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

B.DI: Biodiversity and Interdependence of Life - Review and Introduction


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
  • B.DI.1b Species Diversity (cladograms)
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
  • Autotroph
  • Heterotroph
  • Biological molecule
  • ATP
  • 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
  • Enzyme
  • Substrate

Review

  • Autotroph
  • Heterotroph
  • Species
  • Proton, neutron, electron
  • Atom
  • Atomic nucleus
  • Molecule
  • Organelle
  • Cell
  • Tissue
  • Organ
  • Organ system
  • Individual organism
  • Population
  • Community
  • Biome
  • Biosphere
  • actual
  • analyze‡
  • apply‡
  • as long as
  • calculate
  • classify‡
  • communicate findings*
  • compare*
  • contrast
  • define*
  • describe*
  • evaluate*
  • explain*
  • form hypotheses*
  • generalize*
  • give examples*
  • interpret (data)*
  • justify*
  • list; state
  • predict
  • protocols
  • Propose different solution*
  • sequence*

Learning Targets:
Students will be able to use scientific inquiry and application (above) to:

  1. Demonstrate use of and organizational skils for class materials, in a notebook and digitally.
  2. Develop an expanding portfolio of learning, both electronic and hard copy.
  3. List and describe levels of organization, from atoms to the organism.
  4. Describe each link in the organizational hierarchy and explain why it holds the position in the hierarchy that it does.
  5. Use claim, evidence, reason format to explain findings
  6. Use academic vocabulary to communicate learning
  7. Describe safe behavior in the lab, practice safe behavior, and explain the rationale for safety protocols.
  8. Effectively use a science textbook: Look up vocabulary terms, find main ideas, interpret charts, tables, diagrams
  9. Prepare for a lab investigation:
    • 9a. Propose an appropriate, testable question
    • 9b. Identify or select independent variable, dependent variables, and controlled variables.
    • 9c. Design a procedure that will provide answers to your question
  10. Collect and analyze data
  11. Communicate findings using tables, graphs, and charts
  12. Draw a model of common atoms, including valence electron
    • 12a. List the atoms that largely make up living cells
    • 12b. Describe the unique feature of carbon that allows it to form many varied compounds.
  13. Construct and use a cladogram to show the relatedness between organisms (for plants - animals are later.)
  14. Learn collaboratively in a group.
  15. Explain that ions form when atoms gain or lose electrons, creating a charge on an atom.
  16. Explain how electrons are gained or lost or shared to form ionic or covalent bonds
  17. Describe properties of water that result from hydrogen bonding - surface tension, specific heat capacity, cohesion/adhesion, density of ice as compared to water
  18. Work safely in the lab
  19. List the 4 biological molecules involved with water in most cell processes.
  20.  Identify the functional groups and the biological molecules they identify by sight.
  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 4 biological molecules
  25. Describe the formation of monomers, polymers using different biomolecules
  26. Explain that the essential functions of cells involve chemical reactions among 4 main biomolecules and water.
  27. List the roles of each biomolecule in the cells of living things.
  28. Describe the action of enzymes on substrates
  29. State the range and meaning of the numbers on the pH scale
Activities Differentiation Assessment
  • 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

Back to Biology page

Daily Learning Activities

Day 1
Thursday
August 16

  • Learning Target/Question
    • Demonstrate use of and organizational skils for class materials, in a notebook and digitally.
  • Activities/Strategies
    • Creation, Maintenence, and Evaluation of your Science Notebook. Place today's handouts in their sections as labeled.
    • IN CLASS: Notes set-up, with date, topic, learning target. Living things gallery walk and claim-evidence-reasons.
  • Assignment

    • Reasons - charts collected Monday.
Day 2
Friday
August 17
  • Learning Target/Question
    • Use academic vocabulary to communicate learning; Learn collaboratively in a group; discussion strategies; Use claim, evidence, reason format to explain findings
  • Activities/Strategies
    • ENTRY TICKET: Notes set-up, with date, topic, learning target
    • IN CLASS: Discussion: Scientific communication, using living thing gallery walk to learn claim-evidence-reasoning.
  • Assessments
    • Check notebook while testing
  • Assignment

    • Complete reason-writing, if you did not finish in class. Living Things chart due Tuesday
Day 3
Monday
August 20
  • Learning Target/Question
    • List and describe levels of organization, from atoms to the organism.
    • Describe each link in the organizational hierarchy and explain why it holds the position in the hierarchy that it does.
  • Activities/Strategies
    • ENTRY TICKET: Title your notes "Organization of Living Things." Date your notes. Cut the terms sheet into squares on the lines. Place the squares with terms that you know in order, smallest to largest, smallest at the bottom.
    • IN CLASS: Write operational definitions for each term and order them correctly.
  • Assessments
    • Heirarchy quiz on Tuesday.
    • Collect charts (FA)
  • Assignment
Day 4 BLOCK
Tuesday
August 21
  • Learning Target/Question
    • . LEARNING TARGET: Develop an expanding portfolio of learning, both electronic and hard copy. Learn collaboratively in a group.
  • Activities/Strategies
    • ENTRY TICKET: Hierarchy quiz; then go to this sample website and look around.
    • IN CLASS: Electronic Resources - Website setup, Roles and procedures for working in an inquiry group.
  • Assessments
    • website check
  • Assignment

    • Add a page called HIERARCHY OF LIVING THINGS to your Biology page. Add a chart listing all the organizational levels and an image or explanation of each.
Day 5
Thursday
August 23
  • Learning Target/Question
    • Be able to identify, define, and plan for independent variables, dependent variables, and controlled variables in an investigation.
  • Activities/Strategies
    • ENTRY TICKET: Place your binder, open, and your signature form on the back table. Scan Experimental Variables handout for terms you do not remember, and underline them in pencil.
    • IN CLASS: Pretest; when finished, scan Experimental Variables for any term you do not know. We will work this together in small groups.
  • Assessments
    • Variable quiz Monday
  • Assignment

    • Add a page called HIERARCHY OF LIVING THINGS to your Biology page. Add a chart listing all the organizational levels and an image or explanation of each.
Day 6
Friday
August 24
  • Learning Target/Question
    • Be able to identify, define, and plan for independent variables, dependent variables, and controlled variables in an investigation.
  • Activities/Strategies
  • Assessments
    • Variables quiz
  • Assignment

    • Extension Questions
Day 7
Monday
August 27
  • Learning Target/Question
    • Use Plant Growth Lab as a model for the setup for your Pillbug Lab. Begin write-up for pillbug lab on a Google doc.   Prepare for a lab investigation:  Propose an appropriate, testable question; Identify or select independent variable, dependent variables, and controlled variables; Design a procedure that will provide answers to your question
    • Prepare for a lab investigation:
      • 7a. Propose an appropriate, testable question
      • 7b. Identify or select independent variable, dependent variables, and controlled variables.
      • 7c. Design a procedure that will provide answers to your question
  • Activities/Strategies
    • ENTRY TICKET: Variable Quiz, then Set up notes with date, title: Experimental Design. Close read: Modeling Scientific Investigation: Plant Growth Lab, underlining in pencil any unfamiliar terms
    • IN CLASS: Quiz on variables. Identify and describe format, reason for each part, and types of variables on Plant Growth Lab.
  • Assessments
    • Completed lab report
  • Assignment

    • Prep for lab Tuesday
Day 8
Tuesday
August 28
  • Learning Target/Question
    • Collect and analyze data.  Communicate findings using tables, graphs, and charts
  • Activities/Strategies
    • ENTRY TICKET: Lab doc setup and peer review - use Plant Growth Lab as a model. Do edits and start to work.
    • Pillbug lab setup and data collection - choice chambers. Dark/light, damp/dry
  • Assessments
    • Lab compketed
  • Assignment

    • Complete lab write-up by midnight Thursday.
Day 9
Thursday
August 30
  • Learning Target/Question
  • Activities/Strategies
    • Pillbug lab write-up: graphing and data analysis
  • Assessments
  • Assignment

Day 10
Friday
August 31
  • Learning Target/Question
    • Construct and use a cladogram to show the relatedness between organisms (for plants - animals are later.)
  • Activities/Strategies
    • ENTRY TICKET: Notes set-up, with date, topic, learning target. Consider the items on your table. Make a table to list characteristics of each and compare with a partner.
    • IN CLASS: What is a cladogram, how do we create them, and how are they useful? Explanations and model, using pens/pencil, then plants.
  • Assessments
    • Web page cladogram and summary
  • Assignment

    • Make a page for cladograms on your website. Write a summary of the process on your web page.
Day 11
Tuesday
September 4
  • Learning Target/Question
  • Activities/Strategies
  • Assessments
  • Assignment