WARM UP #2
Big Idea 2: Biological systems utilize free energy andmolecular building blocks to grow, to reproduce and tomaintain dynamic homeostasis.
Objective:Learners will :
- analyze the structure of the fluid mosaic model and consider how form fits cellular function in order to practice writing and analyzing a FR essay.
- also gain a visual and kinesthetic understanding of how the cell membrane can be both dynamic and stable at the same time.
Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.
Essential knowledge:
Learning Objectives:
- LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
- LO 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function.
- LO 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.
Warm Up/Things to Do:
- Sitting with your 2 o'clock partner, share two of your Higher Order Thinking questions and wait for a response.
- Once you are done, please visit the back lab bench to visualize a model of the lipid bilayer.
- W-S-Q Activity (at end of class)
- Reading Guide 7.4 - 7.5
- Figure 7.5 pg. 127
Today's Menu of Activities/Classwork:
- Debrief - Class Flip Assignment
- Cell Membrane Summary Charts
- Notes Ch. 7
Closure:
- Exit Reflection - Video Debrief on DNA Extraction
Homework:
- Free Response Essay
-
Write an essay using the “main point plus three” structure for the following question: “How does form fit function in regard to the fluid mosaic structure of the plasma membrane? Essays should be typed and attached to this sheet.Write your outline here using the following structure:Main Point
Supporting statement 1 Supporting statement 2 Supporting statement 3
3 Bonus Points towards next exam
2 Facts:
1 Clue:
4 Pictures:
SAT Word of the Day:Tuesday, March 5 – DELETERIOUS (adj.) – harmful
In the health class, the students learned on the deleterious effects of smoking.
Wednesday, March 6 – DELUDE (v.) – to deceive, to mislead
The class tried to delude the teacher into thinking that they had done all the work for the substitute, but the truth came out when they failed the pop quiz.
Thursday, March 7 – DELUGE (n.) – a great flood or something that overwhelms like a flood
Many epic poems in the world mention a deluge which destroyed all life.
Friday, March 8 – DERELICT (adj.) – deserted, lifeless
Do not be derelict of your school work or you will end up doing all the assignments at once.
Announcements:
- Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.
- Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.
- Contrast -- to compare in order to show unlikeness or differences;
- Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
- Evaluate -- to judge or determine the significance, worth, orquality of
Important Links:www.tinyurl.com/thebuzzwithberkwww.edmodo.com -- Group Access 9nr351twitter: @thebuzzwithberkstudy chat room: www.todaysmeet.com/apbiostudysessionStudent Access Code:SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILESClass Calendar
