Biology Unit 0: Introduction to Life
Daily Plans are Linked Here

What we Did in Class Today

Unit Driving Questions

  1. How do scientists learn and communicate?
  2. How are the basic concepts, skills, and understandings in science related to one another? interrelated?
  3. In what ways can data be used to visualize, display, and share new information?
  4. How do scientists use their findings in lab as evidence for their claims?
  5. How do the same atoms (C, H, O, N, P, S) make up nearly all of the structures that make up all living things?

Understandings

  1. Scientists use a common language to communicate about their work.
  2. Documenting what you do and what you learn is the basis for communicating new learning.
  3. Atoms bond in many different patterns to form the molecules of life.
  4. *A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur.
  5. *Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules.
  6. *The essential functions of cells involve chemical reactions that involve water and carbohydrates, proteins, lipids and nucleic acids.
  7. *A special group of proteins, enzymes, enables chemical reactions to occur within living systems.

Ohio Standards**
Science Inquiry and Application

  • Identify questions and concepts that guide scientific investigations
  • Design and conduct scientific investigations
  • Use technology and mathematics to improve investigations and communication
  • Formulate and revise explanations and models using logic and evidence (critical thinking)
  • Recognize and analyze explanations and models, and
  • Communicate and support a scientific argument
Academic Vocabulary: Bricks Academic Vocabulary: Mortar
  • Molecule
  • Cladogram 
  • Experimental design 
  • Dependent variable
  • Independent variable
  • Controlled variable  
  • Pillbug
  • Organic molecule
  • Functional group
  • Covalent bond
  • Single, double, triple covalent bonds
  • Carboxyl group
  • Hydroxyl group
  • Amine group
  • Carbohydrate, starch, sugar
  • Lipid, fat, oil, wax
  • Amino acid, protein
  • Nucleic acid, nucleotide base
  • Carbon ring
  • Monomer
  • Polymer
  • Sugar
  • Monosaccharide
  • Disaccharide
  • Polysaccharide
  • ATP
  • analyze‡
  • apply‡
  • calculate
  • classify‡
  • communicate findings*
  • compare*
  • contrast
  • define*
  • describe*
  • evaluate*
  • explain*
  • form hypotheses*
  • generalize*
  • give examples*
  • hypothesis
  • interpret (data)*
  • justify*
  • law (in science)
  • list; state
  • predict
  • protocols
  • Propose different solution*
  • sequence*
  • theory, theorize

Learning Targets:
Students will be able to....

  1. All Science and Inquiry statements in Ohio Standard 12, above
  2. Learn collaboratively in a group.
  3. Demonstrate use of and organizational skils for class materials, in a notebook and digitally.
  4. Describe safe behavior in the lab, practice safe behavior, and explain the rationale for safety protocols.
  5. Effectively use a science textbook: Look up vocabulary terms, find main ideas, interpret charts, tables, diagrams
  6. Construct and use a cladogram to show the relatedness between organisms (for plants - animals are later.)
  7. Prepare for a lab investigation:
    1. Propose an appropriate, testable question
    2. Identify or select independent variable, dependent variables, and controlled variables.
    3. Design a procedure that will provide answers to your question
  8. Collect and analyze data
  9. Communicate findings using tables, graphs, and charts
  10. Use claim, evidence, reason format to explain their findings
  11. Draw a model of common atoms, including valence electron
    1. List the atoms that largely make up living cells
    2. Describe the unique feature of carbon that allows it to form many varied compounds.
  12. Explain that ions form when atoms gain or lose electrons, creating a charge on an atom.
  13. Explain how electrons are gained or lost or shared to form ionic or covalent bonds
  14. Describe properties of water that result from hydrogen bonding - surface tension, specific heat capacity, cohesion/adhesion, density of ice as compared to water
  15. State the range and meaning of the numbers on the pH scale
  16. Describe the unique feature of carbon that allows it to form many varied compounds.
  17. List the 4 biological molecules involved with water in most cell processes.
  18. Explain that the essential functions of cells involve chemical reactions among 4 main biomolecules and water.
  19.  Identify the functional groups and the biological molecules they identify by sight.
  20. List functions of each biomolecule
  21. *State the role of functional groups in the molecules that make up carbohydrates, proteins, lipids, nucleic acids, and ATP
  22. *Explain why carbon is the backbone of so many kinds of molecules
  23. *Recognize 4 functional groups that identify 4 types of biological molecules and explain the function of the molecule is dependent on the functional group structure
  24. *Use functional groups and structural features to recognize the structures of 5 biological molecules
Activities Differentiation Assessment
  • Group roles POGIL
  • cladogram - Taxonomy handout
  • Lab Safety POGIL
  • Textbook survey and use of electronic resources
  • Practice close reading of informational text for study guide
  • Read sample lab write-up, identifying independent, dependent, and controlled variables
  • Pillbug investigation
  • Claim, evidence, reason - using evidence to support claim
  • Biological molecule card sort
  • Chemicals of Life lab
  • Enzyme Lab
  • Create index cards as reference and manipulatives for discussion and concept mapping
  • Students rotate roles; Reader assigned initially based on AIR scores
  • Close read techniques; annotation
  • Find images to print for cards on the Internet
  • Sentence starters (frames) for CER writing
  • Discussion using CM cards
  • Grapic organizer template (accomodation)
  • Students revise after initial feedback on drafts
  • Graphs are made on desmos.com or on paper, student choice (TS)
  • students may type or search on web for info, and print or glue on cards
  • Preassessment (PA1)
  • Observation (FA)
  • Exit passes (FA)
  • Cladogram practice (FA) and quiz (SA)
  • Lab Safety quiz (SA)
  • Feedback on reading study guide (FA)
  • CER practice for lab writups
  • Pillbug draft prelab (FA) and final writeup (SA)
  • Biomolecule ID Quiz (SA)
  • Biomolecule Lab Draft (FA) and final (SA)
  • Enzyme Lab Draft (FA) and final (SA)
  • Post-assessment (PA2)

 

Resources

  • Desmos - chromebook extension for graphing desmos.com