Biology

L.O
Grade 1
Semester 1
Biology (Grade 1, Semester 1)

Cell Biology
Weeks: Week 01 - Week 01

BI.1.01:

HSS-BI 1.01

Analyze the factors of diseases eradication:

1) Explain the factors of spreading, controlling and transmitting of each disease;
2) Classify disease as infectious or non-infectious;
3) Study Malaria and sickle cell anemia;
4) Explain how the disease affects cells.

Concepts Skills

1. Cell Theory Disease. 1. Describe trends and relationships in data

2. Develop and support conclusions based on evidence
a. Infectious or noninfectious and factors
b. Vectors 3. Use the microscope to differentiate between healthy and
c. Non-infectious factors unhealthy cells
2. Relation between diseases and economic
development

 case study: Malaria (from SEPUP only)

Essential Question(s): What threatens life?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

Studying diseases in this learning outcome is considered an introduction, thislearning Outcome is the thread
which ties the unit together. It begins by discussing the importance of disease. In order to understand disease
and disease interventions students need to know about the healthy cell - its structures, how they function
normally and how they are changed by disease. Students return to this LO after studying the whole unit. In
WEEK14 they design possible interventions for a disease prevalent in Egypt. They present their work to the
class, arguing from evidence about the justification of their interventions and benefit versus trade-offs
involved.

Textbook and Resource Materials:

1- SEPUP Book, unit 3 Cell Biology

Activity 2 teacher SEPUP page 259: 271 student SEPUP 161 : 170
Links:
http://www.cdc.gov/

Evidence of Learning:

1. Students use sheets of SEPUP that are mentioned in the Activity teacher guide unit 3 - Act 02 - SS2.1
2. Students create a poster about the diseases
3. Exit tickets

Capstone Connection:

The student should to take into consideration what makes an environment healthy during their capstone
design.

Other subject connections:

● Chemistry- CH.1.01
● Geology- ES.1.0.1
● Physics- PH.3.01
● Arabic – ask to write an article or research paper about biology topics
● English- reading, speaking, writing and listening skills
● French- parts of the body and good nutrition
● French- reading, speaking and writing.
● German- reading, speaking and writing
● Social studies and citizen ship- 1.0.1medicine in the pharaonic era.
● Computer science-1.0.6 number system
● Home economy – module 1 healthy habits.
● P.E- module 1- public health
Weeks: Week 02 - Week 04

BI.1.02

HSS-BI.1.01, HSS-BI.1.02

Compare and contrast the structures within the cells of plants, animals, Protista and bacteria which function
to enable the cell to live.

Concepts Skills

1. Compare and contrast eukaryotes and 1. Use a microscope to make observations of general eukaryotic
prokaryotes cell structures.
2. Make scientific drawings
a. size 3. Make conclusions based on evidence
b. internal structures (membranes, DNA, 4. Make accurate inferences using text materials
ribosomes)
c. Example organisms 5. Use the tools to prepare slides for plant and animal cells

2. Eukaryotic cell structure and function to

include:

a. Cell membrane
b. Endomembrane system (and its function
as a transport and packaging system)
c. Mitochondria and Chloroplast (and its
function as energy conversions)
d. Nucleus (and its function as storage of
genetic material)
e. ribosome (and its function as protein
synthesis)
f. smooth endoplasmic reticulum (and its
function as lipid synthesis)
3. plant vs. animal cell structures

 TB as a case study from SEPUP

Essential Question(s): How does structure influence function?

Big Idea:

Cells are the basic unit of structure and function in organisms. Diseases may have a cellular basis.
Environmental factors may impact cells.

Comments:

This unit includes many laboratory experiences which is particularly good for these first-year students who
may never have handled laboratory equipment before. These initial labs have them using the microscope and
learning to draw in a scientific way as they study cells.

Textbook and Resource Materials:

SEPUP Materials -Unit 3 Cell Biology

Activity 3 teacher SEPUP page 272: 283 student SEPUP 171 : 179
Activity 4 teacher SEPUP page 284 : 289 student SEPUP page. 180 : 183
http://SEPUPlhs.org/high/sgi/teachers/cell_sim.html
http://www.molbiolcel1.0rg/content/21/22/3786.full

Activity 5 teacher SEPUP P. 290 :293 student SEPUP P. 184 : 185

http://SEPUPlhs.org/high/sgi/teachers/special_cell_sim.html

Activity 6 teacher SEPUP P. 294 : 299 student SEPUP 186 : 190

- Simulation
http://sumanasinc.com/webcontent/animations/content/diffusion.html

- Links
https://www.youtube.com/watch?v=svAAiKsJa-Y
https://www.youtube.com/watch?v=prfMUwjobo8
https://www.youtube.com/watch?v=Ao9cVhwPg84
https://www.youtube.com/watch?v=URUJD5NEXC8

Evidence of Learning:

-Using SEPUP analysis questions

Unit 3 - Act 03 - Drawings of cells in science notebook
Unit 3 - Act 03 - Venn diagram showing structures cells have in common
Unit 3 - Act 04 - SS 4.1
Unit 3 - Act 05 - SS 5.1
Unit 3 - Act 06 - Analysis Questions
- exit ticket
Capstone Connection:

Students should be able to discuss how form and function are related in their capstone projects.

Other subject connection:

● Chemistry CH.1.0.1; CH.1.0.2

● Geology ES.1.02
● Math – MA.1.04
● Arabic – ask to write an article or research paper about biology topics
● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Art AR.1.01 how to draw
● Computer science- CS.1.04 presentation
● Home economy-module 2 nutrition needs
● P.E- module 2 teamwork
● Library- LI.1.05; LI.1.01 library type
● Music- MU.1.01; MU.1.02; MU.1.03; MU.1..4

Weeks: Week 05 - Week 06

BI.1.03:

HSS-BI.1.02

Connect the structure of a healthy cell membrane to the functions it performs:

1) develop an explanation of the structure of the cell membrane to include how the structure enables the
processes of diffusion and osmosis to occur.

2) Describe the nature of phospholipids.

Concepts Skills

1. Cell membrane- 1. Make and record laboratory data.

2. Analyze laboratory data to infer nature of features of
 a. barrier function membranes
b. phospholipids and proteins. 3. Make accurate inferences from text materials
c. fluid structure
d. membrane models for study of function

2. Cell membrane and diffusion

a. diffusion.
b. osmosis.
c. selective permeability
d. protein channels and facilitated diffusion.

e. concentration gradients,

f. transport proteins and active transport

Diabetes as a case study (from SEPUP)

Essential Question(s): How does structure determine function?

Big Idea:

Cells are the basic unit of structure and function in organisms. Diseases may have a cellular basis.
Environmental factors may impact cells.

Comments:

These activities include two laboratories which explore the nature of membranes and lay the groundwork for
the more detailed explanation of how and why a cell membrane works as it does. Doing these laboratories in
advance will make learning the details more meaningful to students and leads to deeper understanding and
higher retention.

Textbook and Resource Materials:

1- SEPUP Materials in Unit 3 - Cell Biology

Act. 07 teacher SEPUP P. 300 : 308 student SEPUP P. 191 : 197
Act 07 - TR 7.1; TR 7.2
Act 07 - SS 2.1 to use for diabetes reading
Act 08 teacher SEPUP P. 310 : 319 student SEPUP P. 198 : 205
Act 08 - SS 2.1 to use for HIV reading
Act 09 teacher SEPUP P. 321 :329 student SEPUP P. 206 : 212
Act 09 - TR 9.1
-Optional Simulations
http://sumanasinc.com/webcontent/animations/content/carrier_proteins.html
http://sumanasinc.com/webcontent/animations/content/synapse.html
http://sumanasinc.com/webcontent/animations/content/polyribosomes2.html
http://sumanasinc.com/webcontent/animations/content/actionpotential.html
http://sumanasinc.com/webcontent/animations/content/vesiclebudding.html
http://sumanasinc.com/webcontent/animations/content/diffusion.html

2- Links
https://www.youtube.com/watch?v=svAAiKsJa-Y&list=PL6vdue9DFN3LKD9mz_h_cDYv8z1H1egQs
https://www.youtube.com/watch?v=p5zFgT4aofA
https://www.youtube.com/watch?v=SdUUP2pMmQ4

Evidence of Learning:

1- Use of the Analysis questions for each Activity

2- Students' successful use of lab materials in Act 7 & 8
3-Analysis question 6 for Act 9 as an assessment

Capstone Connection:

Again, students should relate form to function within their Capstone project.

Other subject connection:

 CH.1.08; ES.1.03; PH.1.08

● Arabic – ask to write an article or research paper about biology topics
● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Home economy -module 5 healthy cooking
● Library- LI.1.03 internationally labelling- search engine.
● Music- MU.1.17
Genetics
Weeks: Week 07 - Week 07

BI.1.04:

HSS-BI.1.01, HSS-BI.2.01

Create a model which shows the structure of DNA and RNA as a genetic material only:
1) the differences between DNA and RNA structure
2) complementary base pairing

Concepts Skills

Modeling DNA structure: Compare and contrast.

1. Deoxyribonucleic acid (DNA).

2. Nucleotide subunits.
3. nitrogenous bases

4. sugar–phosphate backbone
5. Complementary strands
6. Double helix.

RNA structure

Essential Question(s): How is genetic information recorded?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

This activity models the structure of DNA. It is used in this grade to teach the structure of DNA and then
briefly used in Grade 2 to review it. The Grade 1 and Grade 2 teachers are aware of this.
Textbook and Resource Materials:

Unite 4 Genetics - Act.10 Modeling DNA Structure (Teacher SEPUP 505-513 -S.SEPUP 228-333)

Unit 4 Genetics - Act 10 - TR (10.1+10.2+10.3+10.4)

http://www.nobelprize.org/educational/medicine/dna_double_helix/readmore.html
1- Links
https://www.youtube.com/watch?v=qy8dk5iS1f0
https://www.youtube.com/watch?v=_POdWsii7AI
https://www.youtube.com/watch?v=5wMqHOf692E

Evidence of Learning:

- Record of lab work in science notebook

- Exit ticket
-Answer Analysis Questions

Other subject connection

 CH.1.05; MA.1.02
● Arabic – ask to write an article or research paper about biology topics
● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Computer science- CS.1.03 three D design-

Weeks: Week 08 - Week 09

BI.1.05:

HSS-BI.1.01

Investigate the functions of different classes of proteins and the factors affecting their performance:
1) know the structure, classes and functions of proteins;
2) know the mechanism of an enzyme function as a catalyst and the factors that effect on it.
 Concepts Skills

1. Functions of Proteins in cells Correlate (identify the relationship between) structure

and function.
a. Proteins in cells
b. Protein classification
c. Enzyme structure, functions and factors
affecting rates.

Essential Question(s): What are proteins and why are they important?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

Again, there is a very important lab in this section (Act 11). In this lab students actually design their own
experiment with a testable hypothesis. This is their first opportunity to practice this extremely important skill
in science.

Textbook and Resource Materials:

Cell Biology- Unit 3 - Act.10 Functions of Proteins in Cells(Teacher .SEPUP 330-338 - S.SEPUP 213-215)
Unit 3 - Act 10 - TR 10.1; SS 10.1

Cell Biology- Unit 3 - Act.11 Investigating Enzyme Function (Teacher .SEPUP 339-346 -S.SEPUP 216-218)
Unit 3- Act 11 - TR 11.1

Links
https://www.youtube.com/watch?v=M568QP1K3sM
https://www.youtube.com/watch?v=5wMqHOf692E
https://www.youtube.com/watch?v=h5mJbP23Buo
Evidence of Learning:

Use of all Analysis Questions

Unit 3 - Act 10 - SS 10.1
Unit 3 - Act 11 - Entries in science notebooks of hypothesis, procedure, data collected, etc.
Unit 4 - Act 16 - SS 16.1

Capstone Connection:

A healthy environment includes good temperature control and clean water for the human body to function
optimally.
Cell Biology (part 2)
Weeks: Week 10 - Week 10

BI.1.06:

HSS-BI.1.03

Create a model which outlines the cell cycle in controlled and uncontrolled cell divisions, including
uncontrolled cell division resulting in cancer.

Concepts Skills

The Cell Cycle: Record observations and identify trends in data

1. Cell growth and division.

2. Phases sequence (G1, S, G2, M)
3. Normal and abnormal rates and processes
4. Rate differentiation based on cell type

5. Cancer as case study (from SEPUP only)

Essential Question(s): How does life maintain itself?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

Activity 13 which is used to teach this Learning Outcome does not go into the phases of mitosis. The phases
of mitosis are taught in Grade 2. The Cell Cycle at this point is generalized. We'd need to be careful that
students don't get confused by the use of the word phases both in the sense of the cell cycle phases and then
in the sense of mitotic phases. I would recommend leaving the teaching of the mitotic phases to Grade 2 At
this point they only need to realize that body cells replicate at different rates for different reasons. All the
details can be left to Grade 2 where they'll need more detail in order to understand mutation.
Textbook and Resource Materials:

Unit 3 Cell Biology Act.13 The Cell Cycle (Teacher: SEPUP 360-370; Student: SEPUP 229-235)

2- Links
https://www.youtube.com/watch?v=JcZQkmooyPk
https://www.youtube.com/watch?v=lpAa4TWjHQ4
https://www.youtube.com/watch?v=jjfYQMW_nek
https://www.youtube.com/watch?v=vKIRWY-LMYc
https://www.youtube.com/watch?v=8LhQllh46yI

Evidence of Learning:

- Unit 3 - Act 13 - SS 13.1

- Exit ticket
- Group presentations
- Solve Analysis questions

Other subject connections:

● Arabic – ask to write an article or research paper about biology topics

● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Computer science – 1.0.7 chart

Weeks: Week 11 - Week 12

BI.1.07:

HSS-BI.1.03

Evaluate stem cells as possible cures for some diseases:

1) cell differentiation; and
2) stem cells as a cure for disease.

Concepts Skills

1. STEM cells types according to differentiation 1. Distinguish scientific questions from ethical questions
2. Investigate through modelling and developing
a. Totipotent
 b. Pluripotent explanations
c. Multipoint

2. Types of STEM cells according to its presence

a. Embryonic

b. Adults (somatic

3. Layers of embryo

a. Ectoderm
b. Endoderm
c. Mesoderm

4. STEM cells as a treatment

a. Treatment for leukemia

b. Umbilical cord blood STEM cells therapy
c. Bone marrow transplant

5. New researches treatment for diabetes

6. The STEM cells debate.

Essential Question(s): Can stem cells be used to cure diseases?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

Material from the Genetics unit (Unit 4) has been added here to explain the mechanism of stem cell
differentiation in greater depth. This material is not being used by Grade 2 and it is logical to include it here.

Textbook and Resource Materials:

Unit 4 Genetics - Act 17 Cell Differentiation and Gene Expression (Teacher: SEPUP 572: 581 Students: SEPUP
376 : 381) Parts A & B only
Act 17 - SS 17.1

Unit 3 Cell biology Act 14 Stem Cell Differentiation (Te. SEPUP 371 : 375 ) S.SEPUP 236 :239)
Unit 3 Cell Biology Act 15 - Stem cell research (Te SEPUP 176-180 S. SEPUP 240-243)
Act 15 Read and discuss Analysis Questions. Do not do KWL activity.

-Simulations
http://sumanasinc.com/webcontent/animations/content/stemcells.html

-Links
https://www.youtube.com/watch?v=rXVdSajL08E
https://www.youtube.com/watch?v=8JTw2RpDo9o
https://www.youtube.com/watch?v=_hbgeQzmU9U

Evidence of Learning:

- SEPUP students’ sheet - unit 4 - Act 17 - SS 17.1

- Solving Analysis Questions

Other subject connections:

● Arabic – ask to write an article or research paper about biology topics

● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Home economy – module 7 techniques
● Music- MU.1.08- programming
● P.E- module 6 scout
● Art – module 2 models
Weeks: Week 13 - Week 13

BI.1.08:

Create a simulation to show how viruses infect a cell:

1) know organelles of healthy cells;
2) explain why a virus can`t replicate by itself and must use the cell's organelles; and
3) identify which organelles are used by the virus.

Concepts Skills

HIV/AIDS: Virus and cell organelles: 1. Explain and interpret data

1. the relationship between cell protein and viral protein 2. Design and prepare a simulation
2. Receptor proteins and enzymes
3. Protein manufacture of virus utilizing cell organelles.
4. HIV virus mechanism of infection and replication.

5.HIV as a case study (from SEPUP)

a. disease symptoms

Essential Question(s): Is a virus a living thing?

Big Idea:

Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy.
Changes may occur according to the external and internal effects of the environment.

Comments:

By the end of the first semester students will study six diseases (Malaria, sickle cell anemia, TB, diabetes,
cancer, and HIV from SEPUP information only) and these diseases will be included in the exam. The student
will choose any other disease rather than these six diseases to do it as a project related to his learning
outcomes.

Week 14 circles back to disease and interventions as students give their presentations. This will conclude
Learning Outcome 1.

Textbook and Resource Materials:

Unit 3 - Act.16 HIV/AIDS Infection and Cell Organelles (Teacher: SEPUP 381-388; Student: SEPUP 244-249)
Act 16 SS 16.1; SS 2.1

Simulation:
http://sumanasinc.com/webcontent/animations/content/lifecyclehiv.html

Links
https://www.youtube.com/watch?v=ng22Ucr33aw

Evidence of Learning:

Make Simulation
Unit 3 - Act 16 - SS 16.1

Other subject connections:

● Arabic – ask to write an article or research paper about biology topics

● English- reading, speaking, writing and listening skills
● French-reading, speaking and writing.
● German- reading, speaking and writing
● Library- search engines- simple and complex researches