Standard 2.1

Organisms must exchange matter with the environment to grow, reproduce and maintain organization.

Performance indicators:

a. Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. [SP 2.2]
b. Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [SP 6.2]
c. Justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building b cks and excrete as waste products. [SP 4.1]
d. Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SP 1.1, 1.4]

Class Activities

none currently.



Standard 2.2

The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Performance indicators:

a. Explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [SP 7.1]
b. Refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3]
c. Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4]

Class Activities

Pattern Matching Activity

From an adaptation by Jennifer Sosnowski

Biological Chemistry POGIL

Can not be legally posted in public webspace.


Standard 2.3

Variation in molecular units provides cells with a wider range of functions.

Performance indicators:

a. Construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2]

Class Activities

Jolecule Protein Modeling Activity


Protein Structure POGIL

Can not be legally posted in public webspace


Standard 2.4

Cell membranes are selectively permeable due to their structure.

Performance indicators:

a. Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. [SP 1.4, 3.1]
b. Construct models that connect the movement of molecules across membranes with membrane structure and function. [SP 1.1, 7.1, 7.2]

Class Activities

Membrane Structure POGIL

Can not be legally posted in public webspace


Standard 2.5

Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.

Performance indicators:

a. 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. [SP 1.4]

Class Activities

Membrane Function POGIL

Can not be legally posted in public webspace


Standard 2.6

Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.

Performance indicators:

a. Explain how internal membranes and organelles contribute to cell functions. [SP 6.2]
b. Use representations and models to describe differences in prokaryotic and eukaryotic cells. [SP 1.4]

Class Activities

none currently.



Standard 2.7

The structure and function of subcellular components, and their interactions, provide essential cellular processes.

Performance indicators:

a. Make a prediction about the interactions of subcellular organelles. [SP 6.4]
b. Construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. [SP 6.2]
c. Use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. [SP 1.4]

Class Activities

Organelle Campaign Project