polymer
protein substrate
ExtendedVocabularybuffer electronegativity oxidation
exergonic endergonic
reduction / energyis convertedto chemicalenergyin specializedcells.Thesecellsare
foundin autotrophs such asplants and some protists.
•Duringcellsrespiration, eukaryotic cells breakdownorganic molecules with oxygen in the mitochondria, whichreleases energyin the formofATP, carbon dioxide, and water.
•Photosynthesis and cellrespiration are complementaryprocesses. Products of photosynthesis arethereactantsofcellularrespiration,and the products of cellularrespirationarethe reactants ofphotosynthesis forcyclingenergyin an ecosystem.
•Cells useenergyin theformofATP.
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
Unit
CellStructureand Function
(Suggested time:10 blocks)
SOLReportingCategory Scientific Investigation(BIO.1m) LifeattheMolecularand Cellular Level(BIO.3a-e)
VirginiaBIO.3
Thestudentwillinvestigateand
understand relationshipsbetween cellstructure and function.Key conceptsinclude
a)evidencesupportingthecell theory;
b)characteristicsofprokaryotic and eukaryoticcells;
c)similaritiesbetweentheactivities
of the organellesin asinglecelland awholeorganism.
d)the cellmembrane model;and
e)the impactofsurface area to volume ratioon celldivision,
materialtransport, and otherlife processes.
FoundationalStandards
LS.2 The studentwill investigate and understandthatalllivingthings
are composed ofcells. / Thestudentwill
•describe the keyevents leadingto the developmentof thecelltheory.(U)
•compare andcontrastcharacteristics ofprokaryoticand eukaryotic cells.(An)
•compare andcontrasttheactivities ofan organellein asingle celland a whole organism.(An)
•identifythefollowingessentialcell structuresandtheirfunctions
-the nucleus(contains DNA;
site where RNAis made)
-ribosomes (siteofprotein synthesis)
-mitochondrion(siteofcell
respiration)
-chloroplast(site of photosynthesis)
-endoplasmic reticulum (transports materialsthrough
the cell)
-Golgi(site where cellproducts are packaged forexport)
-lysosome (contains digestive enzymes)
-cellmembrane (controls what entersand leaves the cell)
-cellwall(provides support)
-vacuole(storage ofmaterial)
-cytoplasm(contains organelles and siteofmanychemical
reactions)
-centriole(organizes spindle fibersin animalcells)
-cytoskeleton (U)
•describe howthe selective / Essential Questions
•Whatevidence supportsthecell theory?
•Whatare the similaritiesand differences amongprokaryotic andeukaryotic cells?
•Whatare the functions of the organelles foundin eukaryoticcells?
•Howarethe structures andfunctions ofsingle celled organisms similarto and differentfromthose ofmulticelled organisms?
•Howcan the cellmembrane be described?
•Howdoes the surfacearea to volume ratioaffectthetransportofmaterials?
•Howdoes acelltransportmaterials across a membrane?
EssentialUnderstandings
•Celltheoryisthe unifyingtheme in biologybecauseitemphasizes the similarity ofalllivingthings. Cell theorystatesthat1)livingthings are composed ofone ormore cells;2)cells arethe basic units ofstructure and function ofallliving things;and3) newcellsarise frompre-existingcells.
•Thedevelopmentofcell theorywas accelerated bytheabilityto make observations on a microscopiclevel.The developmentand refinementof magnifyinglensesandlightmicroscopes made theobservation anddescription of livingcells possible.
•Continued advancesin microscopyallowed observation ofcellorganelles and ultrastructure. Currenttechnologyallowsthe observation ofcellularprocesses underlyingboth cellstructure and function.
•Cellstructure andchemistryare ways in which organisms differfromeach other.Thediversitythatexistsrangesfromsimpleprokaryoticcellstocomplex multicellularorganisms.
•Thesimplestlife forms exhibitingcellularstructurearethe prokaryotes.Earth’s firstcells wereprokaryotes.Prokaryoticcellsexistintwo majorforms: eubacteriaandarchaebacteria. Prokaryotes are Earth’smostabundant inhabitants.Theycansurvive in a wide range ofenvironments and obtain energyin a varietyofways.
•Eukaryotes differfromprokaryotes based onsize, genetic materialsurrounded
CurriculumInformation / EssentialKnowledge,Skills,and
Processes;KeyVocabulary / EssentialQuestionsandUnderstandings
permeabilityof the cellmembrane
affects the life ofa cell.(U)
•describe processesassociated with movementacrossthe membranefor diffusion,facilitateddiffusion, osmosis, andactive transport.(U)
•describe the relationship betweena cell’sexternalsoluteconcentration and its effectonthe cell’s internal solute concentration.(U)
•compare the efficiencyofthe ability ofa cellto transportmaterialbased on surface areato volume ratios.(An)
CurriculumExtension
•explaintherole ofprotein pumps and ATPinactive transport.
/ bya nuclearmembrane, and theaddition ofmembranebound organelles(i.e.,
mitochondriaandchloroplasts).
•Eukaryotes arosefromprokaryotesand developedintolargermore complex organisms, fromsingle-celled protists to multicellularprotists,fungi, plants, and animals.
•Some organisms existas asingle cell, whileothersarecomposed ofmanycells, eachspecializedto performdistinctmetabolic functions. The basic processes necessaryforlivingthings to survive are the same forasingle cellas theyare foramore complex organism. Asingle-celledorganismhas to conductalllife processes byitself.Amulticellularorganismhas groups ofcellsthatperform specificfunctions.
•Cellularactivities necessaryfor lifeinclude chemicalreactions thatfacilitate acquiringenergy, reproduction, and maintaininghomeostatsis. Relationships between structure and function can beexamined ateach ofthe hierarchical levels oforganization:molecular,cellular,organism, population, community, and ecosystem.
•Cellulardifferences between plantand animalcellsincludethe presence ofa cellwallthatgives the plantcella defined shape,thepresence ofchloroplasts, and the numberofvacuoles.
•The fluid mosaic modelofa membrane emphasizesthe arrangementand functionofa bilayerofphospholipids,transportproteins, andcholesterol.
•Homeostasisofa cellis maintained bythe plasmamembrane comprisedofa varietyoforganic molecules. The membrane controls the movementof the material inand outofthe cell,communicationbetween cells,andthe recognitionofcellstofacilitate multiple metabolic functions.
•Diffusion occursincells when substances (oxygen, carbon dioxide,salts,sugars, amino acids)thatare dissolved in watermove froman areaofhigher concentrationto anarea oflowerconcentration.
•Facilitated diffusion occursin cells whenlargersubstancesare moved froman areaofhigherconcentration to anarea of lowerconcentration withthe assistanceofa carrierprotein without the use ofenergy.
•Osmosis refers tothemovementofwatermoleculesthrough a semi-permeable membrane froman area ofgreaterwaterconcentrationorpressure(lowersolute