Unit #: 8
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Janie Cruce, Lori Treiber
STAGE 1 – DESIRED RESULTS
Unit Title: Life Processes and Behavior
Transfer Goal(s):
 Understand how your body maintains life functions in order to remain healthy.
 Apply the understandings of microorganisms to prevent disease.
Enduring Understandings:
Students will understand that…
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All organisms are interconnected in their struggle for survival.
All organisms have adapted to their particular environments (both
water and land) in order to maintain life functions.
Students will know:
 Unicellular organisms have very unique organelles that maintain their
life functions (contractile vacuoles, cilia, flagella, pseudopods, eye
spots).
 Descriptions of the following life functions: reproduction,
development, respiration, nutrition, transport, and excretion. (review)
o Plants are diverse and have evolved particular structures to
ensure success in the environment (vascular, nonvascular,
xylem, phloem, flowers/angiosperms, seeds,
cones/gymnosperms, spores, autotrophic, tropisms).
o Animals are diverse and have evolved particular structures/
mechanisms to ensure success in the environment (nerve
cells, muscle cells, bloods cells, sperm cells, egg cells,
kidneys, gills, lungs, placenta, types of fertilization, feeding
adaptations).
 The difference between passive and active immunity.
 Viruses are considered non-living yet can still be pathogens.
 Antigens cause antibody production.
 Viral and bacterial diseases are treated differently (antivirals,
antibiotics, vaccines).
 Innate, learned, and social behaviors of animals.
Essential Questions:
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How do the adaptations of life functions ensure the success of
organisms in their environment?
How do we depend on microorganisms for survival?
How do the behaviors of organisms govern their success?
Students will be able to:
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Examine specimen or diagrams of unicellular organisms to
identify specialized organelles (contractile vacuoles, cilia,
flagella, pseudopods, and eyespots)
Understand how the processes of transport and excretion,
respiration, nutrition, reproduction, and growth and development
work in various organisms.
Identify the parts of a real plant and compare them to diagrams.
Compare passive and active immunity, including descriptions
and examples. (review AIDS, influenza, and tuberculosis)
Compare innate, learned, and social behaviors and give
examples of each (suckling, chemotaxis, phototaxis, migration,
estivation, hibernation, habituation, imprinting, classical
conditioning as demonstrated by Pavlov, trial and error,
communication, territorial defense, courtship, pheromones).
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/23/16
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Unit #: 8
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Janie Cruce, Lori Treiber
STAGE 1– STANDARDS
Essential Standards
Bio.1.2
Analyze the cell as a living system.
Bio.1.2.3
Clarifying Objectives
Explain how specific cell adaptations help cells survive in
particular environments (focus on unicellular organisms).
Analyze the survival and reproductive success of organisms in
terms of behavioral, structural, and reproductive adaptations.
From NCDPI Unpacking:
Analyze how various organisms accomplish the following life
functions through adaptations within particular environments
(example: water or land) and that these adaptations have
evolved to ensure survival and reproductive success.
Bio.2.1
Analyze the interdependence of living organisms within their
environments.
Transport and Excretion – how different organisms get what
they need to cells; how they move waste from cells to organs of
excretion.
Bio.2.1.2
Focus is on maintaining balance in pH, salt, and water.
Include plants - vascular and nonvascular.
Respiration – how different organisms take in and release
gases
(carbon dioxide or oxygen, water vapor); cellular respiration
Nutrition – feeding adaptations and how organisms get
nutrition (autotrophic and heterotrophic) and how they break
down and absorb foods.
Reproduction, Growth and Development – sexual versus
asexual, eggs, seeds, spores, placental, types of fertilization.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/23/16
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Unit #: 8
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Janie Cruce, Lori Treiber
Explain various ways organisms interact with each other
(including predation, competition, parasitism, mutualism) and
with their environments resulting in stability within ecosystems.
Bio.2.1.3
Bio.3.4
Explain the theory of evolution by natural selection as a
mechanism for how species change over time.
From NCDPI Unpacking:
Exemplify various forms of communication and territorial
defense including communication within social structure using
pheromones (Examples: bees, ants, termites), courtship dances,
territorial defense (Example: fighting fish).
Explain how various disease agents (bacteria, viruses,
chemicals) can influence natural selection.
Bio.3.4.3
From NCDPI Unpacking:
passive/active immunity, antivirals and vaccines
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/23/16
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Unit #: 8
Subject(s): Biology
Performance Tasks:
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Grade(s): 10
Designer(s): Christy Burton, Janie Cruce, Lori Treiber
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence: There may not be an assessment of each type listed
below for each unit. Examples of other types of assessment may include:
Who Infected Whom
Click here to access the performance tasks listed above.
Academic Prompts
Quiz and Test Items
Informal Checks for Understanding
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Constructed Response Question Bank
End-of-Course Released Forms
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/23/16
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Unit #: 8
Subject(s): Biology
Grade(s): 10
Designer(s): Christy Burton, Janie Cruce, Lori Treiber
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 Discovery Education Resources
 Animal Behavior Chart
 Unpacking for Unit 8
 Biology EOC Vocabulary List
Additional resources can be found using these digital tools:
 Biology EOC Vocabulary List 2
 Defined Stem (main site)
 Classroom Epidemics
 Discovery Education (main site)
 Connections Poster
 iCurio (main site)
 Flower Structures Lab
 Plants on the Go Webquest
Click here to access the resources listed above.
 Protists Classification Key
 Plant Evolution Webquest
Click here to access the resources listed above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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Infectious Diseases Case Study (Honors)
Plant Structure Lab
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revised 8/23/16
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