Biology Unit 2:  Biomolecules

How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?

About

Unit 2 Contents

A. Unit Resources
B. Unit Information
C. Standards & Practices
D. Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

E. Summative Assessment Summary
F. Science & Engineering Look-fors
G. Other Unit Resources
H. Biodiversity Lab Notes & Suggestion

Unit Outcome

Explain how molecules are made and used in cells.

Anchoring Phenomenon

A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to more serious health impacts. What is causing the problem? Can the baby be saved?

Essential Question

How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?

Unit 2 Planner

The Unit 2 Planner Google Doc can be accessed using the link above or you can scroll down to see the entire Unit Plan by scrolling down.

How is the Unit Structured?

Unit 2 contains 9 task sets which will take approximately 20 90-minute class periods to complete. Essential Questions and Phenomenon for the nine learning tasks of this unit are found in the Unit 2 Overview.

Unit Resources

Open Access Unit 2

  • This Google folder (English) - houses all documents for this unit that have been updated.

  • This Google folder (Spanish) - houses all documents for this unit that have been updated.

Student Interactive Notebook

Career Connected Learning

  • Video of Tillamook employee talking about yogurt

  • Precision Biofabrication: Use precision engineering and the tools of biofabrication to build complex models of cancer. Biofabrication is the science of creating structures that are alive. More specifically, it’s the automated generation of 3D structurally organized and functional living tissues. It uses cells, biomaterials and bioactive molecules as a starting point.

Vocabulary List

Note: this list may not be in order that the terms will be presented in the tasks below. Teachers may wish to have students build their own vocabulary list in the word wall section of their Interactive Student Notebook.

Rubric

Note: This is a restricted document. You must request access. Restricted-access materials are for teachers only. To request access to the restricted folder, please visit the Restricted Access page and fill out the Google form

Unit Information

  • The following are example options to extend parts of the unit to deepen students’ understanding of science ideas:

    • Task Set 1

      • Biomolecules Pre-Assessment

      • Students generate questions on what could be causing failure to thrive and the funny smell of Matthew’s diaper

    • Task Set 2

    • Task Set 3

      • Students complete Biological Molecules GoFormative and construct molecules in the dehydration synthesis and hydrolysis activity.

      • Biomolecules and Metabolism Quiz (formative)

    • Task Set 4

    • Task Set 5

      • Students analyze data to make informed decisions for their yogurt engineering.

    • Task Set 6

      • Students make a claim about the DNA base pair pattern and support their claim with evidence.

      • DNA Pre Assessment

    • Task Set 7

    • Task Set 8

      • Students explain that different mutations have different effects on protein structure and also traits, supporting with evidence (from Transcription/Translation Activity and Muscular Dystrophy activity)

    • Task Set 9

      • Students develop claims as to whether or not they think their assigned disease could be a diagnosis for Baby Matthew and support it with evidence and reasoning

  • 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.

    • Biomolecules and Metabolism Quiz (2.3)

    • Biomolecules and Metabolism Infographic (2.3)

    • Yogurt Engineering Project - Science of Yogurt section (2.5)

    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.

    • DNA Protein Trait Mini-Test (2.7)

    • Muscular Dystrophy Activity (2.8)

    • Genetic Diseases of the Metabolism (last CER question in 2.9)

    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.

    • Yogurt Engineering Project - Science of Yogurt section (2.5)

Standards & Practices

  • This unit builds toward the following NGSS performance Expectations (PE’s). Links to evidence statements are provided:

    • 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-LS1-1: 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.

    • 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.

  • This unit contains these Life Science Grade 9-12 DCI elements.

    LS1.A: Structure and Function

    • Systems of specialized cells within organisms help them perform the essential functions of life.

    • 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. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)

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

    • 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 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. 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.

  • This unit focuses on these Science and Engineering Practices

    Constructing Explanations and Designing Solutions

    Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

    • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

    Developing and Using Models

    Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

    • Use a model based on evidence to illustrate the relationships between systems or between components of a system.

  • This unit contains these Crosscutting Concepts

    Energy and Matter

    • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

    • Energy cannot be created or destroyed; it only moves between one place and another place, between objects and/or fields, or between systems.

    Structure and Function

    • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Engage

2.1 - Baby Matthew - 90 minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.1 Teacher Notes - N/A

    EQ: What do we know and want to know about what is happening to baby Matthew?

    Phenomenon: Baby Matthew was born perfectly healthy, but within a few days has become very sick and is failing to thrive.

  • SEP: Asking Questions

    CCC: Cause and Effect

    DCI: Organization for Matter and Energy Flow in Organisms; Structure and Function

  • Students generate questions on what could be causing failure to thrive and the funny smell of Matthew’s diaper.

2.2 - Biomolecule Types - 90 minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.2 Teacher Notes - N/A

    EQ: What are biomolecules?

    Phenomenon: Biomolecules have structures we can use to organize and understand them

    • Inquiry Cube (60 min.)

    • If students have taken the whole Patterns Curriculum sequence and you are short on time, you can choose to take out the “what is science” part because they already know what they are doing.

    • Biology Inquiry Cube KEY

    • Pattern Matching Activity

    • Note to teachers: it is a good strategy to give students an inquiry cube during this activity as a reference on how to group the molecules.

    Paper / Hands-On option:

    • Use Pattern Matching Slides to guide students through this activity.

    • Print and cut out biomolecules and student instructions in advance (one set per student group)

    • For the card sorting, student groups sort the biomolecules on a whiteboard, analyzing their structure and composition. They organize, circle and label their groups directly on the whiteboard, then complete a gallery walk to see other group’s work.

    Digital Option, if you need to do it online or don’t have time to print and cut the cards:

    • Students sort pictures of the biomolecules on a Jamboard (they make their own copy for their group). *To save on time, use this Jamboard with fewer molecules.

    Pattern Matching Key with Molecule Names

    Pattern Matching Key Jamboard

    Fill out Unit Tracker TS2 boxes in INB

  • SEP: Constructing Explanations

    CCC: Patterns

    DCI: Organization for Matter and Energy Flow in Organisms

    • Students identifying patterns on inquiry cubes and supporting with evidence

    • GoFormative Assessment on Pattern Matching

    • GoFormative Assessment on Amoeba Sisters Biomolecules Video

Explore and Explain

2.3 - Biomolecule Functions - 180 minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.3 Teacher Notes - N/A

    EQ: What are the functions of biomolecules? How are biomolecules put together and broken apart?

    Phenomenon: Anchoring phenomenon: The taste of a cracker changes the longer you hold it in your mouth.

  • Crash Course Metabolism

  • SEP: Constructing Explanations

    CCC: Structure and Function

    DCI: Organization for Matter and Energy Flow in Organisms

    • Students complete Biological Molecules GoFormative and construct molecules in the dehydration synthesis and hydrolysis activity. (formative)

    • Quiz (formative - self-graded in class and put into gradebook as “Not For Grading”)

2.4 - Enzyme Inquiry - 360 minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

2.5 - Yogurt Engineering - 270 Minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.5 Teacher Notes

    EQ: How can we harness the power of bacterial metabolism to make food?

    Phenomenon: There are bacteria in my yogurt!

  • Video of Tillamook employee talking about yogurt

  • SEP: Asking Questions, Analyzing and Interpreting Data, Constructing Explanations & Designing Solutions

    CCC: Patterns

    DCI: Organization for Matter and Energy Flow in Organisms

  • Students complete engineering portfolio (summative)

2.6 - DNA - 405 Minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.6 Teacher Notes -N/A

    EQ: What is DNA? How does its structure determine its function?

    Phenomenon: Some individuals are born with genetic disorders while some are not.

    • Warm up (on classroom chart paper start a DNA KWL): What do you know about DNA? What do you want to know about DNA? What did you learn about DNA (this question at the end of the task set)? (10 min.)

    • Option 1: Students work in groups of 4 to determine basic DNA structure and generate Chargaff’s rules in the DNA structure Patterns inquiry (Key here).

    • If you prefer to have students put together the DNA themselves / in groups, an alternative version is available here. In this case, split the drawing into 4 sections, so that each student is creating about 3 nucleotides. Students work with a diagram of an 8-base chain of nucleotides DNA (sequence: CGTTAGTA) . Sample final image can be seen here. (70 min)

    • Option 2: DNA Structure Activity

    • Follow Op then link to DNA Replication, Genes & Proteins

    • Fill out Unit Tracker TS6 boxes in INB

  • SEP: Asking Questions/ Constructing Explanations

    CCC: Structure and Function

    DCI: Structure and function

  • Students make a claim about the DNA base pair pattern and support their claim with evidence.

2.7 - Protein Synthesis - 180 minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.7 Teacher Notes - N/A

    EQ: How are proteins synthesized?

    Phenomenon: The variety of functions of proteins is determined by your DNA sequence.

  • Optional Protein Synthesis Activity (more interactive and requires technology): Protein Synthesis Race

  • SEP: Developing and Using Models

    CCC: Structure and Function

    DCI: Structure and function

  • Students make a model of transcription and translation

2.8 - Synthesis Errors - 90 Minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.8 Teacher Notes - N/A

    EQ: What happens when there are errors in Protein Synthesis?

    Phenomenon: Muscular Dystrophy is a disease that is determined by errors in protein synthesis

    • Mutation slideshow to assist with the Muscular Dystrophy activity (this can also be used as an assessment) (60 min.) (Slideshow is also linked in activity, so no need to present it separately)

      • Students are not required to take notes on these slides because they use the content in the activity.

    • Finish “L” part of HKWL at the beginning of this task set: What did we learn about DNA?

    • Optional follow-up: When Proteins Don’t Work Jamboard. Students work individually to identify the effects of mutations in different proteins in the human body.

    • Mini-Test: DNA → Protein → Trait

    • Fill out Unit Tracker TS7 boxes in INB

  • SEP: Asking Questions, Constructing Explanations

    CCC: Structure and Function

    DCI: Structure and function

    • Students explain that different mutations have different effects on protein structure and also traits, supporting with evidence (from Transcription/Translation Activity and Muscular Dystrophy activity)

    • Mini-Test (summative)

2.9 - Mathew’s Diagnosis - 135 Minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • 2.9 Teacher Notes - NA

    EQ: What is baby Matthew’s diagnosis and how can it account for his symptoms?

    Phenomenon: (return to anchoring phenomenon): A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved?

    • Finish GoFormative Assignment

    • Study for test

  • SEP: Engaging in Argument from Evidence

    CCC: Cause and effect/ structure and function

    DCI: Organization for Matter and Energy Flow in Organisms/ Structure and Function

  • Students develop claims as to whether or not they think their assigned disease could be a diagnosis for Baby Matthew and support it with evidence and reasoning

Elaborate and Evaluate

2.10 - Assessment - 90 Minutes

Task Sets

2.1 - Baby Matthew
2.2 - Biomolecule Types
2.3 - Biomolecule Functions
2.4 - Enzyme Inquiry
2.5 - Yogurt Engineering
2.6 - DNA
2.7 - Protein Synthesis
2.8 - Synthesis Errors
2.9 - Matthew’s Diagnosis
2.10 - Assessment

  • Test (and/or separate into quizzes throughout)

Summative Assessment Summary

Supporting Target & NGSS Performance Expectations & Possible Summative Assessments

  • Analyze and interpret patterns in reaction rate data to make conclusions about enzymes

    Possible Summative Assessments

    • Enzyme Inquiry (2.4)

    • Enzyme Mini-Test (2.4)

  • Read and use informational texts about cells or biomolecules to answer relevant questions

    Possible Summative Assessments

    • Enzyme Mini-Test (2.4)

  • HS-LS1-6 (AST 2.4) Biomolecules: 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.

    Possible Summative Assessments

    • Biomolecules and Metabolism Quiz (2.3)

    • Biomolecules and Metabolism Infographic (2.3)

    • Yogurt Engineering Project - Science of Yogurt section (2.5)

  • HS-LS1-1 (AST 2.5) - DNA to Protein: 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.

    Possible Summative Assessments

    • DNA Protein Trait Mini-Test (2.7)

    • Muscular Dystrophy Activity (2.8)

    • Genetic Diseases of the Metabolism (last CER question in 2.9)

  • HS-LS1-7 (AST 2.2) - Respiration: 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.

    Possible Summative Assessments

    • Yogurt Engineering Project - Science of Yogurt section (2.5)

    Inquiry: Uses the inquiry process as a controlled and data-driven means to investigate scientific questions.

    Possible Summative Assessments

    • Enzyme Inquiry Lab Report (2.4)

    Engineering: Uses the engineering design process as an iterative and productive means of problem solving.

    Possible Summative Assessments

    • Yogurt Engineering Project (2.5)

Science and Engineering Practice Look Fors

Practice & Grades 9-12 Science and Engineering Practice “Look Fors”

    • Ask questions

      • that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

      • that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

      • to determine relationships, including quantitative relationships, between independent and dependent variables.

      • to clarify and refine a model, an explanation, or an engineering problem.

    • Evaluate a question to determine if it is testable and relevant.

    • Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

    • Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

    • Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.

    • Use a model to provide mechanistic accounts of phenomena.

    • Work as an individual or a team to produce data as evidence to revise models, support explanations or test solutions to problems. Students should consider confounding variables and evaluate design to ensure controls.

    • Critically analyze the design of an experiment to decide the accuracy of data needed to produce reliable measurements and limitations of the data ( number of trials, cost, risk, time etc.)

    • Select appropriate tools to collect, record, analyze and evaluate data.

    • Make directional hypotheses about dependent and independent variable relationships

    • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

    • Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.

    • Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.

    • Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.

    • Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

    • Create and/or revise a computational model or simulation of a phenomenon, designed device, process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world

    • Use mathematical, computational, and/or algorithmic representation of phenomena or design solutions to describe and/or support claims and/or explanations.

    • Apply techniques of algebra and functions to represent and solve scientific and engineering problems. For example, apply ratios, rates, percentages and unit conversions to problems involving quantities with derived or compound units.

    • Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

    • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

    • Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

    • Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

    • Construct, use, and/or present oral and written claims and arguments or counter-arguments based on data and evidence about the natural world or effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

Other Unit Resources

Bozeman Science Videos: general resources for students on biology. Particularly good for reinforcing content instruction or as homework to supplement reading assignments. All available on YouTube.