Sample Flow and PQPs Michal Kreiselman Bio Teacher Kennedy High School Granada Hills, CA.

Sample Flow and PQPs

Michal KreiselmanBio Teacher

Kennedy High SchoolGranada Hills, CA

All organisms are made of one or many independent living units,

cells.

Eukaryotic cells typically have

internal membrane-bound

organelles. Prokaryote cells

do not.

Organelles carry specific

functions in the cell. Prokaryotes

get these functions from

the cell membranes

The compartments of organelles enable greater complexity of cell functions

Nucleus, ER, Golgi are

involved in the synthesis of

proteins that will be associated

with membranes.

LS 1. A MS

Bullet 1

LS 1. AMS

Bullet 2

LS1-2Model MS

LS1-1Investigate MS

Membranes are assembled by

the interactions between lipids

and water

Interactions with water determine

shapes and structures in the

living cell

Cells borders are defined by

their membrane,

Materials move or are moved through the membrane

according to their concentration

gradient

The selective cell

membrane controls what goes into and

out of the cell.

Water movement by Osmosis

determines the volume of the

cell.

LS 1. A MS

Bullet 2

Disciplinary Core Idea

(DCI)

LS1-2Model MS

Cell sizes are typically within a

range of 1-20 micrometers.

LS 1. A MS

Bullet 2

Cells in the body work

together for particular

body functions.

The structure of

the cell determines its function

for the body.

LS 1. A bullet 3

LS1-2model

Multiple body

systems work

together to maintain

homeostasis.

LS 1. A bullet 4

(homeost’)

Chunk 2

Unit: CELLS

Chunk 1

Moved to food-energy unit

Tool A-C: Conceptual Flow (CF)

Performance expectation (PE)

Step for formative assessment

Science/Engineering Practice (SEP)

Crosscutting Concept (CCC)

Cells can burst or shrivel and die if placed in non-

isotonic solutions. Plant cell wall is protective against

hypotonic solutions.

MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.]

DCI(this one written as 1 bullet; separated for

ease of reading)

Phenomenon Driving Questions Practices Cross Cutting Concepts

LS1.A: Structure and Function – MS:● All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live.● Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. ● …..

* Protozoa in pond water

•Why are all cells within a narrow range of size? * Why are bacteria cells much smaller?

•* Why are multicellular organisms always eukaryotes?

•What makes each individual cell, even within our body, a full living unit?

•* How can a cell do so many functions (consume energy, move, build parts, remove waste, respond to the surrounding, multiple) without getting ‘confused’?

•Analyzing and interpreting data (microscope); Asking questions; * Constructing explanations science;

* Planning and carrying out investigations;

•Constructing explanations science;

• Planning and carrying out investigations; Constructing explanations science

Scale, proportion, and quantity (cell size)

Cause and Effect (osmotic processes)

Stability and change (sugar homeostasis)

PQP Chart from Molecules to Organisms: Structures and Processes Conceptual FlowChunk one

MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.]


ease of reading)


LS1.A: Structure and Function – MS:● All living things are made up of cells, which is the smallest unit that can be said to be alive. ……● Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. ● …..

•Osmosis•Cell size

•Why are all cells within a narrow range of size? * Why are bacteria cells much smaller?

* What happens to cells, plants/animals if they are put in higher or lower solute concentrations?

* In diabetes patients, why is dangerous to have too much sugar in the blood?

* Why do plants wilt when they are not watered? Why does a salad become soggy when stored with dressing?

•Analyzing and interpreting data (microscope); Asking questions; * Constructing explanations science;

* Planning and carrying out investigations;

•Constructing explanations science;

• Planning and carrying out investigations; Constructing explanations science

Scale, proportion, and quantity (cell size)

Cause and Effect (osmotic processes)

Stability and change (sugar homeostasis)

PQP Chart from Molecules to Organisms: Structures and Processes Conceptual FlowChunk two

Matter and Energy in Organisms and Ecosystems

Energy is transferred

through molecular

processes in cells.

In Photosynthesis energy from light is used to energize the bonding the bonding of six carbons into a glucose molecule.

Most energy for living things come from captured light

energy by photosynthetic green plants.

Photosynthesis can be controlled by the opening and closing of

stomata in the leaf

While atoms are rearranged, energy

is transferred between systems.

of molecules

LS 1. C bullet 3

LS 1. C MS-

bullet 1

LS 1. C bullet 1

LS1-3 feedbackinvestigation

LS1-5model

Mini unit: PHOTOSYNTHESIS

In addition to glucose,

Photosynthesis also produces

oxygen as a by product.

The raw material for glucose,

Carbon dioxide, is absorbed in leaves through structures

called stomata

Photosynthesis in phytoplankton in follows the same concepts as photosynthesis in land plants.

Chemosynthesis in bacteria that live in hot ocean vents use chemical energy (in H2S) instead of light for energy, but also produce glucose from CO2 in the waters.

HS-LS1-5Use 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.]


ease of reading)


LS1.C: Organization for matter and energy flow in organisms - HS● The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; ● their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. ● As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

* A tree growing from its seed

* Photosynthesis

•Where does the seed get its mass to grow into a tree? (classic experiment)

•What is the role of light (which is not matter) in the production of glucose in photosynthesis?

•What is the role of CO2 in the production of glucose in photosynthesis?

•What is the purpose for photosynthesis? What are its products?

•* How does the plant get the raw materials for photosynthesis from its environment?

•How does the plant regulate photosynthesis to keeps itself hydrated?

•Engaging in argument from evidence

Planning and carrying out investigations•Analyzing and interpreting data

Planning and carrying out investigations•Analyzing and interpreting data

•Developing models

•Plan and conduct investigation (stomata)

Matter and energy

Stability and Change

PQP: Matter and Energy in Organisms and EcosystemsPhotosynthesis

Matter and Energy in Organisms and Ecosystems

Matter and energy flow through

different organizational levels of living

systems.

Food is consumed by living organisms. It contains proteins,

carbohydrates, and fats (lipids)

Food molecules macromolecules that

contain the elements C, H and O

The large molecules are

broken down by the digestive system into

smaller molecules, by mechanical processes and

enzymes.

Enzymes are proteins that

speed up chemical reactions. They

have a three dimensional shape

that fits the reactants

(substrates)

The smaller molecules include

glucose and amino acids.

Macromolecules are made of many smaller

molecules, called subunits or monomers.

The Small molecules are

absorbed into the bloodstream through the

intestines, and delivered to cells throughout the

organism.

The small molecules are

then transported into the cells, and undergo chemical

reactions.

Some of the small molecules can be building blocks for new carbon-based molecules of cell

structure.

Some of the small molecules are used in cellular

respiration

In the cells, glucose is broken down by cellular

respiration..

In a series of reactions glucose is broken down that result in the

release and storage of energy.

This energy is captured in a

molecule called ATP. Unlike glucose, the

energy in ATP is usable for the

cell’s processes.

For example, ATP is used by the muscle cell to

contract.

The carbon from the glucose chain are released to the

atmosphere (along with water) as single carbon

in the form of CO2.

Most of the energy from ATP will be

used for movement, build

up of structures in cells.

Some of the energy from

ATP will not be stored, and will

released as heat, which will keep the body

warm.

Oxygen increases the efficiency of respiration, but

some organisms or body cells can

use the less efficient anaerobic

process..

LS 1. C bullet 5

Unit: Matter-energy and respiration

LS 1. C bullet 6

LS 1. ABullet 1

LS 1. A bullet 2

LS 1. A bullet 3

LS 1. C bullet 4

LS1-7Construct explanation



Chunk 1

Chunk 2

Chunk 3

The structure of the cell

determines its function for the

body.

Taken from Cynthia Long in “

Hard toTeach Biology Concepts

”

Concepts that I added.



http://static.nsta.org/files/PB238E2web.pdf



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.]


ease of reading)


LS1.C: Organization for matter and energy flow in organisms – HS● As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic ….cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. ● Anaerobic (without oxygen) cellular respiration ……..● Cellular respiration also releases the energy needed to maintain body temperature …● Matter and energy are conserved in each change. This is true of all biological systems, from individual cells to ecosystems.

Digestion •How does food provide energy to my body?

•What happens to the food after it enters my body?

•Which components in my food give it its nutritional and energetic values?

•Developing models; Communicating information

•Developing models, Planning and conducting an investigation (digestive enzyme activity)

(direct instruction)

Systems

Matter and Energy

PQP: Matter and Energy in Organisms and EcosystemsChunk one

HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 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.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.]


ease of reading)



Delivery of digestion products to body cells.

Diabetes?

•How are body systems collaborating to deliver the nutrients to my body cells?

•How is it that we eat the same diet as let’s say, a deer, but we are not deer? How come bacteria grow on the same types of food molecules as we do? •Is it true to say “You are what you eat?”

•How does the food we eat help me build my body? (Focus on muscle?)

•Developing models; communicating information

•Developing models; communicating information * Constructing explanations

* Constructing explanations

Systems

Matter and energy

PQP: Matter and Energy in Organisms and EcosystemsChunk two



ease of reading)



* An animal (e.g. hamster) takes in food, grows in body mass, produces waste and …?

Respiration

•Where does the additional mass go to when a hamster takes in food, grows, poops?

•What is the role of oxygen in the transfer of energy from glucose to cell use?

•How can many organisms survive without oxygen?

•What is the purpose of respiration for the energy of the cell? Which of its products serve this purpose? Which are by-products?

•What happens to the extra energy from respiration that is not used right away?

•Engaging in argument from evidence; * Mathematical thinking

* Constructing an explanation

•Asking questions

* Planning and carrying out investigations; Analyzing and interpreting data

•Developing models

•Constructing an explanation; Obtaining, evaluating, and communicating information

Matter and energy

Cause and effect

Matter and Energy in Organisms and EcosystemsChunk three

Science/Engineering Practices:1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Crosscutting Concepts:1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity.4. Systems and system models.5. Energy and matter: Flows, cycles, and conservation6. Structure and function7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of

change or evolution of a system are critical elements of study.

LS1.A: Structure and Function – MS:● All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live.● Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (Boundary: At this grade level, only a few major cell structures should be introduced.)● In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.

LS1.A: Structure and Function – HS:● Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. ● All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. ● Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. ● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g., at a too high or too low external temperature, with too little food or water available), the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

LS1.B: Growth and Development of Organisms - MS● Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. ● Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features (such as attractively colored flowers) for reproduction. ● Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis. Genetic factors as well as local conditions affect the size of the adult plant. ● The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms, and each species has a typical adult size range. (Boundary: Reproduction is not treated in any detail here; for more specifics about grade level, see LS3.A.)

LS1.B: Growth and Development of Organisms - HS● In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. ● The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. ● As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation.● Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. In sexual reproduction, a specialized type of cell division called meiosis occurs that results in the production of sex cells, such as gametes in animals (sperm and eggs), which contain only one member from each chromosome pair in the parent cell.

http://www.nap.edu/158.xhtml%23ls3.a

LS1.C: Organization for matter and energy flow in organisms - MS● Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. ● These sugars can be used immediately or stored for growth or later use. ● Animals obtain food from eating plants or eating other animals. ● Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. In most animals and plants, oxygen reacts with carbon-containing molecules (sugars) to provide energy and produce carbon dioxide; ● Anaerobic bacteria achieve their energy needs in other chemical processes that do not require oxygen.

LS1.C: Organization for matter and energy flow in organisms - HS● The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; ● their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. ● As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. ● As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. ● Anaerobic (without oxygen) cellular respiration follows a different and less efficient chemical pathway to provide energy in cells. ● Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy loss to the surrounding environment. ● Matter and energy are conserved in each change. This is true of all biological systems, from individual cells to ecosystems.

LS1D – Information processing by the nervous system

DCIs from BOOK

http://www.nap.edu/openbook.php?record_id=13165&page=146

MS-LS1-1.Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]

MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]

MS-LS1-3.Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]

MS-LS1-4.Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS1-5.Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

MS-LS1-6.Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

MS-LS1-7.Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]

MS-LS1-8.Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

MS-LS1: From Molecules to Organisms: Structures and Processes

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-LS1-4Use 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-LS1-5Use 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: From Molecules to Organisms: Structures and Processes

Sample Flow and PQPs Michal Kreiselman Bio Teacher Kennedy High School Granada Hills, CA.

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