Molecules to Organisms

Miller & Levine Unit 3: Cells

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Cells

Chapter 8: Students will illustrate the hierarchical organization of multicellular organisms and maintaining homeostasis when they explore the Micrographs interactivity and the Comparing Typical Cells interactivity. The Problem-Based Learning activities allow students to explore how algae can be raised for biofuel.

Chapter 9: Students will complete activities and labs such as the Modeling Lab  How Do Organisms Capture and Use Energy? and the Stages of Photosynthesis interactivity, during which they will use models to illustrate how photosynthesis transforms light energy into stored chemical energy. Students will also develop models to illustrate the role of photosynthesis and cellular respiration in the carbon cycle. Students who are working on the Problem-Based Learning activities will continue exploring the connections between algae and the cycles of matter and energy.

Chapters 10 and 11: Students will complete activities and labs such as The Krebs Cycle interactivity and Exploring Mitosis interactivity, where they will use models to illustrate that cellular respiration is a chemical process and illustrate the role of cellular division in producing and maintaining complex organisms. Students who are working on the Problem-Based Learning activities discover factors that will lead to a steady algae population.

Unit Standards

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Chapter 8: Cell Structure and Function

HS-LS1-1: Genes, Proteins, and Tissues

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.

Clarification Statement: none

Boundary Statement: 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: Interacting Body Systems

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)

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.

Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.

HS-LS1-3: Feedback Mechanisms and Homeostasis

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Stability and Change)

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.

Boundary Statement: Assessment does not include the cellular processes involved in the feedback mechanism.

Chapter 9: Photosysnthesis

HS-LS1-5: Photosynthesis and Energy Transformation

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Energy and Matter)

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

Boundary Statement: Assessment does not include specific biochemical steps.

HS-LS1-6: Formation of Carbon-Based Molecules

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. (Energy and Matter)

Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.

Boundary Statement: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.

HS-LS2-4: Biomass and Trophic Levels

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.

Boundary Statement: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.

Chapter 10: Cellular Respiration & Chapter 11: Cell Growth and Division

HS-LS1-4: Cellular Division and Differentiation

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Systems and System Models)

Clarification Statement: none

Boundary Statement: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.

HS-LS1-7: Cellular Respiration and Energy Transfer

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. (Energy and Matter)

Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration

Boundary Statement: Assessment should not include identification of the steps or specific processes involved in cellular respiration.

HS-LS2-5: Cycling of Carbon in Ecosystems

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (Systems and System Models)

Clarification Statement: Examples of models could include simulations and mathematical models.

Boundary Statement: Assessment does not include the specific chemical steps of photosynthesis and respiration.

Crosscutting Concepts appear throughout this unit in scales that are both micro and macro. Following is an overview of how the major crosscutting concepts for Cells are woven throughout the unit.

Scale, Proportion, and Quantity - Students explore the levels of organization within a multicellular organism. Students relate the amount of calories per gram that a carbohydrate releases to the amount of calories per gram that lipids and proteins release.

Cause and Effect - Students discover how the nerve cells in the nervous system seldom undergo mitosis and speculate how this might affect the rate at which a person can recover from an injury to the nervous system.

Systems and System Models - Students will explore the processes of photosynthesis and respiration and the relationship between the surface area and volume of a cell using models to visualize the content. Students learn why and how the nucleus is the control center of a cell. Students describe how model development is typical of the scientific process.

Structure and Function - Students learn how the structure of a cell controls what occurs as well as what goes in and out of the cell.

Energy and Matter - Students analyze how energy flows through an eco-system, while matter is recycled. They also explain how processes conserve energy.

Anchor Phenomenon

DRIVING QUESTION: What is the best way to grow algae for biofuel?

Anchor: Power from Pond Scum

As students begin the unit, the video prepares them to understand how algae can be used to produce biofuel as an alternative to nonrenewable resources. During the launch of the unit problem, students conduct research and evaluate evidence as they consider how algae can be used to make biofuels.

Chapter 8 - Students learn about cell growth and division and how algal cells are composed.

Chapter 9 - Introduces students to photosynthesis and helps students understand why algae are green in color.

Chapter 10 - Students learn about cellular respiration, how it relates to photosynthesis, and how all these processes together create a global balance.

Chapter 11 - Students are introduced to the con-cepts of cell growth, division, and reproduction and apply their knowledge to explain how algae grow and reproduce. Upon concluding the unit, students will have acquired the scientific knowledge and data to design, test, and evaluate a solution to maximize algal growth in bio-factories and present their results to the class.

Local Colorado Phenomenon & Career Connections

Local Colorado Phenomena Connections

Exploring local phenomena can bring biology concepts to life. Here are some Colorado-specific phenomena that relate to cells:

Aspen Trees: Aspen groves are considered a single organism with interconnected root systems, which can be a fascinating way to discuss cell communication and plant cell structures.

Alpine Tundra Adaptations: The adaptations of plants and animals in Colorado's alpine tundra can illustrate cellular adaptations to extreme environments.

Beetle Kill: The spread of bark beetles in Colorado can be used to discuss plant cell defenses and signaling in response to pathogens.

Microbial Life in Hot Springs: Colorado's hot springs host unique microbial life, providing an opportunity to explore extremophiles and cell structures that allow survival in harsh conditions.

Air Quality and Cell Damage: Discuss how air pollution in urban Colorado areas affects lung cells, tying in real-world health impacts.

For each phenomenon, consider incorporating local research or field trips to engage students with hands-on learning.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

SAVVAS Career Connections

Here are several Colorado-based career connections in the field of cellular biology:

University of Colorado Boulder: They have a strong molecular, cellular, and developmental biology department, offering opportunities for research collaboration and guest lectures.

Colorado State University: Known for its cell and molecular biology program, they often have outreach programs and partnerships with local high schools.

National Jewish Health, Denver: This leading respiratory hospital conducts extensive research in cellular biology, particularly related to respiratory diseases.

UCHealth University of Colorado Hospital: They have a robust research department focusing on cellular and molecular research, offering potential field trips or guest speaker opportunities.

Biotechnology Companies: Companies like SomaLogic and Agilent Technologies have offices in Colorado and work in cellular and molecular biology, which may provide internship or career exploration opportunities for students.

If you want to build more connections, consider reaching out directly to these institutions or professionals in these fields for collaboration or guest speaking engagements.

Hands On, Minds On Connections

Hands-On Labs / Lab Safety

PASCO

St Vrain Science Center

Simulations

SAVVAS

GIZMOS

Gizmos Miller and Levine Correlated Simulations

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