Name:_________________________________ Pd.____
“I can” statements (a.k.a. LEARNING TARGETS) for Insights in Biology Unit 1
***These statements reflect what should know and be able to do by the end of each learning
experience. Use them to assess your progress in our class.
 when target is met
Learning
Experience
1 Living Proof
(Characteristics of
Life)
2 Which Way Do
They Go?
(Responding)
3 Everything Under
the Sun
(Photosynthesis)
LEARNING TARGETS:
I can identify the characteristics considered essential for survival
of a living thing.
I can describe how organisms respond to factors in the
environment in a controlled manner using specific examples,
and associate this behavior with the requirements for
maintaining life.
I can write the equation for photosynthesis using both words
and molecular formulas.
I can use the photosynthesis equation to model how plants
rearrange atoms during photosynthesis.
I can describe how plants make their own food using light
energy and simple molecules.
4 Feeding Frenzy
(Food nutrients)
5 The Lego® of
Life
(Chemical
composition of
biomolecules)
I can identify the two most important reasons animals and
humans depend on plants for survival. (hint: not "gardens and
shade")
I can list the types of biomolecules that make up food, giving
specific examples.
I can recognize the difference between atoms and molecules.
I can list the types of biomolecules that make up living
organisms.
I can compare and contrast the structures (including building
blocks) of proteins, carbohydrates and fats.
I can identify the elements that make up carbohydrates,
proteins, and lipids.
I can compare and contrast the functions of proteins,
carbohydrates and fats.
6 Turning Corn
Into Milk
I can describe how the building blocks of proteins influence
their shape and function.
I can explain the relationship between the types of
biomolecules in food and the types of biomolecules that make
Selfassessment
Teacher
assessment
(Transforming food
into biomolecules)
up living organisms.
I can diagram and explain how cells break down food molecules
into smaller pieces and rearrange the molecules into bigger
molecules the cell and organism needs.
6 FFS: Metabolic
Managers
(Enzymes)
7 A Breath of Fresh
Air
(Cellular respiration)
I can state the type of biomolecule to which enzymes belong.
I can diagram the process of an enzyme catalyzing a reaction.
I can explain the importance of enzymes using a specific
example.
I can write the equation for cellular respiration using both
words and molecular formulas.
I can use the cellular respiration equation to model how both
plants and animals rearrange atoms during cellular respiration.
I can explain how some of the energy from food molecules is
transformed into a form usable by cells.
I can explain how organisms use energy produced during
cellular respiration (catabolism) to synthesize new molecules
(anabolism).
10 Night of the
Living Cell
(Cells)
I can compare and contrast cellular respiration and the burning
of fossil fuels like gas and coal in terms of the role of carboncontaining compounds and energy transformation.
I can draw and label a picture of a cell with the following
structures: cell membrane, nucleus, chloroplast, mitochondrion,
ribosome, cell wall
I can describe the function of each of the following cellular
structures: cellular membrane, nucleus, chloroplast,
mitochondrion, ribosome, cell wall
11 Great Divide
(Cell division)
I can describe the relationship between biomolecules and cell
parts and processes.
I can generalize how the size of the cell affects its efficiency in
obtaining nutrients.
I can draw and label a simplified picture of a chromosome, and
describe its function in mitosis (the cell cycle).
I am able to draw or model the process of mitosis clearly
showing the movement of chromosomes.
I can explain why cell division is an important process for
growth, repair, and maintenance of living things.