Task 1 – Graphic Organizer Unit connection (Cell Part of your bio, microbio, Subunit Action sub header Brief Explanation day genetics, systems, (.1,.2,.3,...etc.) plants) Waking up and stretching Systems & Cell Biology Brushing my Microbiology teeth Eating breakfast Cell Biology Taking the Systems bus to school English class Genetics Science class Genetics Lunch Gym class Plants Cell Biology 1.6 & 4.5 Stretching activates muscle cells that use ATP for contraction. Signals from the Cells at Work & nervous system stimulate muscles, showing System Interactions how multiple systems interact, as learned in Unit 1.6 and 4.5. Helpful and Harmful Bacteria Brushing removes harmful bacteria like Streptococcus mutans, preventing cavities. This reflects the balance of bacteria in our microbiome. 1.5 Transport in Cells Nutrients are absorbed through diffusion and active transport. Cells use glucose for respiration, producing ATP to fuel the body. 4.2, 4.4 Circulatory & Respiratory Systems Increased heart rate and breathing deliver oxygen to cells. This oxygen is used in cellular respiration to release energy. 3.1 DNA and Mitosis Brain cells rely on proteins created from DNA instructions. These proteins support learning and memory, showing daily use of genetic functions. 3.6 Genetic Technologies Learning about gene editing and CRISPR shows real-life applications of DNA knowledge and biotechnology. 5.1 The Basics and their Structures Photosynthesis in plants produces glucose, the base of most food chains. We eat the products of this process every day. Cells at Work During exercise, cells use aerobic respiration. When oxygen runs low, they switch to anaerobic respiration, creating lactic acid. 2.2 1.6 Feeding my cat Microbiology 2.4 Animals rely on gut bacteria to digest food. Microorganisms These microbes help absorb nutrients, and Biotechnology showing the importance of symbiosis. Homework Genetics 3.1 DNA and Mitosis 4.5 The endocrine and nervous systems release System Interactions melatonin to regulate sleep, maintaining homeostasis. Going to sleep Systems Brain activity depends on protein synthesis and gene expression, which help process and store information. Task 2 – Final Culminating Timeline Scientific Reflection: A Day in My Life Through Grade 11 Biology By: Maram Abualhyjaa Course: Grade 11 Biology 1. Waking Up and Stretching – 7:00 a.m. When I wake up at 7:00 a.m. and stretch, I begin to activate several systems in my body. This action involves my muscular system, nervous system, and circulatory system. The brain sends electrical impulses through neurons to my muscles, which use ATP energy to contract. The mitochondria in each muscle cell are responsible for producing this energy through cellular respiration, a topic we learned about in Unit 1.6: Cells at Work. This also connects to Unit 4.5: System Interactions, since it shows how multiple systems work together to control movement. 2. Brushing My Teeth – 7:15 a.m. While brushing my teeth, I interact with microbiology concepts from Unit 2.2: Helpful and Harmful Bacteria. My mouth naturally contains bacteria — both good and bad. One harmful bacterium, Streptococcus mutans, can create acid that wears down enamel and causes cavities. By brushing, I reduce the number of these bacteria, helping prevent tooth decay. This is an everyday example of how understanding bacteria helps improve personal hygiene. 3. Eating Breakfast – 7:30 a.m. For breakfast, I eat something simple like toast and tea. This begins the digestive process, where food is broken down into nutrients like glucose and amino acids. In Unit 1.5: Transport in Cells, we learned that these molecules are absorbed into the bloodstream and enter cells using diffusion or active transport. The glucose is used by mitochondria to produce energy, which supports everything I do for the rest of the day. 4. Taking the Bus to School – 8:00 a.m. Walking to the bus stop and climbing on board might not seem like biology, but it’s deeply connected to Unit 4: Systems. During physical activity, my respiratory system brings in oxygen, which travels through my circulatory system to deliver oxygen to my muscles. In Unit 4.2 and 4.4, we learned how oxygen is picked up by red blood cells and delivered to tissues to be used in aerobic respiration. 5. Sitting in English Class – 9:00 a.m. While quietly reading and writing, my body is still busy at the cellular level. My brain cells are making proteins and using energy to support thinking and memory. In Unit 3.1: DNA and Mitosis, we learned how DNA controls what proteins are made in each cell. These processes allow cells to function properly and repair themselves when needed. 6. Science Class – 10:30 a.m. In science class, we often talk about genetics and biotechnology, especially in Unit 3.6: Genetic Technologies. We learned about tools like CRISPR, which scientists use to edit genes and fix genetic disorders. I find it amazing that the same DNA instructions in our cells can now be read and edited by scientists to change traits, cure diseases, and understand inheritance more deeply. 7. Lunch – 12:00 p.m. At lunch, I eat food that ultimately came from plants. In Unit 5.1, we learned about photosynthesis, the process where green plants turn sunlight into chemical energy. This happens in the chloroplasts, which convert carbon dioxide and water into glucose and oxygen. That glucose enters food chains and ends up in my lunch — whether I eat bread, fruit, or even meat from animals that eat plants. 8. Gym Class – 2:00 p.m. If I have gym, I really notice how fast my breathing gets and how sore my muscles feel. In Unit 1.6, we learned that muscle cells use oxygen for aerobic respiration, but if oxygen runs out, they switch to anaerobic respiration, which produces lactic acid. That’s the cause of muscle fatigue. It shows how cells quickly adapt based on how hard we’re working. 9. Feeding My Cat – 4:00 p.m. After school, I feed my cat. This connects to Unit 2.4: Microorganisms and Biotechnology. Animals like my cat rely on gut bacteria to help break down food and absorb nutrients. This shows a real-life example of a mutualistic relationship, where both the host and bacteria benefit. Without these microbes, digestion would be much harder. 10. Homework Time – 6:00 p.m. During homework, I’m still relying on protein synthesis, which we studied in Unit 3.1. My brain cells use DNA instructions to make the proteins needed to send signals and store memories. This is part of what makes humans capable of learning and solving problems, and it's all controlled at the cellular level. 11. Going to Bed – 1:00 a.m. At the end of the day, my brain tells my body it’s time to sleep. The pineal gland releases melatonin, a hormone that helps me feel tired. In Unit 4.5, we learned how the endocrine system and nervous system work together to regulate sleep. Even though I’m resting, my body keeps working — repairing cells, balancing hormones, and preparing for a new day.