Biology Unit 3:  Cells to Organisms

How do the cells, tissues, and organs of the body work together to maintain balance and perform all the body’s functions?

About

Unit 3 Contents

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

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

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

Unit Outcome

Explain how cells are organized into organisms

Anchoring Phenomenon

The heart beats faster during exercise

Essential Question

How do the cells, tissues, and organs of the body work together to maintain balance and perform all the body’s function

Unit 3 Planner
Unit 3 Planner with links to Spanish Resources

The Unit 3 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 3 contains 8 task sets which will take approximately 11 90-minute class periods to complete. Essential Questions and Phenomenon for the nine learning tasks of this unit are found in the Unit 3 Overview.

Unit Resources

Open Access Unit 3

  • 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

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

  • Task Set 1

    • Students complete HKWL - What do you know about heart rate and exercise?

    Task Set 2

    • Students are able to look at slides of cells through a microscope & label major components of the cell. (formative)

    • Students can list 2 differences between 2 different cells that they viewed through the microscope. (formative)

    Task Set 3

    • Students calculate the number of cells undergoing mitosis in onion root tip and determine their level of confidence in their calculation.

    • Students conduct an error analysis on % cells they observe in mitosis (Formative)

    Task Set 4

    • Summary paragraph on “What factors are associated with cancer and how do they cause disruptions in the cell cycle? “

    Task Set 5

    • Summary paragraphs about the roles of (1) embryonic and (2) adult stem cells in the development and repair of human bodies. (found at the end of the Understanding Stem Cells document)

    Task Set 6

    • Students work as a group to complete a concept map showing homeostasis during exercise. They then self grade the group on the rubric linked in the slide presentation. This model will later be revised. (Formative)

    • Student exemplars for concept maps

    Task Set 7

    • Lab Procedure evaluated for AST 8.2 (MYP Criterion B)

    • Data Collection & Graph evaluated for AST 8.3 (MYP Criterion C)

    • Lab Conclusion evaluated for AST 8.4 (MYP Criterion C)

    Task Set 8

    • Students can be asked to recreate their concept map as an assessment, or teachers / teams may choose to have students revise their previous model in light of the new information learned in the lab.

    • Unit test (Summative)

  • HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

    • Heart Rate Inquiry (3.7)

    HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

    • Understanding Cancer Summary (3.4)

    • AST 3.4 test

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

    • Concept Map (3.6, 3.8)

Standards & Practices

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

    • HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

    • HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

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

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

    • LS1.A: Structure and Function

      • 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. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

      • 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.

    • LS1.B: Growth and Development of Organisms

      • 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. 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.

  • This unit focuses on these Science and Engineering Practices

    • Planning and Carrying Out Investigations: Planning and carrying out investigations in 9- 12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

      • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

    • 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

    • Stability and Change

      • Feedback (negative or positive) can stabilize or destabilize a system.

    • Systems and System Models

      • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions — including energy, matter, and information flows — within and between systems at different scales.

  • This unit contains this connection to the Nature of Science

    • Scientific Investigations Use a Variety of Methods

      • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.

Engage

3.1 - Unit Opener - 30 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.1 Teacher Notes - N/A

    EQ: What do you know about heart rate? What parts of your body are involved in controlling it?

    Phenomenon: Your heart rate increases when you exercise

    • Fill out H, K, and W part of a HKWL with the question “what do you know about heart rate and exercise?” and “what questions do you have?” Use these slides as a guide that have embedded video (25 minutes)

    • SEP: Asking Questions

    • CCC: Stability and Change

    • DCI: Structure and Function

  • Students complete HKWL (Pre-assessment)

3.2 - Cells - 60 minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.2 Teacher Notes

    EQ: What is the relationship between the structure and function of cells, tissues and organs?

    Phenomenon: Multicellular organisms are highly organized into tissues, organs, and organ systems made of specialized cells.

    • Use these slides as a guide through the introduction to cells & microscopes lab

    • Students work through the introduction to cells activity in order to understand that there are different cell types with unique functions.

  • SEP: Constructing Explanations

    CCC: Structure and Function

    DCI: Growth and Development of Organisms

    • Students are able to look at slides of cells through a microscope and label major components of the cell.

    • Students can list 2 differences between 2 different cells that they viewed through the microscope.

Explore and Explain

3.3 - Cellular Division - 90 minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.3 Teacher Notes - N/A

    EQ: How do cells divide?

    Phenomenon: The process of cell division occurs in specific locations and in a specific pattern.

    Explore the purpose of mitosis and its stages using this slideshow and note guide - this includes microscope work

  • SEP: Analyzing and Interpreting Data

    CCC:

    • Structure and Function

    • Systems and System models

    DCI: Growth and Development of Organisms

    • Students calculate the number of cells undergoing mitosis in onion root tip and determine their level of confidence in their calculation.

    • Students conduct an error analysis on % cells they observe in mitosis

3.4 - Cell Cycle - 180 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.4 Teacher Notes - N/A

    EQ: What happens if cells divide too quickly?

    Phenomenon: When the cell cycle is unregulated, tumors can develop.

    As part of the BLAST Alignment Activity, do this career connection: Genetic Counselor Career Profile Video: What is a Genetic Counselor?

  • SEP: Constructing Explanations

    CCC: Stability and Change

    DCI: Growth and Development of Organisms

    • Students write a summary paragraph for What factors are associated with cancer and how do they cause disruptions in the cell cycle?

3.5 - Cell Differentiation - 90 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.5 Teacher Notes - N/A

    EQ: How did you grow from a single fertilized egg into you?

    Phenomenon: A human body is made of over 200 different types of cells, each with a different function and coming from a single fertilized egg.

    • Understanding Stem Cells (2 parts):

      • First, students fill in a flow chart about human development and embryonic stem cells after watching targeted videos. *Note: You might need to watch the first linked video “The Nature of Stem Cells” together in class due to network blocking issues*

      • Play the Differentiate Cell Card Game:

    • Exit Ticket: GoFormative (Forms version coming!)

  • Video of Tillamook employee talking about yogurt

  • SEP: Developing and using models

    CCC: Systems and System models

    DCI: Growth and Development of Organisms

  • Summary paragraphs about the roles of (1) embryonic and (2) adult stem cells in the development and repair of human bodies. (found at the end of the Understanding Stem Cells document)

3.6 - Homeostasis - 180 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.6 Teacher Notes -N/A

    EQ: How do our cells work together to maintain homeostasis?

    Phenomenon: Your heart rate increases when you exercise.

    • Use slideshow as a guide for this task set. Students pair share questions and look at example concept maps, learn about feedback loops, and homeostasis. (30 min)

    • Introduce the student task with slides 12 & 13. Students read and annotate an article about the control of heart rate during exercise and then complete a partially filled out model of the feedback loop. Student template - Modeling HR Control: Article and Concept Map.

    • This vocabulary list can be given to students as a guide while they read and create the map

    • Alternates: Students can do a similar activity as above but make the whole map themselves (longer - depending on student familiarity with concept maps and concept map drawing tools) - or create only one of the feedback loops (exercise / stressor or relaxation) - would be shorter.

    • Alternate article on blood glucose levels.

      • This vocabulary list can be given to students as a guide while they read and create the map or they can try to produce it themselves while they are listening to the presentation and reading the article.

      • See Concept Map Student Exemplars

      • Students then post their concept maps around the room and do a gallery walk. Follow up with revision of their maps and discuss similarities and differences.

      • Keep these concept maps until after the inquiry so that students can go back and revise their models of homeostasis and add to their maps.

    • Feedback Loop POGIL (60 min.) - if your district has purchased the POGIL books.

  • SEP: Developing and using models

    CCC: Systems and System models

    DCI: Structure and function

    • Students work as a group to complete a concept map showing homeostasis during exercise. They then self grade the group on the rubric linked in the slide presentation. This model will later be revised. (Formative)

    • Concept Map Student Exemplars

3.7 - Heart Rate Inquiry - 225 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.7 Teacher Notes

    EQ: How does a given exercise affect heart rate? How can we use that information to make decisions about exercise programs?

    Phenomenon: Different types of exercise affect the heart rate differently

    • Use this slideshow throughout the lesson as a guide. Here are some helpful tips on making the Vernier Heart Rate monitors work efficiently.

    • Heart Rate Inquiry Resource Packet

    • Each student gets a copy of the Heart Rate Inquiry Student Template.

    • Student groups each select an exercise that they think will affect heart rate, and make a wild guess as to the average heart rate of a group of test subjects after 65 seconds of this exercise.

    • Students write a step-by-step procedure describing how to collect data

    • Helpful GIFS for setting up Labquests (newer heart rate monitors connect directly with Chromebooks via Bluetooth and Graphical Analysis software)

    • Desmos graphing: Measuring Effect of Exercise on Heart Rate; OR produce whiteboards (x-axis scale: 10 cm = 15 sec, y-axis scale: 10 cm = 40 bpm). Calculate standard deviation using Google Sheets (template linked in inquiry doc).

    • Presentation for Data Discussion (Sample - make your own copies for your classes)

    • Board Discussion to classify and analyze graphs (Students can use Board Meeting Discussion Cards for their verbal participation)

    • Return to Wild Guess: Students generate their data-informed prediction about the heart rate of a new test subject performing their exercise for 65 sec, and their level of confidence in this new prediction (use confidence chart).

      • Career Highlight: Cardiovascular Technician

      • Write a conclusion up through the Limitations section

      • Choose a new test subject who performs the exercise (generating “actual result” - compare this result to data-informed prediction, determine whether this new test subject’s result falls within 1, 2, or 3 SDs)

      • Complete Lab Conclusion - Student Exemplar (please don’t share widely)

  • SEP: Planning and Carrying Out an Investigation

    CCC: Stability and Change, Structure and Function

    DCI: Structure and Function

    • Lab Procedure evaluated for AST 8.2 (MYP Criterion B)

    • Data Collection & Graph evaluated for AST 8.3 (MYP Criterion C)

    • Lab Conclusion evaluated for AST 8.4 (MYP Criterion C)

Elaborate and Evaluate

3.8 - Assessment - 90 Minutes

Task Sets

3.1 - Introduction
3.2 - Cells
3.3 - Cellular Division
3.4 - Cancer
3.5 - Cell Differentiation
3.6 - Homeostasis
3.7 - Heart Rate Inquiry
3.8 - Assessment

  • 3.8 Teacher Notes - N/A

    EQ: How can we revise our model of heart rate control to be more complete, accurate, and easy to follow?

    Phenomenon: Heart rate is controlled through a variety of sensors and effectors.

    • Revise concept map, complete individually in a testing environment (with article and vocab sheet as a resource) for a summative assessment.

    • The other summative assessments for this unit would be the Heart Rate Inquiry Lab and the Summary (last page) of the Understanding Cancer Activity.

    • If preferred, a test covering LS1-4 (key to a previous test!) can be given in parallel to the revised concept map which covers LS1-2.

  • SEP: Asking Questions, Constructing Explanations

    CCC: Structure and Function

    DCI: Structure and function

    • Students can be asked to recreate their concept map as an assessment, or teachers / teams may choose to have students revise their previous model in light of the new information learned in the lab.

Summative Assessment Summary

Supporting Target & NGSS Performance Expectations & Possible Summative Assessments

  • HS-LS1-3
    AST 3.1 Investigating Homeostasis: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

    Possible Summative Assessments

    • Heart Rate Inquiry Lab (3.7)

    (AST 3.3) Informational Text: Read and use informational texts about cells and organisms

    Possible Summative Assessments

    • Enzyme Mini-Test (2.4)

  • HS-LS1-4 AST 3.4 Cell Development: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

    Possible Summative Assessments

    • Understanding Cancer Summary and/or

    • AST 3.4 Test

  • HS-LS1-2

    AST 3.5 Physiological Interactions: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

    Possible Summative Assessments

    • Concept Map (3.6) (3.8)

Science and Engineering Practice Look Fors

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

    • Evaluate strengths and limitations of models looking at: process, mechanism, and design criteria.

    • Design a test of a model to ascertain its reliability and be able to move between models base on merits and limitations.

    • Use a model to predict the relationships between systems or components of a system.

    • Develop and use multiple types of models to predict phenomena and provide detailed accounts

    • 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 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.