Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Cell Processes and Homeostasis

Name: Matt Ullmann

Content Area: Biology

Grade Level: 9th-10th

Next Generation Science Standards

HS-LS1 From Molecules to Organisms: Structures and Processes

HS-LS12.

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-LS13.

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-LS15.

Use 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-LS16.

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-LS17.

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.]
Disciplinary Core Ideas:
-S1.A: Structure and Function

-LS1.C: Organization for Matter and Energy Flow in Organisms

Common Core Literacy and Mathematic Standards

Reading Standards
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 910 texts and topics
5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g.,
force, friction, reaction force, energy).
6. Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a
text, defining the question the author seeks to address.
7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart)
and translate information expressed visually or mathematically (e.g., in an equation) into words
8. Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for
solving a scientific or technical problem.
9. Compare and contrast findings presented in a text to those from other sources (including their own experiments),
noting when the findings support or contradict previous explanations or accounts.
Writing Standards
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
or technical processes.
Mathematics Standards
Building Functions F-BF
-Build a function that models a relationship between two quantities. . Write a function that describes a relationship
between two quantities. (establish independent and dependent variable, graph, and understand trend of graph)
-Use probability to evaluate outcomes of decisions. 5. (+) Weigh the possible outcomes of a decision by assigning
probabilities to payoff values and finding expected values. (compare actual vs expected results to find % error and find
averages of data)

Disciplinary Core Ideas and Essential Questions

LS1.A: Structure and Function

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.
(HS-LS1-2)

Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as
external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside
the living system. (HS-LS1-3)
EPISTEMIC PRACTICE: Negotiation of scientific text
LS1.C: Organization for Matter and Energy Flow in Organisms

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5)
EPISTEMIC PRACTICE: Inquiry

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. (HS-LS1-6)

As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. (HSLS1-6),(HS-LS1-7)

As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. 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. Cellular respiration also releases the
energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. (HS-LS1-7)
EPISTEMIC PRACTICE: Modeling

Performance Expectations
(how will you measure their progress)

HS-LS12.

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.]
Students progress will initially be measured through a warm up question in which they must analyze a hierarchy classifying how cells,
tissues, organs, and organisms are related. It will be in a pyramid formation as many cells will be on the bottom, then some tissues, fewer
organs, and the title organism at the top of the pyramid. This will allow the teacher to see how well they can analyze the figure and allow
them to draw their own conclusions before jumping into the lesson. Students will pose questions through this figure. Students will also be
measured through the department Performance Task Assessment (PTA) as they must describe homeostasis in a body system. This will
require students to reflect upon the hierarchal organization of interacting systems and allow them to better visualize how the organisms
detects some sort of stimulus and the change is initiated at the cellular level, resulting in the set point being maintained. Through this PTA
students will be able to express their ideas and showcase their knowledge of what encompasses their body system. Students will also be
assessed via collaboration with peers and verbal answers to questions that the teacher asks.

HS-LS13.

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.]
Students progress will be measured primarily through the PTA. Students must describe a particular body system and describe how
homeostasis works in that system. Students will find that systems work with other body systems to accomplish a common goal. This
allows the teacher to measure their ability to critically think about the body systems. In addition, students will pose questions to one
another as they work in small groups on the PTA. In addition, the cell transport and osmosis unit can show how gradients are always
maintained, a specific type of homeostasis (ex: water and salt balance, ion balnce)

HS-LS15.

Use 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.]
Students progress will be measured through the epistemic practice inquiry. Students first will carry out a floating disc experiment in which
small leaf cutouts are put in a solution of sodium bicarbonate within a syringe. Oxygen is removed through the syringe and the leaf discs
are put in a container of water and exposed to light. Students then record the time it takes for the leaves to rise to the top of the water as
photosynthesis occurs. Students must be able to work together to properly set up and carry out the experiment. Then students must
design their own experiment (under the umbrella of the floating disc lab) as they change one variable. They make predictions as to what
and why they expect certain things to happen. Students are thus generating questions and communicating claims and explanations. In
addition, they are collecting evidence, making claims, and receiving feedback from their peers and teacher.

HS-LS16.

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.]
Students progress will be measured during the cellular respiration unit. Students will collaborate with their peers to answer warm up
questions and collect evidence via a lab. In addition, I think some sort of visual will help the students. Perhaps three different shapes
representing carbon, hydrogen, and oxygen. Students could then see how glucose is broken down and the where the pieces end up in
the body. Students can make predictions for where the elements will end up in the body and why defend why they made such claims in
the form of a well written hypothesis.

HS-LS17.

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.]
Students progress will be measured via a respiration lab. Students will pose questions, collect evidence, engage in collaboration and

share ideas regarding claims and explanations. Students will also have a visual aid to show how energy goes from the sun plants
food for humans food used in cellular respiration with oxygen turn chemical energy into usable energy as muscles move, proteins
are made etc

Unit Summative Assessments

Photosynthesis: Formal lab report of inquiry lab. Writing lab reports satisfies the common core state standards as students take
their experience from the lab and put it into words. This is appropriate for their age and also satisfies NGSS via the
model in the lab. Students designed their own experiment in the inquiry lab and now are simply translating their
procedure, questions, hypothesis, tables, and conclusion in to the categories of the lab report. This will help them
organize their findings and present them in a professional manner.
Respiration: Summative assessment will be a quiz. Students will be required to understand the major concepts of cellular
respiration and the flow of energy. Students will draw a picture on the quiz depicting how energy from the sun
eventually reaches us and how we process and utilize such energy. This definitely satisfies NGSS as students are
creating their own model of energy flow.
Osmosis/Cell transport: Summative assessment will be in the form of a quiz. Students must be able to draw and differentiate the
three types of transport within the cell. In addition, students will relate water movement in the body to
homeostasis. That is, students will be tested on how osmosis works in relation to our cells and how this relates to
water and ion balance within cells.
Body Systems: Summative assessment will be a body systems project. Students will work in teams to create a poster showcasing
the highlights of their designated body system. Students will collaborate with their peers, write important info
down, and give a short 2-3 minute presentation describing their poster.
Homeostasis: Summative project will be the PTA. Students will be required to describe how homeostasis plays a role in a specific
body system. Students will work on a packet in which they draw pictures and answer questions in relation to their
body system. This will test students ability to use notes, their textbook, and the internet to find appropriate
information. students will practice citations as they describe where they found the information,

Lesson 1 Photosynthesis
Performance Expectation: Students will
create a testable experiment as they change
a variable within photosynthesis and collect,
analyze, and interpret the significance of
their results. Students will write a formal lab
report connecting their findings to the
general photosynthesis equation.
Lesson 2 Cellular Respiration

Acceptable Evidence Formative and/or Summative Assessment:

As students are designing their lab teachers will check off students idea once
they have successfully written a testable hypothesis and answered the
underlying question WHY they want to test that change. Lab reports will be
graded and be reflective of what students understood from the lab and how well
they connected it to concepts of photosynthesis from lecture.

Performance Expectation: Students will

visualize the flow of energy from the sunlight
to heterotrophs through the use of models
and the respiration equation. Students will
compare and contrast the similarities and
differences between photosynthesis and
respiration.

Acceptable Evidence Formative and/or Summative Assessment:

Lab will show relationship between breathing and heart rate in regard to cellular
respiration. Students will be progress monitored as they work on the lab. One
type of summative assessment will be post-lab questions to answers. The other
type of assessment will be a quiz in which students compare and contrast the
major similarities and differences of respiration and photosynthesis. Students will
explain how plants and animals differ and are similar. The grade of the quiz will
reflect the skill level of students.

Lesson 3 Osmosis, Cell Transport

Performance Expectation: Students will
understand how a gradient function and
compare similarities and differences among
the 3 types of cell transport.

Acceptable Evidence Formative and/or Summative Assessment:

Students will take a quiz as the form of summative assessment. Quiz will have
students explain the similarities and differences between the 3 types of
transport. In addition, it will stress how cells react to different types of
concentrations of solutes and have students explain what changes in each
scenario. The grade of the quiz will reflect how well students understand the
material.

Lesson 4 Body Systems/Homeostasis DAY 1

Performance Expectation: Students will
identify major players in each body system,
analyze case studies of specific systems, and
summarize how each system functions to
maintain balance.

Acceptable Evidence Formative and/or Summative Assessment:

Students will receive progress monitoring as they design and create their poster.
Students must present the poster as project which will be their summative
assessment. The quality of the poster will show the teacher how much time they
put into the project and how well they understand the major players and roles of
each player in the system.

Lesson 4 Body Systems/Homeostasis DAY 2

Performance Expectation: Students will
compare a feedback loop to a thermostat,
relate homeostasis to body systems, and
summarize how each system helps the body
maintain stability.

Acceptable Evidence Formative and/or Summative Assessment:

Summative assessment will be the PTA. Answers to questions will be the same
throughout the department. This will be reflective of how well students
understand the material in different classes. Teachers can discuss certain
strategies that were successful or unsuccessful when describing homeostasis to

the students. The quality of the answers will tell teacher how well the students
are connecting homeostasis to the body systems. In addition it will show how well
the students can use their resources to solve a problem.
Unit Resources:
-Lecture Notes of each unit
-Graphic organizers
-Homework
-Textbook
-Lab background info ( to connect lab to concepts in lecture)
-Lab report

Useful Websites:

http://serendip.brynmawr.edu/exchange/download-hands-minds-activities-teaching-biology
http://www.ngsslifescience.com/biology_lesson_plans.html
http://sciencespot.net/Pages/classroom.html